zilongwang/ReadingBank huggingface dataset:
General Configuration Management (CM) Information Deliverable (Product) Name Configuration Manager VDD Package Name Project / Delivery Team VSE VistA Scheduling Shawn Hinrichs & SD*5.3*679 GMRC*3.0*98 VSE/AbleVets VSE GUI Shawn Hinrichs & VA VistA Scheduling GUI 2.0.0.15 VSE/AbleVets Configuration Management (CM) Tools CM Tools CM Tool Location Tool Onsite/ Offsite CM Tool Access Point of Contact Access Information (Forms or other access requirements) Rational Change and Configuration Management (CCM) Hines Data Center Onsite VA Rational Tools Team Configuration Management of Documents Rational Change and Configuration Management (CCM) Documents The CCM/Rational Team Concert (RTC) location for the documents and CCM/RTC explanation for the information. CCM/RTC Information Explanation CCM URL CCM Project Area Scheduling CCM Team Area VistA Scheduling Enhancements (VSE) (CM) CCM Stream ConDEV Baseline ID 67 Components Scheduling – VistA Scheduling GUI Directory Path Source Control > Streams > Scheduling - Project Documents Documents Included In the Baseline VSE_GUI_ 1_5_VDD.docx
N/A N/A Build Label or Number The identifier for the derived object or package that was produced for deployment and/or install. Name Description VA VistA Scheduling SD*5.3*679 VA Consult GMRC*3.0*98 VistA Patch SD*5.3*679 VistA Patch GMRC*3.0*98 VA VSE GUI_P 2.0.0.15 GUI version 2.0.0.15 Build and Packaging Build Logs VSE VA VistA Scheduling GUI_P Build Document Change Tracking Change Tracking Tool Change Tracking Tool Location Tool Onsite/ Offsite Change Tracking Tool Access / POC Access Information (Forms or other access requirements) Rational CCM Hines Data Center Onsite VA RTC Team Rational Change and Configuration Management (CCM) Repository (Formerly RTC) Location Terms CCM URL CCM Project Area Scheduling CCM Team Area The following ‘Defects’ have been resolved and are in Problem-Fixed in CA SDM Defect Work Item ID Summary
SDECDIQ1 ALB/SAT - VISTA SCHEDULING RPCs SDECDIS ALB/SAT - VISTA SCHEDULING RPCs SDECEKL ALB/SAT - VISTA SCHEDULING RPCs SDECERR ALB/SAT - VISTA SCHEDULING RPCs SDECF ALB/SAT - VISTA SCHEDULING RPCs SDECF2 ALB/SAT - VISTA SCHEDULING RPCs SDECFUNC ALB/SAT - VISTA SCHEDULING RPCs SDECGMR ALB/SAT - VISTA SCHEDULING RPCs SDECI2 ALB/SAT - VISTA SCHEDULING RELEASE 2 PRE/POST INSTALL SDECIDX ALB/SAT - VISTA SCHEDULING RPCs SDECINI1 ALB/SAT - VISTA SCHEDULING PRE/POST INSTALL SDECINI2 ALB/SAT - VISTA SCHEDULING PRE/POST INSTALL SDECINIT ALB/SAT - VISTA SCHEDULING PRE/POST INSTALL SDECLK ALB/SAT - VISTA SCHEDULING RPCs SDECLOC ALB/SAT – VISTA SCHEDULING RPCs SDECNEW ALB/SAT - VISTA SCHEDULING RPCs SDECPAT ALB/SAT - VISTA SCHEDULING RPCs SDECPAT1 ALB/SAT - VISTA SCHEDULING RPCs SDECPAT2 ALB/SAT - VISTA SCHEDULING RPCs SDECPAT3 ALB/SAT - VISTA SCHEDULING RPCs SDECPAT4 ALB/SAT - VISTA SCHEDULING RPCs SDECPT ALB/SAT - VISTA SCHEDULING RPCs SDECPTCX ALB/SAT - VISTA SCHEDULING RPCs SDECPTPC ALB/SAT - VISTA SCHEDULING RPCs SDECPTPL ALB/SAT - VISTA SCHEDULING RPCs SDECRMG ALB/SAT - VISTA SCHEDULING RPCs SDECRMG1 ALB/SAT - VISTA SCHEDULING RPCs
Message from Edward Timpson MP – Children & Families Minister It is a real pleasure to introduce issue five of the newsletter for Virtual School Heads. As usual it’s packed with a range of information and effective practice to reflect on and use in developing and enhancing the ways in which you support the educational aspirations of your looked after children. These are exciting times for everyone involved in supporting the education of looked after children. The VSH national conference on 27 March takes place only a couple of weeks after clause 9 of the Children and Families Bill (which will make VSHs statutory) passed its Commons Committee stage. I am proud, as the Minister for Children, to be taking that provision through the Commons in order to implement the first of the recommendations in the cross-party report of the All Party Parliamentary Group for Looked After Children and Care Leavers. I hope that since its publication last September you have been discussing the recommendations that relate directly to local authority practice with your Directors of Children’s Services and Lead Members, as well as with each other. A number of the recommendations were responding to problems and challenges identified during the APPG inquiry. In other cases they were as a result of seeing and hearing about something that worked for VSHs but more importantly for children. Perhaps some of you have already begun to develop your practice as a result. I look forward to reading about it in a future VSH newsletter. The other key document from last year was the thematic inspection by Ofsted on the impact of the virtual school. The report describes a mixed picture about the impact of virtual schools: there is undoubtedly some highly effective practice and some areas where there is more work to do in order to make the VSH role as strong and as effective as it can be. At their best, and where they are backed by a strong corporate parent ethos, virtual schools provide very effective support: support that not only makes a difference to children’s educational progress but to their placement stability and emotional wellbeing. Growing up in a house with foster siblings I know that the work VSHs are doing is not easy. But having seen how education can transform opportunities and lives I also know that the investment you and your colleagues make in championing and supporting the education of your children is well worth it. Edward Timpson Children’s Minister
the review process that addresses the current and final site conditions; 4. General description of the proposed stormwater management facilities and mechanism through which the facilities will be operated/ maintained after construction is complete; 5. Information on proposed stormwater management facilities, including (i) type of facilities; (ii) location, including geographic coordinates; (iii) acres treated; and (iv) surface waters or karst features into which facility will discharge; 6. Hydrologic/hydraulic computations, including runoff characteristics; 7. Documentation/calculations verifying compliance with water quality and quantity requirements of the regulations; 8. Map or maps of site that depicts topography of the site and includes: a. Contributing drainage areas; b. Existing streams, ponds, culverts, ditches, wetlands, other water bodies, floodplains; c. Soil types, geologic formations if karst features are present in the area, forest cover, other vegetative areas; d. Current land use including existing structures, roads, locations of known utilities and easements; e. Sufficient information on adjoining parcels to assess impacts of stormwater from the site on these parcels; f. Limits of clearing and grading, proposed drainage patterns on the site; g. Proposed buildings, roads, parking areas, utilities, stormwater management facilities; h. Proposed land use with tabulation of percentage of surface area to be adapted to various uses, including but not limited to planned locations of utilities, roads and easements.
