zilongwang/ReadingBank huggingface dataset:
Distribution of Transit Amenities Monitoring Method Transit amenities will be mapped on GIS mapping for minority and low income populations and the number of shelters and benches will be counted in each area. The number of shelters and the number of benches will be calculated for the minority / non-minority areas and the low income areas based upon the percent of households in poverty. Rates of shelters and benches per 1,000 households will be calculated. If the rate of shelters or benches in minority / low income areas is 20 per cent less that in non-minority / non-low income areas a disparity will exist. Monitoring Results Vehicle Load Factor Monitoring Results Ridership and service capacity data was collected for Fiscal Year 2014. Average weekday AM peak period and PM peak period load factors by quartiles are shown in Table 4.1. Table 41: Ride On Vehicle Load Factor Monitoring Results – Fiscal Year 2014 Quartile AM Peak PM Peak 1 55.2% 59.9% 2 44.5% 54.8% 3 35.5% 41.1% 4 38.3% 46.1% System Average 43.5% 50.7% Standard Deviation 19.9% 32.0% Disparity Limit 63.5% 82.7% The monitoring methodology establishes that a disparity exists if the average load factor for either quartile 1 or 2 is one standard deviation higher than the system average. In the AM Peak and PM Peak, the load factor for quartiles 1 and 2 are higher than the system average but lower than the disparity limit. There are four routes that exceed Ride On’s PM Peak Hour Load factor policy of 120% including Route 55 – 174%, Route 59 – 125%, Route 61 – 122% and Route 1 – 125%. Routes 55, 59 and 61 are in Quartile 1 while Route 1 is in Quartile 4. RIDE ON should review actual ridership per trip for these routes and add peak period trips if warranted. Route Headways Monitoring Results Using published timetables, headway data was collected for each route by four time periods. The average headway was calculated for each quartile and time period as shown in Table 4-2 below. A disparity exists if the average headway for either quartile 1 or 2 is one standard deviation longer that the system average. 42: Ride On Route Headways Monitoring Results – August 2013 Quartile AM Peak Mid Day PM Peak Evening
By signing this ASSURANCE, the also agrees to comply (and require any sub-recipients, contractors, successors, transferees, and/or assignees to comply) with all applicable provisions governing the FHWA and USDOT access to records, accounts, documents, information, facilities, and staff. You also recognize that you must comply with any program or compliance reviews, and/or complaint investigations conducted by the FHWA and USDOT. You must keep records, reports, and submit the material for review upon request to the FHWA and USDOT, or their designees, in a timely, complete, and accurate way. Additionally, you must comply with all other reporting, data collection, and evaluation requirements, as prescribed by law or detailed in program guidance. The gives this ASSURANCE in consideration of and for obtaining any Federal grants, loans, contracts, agreements, property, and/or discounts, or other Federal and Federal financial assistance extended after the date hereof to the recipients by the USDOT under the Federal-Aid Highway Program. This ASSURANCE is binding on the State of Maine, other recipients, sub-recipients, contractors, subcontractors and their subcontractors', transferees, successors in interest, and any other participants in the Federal-Aid Highway Program. The person signing below is authorized to sign this ASSURANCE on behalf of the Recipient. of By , DATED ___________________________________________ Encl.: Appendices A and E
(NAME OF Transit Agency) TRANSIT TITLE VI COMPLAINT FORM PART I - COMPLAINANT INFORMATION (Print all items legibly.) Name Telephone Street Address/P.O. Box Email Address City State Zip Code PART II - CAUSE OF DISCRIMINATION BASED ON [Check all appropriate box(es).] □Race □Color □National Origin PART III - THE PARTICULARS ARE: (Include names, dates, places, and incidents involved in the complaint.) [If additional space is needed, attach extra sheet(s).] PART IV - REMEDY SOUGHT [State the specific remedy sought to resolve the issues(s).] PART V - VERIFICATION Complainant’s Signature _______________________________ Date ____________________ Instructions GENERAL
Certificated staff: Certificated staff members are those who meet the minimum qualifications set forth in Section 53414 and 53420, Minimum Qualifications for Disabled Student Programs and Services Employees. Academic Accommodation Plan: The Academic Accommodation Plan (AAP) is a record of the interactive process between each DSPS student and a DSPS professional member regarding the academic adjustments, auxiliary aids, services and/or instruction necessary to provide the student equal access to the educational process. Section 56002 Student with a Disability A “student with a disability” is a person who has [applied to] or enrolled at a community college who has a verified disability which limits one or more major life activities, as defined in 28 C.F.R. 35.104, resulting in an educational limitation as defined in section 56001. For purposes of reporting to the Chancellor under Section 56030, students with disabilities shall be reported in the categories described in Sections 56032-44. Per Education Code 84850, effective January 1, 2017. Student with a disability (SWD) is a person who has [applied to or] enrolled at a community college with a verified disability & an educational limitation. Per current Education Code 84850, effective January 1, 2017, based upon passage of AB-2791. Section 56006 Determination of Eligibility In order to be eligible for academic adjustments, auxiliary aids, services and/or instruction authorized under this chapter, a student must have a disability which is verified pursuant to subdivision (b) which results in an educational limitation identified pursuant to subdivision (c) of this section. The existence of a disability may be verified, using procedures prescribed by the Chancellor, by one of the following means: observation by certificated DSPS staff; assessment by certificated DSPS or Eligibility for program is on the existence of a verified disability (observation, assessment and review) determined by certified staff and directly related to the educational limitation. Description of the above is documented in the required Academic Accommodation Plan (AAP)
Chancellor’s Office California Community Colleges 5 Rewrite Workgroup February 10, 2014 10:00 AM – 4:00 PM Meeting Summary Title 5 Rewrite Workgroup members present: Michelle Christenson– Student Senate Representative Sarah Funes – Student Senate Representative Maria Gonzalez – Faculty/Counseling Academic Senate Representative Scott Hamilton – Faculty/Counseling Academic Senate Representative Grace Hanson – CAPED Representative Jon James – Regional Coordinators/Academic Senate Representative George Marcopulos – LD Field Advisory Group Representative Denise Simpson – C2C & Autism Representative Patie Wegman – Deaf & Hard of Hearing Advisory Group Representative Stephen Johnson – Chief Student Services Officers Representative (via phone) Willy Duncan - - Chief Executive Officers/Presidents Representative CCCCO Staff: Scott Valverde - DSPS Scott Berenson - DSPS Chelle Ellenberger - DSPS Julia Blair – Legal Affairs staff attorney Contractor Jan Galvin – The Galvin Group Catherine Campisi – The Galvin Group Review the purpose of the workgroup; review agenda Jan Galvin reviewed the purpose of this meeting which was to discuss and where possible, reach consensus on proposed changes to the 10 Disability Sections and engage in further discussion and consensus on staffing, minimum qualifications, provision of academic adjustments, auxiliary aids and services and replacement term for SEC.
