zilongwang/ReadingBank huggingface dataset:
UEGNSG619 Perform scheduled maintenance on gas processing or storage facilities and equipment 100 Group D UEGNSG110 Supervise technical operations for gas distribution or transmission 100 UEGNSG207 Coordinate construction, laying and testing of gas distribution pipelines 100 UEGNSG308 Identify, evaluate and control threats to transmission pipelines 40 UEGNSG326 Coordinate and monitor staff and contractors 60 UEGNSG512 Control centre communication with gas industry stakeholders 80 UEGNSG514 Managing and controlling field activities 80 Group E UEGNSG114 Coordinate and monitor implementation of a risk management plan for a utilities industry facility 100 UEGNSG115 Manage gas systems projects 80 Total Hours 1700
CONTACTS AND LINKS Curriculum Maintenance Manager (CMM) Engineering Industries The CMM Service is provided by Executive Officers, across all industry areas covered by Training Packages. They can assist with questions on payable and nominal hours. George Adda Box Hill Institute of TAFE, Private Bag 2014, Box Hill, Victoria, 3128 Phone: (03) 9286 9880 Fax: (03) 9286 9800 Email: Skills Service Organisation (SSO) Australian Industry Standards (AIS) This SSO is responsible for developing this UEG Gas Training Package, companion volumes and support material and can be contacted for further information. Jason Lazar Industry Manager Australian Industry Standards AIS’s website can be found National Register for VET in Australia Training.gov.au (TGA) TGA is the Australian government’s official National Register of information on Training Packages, Accredited Courses, qualifications, units of competency and RTOs. National Register website can be found Australian Government Department of Education and Training The Commonwealth Department is responsible for national policies and programmes that help Australians access quality vocational education and training. The Commonwealth Department of Education and Training website can be found Victorian State Government Department of Education and Training (DET) DET is responsible for funding and the implementation of Vocational Education and Training (VET) in Victoria, including Apprenticeships and Traineeships policy. (03) 9637 2000 The Victorian Department of Education and Training website can be found National VET Regulatory Authority Australian Skills Quality Authority (ASQA) ASQA is the national regulator for Australia’s VET sector. Info line: 1300 701 801 ASQA’s website can be found Victorian State VET Regulatory Authority Victorian Registration and Qualifications Authority (VRQA) The VRQA is a statutory authority responsible for the registration and regulation of Victorian RTOs and for the regulation of apprenticeships and traineeships in Victoria. (03) 9637 2806 VRQA’s website can be found Industry Regulatory Bodies applicable to this Training Package
Type Here Provide additional information regarding your district’s need for quality pre-K programs. This can include poverty trends, at risk factors not currently included in VPK eligibility requirements, and/or information regarding the unmet need for quality child care programs (public or private). Include all relevant information in the box below and cite all data sources. Type Here I.b. Projected site locations to serve eligible population (20 points) Complete Attachment 4, and list classroom sites in order of funding preference for 2017-18. Provide a narrative description responding to the following questions. Are VPK classroom sites located in areas of greatest need, as defined by largest percentages of economically disadvantaged students? Why or why not? Type Here Do 90% of your VPK students meet the guidelines for economically disadvantaged? (yes/no)______________ If no, in the following text box, describe your district’s plan to increase the percentage of at-risk students served in VPK classrooms (provide specific strategies and timeline).
Highlight and Type Here II.g. School and classroom culture (10 points) Describe your district’s policies and practices to encourage healthy social and personal competencies for your pre-K students. Include the following: behavior management policies and practices pre-k student discipline policies and practices training for teachers and educational assistants on how to create warm and nurturing learning environments for young children (include specifics on Pyramid Model training);
VPK Conference Call Webinar Schedule 2018 1:30 – 2:30 p.m. EST January 10 February 14 March 14 April 11 May 9 June 13 July 11 August 8 September 12 October 10 November 14 December 12 To be added or removed from the “VPK Conference Call Contacts” email group, please email .