late payments are handled. payments deemed as nonpayments, interest may be charged on late payments, and a 10% late payment fee applied to delinquent accounts. Yes No Comments: 1-16. PERFORMANCE BOND (This section is optional and is not required to be included in local ordinances.) State Code/Regulation Citation Description Review Strategy Local Code Citation Review Results 49 Allows for bonds and sets out criteria. Not required in local ordinances. Provision met? Yes No Comments:
Background Investigation A PIV card cannot be issued without having (1) a current Special Agency Check (SAC) (less than 120 days), which is an FBI fingerprint check, completed and (2) a minimum of a National Agency Check with Inquiries (NACI) investigation initiated (scheduled by the Office of Personnel Management (OPM)). Note: For both the Fingerprint check (SAC) appointment and the PIV Card appointment, you MUST provide: 1) Two forms of identification to your appointment. A list of acceptable forms of ID is attached with these instructions – see Attachment 4. Both documents must be original and current (not expired). Your fingerprints will not be captured and a PIV card WILL NOT be issued without meeting this requirement. 2) Ensure at least one of these IDs has your current legal name AND matches exactly the name entered into the PIV system (the name you provided on the 0711 form you completed). Fingerprinting (SAC) - Fingerprints must be submitted to OPM prior to visiting the PCI Facility to be issued a PIV card. Please see steps below for fingerprinting. Contact a PCI Facility to make an appointment to be fingerprinted. (Locations and contact info for VA PCI Facilities are attached – these locations include both ROs and VA Medical Centers – see Attachment 5. Provide the PCI Facility point of contact with the letter you received from the VBA Human Resources Center (HRC). This letter validates your need to be fingerprinted and specifies the location where the electronic fingerprints are to be sent. (A sample of the letter is attached with these instructions – see Attachment 6.) Bring two forms of identification to your fingerprinting appointment. (Refer to BACKGROUND Investigation – Note above). Background Investigations (NACI, etc.) are initiated through the OPM EQIP System. The Sponsor will request the VBA HRC to initiate the EQIP for VSO requesting a PIV card. Obtaining a PIV Card
Panelists - Dilyana Deneva (Bulgaria), Gatis Caunitis (Latvia), Miro Griffiths (UK) Discussion 15:30 – 16:00 Coffee break 16:00 – 18:30 Simultaneous workshops Discrimination and the processing of disability-related cases – Berit Vegheim, ULOBA and Professor Lisa Waddington, European Disability Forum Chair in European Disability Law, Maastricht University Hate crime and disability - Joanna Perry, Hate Crime Officer, OSCE Office for Democratic Institutions and Human Rights Hijacked definitions and disability policy –Kapka Panayotova, ENIL Board Member Using EU Structural Funds to support Independent Living – Ines Bulic, ENIL & ECCL Freedom Drive Conference, Day 2 Tuesday, 10 September 2013 09:30 – 12:45 Location: Salle du Centre Culturel Marcel Marceau- 5 place Albert Schweitzer, Neudorf, 6700 Strasbourg 09:30 – 10:00 Registration with coffee & tea 10:00 – 11:15 Third session - Independent Living, disability and politics Moderator: Kapka Panayotova Paul Murphy, MEP, Ireland Mirko Tomassoni, MP, San Marino Gordana Rajkov, former MP, CIL Serbia Virginia Atkinson, IFES – International Foundation for Electoral Systems Discussion
Supervisor Signature Date MSU is an affirmative action, equal-opportunity employer. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status.
Table 4-9. Policies and Procedures # Family Policy Procedure Title Version and Date Yes No Yes No 1 Access Control [AC-1] Policy: Procedure(s): 2 Awareness & Training [AT-1] Policy: Procedure(s): 3 Audit & Accountability [AU-1] Policy: Procedure(s): 4 Security Assessment & Authorization [CA-1] Policy: Procedure(s): 5 Configuration Management [CM-1] Policy: Procedure(s): 6 Contingency Planning [CP-1] Policy: Procedure(s): 7 Identification & Authentication [IA-1] Policy: Procedure(s): 8 Incident Response [IR-1] Policy: Procedure(s): 9 Maintenance [MA-1] Policy: Procedure(s): 10 Media Protection Policy: Procedure(s): 11 Physical & Environmental Protection [PE-1] Policy: Procedure(s):