Note: Authority cited: Sections 67312, 70901, and 84850, Education Code. Reference: Sections 67310-12 and 84850, Education Code. Section 56062. Provision of Support Services or Instruction. A community college district will be deemed to have “provided support services or instruction” to a student with a disability, as required by Section 56060, if the student is enrolled in a special class
NOTE: Section 1 must be completed Crossed Loans This section is not applicable ALTA 12 or T-16, Tie-in or Aggregation ALTA 20 or T-14, First Loss Multiple Foreclosure (except FL, KS and TX) 12. Title Endorsements – Transaction Specific (continued) Yes N/A N/AV Equivalent Covered Exception #s Describe modified language or differences in coverage from ALTA, (list by name) Policy Pro Forma CLTA, TX or equivalent form Transaction-Specific Endorsements Choose One Western States Survey Waiver (Loan is <$25M) This section is not applicable ALTA 3.1 or CLTA 123.2 ALTA 17 or CLTA 103.7, Access ALTA 17.1 or CLTA 103.4, Indirect Access ALTA 19 or CLTA 116.4, Contiguity Choose One CLTA 116, Designation of improvements, address ALTA 22 or CLTA 116.01, Location ALTA 22.1 or CLTA 116.02, Location and map Choose One ALTA 26 or CLTA 116.8, Subdivision CLTA 116.7, Lawfully created parcels endorsement where the Property is described with a metes and bounds legal description Choose One ALTA 28 or CLTA 103.1, Easement - damage or enforced removal ALTA 28.1, Encroachments – boundaries and easements CLTA 103.2, Easement, damage-use or maintenance CLTA 103.3, Easement, existing encroachment
on the psychoactive effect of the THC.” (p. 6) If a newborn is born addicted to any sort of substance, whether it be marijuana, cocaine, LSD, and etc., they can also suffer from the same side effects as adults. If adults can suffer from dependency on the psychoactive effect in the THC in marijuana so can a newborn child. Another argument in favor of this policy is the argument from Mary Haag (2016), Registered Nurse and the President of Prevention First, which is an organization that helps better people every day through their own research programs. Her argument is that substances can cause the brain to not develop properly, stating, “[t]he brain is not fully developed until we are about 25. That’s just the way it is and using any kind of substances impacts that development” (para 4). If a brain is not fully developed by the age of 25, using substances, or drinking alcohol is likely to cause the development to either respite or cease all together. In addition to the previous arguments, the National Advocates for Pregnant Women (NAPW) states, “[y]et fetal rights advocates have convinced police, prosecutors, and judges to treat addiction as a form of abuse or neglect without regard for parenting ability” (para 12). There are programs in place to help pregnant mothers who are addicted to drugs and alcohol. A woman has to want to quit for the fetus in order to be able to quit. All of these arguments tie in to the advocacy for the policy where it is illegal for pregnant women to use alcohol or substances while 20 weeks pregnant until the delivery of the newborn. Arguments Against Although are many different stances of how women should care for their bodies during a pregnancy, no specific guidelines have been set. Over the years, the American system, non-profit organizations, and other groups have debated over what rights a woman has over her own body during a pregnancy. The rights of the woman’s body and those of her fetus should be left up to the mother until the child is born, and there are various Supreme Court Cases
For purposes of complying with section 471(a)(3), this plan is in effect in all service areas and for all populations served by the Tribe and identified in Attachment V. 479B(c)(1)(C)(ii) C. NUNC PRO TUNC AND FOSTER CARE ELIGIBILITY REQUIREMENTS For purposes of determining whether a child whose placement and care are the responsibility of an Indian tribe, tribal organization, or tribal consortium satisfies the requirements of section 472(a), the following shall apply: 1. Notwithstanding 472(a)(1), Tribes may use affidavits or nunc pro tunc orders as verification documents in support of the reasonable efforts and contrary to the welfare of the child judicial determinations required under that paragraph for the first 12 months for which this plan is in effect. 2. The State plan approved under section 402 (as in effect on July 16, 1996) of the State in which the child resides at the time of removal from the home shall apply to the determination of whether the child satisfies section 472(a)(3). 479B(c)(2) D. LICENSING STANDARDS FOR TRIBAL FOSTER FAMILY AND CHILD CARE INSTITUTIONS