Community Leader in collaboration with creates community with local businesses, and community groups and and monitors current relationships to support the school’s improvement, goals and Leader implements and monitors the school’s current community partnerships to support the school’s improvement, goals and objectives. Leader implements partnerships to support community to support the school. Leader does not support the school’s community Communication Processes and Plans Leader in collaboration with creates, implements and monitors structures, processes and plans that foster multiple for collaboration and with stakeholders to increase the school’s effectiveness and Leader implements and monitors structures, processes and plans that offer many opportunities for collaboration and communication with stakeholders to increase the school’s effectiveness and achievement. Leader implements plans to collaboration and with various stakeholders, Leader does not implement a school communication plan. Ongoing Communication Leader, in collaboration with implements and monitors communications with and update families and stakeholders regarding school information, student school progress and all and learning goals and objectives. Leader implements and school information, student and school progress and all and learning goals and to families and school members. Leader implements but may not communicate school information, student and school progress and all teaching and learning goals and objectives to families and school community members. Leader does not implement the plan to support the school’s communication to stakeholders and community partners.
VPK CONFIDENTIALITY AGREEMENT This is to certify that I, ________________________________________________________________, an employee, volunteer or Board member of ________________________________________________________________________________, agrees to protect the confidentiality of child and family information. Information associated with the Voluntary Pre-Kindergarten Program shall only be made available in accordance with the restrictions of s. 1002.72, F.S. Accordingly, to the extent that PROVIDER receives VPK records in order to carry out its official functions, PROVIDER must maintain and protect the data as required in s.1002.72, F. S. Individuals and organizations eligible to receive records include PROVIDER, the parent, COALITION, Office of Early Learning and other entities identified in s.1002.72, F.S. Signature Date
Form 2 (cont’d) Incident Investigation Worker Group: GVTA CUPE 382 CUPE 947 ASA OTHER Date of incident: Time: Witnesses: Name: Title: Name: Title: Preliminary Contributing Factors Preliminary Root Cause(s) Full Contributing Factors Full Root Cause(s) Preliminary Corrective Actions Person Responsible Action Date Status 1. 2. 3. 4. Full Corrective Actions 1. 2. 3. 4. Recommendations to be completed by: (Month/Day/Year) Parties involved in investigation: P/VP or Supervisor: _________________________________________ ________________ Name / Signature Date JOHS Worker Rep: _________________________________________ ________________ Name / Signature Date Other: _________________________________________________ ________________ Name / Signature Date Copies to: Associate Superintendent (via email) P/VP or Supervisor (redacted version to be shared with JOHS Committee) HR (cmerner@sd61.bc.ca) District Behavioral Consultant (dmarchant@sd61.bc.ca) Worker (redacted) File this completed form, in a binder, in a secure location in the administrator’s office.
Form 3 (cont’d) Worker Safety Plan Review (to be completed following the review of the original Worker Safety Plan on reverse of this page) Committee Members Reviewing Safety Plan: P/VP or Supervisor: Worker: JOHS Worker Rep: Review Date: Original Corrective Actions (OCA) Review: (see reverse of this page for OCA's) OCA # OCA ( or X) OCA Ongoing ( or X) Review Notes regarding status of OCA Person Responsible 1. 2. 3. 4. Additional Corrective Actions Required Person Responsible Implementation Date 1. 2. 3. 4. (add additional steps as needed) Additional Notes Relevant to Review: Committee Member Sign-off: P/VP or Supervisor: ___________________ Worker: ___________________________ JOHS Worker Rep: ____________________ Plan does not need further revision Plan requires ongoing monitoring Plan was revised, further Review Date scheduled for: Plan no longer required, as of date: Provide copies to: - Associate Superintendent (via email) - P/VP or Supervisor (to be shared with JOHS Committee) -HR (cmerner@sd61.bc.ca) - District Behavioral Consultant (dmarchant@sd61.bc.ca) - Worker (redacted) File this completed form, in a binder, in a secure location in the administrator’s office.
5.4 VXIplug&play Application Programs VXIplug&play application programs are software applications composed of one or more executable files which are designed to be compatible with a particular VXIplug&play framework. VXIplug&play soft front panels are an example of an VXIplug&play application program. RULE 5.3 Application programs which claim conformance to VXIplug&play SHALL identify which frameworks it supports. It SHALL execute within the identified framework and utilize the VISA API exclusively for VXI communication. RULE 5.4 Application programs which claim conformance to VXIplug&play SHALL provide the application files on VXIplug&play style installation media appropriate for the framework identified.
Warranty The IVI Foundation and its member companies make no warranty of any kind with regard to this material, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. The IVI Foundation and its member companies shall not be liable for errors contained herein or for incidental or consequential damages in connection with the furnishing, performance, or use of this material. Trademarks Product and company names listed are trademarks or trade names of their respective companies. No investigation has been made of common-law trademark rights in any work.