Class Responsibilities: Respect: People, Property and Time. Consequences: Verbal Warning Conference with student Phone call/e-mail home Detention Sent to Dean’s office Grading Not Proficient 1 Partial Proficient 2 Proficient 3 Advanced/ Proficient 4 Less than 59% “not pass” 60% - 69% “C” 70% - 84% “B” 85% - 100% “A” Not proficient Occasionally performs correctly Performs correctly Most of the time Always performs skill Correctly Psychomotor (Movement) % Below Poor Attendance/ Sitting out, Not Dressing out, Poor Participation, Not Following class expectations Not Proficient in: Physical Movement Test Physical Fitness Test Attendance/ Sitting out. Occasionally: Dressing out, Participation, and Following class expectations Partial Proficient in: Physical Movement Test Physical Fitness Test Attendance Dressing out, Participation, Following class expectations Proficient in: Physical Movement Test Physical Fitness Test Scoring between the range above in: Attendance, Dressing out, Participation, Following class expectations Advanced Proficient in: Physical Movement Test Physical Fitness Test Cognitive (Critical thinking) % Scoring between the range above in: Test, Projects, Homework, classwork Scoring between the range above in: Test, Projects, Homework, classwork Scoring between the range above in: Test, Projects, Homework, classwork Scoring between the range above in: Test, Projects, Homework, classwork
Ray Tabi Lingban Arsene Matietta Pakoro Fiona Nelson Graham Bule Darren Bule Albert Bule Lois Mabon Charles Bani Stewart Wari Rolland Mabon Venneth Bule Nicholson Bule Ray Tabi Joachim Tabi Shadrack Sali Zaccheus Tabi Ron Tabi Isaiah Tabi Kenneth Tabi Resis Tabi David Bule Ken Tabi Vakah Bule Jackson Tabi Nancy Bule Joyce Tabi Joslyn Marbon Bessy Sali Tania Matan Janeth Vira Martha Bebe Jenita Tavoa Dorian Marbon Jefflyn Tarinako Shem Tangwale Niko Shaun Jandy James Dickson Tari Douglas Maki Peter Sewen Handiman Teacher Teacher Teacher Teacher School Librarian Teacher Teacher Teacher Pastor/Chaplin School Nurse School Bursar School Boarding Master Gardener Community Chief Pastor/Church Village Elder Builder Community Chief School Council Member Chief & Land Owner Land Owner/ Gardener School Cook Farmer Farmer Housewife/ Painter Housewife /Painter Housewife /Painter Gardener Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect Student/prefect School Communities: Rensari Secondary College 01 June Mishael Garaelulu LouisTavunwo Cyriaque Kaln John Knox Tolish Jonathan Sesai Louis Malapa Fred Vinock John Sandy Jules Sewere Kalveh Paul Johnny Kalpin Sairas Principal Deputy Principal Teacher Teacher Chairman School Council Driver Handyman/Landowner Chief/Driver Local Contractor Farmer Landowner/Donated coral and sand Labourer Rensari Secondary College MALEKULA School Communities: Epi High School 27 May Avusa Morsen Yonsen Savo Makin Valia Principal Teacher Teacher Epi High School EPI
Jr Sec 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 5 VSSEP2 schools Aore 87 87 87 87 87 87 60 31 56 NA Epi 79 79 79 79 79 72 75 75 100 NA Ranwadi 132 132 101 132 132 132 144 110 117 NA Rensarie 120 120 120 120 120 90 48 87 133 NA Tafea 77 77 77 77 77 61 43 43 99 NA TOTAL 718 718 718 718 718 442 370 346 505
Grant Program & Program Sponsor Congressional District(s) Applicant: Faith Based Organization? Yes No Applicant Federal ID Number: Best Practice? Yes No Jurisdiction(s) Served and Zip +4 Codes: Program Sponsor Congressional District(s) Program Title: Certified Crime Prevention Community? Yes No Grant Period: October 1, 2016- June 30, 2017 DUNS NUMBER: Type of Application: Continuation Continuation of Grant Number_________________ Rural Urban Suburban Project Director Project Administrator Finance Officer Name: Title: Address including Zip+4: Phone: Fax: E-Mail: Signature of Project Administrator: Brief Project Description: Project Budget DCJS Funds Local Match Total Requested Federal State Personnel Consultants Travel Equipment Supplies/Other Indirect Costs Total Requested
Components/Standards Does Not Meet (0-69) Partially Meets (70-79) Meets (80-92) Exceeds (93-100) Invasive Species Does not explain the invasive species used in the comic life. Somewhat explains the invasive species used in the comic life. Explains the invasive species used in the comic life. Clearly explains the invasive species used in the comic life. Vital Signs Vocabulary 0-7 vocab. words 8-11 vocab. words 12-14 vocab. words All 16 vocab. words Panels 2-3 panels 4-5 panels 6-7 panels 8-10 panels Tools of Vital Signs 1-2 tool mentioned 3 tools mentioned 4-5 tools mentioned 6-7 tools mentioned Creativity Little to no creativity Some creativity Creative Very creative: Grammar/Spelling Many grammar and/or spelling errors Some grammar and/or spelling errors A few grammar and/or spelling errors No grammar and/or spelling errors
(Patricia: “mmm. More candy, please.”) 5. Itch itch itch. Marco’s research question: Is there lice in my fabulous hair? Itch itch itch. 6. School nurse Jill investigates. Nurse Jill’s claim: I think I DID NOT FIND lice in Marco’s fabulous hair! (Marco: “Fabulous!”) 7. OOF! Donny’s research question: Do I have broken bones after that totally awesome crash, dude? 8. Donny’s dad takes him to the hospital for x-rays. X-ray tech’s claim: I think I DID NOT FIND any broken bones!