3. The College offers the prevention and awareness program to all new and existing students and employees. Q. Resolution of Complaints. 1. The College has an obligation to the entire College community. Accordingly, the College may pursue an investigation even if the complainant requests that no action is taken and the College will not be able to ensure confidentiality in all cases. The College will notify the complainant in writing when it is unable to maintain confidentiality or respect the complainant’s request for no further action. 2. The College must provide a prompt, fair, and impartial investigation and resolution of alleged violations to this Policy and is committed to so doing. Title IX Coordinator(s), investigators, and hearing officials must receive annual training on sexual violence, domestic violence, dating violence, and stalking, and the conduct of investigations and hearings. The College may resolve complaints either by an informal or formal resolution process. 3. Suspending an Investigation. The College will comply with all requests for cooperation by the campus police or local law enforcement in investigations. The College may be required to suspend the Title IX investigation while the campus police or the local law enforcement agency gathers evidence. The College will resume its Title IX investigation as soon as the campus police or local law enforcement agency has completed gathering evidence. Otherwise, the College’s investigation will not be precluded or suspended on the grounds that criminal charges involving the same incident have been filed or that charges have been dismissed or reduced. 4. The parties may to proceed under the informal resolution process in matters not involving sexual violence, domestic violence, dating violence, or stalking. The formal resolution process will be applied (i) when any party that participated in the informal resolution process chooses to terminate the process, and (ii) to all matters that are not eligible for informal resolution. R. Formal Resolution Process. 1. Complainant’s Initial Meeting with the Title IX Coordinator.10 As soon as is practicable, the Title IX Coordinator will contact the complainant to schedule an initial meeting. If the complainant is not the alleged victim, the Title IX Coordinator also will contact the alleged victim as soon as possible to schedule an initial meeting. The Title IX Coordinator shall inform the complainant that he or she may be accompanied by an advisor of his or her choosing at the meeting. At this initial meeting, the Title IX Coordinator will: Provide the complainant a copy of this Policy; Provide the complainant with a Complaint Form, if necessary;
Title Page - Phonetics and Speech Sciences - Title (Englsih) of the article Coressponding Author Name Mae Kang Coressponding Author Moblie Phone 010-1234-5678 Coressponding Author Email kme@daehan.ac.kr Acknowledgement Author 1 Emma Watson Department of English Language and Literature Harry Potter University 12 Hanguk-ro, Daehan-gu Seoul 02345, Korea Tel: 02-123-456 Emma@Harry Potter.ac.kr Fields of interest: Phonetics, Phonology Author 2 Emma Watson Department of English Language and Literature Harry Potter University 12 Hanguk-ro, Daehan-gu Seoul 02345, Korea Tel: 02-123-456 Email: Emma@Harry Potter.ac.kr Fields of interest: Phonetics, Phonology Author 3 Author 4 Author 5
Connecticut Department of Transportation TITLE VI DISCRIMINATION COMPLAINT FORM Complainants Name: ______________________________________________________ Street Address: __________________________________________________________ City, State, Zip: __________________________________________________________ Telephone #: _____________________________________ Discrimination because of: __Race/__Color/__National Origin/_Sex/__Age/__Disability/__Creed/__Other Please provide the date(s) and location of the alleged discrimination, the name(s) of the individual(s) who allegedly discriminated against you including their titles (if known). Please provide the names, addresses, and telephone numbers of any witnesses. Explain as briefly and as clearly as possible what happened, how you feel that you were discriminated against and who was involved. Please include how other persons were treated differently from you. Signature: Date: You may use additional sheets of paper if necessary. Also, include any written materials pertaining to your complaint. How can I file a discrimination complaint? If you believe that a USDOT recipient has discriminated against you or others protected by Title VI, you may file a complaint. Complaints filed with ConnDOT should be directed to: Debra Goss, Title VI Coordinator at 860-594-2169 or Scott Hoffman, Associate Title VI Coordinator, at 860-594-2246. Fax: 860-594-3016.
Date (Month, Day, Year) Summary (Include basis of complaint: race, color, or national origin) Status Actions(s) Investigations 1. 2. 3. 4. Lawsuits 1. 2. 3. 4. Complaints 1. 2. 3. 4.