VISACM_DeleteHandler( interfaceType, interfaceNumber, sessionType, guid_SRM) Purpose Deletes a setting corresponding to both a specific VISA library and a specific resource. Parameters Name In/Out Type Description interfaceType IN ViUInt16 The target resource’s interface type. This is identical to the VI_ATTR_INTF_TYPE specified by the VISA specification. interfaceNumber IN ViUInt16 The target resource’s interface number. This is identical to the VI_ATTR_INTF_NUM specified by the VISA specification. sessionType IN ViConstString The type of resource being opened. For example, GPIB has both INSTR and BACKPLANE resources. This parameter would hold that type. guid_SRM IN ViConstString The GUID of the calling VISA library. The GUID should be passed in the format Return Values Type ViStatus This is the operational return status. It returns either a completion code or an error code as follows. Completion Code Description VI_SUCCESS The record either does not exist or was successfully cleared. Error Codes Description VI_ERROR_INV_OBJECT The Conflict Manager Library has not been properly initialized. Ensure that VISACM_Initialize () has been called before attempting to configure Conflict Manager Settings. VI_ERROR_INV_RSRC_NAME The GUID string passed by the user was not a valid GUID string. VI_ERROR_INV_SETUP The current Conflict Manager settings are incompatible with the desired setting. For example, the new record’s VISA is a disabled VISA which cannot have any stored records. VI_ERROR_USER_BUF A buffer passed by the user was not a valid buffer. Description
VI_ERROR_INV_OBJECT The Conflict Manager Library has not been properly initialized. Ensure that VISACM_Initialize () has been called before attempting to configure Conflict Manager Settings. Description This function sets whether the Conflict Manager stores only conflicts in the table or the results of all resource openings. Saving all of the results from opening results in a larger table, but prevents the VISA Router from repeating the conflict arbitration algorithm on every open. VISACM_SetVisaEnabled2(apiType, guid_SRM, enabled) Purpose Enables or disables a specified VISA library. Parameters Name In/Out Type Description apiType IN ViInt16 An enum specifying the type of the API for which to enable or disable the specified VISA library. guid_SRM IN ViConstString The GUID of the VISA library to enable or disable. The GUID should be provided in format. enabled IN ViBoolean Specifies whether the VISA library should be enabled or disabled. Return Values Type ViStatus This is the operational return status. It returns either a completion code or an error code as follows. Completion Code Description VI_SUCCESS The VISA library was successfully disabled. Error Codes Description VI_ERROR_ALLOC The Conflict Manager could not allocate needed memory for the new setting. VI_ERROR_INV_OBJECT The Conflict Manager Library has not been properly initialized. Ensure that VISACM_Initialize () has been called before attempting to configure Conflict Manager Settings. VI_ERROR_INV_RSRC_NAME The specified GUID was not valid. VI_ERROR_USER_BUF A buffer passed by the user was not valid.
Parameters Name In/Out Type Description apiType IN ViInt16 An enum specifying the type of the API to be supported by the desired handler library. interfaceType IN ViUInt16 The target resource’s interface type. This is identical to the VI_ATTR_INTF_TYPE specified by the VISA specification. interfaceNumber IN ViUInt16 The target resource’s interface number. This is identical to the VI_ATTR_INTF_NUM specified by the VISA specification. sessionType IN ViConstString The type of resource being opened. For example, GPIB has both INSTR and BACKPLANE resources. This parameter would hold that type. guid_SRM OUT ViChar[] The GUID of the selected VISA library. conflictHandlerType OUT ViPInt16 An enum representing whether the resource was chosen by the Conflict Manager or specified by the user Return Values Type ViStatus This is the operational return status. It returns either a completion code or an error code as follows. Completion Code Description VI_SUCCESS The Conflict Manager successfully supplied the VISA library for the given API type to be used for opening the resource. Error Codes Description VI_ERROR_INV_OBJECT The Conflict Manager Library has not been properly initialized. Ensure that VISACM_Initialize () has been called before attempting to configure Conflict Manager Settings. VI_ERROR_RSRC_NFOUND No library was found for the given API type that was previously selected to open this resource. VI_ERROR_USER_BUF A buffer passed by the user was not valid. VI_ERROR_INV_PARAMETER An invalid apiType or conflictHandlerType parameter value was passed in by the user. Description This function is used to determine which installed VISA library for the given API type will be used to open the supplied resource. If no VISA library has previously opened the device for the given API type, and no user setting has been supplied, an error is returned.