2016 INSTRUCTIONS Annual Performance Reports must illustrate progress made toward the completion of the approved project. If a project is completed at the time of Annual Performance Report submission, the project report should be submitted in Final Performance Report format. To maintain the formatting of this template when copying and pasting text from another source, and select “Keep Text Only” under “Paste Options.” Save your project profile with the filename “[LastName]_VTSCBGP_AnnualReport”. The complete report should be uploaded to your grant at https://agriculturegrants.vermont.gov as a Microsoft Word document (.doc or .docx). SUBMITTED 1ST ANNUAL REPORT 2ND ANNUAL REPORT INTERM REPORT (FOR GRANTS ENCOMPASSING LESS THAN 15 MONTHS) Provide the project’s title. (Must be the title used in the approved application or amendment.) Cost Category Amount Approved in Budget (SCBGP Funds Only) Actual Federal Expenditures (SCBGP Funds Only) Match Expenditures Match Source Personnel Fringe Benefits Travel Equipment Supplies Contractual Other Direct Costs Subtotal
Vermont Quality Tools, Frameworks, and Key Content Listed below are tools, frameworks, and key content that are important to consider when preparing professionals who will work in high-quality early childhood settings in Vermont. These may be found throughout the syllabus or in one specific section. When deciding on a rating, consider how much the area is reflected in the syllabus as a whole. In addition to scoring the extent to which each indicator is reflected in the syllabus, please mark where the indicator was found. Indicators Extent the Syllabus Reflects Indicator Where Was the Indicator Found? None Some Significantly Course Description Outcomes/ Objectives Texts, Readings, Resources Assignments Instructional Experiences Ages and Stages QuestionnairesTM (ASQ-3, ASQ:SE-2) 0 1 2 Classroom Assessment Scoring System (CLASS®) 0 1 2 Environment Rating Scales (Infant-Toddler/ITERS, Early Childhood/ECERS, Family Child Care, School Age) 0 1 2 Teaching Strategies GOLD Assessment System 0 1 2 Vermont Early Learning Standards (VELS) 0 1 2 Emphasis on families and family engagement (e.g., Strengthening Families, family-centered practices) 0 1 2 Emphasis on trauma-informed services and supports 0 1 2 Emphasis on early childhood mental health practices and supports 0 1 2 Emphasis on equity and diversity (e.g., practices, race, class, how teacher attitudes and biases impact instruction and expectations) 0 1 2 Emphasis on linguistic diversity (e.g., Dual Language Learners) 0 1 2 Emphasis on children with disabilities/inclusion 0 1 2 TOTALS=
Advanced Multi-Engine Publications Updated: DEC 2012 Highlighted areas indicate change from previous list Publication IC/Rev. # Rev. Date T44A NATOPS NAVAIR 01- T44AAA-1 01 Apr 2010 T44C NATOPS NAVAIR 01-T44AAC-1/ IC5 15 AUG 2012 CTW4 Course Rules** COMTRAWINGFOURINST 3710.14 New 05 OCT 2012 OPNAV 3710 OPNAVINST 3710.7U 23 Nov 09 In-flight Guide New 05 OCT 2012 Multi-Engine FTI T-44A P-560 (Change 1) Nov 2009 (23 Aug 2010) Multi-Engine FTI T-44C P-561 (Change 1) Nov 2009 (19 Jul 2010) TW4 Standard Operating Procedures COMTRAWINGFOURINST 3710.11J (Ch. 1) 31 Aug 2009 (19 May 11) VT-31 Standard Operating Procedures VT31INST 3710.1U 15 Sep 09 VT-31 Stan Notes 30 Mar 12 Advanced Multi-Engine Low-Level and Tactical Formation FTI P-557 Jun 06 Intermediate and Advanced MPTS CNATRAINST 1542.147F 21 Dec 2010 Multi-Engine Flight Instructor and Transition Curriculum CNATRAINST 1542.153C 15 Dec 2009 **The NAS Corpus Christi Air Ops Manual has been separated from the TW4 Course Rules. Students are now only issued TW4 Course Rules.**
Test 2 - Current Research Participation Opportunities page Table . Regression testing for Current Research Participation Opportunities page Current Research Participation Opportunities Page Testing Passed? Visually inspect the page, ensuring that the layout and styling matches the designs Yes Starting at the top, click all navigation links and ensure the desired destination is reached Yes Ensure all dynamic features such as photo carousels, scrollable containers, and dropdowns are fully functional Yes Ensure that all forms (i.e., newsletter signup) work as intended No (see below) Problem: When clicking on external links, they did not open in a new tab. Solution: Changed the hypertext links so that they open in a new tab when clicked. Ensure all of the above tests pass in Google Chrome, Mozilla Firefox, Internet Explorer, and Safari Yes Ensure that the page styling and layout is compatible with mobile devices Yes Related Images The image below is a screen capture taken on a Nexus 5 to verify that the Current Research Participation Opportunities page loads and is compatible with mobile devices.
CWTP Class Schedules Barre Foundations: First Steps Foster Foundations: First Steps Kinship Foundations Fostering to Forever Foundations: First Steps Kinship Sun 8/21 Sat 10/8 Mon 10/3, 10, 17, 24; Sat. 10/15 Mon 11/7 Sun 11/13 Bennington Foundations Fostering to Forever Human & Sex Trafficking Thurs 9/22, 29; 10/6, 13, 20, 27 Thurs 11/3 May 2017 Brattleboro Foundations: First Steps Kinship Foundations: First Steps Kinship Foundations Fostering to Forever Caregiver Safety Sat 8/13 Sat 9/17 Thurs 9/22, 29; 10/6, 13, 20, 27 Thurs 11/3 March 2017 Burlington Foundations: First Steps Foster Regional Fostering to Forever Foundations: First Steps Kinship Foundations: First Steps Foster Foundations Fostering to Forever Foundations: First Steps Foster Sun 7/17 (S. Burlington location) Mon 8/1 Sat 8/7 (S. Burlington location) Sun 9/11 (S. Burlington location) Mon 9/19, 26; 10/3, 10, 17, 24 Mon 11/7 Sun 11/13 (S. Burlington location) Hartford Foundations Fostering to Forever Foundations: First Steps Foster Caregiver Safety Tues &Thur 9/27,29;10/4,6,11,13 Tues. 10/18 Sun. 9/11 November 2016 Middlebury Foundations: First Steps Foster Foundations Foundations: First Steps Foster Fostering to Forever Human & Sex Trafficking Sun 7/31 Wed & Sat 10/1, 5, 8, 12 Sun 10/2 Wed 10/19 April 2017 Morrisville Foundations: First Steps Foster Foundations Fostering to Forever Caregiver Safety RPC+ Sat 10/8 Thurs & Sat 10/27, 29; 11/3, 5 Thurs 11/9 February 2017 TBD Newport Foundations Fostering to Forever Human & Sex Trafficking RPC+ Tues 9/27; 10/4, 11, 18, 25; 11/1 Tues 11/15 April 2017 TBD Rutland Regional Fostering to Forever Foundations Fostering to Forever Thurs 8/25 Thurs 9/22, 27; 10/6, 13, 20, 27 Thurs 11/3