Processing time frames and stages The regulations require Ohio EPA to process applications within certain time frames as shown below. Type of permit being processed Regulatory time frame to issue a final permit/permit revision Underlying rule basis Initial Final permit issued within 18 months of receipt of a complete application OAC rule Administrative Permit Amendment (APA) Final permit issued within 60 days OAC rule Minor Permit Modification (MPM) Final permit issued within 90 days OAC rule Significant Permit Modification (Sig. Mod) Final permit issued within 18 months of receipt of a complete application OAC rule Reopening Final permit within eighteen months of promulgation of the applicable requirement OAC rule
necessary, it might be helpful to put together a table identifying all of the emissions units and associated emission limits with the total facility emissions identified. The Term and Conditions document must be generated in STARS2. Prior to generating the terms and conditions document, make sure that the list of emissions units on the “Permits” tab includes all active emissions units at the facility for both insignificant and non-insignificant emissions units. The insignificant emissions units will have the small gears. If the list is not accurate it will need to be adjusted and might require the facility to resubmit their application and also update their facility profile. When the term and condition document is generated, all of the insignificant emissions units should be grouped together in Part C (see Answer Place 1259 and Appendix J). Copy the list of insignificant emissions units and paste in Part B, then delete the grouped insignificant terms from Part C. The insignificant units will need to be split into two groups as needed: De Minimis and no applicable requirements are State only; and all other insignificant units are State/Federal. For the insignificant units that are State/Federal, the facility must include an EAC form for these units. Any previously identified “z” units must be changed to the correct identification (e.g., B001, K001, P001, etc.) in STARS2. If there are identical emissions units (i.e., identical type of unit, identical emission limits, identical terms and conditions) then these units can be grouped in STARS2 prior to generating the terms and conditions document. When grouped, the term and condition document will have just one set of terms for the list of grouped units. The established terms will apply to each emissions unit separately. To group emissions units in STARS2, do the following: open the permit detail page; click on “create EU group” at the bottom of the page; name the EU group; move over applicable EUs from “available EUs” to “current EUs”; and save changes. In to generate the terms and conditions document, go the Permits tab in STARS2 for the Title V permit action that is needed. On the menu on the left side of the screen, click on “Terms and Conditions”. In the “Working Copies” section, click on the “edit” button and then click on the “generate” button. The term and condition document will be generated and populated with the facility name, facility
SUBCHAPTER 17. LOCAL PUBLIC HEALTH ENHANCEMENT GRANTS Section 310:2-17-1. Purpose 310:2-17-2. Definitions 310:2-17-3. Contingency 310:2-17-4. Eligibility for grant program 310:2-17-5. Grant description 310:2-17-6. program announcements 310:2-17-7. Grant program guidelines 310:2-17-8. Grant limitations 310:2-17-9. Application evaluation process 310:2-17-10. Approval of grants 310:2-17-11. Grant program administration 310:2-17-1. Purpose The rules of this Subchapter have been adopted for administering various grant programs for public health projects in Oklahoma. The rules describe the procedures that will be used to administer various local public health grant programs designed to improve the public health in Oklahoma’s communities and rural areas. These rules are intended to be in full compliance with the Administrative Procedures Act and subsequent guidance related to funding of local projects. [Source: at 16 Ok Reg 901, eff 1-5-1999 (emergency); Added at 16 Ok Reg 1389, eff 5-27-1999] 310:2-17-2. Definitions The following words or terms used in this Subchapter shall have the meaning described below unless the context clearly indicates otherwise: "Commissioner" the head of the Oklahoma State Department of Health. "Department" means the Oklahoma State Department of Health. "Deputy Commissioner" means the head of a Division of the Oklahoma State Department of Health "Local project" means the purpose for which an applicant requests funds under this grant program and does not cover any expenditure of funds through the competitive bidding process. "Review Committee" means a committee established for the purpose of assisting with the grant application review process. [Source: Added at 16 Ok Reg 901, eff 1-5-1999 (emergency); Added at 16 Ok Reg 1389, eff 5-27-1999] 310:2-17-3. Contingency Implementation of a grant program is contingent upon funding being
Gravimetric Analysis Review Questions Problems 4.77 If 30.0 mL of 0.150 M CaCl2 is added to 15.0 mL of 0.100 M AgNO3, what is the mass in grams of AgCl precipitate? 4.78 A sample of 0.6760 g of an unknown compound containing barium ions (Ba2+) is dissolved in water and treated with an excess of Na2SO4. If the mass of the BaSO4 precipitate formed is 0.4105 g, what is the percent by mass of Ba in the original unknown compound? 4.79 How many grams of NaCl are required to precipitate most of the Ag ions from 2.50 X 102 mL of 0.0113 M AgNO3 solution? Write the net ionic equation for the reaction. 4.80 The concentration of Cu2+ ions in the water (which also contains sulfate ions) discharged from a certain industrial plant is determined by adding excess sodium sulfide (Na2S) solution to 0.800 L of the water. The molecular equation is: Na2S(aq) + CuSO4(aq) → Na2SO4(aq) + CuS(s) Write the net ionic equation and calculate the molar concentration of Cu2+ in the water sample if 0.0177 g of solid CuS is formed.
Strategies: (Small number of action oriented staff performance objectives) Barrier Action Person Responsible Timetable Budget In-Process Measure 1. Need for training on Higher Order Thinking Strategies 1a. faculty in the implementation of Higher Order Thinking Strategies to develop higher level assessments, and high level instructional activities will lead students to meeting the standards. PLC Groups, District Resource Social Studies Teacher Pre-Planning 2014 and 2014-2015 $0.00 Agenda and completed course report PLC minutes, sample document analysis each semester 2. Need for training in use of Webb’s Depth of Knowledge 2. Train faculty in utilization of Webb’s Depth of Knowledge, to enhance student learning and performance. PCL Groups, Science Department 2014-2015 0.00 PLC Minutes, Faculty Agenda 3. Need for PLC meeting restructuring 3 a. Develop guidelines to assist PLC’s in focusing discussions based on the 4 Guiding PLC Essential Questions focused on Higher Order Thinking to support student learning and teacher planning for units. BEST/Culture Team 2014-2015 0.00 PLC meeting agendas 3 b. PLC groups PLC Groups 2014-2015 PLC meeting
will collaboratively plan lessons and assessments to include high questioning and Thinking strategies leading to deeper levels of understanding among student in content areas. agendas 4. Buy-in of faculty 4 a. Working collaboratively, teachers will analyze student achievement data in an effort to establish individual PGP goals that include implementation of Higher Order Thinking skills and strategies. Teachers Fall 2013 0.00 Sample PGP strategies demonstrating implementation of Higher Order Thinking Skills and Strategies. 4 b. As a support for during monthly meetings teachers will have opportunities to model and share best practices in utilizing and implementing Higher Order Thinking Strategies leading to attainment of outcome measures. Faculty Administration Monthly 0.00 Meeting Agendas 5.Higher Order Thinking Strategies are 5 a. PGPs will reflect implementation of Higher Order Teachers Administration 2014-2015 0.00 Sample PGP strategies demonstrating implementation
Our heavenly citizenship (Phil 3:20) does not absolve us from responsibilities as citizens on earth. Php 3:20 But we are citizens of the state (commonwealth, homeland) which is in heaven, and from it also we earnestly and patiently await [the coming of] the Lord Jesus Christ (the Messiah) [as] Savior, “Ready to every good work” means “cooperating in those matters that involve the whole community.” The believer should not have a bad attitude toward the government and show it by slanderous accusations and pugnacious actions. The good citizen is law-abiding. He recognizes that, unless the laws are kept, life becomes chaos. He gives a proper respect to those who are set in authority and carries out whatever command is given to him. Christianity does not insist that a man should cease to be an individual, but it does insist that he remember that he is also a member of a group. The good citizen is active in service. He is ready for every work, so long as it is good. The characteristic modern disease is boredom; and boredom is the direct result of selfishness. So long as a man lives on the principle of, "Why should I do it? Let someone else do it," he is bound to be bored. The interest of life lies in service. 2] To speak evil of no man, to be no brawlers, but gentle, shewing all meekness unto all men. We are to malign no man. This should apply especially to the things we post, publish and say in public platforms! We are not to repeat gossip. “Swift as a rumor; Silent as a secret.” (Ford advertising slogan). “Some people will believe anything if it is whispered to them!” “A secret is something you tell one person at a time.” The good citizen is careful in speech. He must slander no one.
LAST LAB CREATININE A LAST LAB DATE CHOL A + ?Help >ScrollRight PS/PL PrintScrn/List +/- >>> Find Detailed Display/Edit Copy/Move Change View Try Quit Create Owner Select Action: Next Screen//DETAILED DISPLAY/EDIT Select Entry: (96-109): 101 (Your number may differ) Detailed Display Apr 05, 2012 11:54:13 Page: 1 of 1 Object LAST HF DM SELF MONITOR PHIL Basics Name: LAST HF DM SELF MONITOR PHIL Abbreviation: Print Name: Type: OBJECT IFN: 1524 National Standard: NO Status: INACTIVE Owner: CLINICAL COORDINATOR Technical Fields Object Method: S X=$$LASTHFC^BTIULO7(+$G(DFN),"CATEGORY NAME",1) Description ? Help +, - Next, Previous Screen PS/PL Basics Find Description Edit Technical Fields Delete Try Quit Select Action: Quit// TECHNICAL FIELDS OBJECT METHOD: S X=$$LASTHFC^BTIULO7(+$G(DFN),"CATEGORY NAME",1) Replace FACTOR NAME With DIABETES SELF MONITORING Replace
Wrexham County Borough Council Together in Wrexham ‘Enabling Grant’ Application Form Information provided on this application form will be used to: • the grant panel to assess your eligibility for enabling grant funding • Determine where funds will be deposited, should your application be successful Information collected will be used for the purpose mentioned above only. Information will not be shared with other organisations unless a statutory requirement exists.
Type of Data Purpose of Data Review Period Retention Period or Criteria Date of birth Management of courses and appropriate allocation of groups, for children and adults Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested. Address Effective communications and required for invoices Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested. Telephone contact Effective communications, including emergency contact during courses Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested. Name Effective communication Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested.
Email address Effective communication Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested. Dietary information For those attending courses where meals will be provided Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested. Medical information and For those attending residential and other courses Six months after course is completed Six months after course is completed. If clients make repeat booking, new Contact details will be requested.