Keywords: DVT “Venous Thrombosis” “Deep Vein Thrombosis” VTE “Venous Thromboembolism" “Pulmonary Embolism” Walking Walk Ambulation Ambulate Ambulated Movement Mobility Immobilization Immobilisation "Mobility Limitation" “Motor Activity” “Early Ambulation" "Early Activization" "Early Activisation" "Early Mobilization" "Early Mobilisation" Anticoagulants Anticoagulant Anticoagulation Dabigatran Desirudin MeSH Terms: “Venous Thrombosis" "Pulmonary Embolism" “Walking” “Movement” "Immobilization" "Mobility Limitation" "Motor Activity" "Early Ambulation" "Activities of Daily Living" "Anticoagulants" "Coumarins "Fibrin Modulating Agents" "Factor Xa/antagonists and inhibitors" "Thrombosis/prevention and control" "Antithrombins" "Citric Acid" "Heparinoids" "Vitamin K/antagonists and inhibitors" "Antithrombin Proteins" "Fibrinolytic Agents" "International Normalized Ratio" "Prothrombin Time" "Vena Cava Filters" "Intermittent Pneumatic Compression Devices" Databases: PubMed CINAHL Web of Science Cochrane Database of Systematic Reviews Database of Abstracts of Reviews of Effects (DARE) Physiotherapy Evidence Database (PEDro)
Baton Rouge Community College Academic Affairs Master Syllabus Date Approved: 28 June 2016 Course Name: Registrar: 1-0-1 Lec-Lab-Credit: BRCC Course Rubric: State Common Course Rubric: 2016: Prior to 2016: CIP Code Lecture: Lab: Course: Contact Hrs/Wk: Contact Hrs/Wk: Contact Hrs/Term Credit hours: Credit hours: Credit Hours: Course Description: Prerequisites: Co-requisites: Suggested Enrollment Cap: Learning Outcomes: Upon successful completion of this course, the students will be able to: 1. 2. 3. 4. Assessment Measures: Assessment of all learning outcomes will be measured using the following methods: 1. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not
Baton Rouge Community College Academic Affairs Master Syllabus Date Approved: 28 June 2016 Course Name: Registrar: 2-0-2 Lec-Lab-Credit: BRCC Course Rubric: State Common Course Rubric: 2016: Prior to 2016: CIP Code Lecture: Lab: Course: Contact Hrs/Wk: Contact Hrs/Wk: Contact Hrs/Term Credit hours: Credit hours: Credit Hours: Course Description: Prerequisites: Co-requisites: Suggested Enrollment Cap: Learning Outcomes: Upon successful completion of this course, the students will be able to: 1. 2. 3. 4. 5. Assessment Measures: Assessment of all learning outcomes will be measured using the following methods: 1. 2. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus.
Guaranteed jobs available! For committed job seekers Vocational Training and Employment Centres (VTECs) have jobs for committed job seekers. VTECs offer you specific support for a specific job, so you can be confident that you are ready to start your new job in the real world. If you are an Indigenous job seeker then you could benefit from a VTEC who is ready to help you: Guaranteed job placement Support to prepare you for a job Mentoring and help once you are working VTEC is funded by the Australian Government and is based on the GenerationOne model.
Table 5 Test of the CAPM and four-moment CAPM based on 25 ME/BM portfolios Panel A: 1930-2010 MODELS smb hml CAPM 0.0075 (3.55)*** -0.0001 (0.02) Adjusted CAPM 0.0068 (3.08)*** -0.0000 (-0.01) 50.31 (0.89) -0.0033 (-0.46) -0.0009 (-0.14) 4-moment CAPM+FF 0.0091 (4.69)*** -0.0026 (-1.22) 16.37 (0.30) 0.0001 (0.02) 0.0013 (1.23) 0.0021 (1.73)* FF 0.0094 (5.35)*** -0.0030 (-1.58) 0.0012 (1.21) 0.0038 (3.82)**** Panel B: 1980-2010 MODELS smb hml CAPM 0.0107 (2.73)*** -0.0042 (-0.91) Adjusted CAPM 0.0107 (2.75)*** -0.0049 (-1.16) -4.44 (-0.04) -0.0055 (-0.40) -0.0063 (-0.61) 4-moment CAPM+FF 0.0143 (4.36)*** -0.0084 (-2.37)** 34.34 (0.34) 0.0091 -0.0007 (-0.36) 0.0003 (0.11) FF 0.0124 (3.92)*** -0.0067 (-1.91)* 0.0000 (0.03) 0.0032 (1.71)*
Chapter 4: Better quality training and less red tape As well as equipping students and employers to make informed training choices, the Department has strengthened oversight of quality in the training market. Since 2012, the Department has progressively raised standards for training providers to gain and maintain a government contract. We have spelt out our expectations that students are supported to: Understand the value and limitations of their training entitlement Have access to accurate and comparable information on training products and how their choices affect their future Be able to access accurate and comparable information on delivery modes Make sure that training programs meet each individual’s needs, links to likely job outcomes and minimises duplication of prior training Receive high quality teaching, feedback and assessment Have an opportunity to provide feedback on their experience, both during training and after [a] [the] program has been finished. With the establishment of the Market Monitoring Unit, and continued improvement of data systems, we have increased our ability to detect quality and compliance risks. This has resulted in higher standards and a reduction in the number of providers offered a government-funded contract. As at 30 June 2014, there were 499 training providers with a 2014 VET Funding Contract to deliver Victorian Training Guarantee subsidised training. We