WED 6 JUN 2018 THU 7 JUN 2018 FRI 8 JUN 2018 SAT 9 JUN 2018 Arrival at PCSHS Phitsanulok Local Wisdom Activities Preparation for Oral and Poster Presentations Opening Ceremony by H.R.H. Princess Maha Chakri Sirindhorn Plenary Lecture Oral and Poster Presentations Welcome Party and Cultural Exchange Activities Special Lectures Plenary Lecture Oral and Poster Presentations Science Walk Rally Teacher Show and Share Principal Meeting Astronomy Night Field Trip Field Trip Presentation Farewell Party
Telephone Number ( ) PRIMARY HOSPITAL AFFILIATION Name of Organization, Hospital, or Office Practice Address, City, State, Zip From: To: Position LICENSES AND REGISTRATION License Number Date Granted Expiration Date State License Number Date Granted Expiration Date Federal DEA Number Date Granted Expiration Date SPECIALTY IN WHICH VOLUNTEER DISASTER PRIVILEGES ARE DESIRED Anesthesiology Ophthalmology Psychiatry Dentistry/Oral Surgery Orthopedics Radiology Family Medicine Pathology Reproductive Medicine Medicine Pediatrics Surgery Neurosciences Podiatry Other
In accordance with Texas Administrative Code Section 358.800, an Internal Investigation Report (IIR) shall be completed at the conclusion of all internal investigations resulting from alleged abuse, neglect, exploitation or death of a juvenile. GENERAL INFORMATION TJJD Case Number: County Case ID#: County: Department / Program / Facility: Date of Alleged Incident: Alleged Victim(s): Alleged Perpetrator(s): #1: #2: #3: #4: Alleged Perpetrator’s Current Mailing Address (including address, city, state and zip code): Perpetrator #1: Perpetrator #2: Perpetrator #3: Perpetrator #4: First Person of Knowledge: Date Allegation Reported to First Person of Knowledge: Date Allegation Reported to TJJD: LAW ENFORCEMENT INFORMATION Name of Law Enforcement Agency: Date Reported to Law Enforcement: Law Enforcement Report Number: DEPARTMENT / PROGRAM / FACILITY EMPLOYMENT SEPARATION In accordance with Texas Administrative Code Section 358.720, if during the internal investigation the Subject of Investigation resigns or is terminated from employment, the TJJD shall be notified no later than the second business day after the resignation or termination: Perpetrator #1: Type: Resignation Termination Date of Resignation / Termination: Date TJJD Notified: Name of Individual Who Notified TJJD: Perpetrator #2: Type: Resignation Termination Date of Resignation / Termination: Date TJJD Notified: Name of Individual Who Notified TJJD: Perpetrator #3: Type: Resignation Termination Date of Resignation / Termination: Date TJJD Notified: Name of Individual Who Notified TJJD: Perpetrator #4: Type: Resignation Termination Date of Resignation / Termination: Date TJJD Notified: Name of Individual Who Notified TJJD: WITNESSES In accordance with Administrative Code Section 358.740, diligent efforts shall be made to obtain written or electronically recorded oral statements from all persons with direct knowledge of the alleged incident. If more space is needed for additional witnesses, please include in the "Additional Information" section on Page 2. Please provide a list of all persons who provided a written and/or oral statement. Name: Title: Type: Oral Written Name: Title: Type: Oral Written Name: Title: Type: Oral Written Name: Title: Type: Oral Written Name: Title: Type: Oral Written Name: Type: Oral Written Name: Title: Type: Oral Written
Principles of Business, Marketing, & Finance Business Information Mgmt I Accounting I Touch System Data Entry Money Matters Dollars & Sense Business Information Mgmt II Accounting II Business Management Career Prep I College & Career Prep I* College & Career Prep II * Financial Literacy * Finance Desktop Publishing Business Law Financial Analysis Statistics & Risk Management Virtual Business Professional Communications Mathematics of Personal Finance* Communication Applications (four credits to include three levels in one of the following areas) All pre-requisites must be met. Communication Applications Teen Leadership College & Career Prep I * Public Speaking I Debate I Oral Interpretation I If not taken as 2nd in sequence, these courses may be taken in 3rd sequence.) Public Speaking II Debate II Oral Interpretation II Professional Communication Career Prep I College & Career Prep I* College & Career Prep II * Public Speaking III Debate III Oral Interpretation III Independent Study in Speech If pre-requisite taken in 2nd sequence: Public Speaking II Debate II Oral Interpretation II CTE/Hospitality and Tourism Principles of Hospitality & Tourism Culinary Arts Food Technology Hospitality Services Lifetime Nutrition & Wellness Career Prep I College & Career Prep I* College & Career Prep II * Restaurant Management Food Science (can be 4th science credit) Advanced Culinary Arts CTE/Information Technology Principles of Information Technology Computer Maintenance Tele-Communications & Networking Research in IT Solutions CTE/Manufacturing
RCHAIR AUTHORIZATION JUVENILE BOARD RESOLUTION STATE OF TEXAS § § COUNTY OF On this the day of , 20 , a duly called and lawfully convened meeting of the Juvenile Board of County/Judicial District was held in the City of , pursuant to the Texas Open Meetings Act. A Quorum of the Members was present, to wit: (Insert Names of Juvenile Board Members Present) where, among other matters, came up for consideration and adoption the following Resolution: Whereas, the Juvenile Board of County/Judicial District has on the day of , 20 authorized and approved the funding allocation from the Texas Juvenile Justice Department in connection with the State Financial Assistance Contract for the 2014-2015 Biennium; and Whereas, formal action and resolution by the Juvenile Board may be required to approve and execute the State Financial Assistance Contract, subsequent amendments or other matters; and Whereas, there may be insufficient opportunity to convene to take formal action, the Juvenile Board of County/Judicial District hereby authorizes , Juvenile Board Chair, to approve and execute the State Financial Assistance Contract for the 2014-2015 Biennium, subsequent amendments or other related matters; Whereas, the Juvenile Board of County/Judicial District intends to timely and systematically review said actions and shall, in accordance with the Texas Open Meetings Act, ratify any actions of the Chair of the Juvenile Board regarding the State Financial Assistance Contract for the 2014-2015 biennium, subsequent amendments or other related matters; and Therefore Be It Resolved that the Juvenile Board of County/Judicial District does hereby formally authorize , Juvenile Board Chair, to approve and execute on its behalf the State Financial Assistance Contract for the 2014-2015 biennium, subsequent amendments or other related matters pending full review by the Juvenile Board of County/Judicial District; Further Be It Resolved that the scope of this Resolution shall be limited to the approval of the State Financial Assistance Contract for the 2014-2015 biennium and related amendments. The foregoing Resolution was lawfully by , duly seconded by , and duly adopted by the Juvenile Board on a vote of members for the motion and opposed. Printed Name of Juvenile Chair Signature of Juvenile Board Chair Date Signed
Applicable to All Private Service Providers Paid in Whole or Part with State Funds* The following chart summarizes the Texas Juvenile Justice Department (TJJD) requirements for private service provider contracts that involve the use of state funds. Aggregate Monetary Amount Examples of Services Provided Contract Requirements Performance Measures and/or Accountability Provisions Required in Contract Below $5,000 Non-residential Services: Examples: Crisis or emergency services (medical, dental, psychological, etc.) One-time services (i.e., No Written Contract Required (i.e., Use Purchase Order) No $5,000 and Above Non-residential Services: Examples: Counseling, classes, programs Medical, dental, and psychological treatment services for multiple youth, or over extended time period Electronic monitoring services Substance abuse screenings; urinalysis (UA) monitoring Products and services Written Contract Yes Description of services Timeframe for services Output required (e.g., one-time or periodic progress or exam reports, frequency of services, etc.) Sanctions and penalties for noncompliance or nonperformance of contract Financial accounting requirements Financial reporting requirements Financial auditing requirements $1 and Above All Residential Out-of-Home Placement Services: Examples: Secure pre-adjudication detention Secure court-ordered residential placements (e.g., DSHS-licensed hospital or facility, etc.) Secure post-adjudication correctional placements (Level 5 secure facilities) Non-secure court-ordered residential placements (e.g., TDFPS-licensed facilities, out-of-state licensed facilities) Written Contract Yes Goals, outputs, and measurable outcomes as required and defined by substitute care provider outcome standards Sanctions and penalties for noncompliance or nonperformance of contract Financial accounting requirements Financial reporting requirements Financial auditing requirements * The requirements listed in this summary apply only to services of private providers (i.e., non-governmental entities) purchased in whole or part with state funds. However, a juvenile probation department must comply with all applicable county purchasing/procurement rules, policies, and procedures if those requirements are more stringent than the above-listed state requirements. TJJD will monitor compliance with the above state requirements but will not monitor for compliance with county-specific policies.
completing reports required for law enforcement and other entities regarding children or youth who have been identified as sex trafficking victims; developing and implementing protocols to locate and assess children or youth missing from foster care, including screening to identify if they are possible sex trafficking victims; and completing any of the following related tasks: travel paperwork, e-mail, telecommunication, and data entry associated with any of the above activities. 6. TRAINING COSTS – TITLE IV-E SPECIFIC (75%) – TITLE OF TRAINING MUST BE DOCUMENTED Use this code for activities related to the development, delivery, or participation in Title IV-E specific training as outlined in the state training plan provided to DFPS. Eligible trainings include: Title IV-E foster care program training provided by TJJD staff, which includes the following topics: facilitating eligibility determinations; fair hearing and appeals; referrals to services; preparation for and participation in judicial determinations for children in foster care; placement activities; development of the Title IV-E case plan; title IV-E administrative reviews and case plan updates; case management and supervision; and title IV-E program monitoring; Title IV-E fiscal training; foster candidate training provided by TJJD or reviewed and approved by TJJD; and Title IV-E foster care program training that has received prior written approval from TJJD. 7. GENERAL ADMINISTRATIVE – ALLOCATED BASED ON TITLE IV-E ALLOWABLE ACTIVITIES Use this code for general administrative activities performed by or for allowable staff. Because these activities could benefit both the Title IV-E program and other programs, costs are proportionally allocated. Included in this category are general office duties, general training, leave, and breaks. GENERAL OFFICE DUTIES Examples of activities: reviewing office procedures; physical office management (moving files, cabinets, or furniture; cleaning, etc.); performing general administrative duties; employee grievance procedures and filing complaints; preparing agency time sheets; engaging in equal-employment-opportunity activities; completing and participating in employee evaluations; procuring and monitoring contracts; addressing budget and fiscal management responsibilities; performing human resources functions (e.g. reviewing new employee applications, participating in interviews, and conducting reference checks); holding staff meetings (general office meetings that are not child-specific or case-management related); fixing computers or addressing/updating database functionality;