have also “cut red tape” by reducing the administrative burden. For example, this year the department has introduced: 3 year contracts for high performing training providers, rather than an annual contracting process A streamlined process for training providers submitting their training data for payment A single financial assessment for Learn Local providers to gain a contract for VTG training and pre-accredited training (through the ACFE Board). Actions taken in the last six months Some recent actions include: Higher entry-to-market standards for training providers, including stronger criteria and better targeted foundation level training. Increased oversight of training delivery by requiring providers to seek approval to subcontract training delivery to third parties. The introduction of a Statement of Expectations to drive improved provider performance and behaviour. The establishment of a rapid response team, as part of the Department’s Market Monitoring Unit, which has conducted investigations into market responses and provider behaviour. Reviews into RTO training assessments in priority industries (such as childcare) and in relation to training providers that experienced significant growth in training delivery. For an overview of our expectations and approach to contract management, please refer to the Appendix. Tougher entry to market for providers
Change in Government subsidised delivery by provider type, enrolments % change 2008-2013 % change 2009-2013 % change 2010-2013 % change 2011-2013 % change 2012-13 Learn Local 0% 8% 15% 14% -8% PRIV 478% 444% 213% 41% 1% Dual Sector Universities -29% -25% -33% -26% -24% TAFE 15% 14% 11% 7% -3% Total 69% 71% 51% 18% -4%
The vast majority of apprentice course enrolments were in occupations classified as Technicians and Trade Workers, which include Automotive and Engineering Trades Workers, Construction Trades Workers, Electrotechnology and Telecommunications Trades Workers, Engineering ICT and Science Technicians, Food Trades Workers, Other Technicians and Trades Workers, and Skilled Animal and Horticultural Workers. Figure 2.1: Government subsidised apprentice course enrolments:total enrolments and new commencing enrolments, 2009 to 2014 Table 2.2.1: Government subsidised apprentice course enrolments: number of new commencing enrolments and total enrolments, 2009 to 2014 2009 2010 2011 2012 2013 2014 New commencing enrolments 16,419 20,297 18,417 16,885 16,208 17,105 Total enrolments 41,640 45,261 46,290 45,042 43,200 43,453 Table 2.2.2: Government subsidised apprentice course enrolments: change in number of new commencing enrolments and total enrolments % change 2009 to 2014 % change 2010 to 2014 % change 2011 to 2014 % change 2012 to 2014 % change 2013 to 2014 New commencing enrolments 4% -16% -7% 1% 6% Total enrolments 4% -4% -6% -4% 1% Table 2.3.1: Government subsidised apprentice course enrolments by age group, 2009 to 2014 2009 2010 2011 2012 2013 2014 15 to 19 18,391 19,429 19,321 17,300 15,192 14,542 20 to 24 16,451 18,092 18,521 18,791 18,171 18,464 25 to 44 6,266 7,125 7,765 8,101 8,527 8,859 45 to 64 501 593 668 840 1,282 1,555 Other* 31 22 15 10 28 33 Total 41,640 45,261 46,290 45,042 43,200 43,453 *Other includes age under 15 years old, 65 years and over or not stated. Table 2.3.2: Change in number of government subsidised apprentice course enrolments by age group % change 2009 to 2014 % change 2010 to 2014 % change 2011 to 2014 % change 2012 to 2014 % change 2013 to 2014 15 to 19 -21% -25% -25% -16% -4%
Public Administration and Safety 102 81 94 96 90 77 Retail Trade 1,499 1,540 1,693 1,502 1,561 1,694 Transport, Postal and Warehousing 8 0 13 1 8 11 Wholesale Trade 99 100 86 42 9 3 Total 35,138 37,350 37,656 34,379 34,307 35,523 Table 3.5.2: Change in number of government subsidised apprentice course enrolments by industry (half year) % change 2010 to 2015 % change 2011 to 2015 % change 2012 to 2015 % change 2013 to 2015 % change 2014 to 2015 Accommodation and Food Services 20% 23% 23% 30% 0% Administrative and Support Services -96% -97% -97% -94% -86% Agriculture, Forestry and Fishing 976% 715% 608% 290% 122% Arts and Recreation Services 12% 1% -4% 2% 13% Construction 2% -9% -8% 2% 6% Cross-industry -100% -100% -100% - -100% Electricity, Gas, Water and Waste Services 84% 59% 69% 6,000% 8% Financial and Insurance Services -100% - - - - Health Care and Social Assistance -82% -82% -78% -72% -33% Information Media and Telecommunications 585% 2,867% 8,800% - 8,800% Manufacturing -9% -9% -11% -8% -10% Other Services -5% -2% -5% 0% 6% Professional, Scientific and Technical Services 127% 104% 118% 85% 17% Public Administration and Safety -25% -5% -18% -20% -14% Retail Trade 13% 10% 0% 13% 9% Transport, Postal and Warehousing 38% - -15% 1,000% 38% Wholesale Trade -97% -97% -97% -93% -67% Total 1% -5% -6% 3% 4%
Services Construction 34% 8% -48% -55% -26% Cross-industry -39% -69% -82% -67% -21% Education and Training 48% 9% 5% -61% -10% Electricity, Gas, Water and Waste Services -69% -73% -87% -78% -60% Financial and Insurance Services -56% -68% -74% -67% -76% Health Care and Social Assistance -28% -35% -42% -33% -17% Information Media and Telecommunications 88% 111% 150% 88% 15% Manufacturing 106% -12% -54% -40% -35% Mining -40% 50% -10% -83% -80% Other Services -40% -37% -30% 14% -2% Professional, Scientific and Technical Services -22% -33% -46% -29% -14% Public Administration and Safety 91% 173% 21% -6% -53% Rental, Hiring and Real Estate Services -33% -41% -67% -42% -22% Retail Trade -87% -89% -91% -79% -49% Transport, Postal and Warehousing -15% -47% -62% -62% -59% Wholesale Trade -86% -95% -97% -96% -82% Total* -41% -57% -68% -51% -34% * Totals for 2010 and 2014 include a small number of enrolments that were not able to be coded directly into ANZSIC (50 and 5 respectively).