JPD#: YES NO 1. Does the initial order of removal contain the “Best Interest” language? 2. 60 3. 4. IV-E 5. U.S. (LPR)? 6. DOB: 7. (PWE) PWE PWE 100 PWE TJJD-IVE-340). 8. 185% 100% AFDC AFDC – TJJD-IVE-310). 9. $10,000 10. IV-E ***NOTE: NOT ELIGIBLE IV-E*** IV-E, DO NOT NOT SUBMIT A FOSTER CARE ASSISTANCE APPLICATION. Name: Date:
ABC Secure Juvenile Facility Restraint Incident Log Type of Restraint: Personal Mechanical Chemical Non-Ambulatory Date Restraint Began Time Restraint Began Name Of Resident Restrained Unique Identifier (i.e., PID #, DOB, etc.) Reason for the Restraint Comments Applied By Date Restraint Ended Time Restraint Ended Page ________
965.4 L 2-3 B 7.1 10.4 24.1 33.7 2.1 3.0 12.9 12.3 966 R 2-3 B — — 22.0 16.8 — 3.3 10.9 — 748 L 3 A 5.0 11.8 24.6 34.2 5.6 3.6 10.5 18.4 BRAINCASE AND OCCIPUT Supraoccipital CN PIS MOS/MOSS M dm fm LMW — — — — — — — — 581.1 R/L 3 A 12.4 59.5 1077 R/L 3 B 11.5 46.8 041 R/L — — 13.1 48.1 723 R/L — — 12.2 50.0 724 R — — — — 867.3 R/L — — 10.6 45.7 Exoccipital-Paroccipital-Opisthotic Complex CN PIS MOS/MOSS M APL DVH LMW dc fm/ L pop dia XI dia XII — — — — 898 R 1.1 — 6.9 15.0 16.6 — — — 981.2 R 1.2 — 8.1 16.1 16.9 — — — 249 R 1.3 — 13.2 20.7 17.1 — — — 205 R 1.4 — 13.3 25.4 21.6 — — — 291.15 R 3 A — — — — 9.8 3.5 291.15 L 3 A — — — — 10.0 3.7 581.1 R 3 A — — — 46.2 11.4 2.9 581.1 L 3 A — — — 45.8 11.8 3.4 1077 L 3 B — — — 45.1 14.6 3.5 Prootic CN PIS MOS/MOSS M c V DVH — — — — — — — — 1042 R 1 — — 28.9 466 R 2-3 — — 39.8
the definition of a class that has the following properties: The name of the class is secretType. The class secretType has four member variables: name of type string, age and weight of type int and height of type double. The class secretType has the following member functions. print()- outputs the data stored in the member variables with the appropriate titles. setName() – set the name setAge()- set the age setWeight()- set the weight setHeight()- set the height getName() – value-returning function to return the name getAge()- value-returning function to return the age getWeight()- value-returning function to return the weight getHeight()- value-returning function to return the height constructor – with default paramaters. Write the definition of the member functions of the class secretType as described in Part c. Consider the following definition of the class myClass: class myClass { public: void setX(int a); //function to set the value of x. // postcondition: x:=a; void printX() const; // function to output x. static void printCount(); // function to output count. static void to incrementCount(); // function to increment count. // postcondition: count++; myClass (int a = 0); // constructor with default parameters // postcondition x = a; // if no value is specified for a, x = 0; private: int x; static int count; }; a. Write a C++ statement that initializes the member variable count to 0. b. Write a C++ statement that increments the value of count by 1. c. Write a C++ statement that outputs the value of count. d. Write the definitions of the functions of the class myClass as described in its definition.
Chapter 28 Comment on the way this chapter reminds the reader of earlier events in the Why does Jem say that Boo Radley must not be at home? What is ironic about this? (Is it true? Does he really mean it? Why might it be important for him and Scout that Boo should not be at home?) decides to keep her costume on while walking home. How does this affect her understanding of what happens on the way? Why had Atticus not brought a chair for the man in the corner? Who might this stranger be?
*** Always provide examples from the text to support your answer. *** 1. Characterize Miss Maudie. Use her actions, words, and Scout descriptions. (Analyze Character) Miss Maudie 1. 2. 3. Characterization 2. What is a foot-washing Baptist according to Miss Maudie? What do they believe? (Comprehension) 3. Interpret the following quote: “sometimes the Bible in the hand of one man is worse than a whiskey bottle in the hand of [another].” (Interpretation, Analyze Theme) 4. Why do you think it’s important to Scout and Miss Maudie that Atticus acts the same at home as he does in public? What does it say about Atticus’s morals vs. community morals? Can we do this? (Inference, Analyze Theme) 5. How does Scout’s internal conflict affect her actions in this chapter? (Analyze Conflict) Conflict Effects on Scout Potential Changes to Scout Later
Thesis: In his closing statement, Atticus attempts to _(purpose)__________ __(audience)__________ to _________________________. Roadmap: Atticus opens his argument with… _______________________ He follows this by…___________________________ Finally, he closes his argument with… Overall, Atticus builds an argument that ___(evaluate its effectiveness in your thesis)___________ Body Paragraph One: Atticus opens his statement by… Use specific evidence to demonstrate one way Atticus builds his argument. (Use your planning grid.) Include at least one quote from the text, properly integrated. Consider whether stylistic and/or word choices are relevant to the effectiveness of this example. Body Paragraph Two: Atticus further develops his argument by… Use specific evidence to demonstrate another way Atticus builds his argument. Include at least one quote from the text, properly integrated. Consider whether stylistic and/or word choices are relevant to the effectiveness of this example. Body Paragraph Three: Finally, Atticus reinforces his point by… Use specific evidence to demonstrate one way Atticus builds his argument. Include at least one quote from the text, properly integrated. Consider whether stylistic and/or word choices are relevant to the effectiveness of this example. Conclusion: Restate thesis about how effectively the speaker builds his argument. Closure/extension suggesting what the outcome of such an argument might be. Score of 6 (37-40) An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay: Demonstrates advanced and thorough comprehension of the text and the author’s claim or main idea