The NCVER uses Reporting type to identify training provider. This classification is quite detailed and includes some training provider types under multiple categories, e.g. TAFEs are recorded under Publicly funded TAFE, Publicly funded – other government and Contestable funded – other. For the purposes of reporting training provider for this report multiple categories for the same training provider type, like TAFEs, have been brought together. The concordance between Provider type used in this report for program enrolments and the NCVER Reporting type are detailed below: Training provider as used in this report Training provider as detailed under NCVER Reporting Type TAFE Publicly funded TAFE – TAFE Publicly funded – Other Government – TAFE Contestable funded – Other - TAFE University Publicly funded - TAFE – University - Government Publicly funded – Other Government – University - Government Contestable funded – Other – University – Government Contestable funded – Other – University - Catholic Community Education Provider Contestable funded – ACE – Community Education Provider Contestable funded – Other – Community Education Provider Private Contestable funded – ACE – School – Independent Contestable funded – Other – Privately Operated Organisation School Contestable funded – ACE – School – Independent Contestable funded – Other – School - Government Contestable funded – Other – School – Government Contestable funded – Other – School – Catholic Contestable funded – Other – School - Independent Other Publicly funded – Other Government – Enterprise – Government Contestable funded – ACE – Industry Association Contestable funded – ACE – Other Contestable funded – Other – Enterprise – Government Contestable funded – Other – Enterprise – Non Government Contestable funded – Other – Professional Association Contestable funded – Other – Industry Association Contestable funded – Other - Other
COURSE NAME & NUMBER Already Completed Spring Qtr Completion Summer Qtr Completion EXAMPLE& 101 Green River CC EXAMPLE 102 Pierce College MATH 96 or MATH 98 Chemistry Biology ENGL& 101 BTECM 150 Applicant Name ___________________________ Due date April 15, 2019 DISCUSSION TOPICS
30 Sun Mon Tue Wed Thu Fri Sat 28 29 30 1 2 Prefixes Part 1 Quiz 3 4 5 6 7 sub/sur- pg. 122-123 8 9 trans/dia- pg. 124-125 10 11 12 13 Columbus Day 14 ex- pg. 126-127 15 16 FALL BREAK 17 FALL BREAK 18 19 20 21 inter/intra- pg. 128-129 22 23 ad- pg. 130-131 24 25 26 27 28 co/com- pg. 132-133 (Create Practice) 29 30 Morph. Mastery p. 132-133 31 Halloween 1
Sun Mon Tue Wed Thu Fri Sat 26 27 28 29 30 31 Halloween 1 2 3 4 Review all Prefixes 5 6 Prefixes Test 7 8 9 10 11 Veterans Day 12 13 END OF TERM 1 14 15 16 17 18 Review Function of Roots 19 20 Review Function of Roots 21 22 23 24 25 Review Function of Roots 26 27 Thanksgiving Day 28 29 30 1 2 3 4 5 6
Sun Mon Tue Wed Thu Fri Sat 30 1 2 astro/bio pg. 172-173 3 4 geo/therm pg. 174-175 5 6 7 8 9 aut/auto, hom/homo pg. 176-177 10 11 hydro pg. 178 (Create Practice) 12 13 14 15 16 Review (Morph. Mastery, other practices) 17 18 Roots Part 1 Quiz 19 20 21 22 BREAK 23 BREAK 24 Christmas Eve BREAK 25 Christmas Day BREAK 26 BREAK 27 28 29 BREAK 30 BREAK 31 New Year's Eve BREAK 1 New Year's Day BREAK 2 BREAK 3
Sun Mon Tue Wed Thu Fri Sat 28 29 30 31 New Year's Eve 1 New Year's Day 2 3 4 5 6 phon/phone, sco/scope pg. 180-181 7 8 micro/macro pg. 182-183 9 MIDTERM 10 11 12 13 graph/gram, photo pg. 184-185 14 15 tele/meter pg. 186-187 16 17 18 19 Martin Luther King Day 20 path/psych pg. 188-189 21 22 pan, zoo/zo pg. 190-191 23 24 25 26 27 chron pg. 192-193 28 29 phobia pg. 194 30 31
Sun Mon Tue Wed Thu Fri Sat 1 2 3 Review 4 5 PD DAY (No Students) 6 NO SCHOOL 7 8 9 10 Review all Roots 11 12 Roots Test 13 14 Valentine's Day 15 16 Presidents' Day 17 Parts of Speech Review 19 Parts of Speech Review 20 21 22 23 24 -Suffixes Intro (how they change the part of speech) pg. 18-19 25 26 END OF 2ND TERM -y pg. 20-21 27 NO SCHOOL 28
Sun Mon Tue Wed Thu Fri Sat 1 2 3 -er/est pg. 22-23 4 5 -ly pg. 24-25 6 7 8 9 10 -hood pg. 26 (Create Practice) 11 12 Morph. Mastery pg. 27 13 14 15 16 17 -ful pg. 28-29 18 19 -less pg. 30-31 20 21 22 23 24 -able/ible pg. 32-33 25 26 -some pg. 34-35 27 28 29 30 31 Review 1 2 3 4
Sun Mon Tue Wed Thu Fri Sat 31 1 Labor Day 2 Grammar Intro/Morpheme Introduction 3 4 5 6 7 8 9 -ous pg 56-59 (2 lessons) 10 11 -ive pg 60-61 12 13 14 15 16 -age pg 62-63 17 18 -ant pg 64-65 19 20 21 22 23 -ent pg 66-67 (MTM Practice) 24 25 -ance/-ence pg 70-71 26 27 28 29 30 -ary pg 72-75 (2 lessons) 1 2 3 4
30 Sun Mon Tue Wed Thu Fri Sat 28 29 30 1 Review for Test 2 TEST 3 4 5 6 7 -ize pg 76-77 8 9 -ure pg 78-79 10 11 12 13 Columbus Day 14 -ate pg 80-81 15 16 FALL BREAK 17 FALL BREAK 18 19 20 21 -ion pg 82-83 22 23 -ation pg 84-85 24 25 26 27 28 -ity pg 86-87 29 30 -tude pg 88-89 (MTM Practice) 31 Halloween 1
Sun Mon Tue Wed Thu Fri Sat 26 27 28 29 30 31 Halloween 1 2 3 4 -ism pg 90-91 5 Review (Possibly with Final Mastery Pg 92-95) 6 TEST 7 8 9 10 11 Veterans Day 12 13 END OF TERM 14 NO SCHOOL 15 16 17 18 Review/Introduce Prefixes (Teacher Made) 19 20 mono- pg 134-135 21 22 23 24 25 mono- Bonus Activity 26 BREAK 27 Thanksgiving Day BREAK 28 BREAK 29 30 1 2 3 4 5 6
Sun Mon Tue Wed Thu Fri Sat 30 1 2 uni- pg 136-137 3 4 bi/du/di- pg 138-139 5 6 7 8 9 tri- pg 140-141 10 11 Review 12 13 14 15 16 TEST 17 18 19 20 21 22 BREAK 23 BREAK 24 Christmas Eve BREAK 25 Christmas Day BREAK 26 BREAK 27 28 29 BREAK 30 BREAK 31 New Year's Eve BREAK 1 New Year's Day BREAK 2 BREAK 3
Sun Mon Tue Wed Thu Fri Sat 28 29 30 31 New Year's Eve 1 New Year's Day BREAK 2 BREAK 3 4 5 6 multi/poly- pg 142-143 7 8 Numeric Prefixes pg 144-145 9 10 11 12 13 Numeric Prefixes Bonus Activity 14 15 past- pg 148-149 16 17 18 19 Martin Luther King Day 20 pre- pg 146-147 21 22 post- pg 148-149 23 24 25 26 27 mal/bene- pg 150-151 28 29 mis- pg 152-153 30 31
Sun Mon Tue Wed Thu Fri Sat 1 2 3 pro- pg 154-155 4 5 en- pg 156-157 6 7 8 9 10 be- pg 158-159 11 12 REVIEW 13 14 Valentine's Day 15 16 Presidents' Day 17 REVIEW 18 19 TEST 20 21 22 23 24 25 26 END OF TERM 27 28
Sun Mon Tue Wed Thu Fri Sat 1 2 3 acqua/terr pg 198-199 4 5 port/rupt pg 200-201 6 7 8 9 10 scrip/tract pg 202-203 11 12 cept pg. 204-205 13 14 15 16 17 spect pg 206-207 18 19 Bonus Activity for Spect 20 21 22 23 24 REVIEW 25 26 TEST 27 28 29 30 31 struct/sect pg 208-209 1 2 3 4
4th grade OWS Week Of February 8 CLASS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Grammar CW: Project Based Learning Activity for President’s Day CW: Project Based Learning Activity for President’s Day CW: Project Based Learning Activity for President’s Day CW: Project Based Learning Activity for President’s Day CW: Project Based Learning Activity for President’s Day Spelling CW: Wordly Wise Fill in the Blank Sentences CW: Wordly Wise Fill in the Blank Sentences CW: Wordly Wise Fill in the Blank Sentences CW: Wordly Wise Fill in the Blank Sentences CW: Writing Compare/Contrast Post Test Reading CW: Project Based Learning Activity for President’s Day HW: Book Report Due CW: Project Based Learning Activity for President’s Day HW: Worksheet Page CW: Project Based Learning Activity for President’s Day HW: Worksheet Page CW: Project Based Learning Activity for President’s Day HW: Worksheet Page CW: Presentation of President’s Day Project Math CW: Topic 6 Review HW: Study for Topic 6 Test CW: Topic 6 Test CW: Topic 7 -1 – Using Mental Math to Divide Guided Practice, pp. 158, 1-13 Independent Practice, pp. 14-30 HW: WB page 89 Enrichment Worksheet (Optional) CW: Topic 7 -1 – Using Mental Math to Divide Guided Practice, Quick Check Independent Practice, pp. WB page 90, 1-10 HW: WP page 90, 11-18 Enrichment Worksheet (Optional) CW: Review Division and Multiplication Skills HW: Science CW: No Science CW: Chapter 5, Rocks and Minerals – Lesson 1 “What Are the Properties of Minerals” Interactive Text , pp. 100-105 HW: Interactive Text, Answer Summary & Main Idea Questions on p. 106 CW: Chapter 5, Rocks and Minerals – Lesson 2 “How Are Minerals Identified?” Interactive Text , pp. 107-108 HW: Interactive Text, Answer Summary and Classify on p. 109 CW: No Science CW: Chapter 5, Review Lesson 1 and 2; vocabulary and concept questions Observation of Rocks
Section 3. Project Eligibility: Business Opportunity Project Demonstration of Need Economic Development Result Local and Area Strategic Plans Suggested Performance Criteria Business Enterprise Project Demonstration of Need Development or Financing of Small & Emerging Business Suggested Performance Criteria Section 4. Written Narrative: Project Need Project Benefits Eligible Grant Purpose Area(s) to be Served Coordination with Area Economic Development Goals to be Accomplished Jobs Created/Saved Applicants Expertise Method and Rationale to Select Service Recipients Work Plan and Budget Appendices: Appendix A – Organizational Documents Appendix B – Proposed Scope of Work Appendix C – Latest 3 Years Financial Information Appendix D – Supplemental Funds Verification Appendix E – Documentation of Experience Appendix F – Letters of Commitment from Businesses to be assisted (include jobs saved/created) Letters of Support Projected Jobs and Number of Businesses to Be Assisted Form Appendix G – Additional Supporting Documentation
Pro-Social Behaviors to Increase (prioritize what behaviors you want to increase) Problem Behaviors to Decrease (prioritize what behavior to focus on in FBA) Stage 3: Assessment Functional Behavioral Assessment Behavior Support Plan (F-BSP) Protocol Functional Behavioral Assessment Interview –Teachers/Staff Student Name ____________________________________ Age:____ Grade:____ Date:__________________ Person (s) interviewed:____________________________________________________________________________ Interviewer: ____________________________________________________________________________ Student Profile: What is the student good at or what are some strengths that the student brings to school? ________________________________________________________________________________________________ STEP 1: INTERVIEW TEACHER/STAFF/PARENT Description of the Behavior What does the problem behavior(s) look like? How often does the problem behavior(s) occur? How long does the problem behavior(s) last when it does occur? How disruptive or dangerous is the problem behavior(s)? Description of the Antecedent When, where, and with whom are problem behaviors most likely? Schedule (Times) Activity Specific Problem Behavior Likelihood of Problem Behavior With Whom does Problem Occur Low High
VTPBiS Supervisory Union/Supervisory District (SU/SD) Coordinator Implementation Checklist SU/SD: PBIS Schools: SU/SD Coordinator Name: VTPBiS Supervisory Union/Supervisory District Coordinator Checklist In Place = 2 Partially in Place = 1 Not in Place = 0 Please indicate the status of your efforts to coordinate the PBIS school efforts within your supervisory union or supervisory district. Date: Date: Date: 1. Identified as the SU/District Coordinator for PBIS (endorsed by superintendent; flexibility to complete tasks on time; attended PBIS introductory training) Status: 2. Establish Supervisory Union/District Team that meets 2 times per year Status: 3. Coordinate the school’s completion of the SET (post implementation only), the Benchmarks of Quality (BoQ) and the Self Survey (SAS). Status: 4. Act as liaison between schools and VTPBiS State Implementation Team. Status: 5. Attend School-based Leadership Team meetings 2-3 times per year Status: 6. Create dissemination strategy to establish visibility Status: 7. Ensure social/behavior is a top priority of the district/SU and integrated with other initiatives. Status: 8. Secure resources/funding for school teams. Status: 9. Create capacity for staff training through SU training calendar. Status: 10. Ensure school has data-based information system to make PBIS decisions. Status: 11. Review schools’ behavior data 3-4 times per year. Status: 12. Participate in “Data Day” two times a year (as facilitator or participant). Status: Date of Completion: _______________________________________________________________________ What is your action plan for completion of activities?