If a VXIplug&play instrument claims conformance to the GWIN64 system framework, then its installation media SHALL include any utilities required to convert compressed files into their expanded form. PERMISSION 7.1 Files MAY be zipped or compressed to save space on the installation media, as long as all files are installed in their original uncompressed form.
If an instrument driver intended for electronic distribution claims VXIplug&play conformance, it SHALL be delivered with all the files found on the VXIplug&play compliant distribution disk(s), and the company responsible for support and maintenance of the electronic distribution SHALL be registered with the VXIplug&play technical support subcommittee, and there SHALL be an additional text file included with the driver distribution that contains the same information that would have been found on the label of a VXIplug&play compliant distribution disk. 10.4 Media Labeling 10.4.1 VXI Devices RULE 10.3 If a VXI device claims VXIplug&play conformance, the distribution media SHALL have a label with the following information: The software supplier's logo and the VPP logo. The manufacturer (if different from the software supplier), device model number, and description. This line may be split into two or more lines for installation disks that install several instruments of the same family. The framework name followed by "[System] Framework" (omitted for VXI device category 1 and 3 components). "Disk 1 of n," where n is the total number of disks in the distribution. The first disk gives instructions for launching the setup program appropriate for the framework. The instrument driver revision number (omitted for VXI device category 1 and 3 components). The framework revision number (on left, omitted for VXI device category 1 and 3 components), and optionally a date (on right). In addition to the the lines of the label there are label areas reserved for the vendor. The vendor may use these areas for whatever purpose they deem necessary. These areas are found at the top and bottom of the label. RULE 10.4 If the distribution media is an optical storage disc and multiple devices are supported, the disc label SHALL indicate the location and name of a file that documents all devices supported. 10.4.2 VXI Software RULE 10.5 If a VXI software product claims VXIplug&play conformance, the distribution media SHALL have a label with the following information: The software supplier's logo (upper left corner) and the VPP logo (upper right corner).
Thurlby Thandar Instruments Limited Transmagnetics, Inc. AT TM TTI Testron, Inc. TT Universal Switching Corporation US Vencon Technologies Inc. Virginia Panel, Corp. VE VP VXI Technology, Inc. VT VXIbus Associates, Inc. VA Wavetek Corp. WT Wandel & Goltermann Yokogawa Electric Corporation ZTEC WG YK ZT
Instrumental Systems Corporation Instrumentation Engineering, Inc. IT IE Table 3-1. Instrument Vendor Abbreviations (Continued) Vendor Two Character Abbreviation Integrated Control Systems Keithley Instruments Kepco, Inc. Keysight Technologies IC KE KP KT LitePoint Corporation MAC Panel Company LP MP ManTech Test Systems MT Marconi Instruments MI Microscan MS National Instruments Corp. NI NEUTRIK AG Newland Design + Associates, Inc. NT ND NH Research NH North Atlantic Instruments NA Pacific MindWorks, Inc. PW PesMatrix Inc. PE Phase Metrics PM Pickering Interfaces PI Picotest PC Power-Tek Inc. PT Racal Instruments, Inc. RI Radisys Corp. RA Rohde & Schwarz GmbH RS Schlumberger Technologies SL Scicom SC Scientific Research Corporation SR Serendipity Systems, Inc. AU Sony/Tektronix Corporation ST Spectrum Signal Processing, Inc. Spitzenberger & Spies GmbH SS SP Talon Instruments TA
Tektronix, Inc. TK Teradyne TE Test & Measurement Systems Inc. TS ThinkRF Corporation Thurlby Thandar Instruments Limited Transmagnetics, Inc. RF AT TM TTI Testron, Inc. TT Universal Switching Corporation US Vencon Technologies Inc. Virginia Panel, Corp. VE VP VXI Technology, Inc. VT VXIbus Associates, Inc. VA Wavetek Corp. WT Wandel & Goltermann Yokogawa Electric Corporation ZTEC WG YK ZT
Ensure appropriate JHSC/HSR involvement — e.g., in the event of critical / fatal injury investigations Provide for hazard, accident and illness summaries and notifications per the OHS Act 12.0 The security program includes process for evaluation. Security quality indicators — both leading (e.g., training, patrol frequency, etc.) and lagging (e.g., use of force percentage, incident rate, loss time) — have been selected and are used for evaluation. The program is evaluated at least annually. The JHSC/HSR is consulted in program revisions and training. Security and safety improvements are considered by senior management and recommendations are implemented as required. N/A Yes No Partial PSHSA (2006)
Spillage procedure Sharps handling V-035 Healthcare waste transfer receipt operations General Identification of clinical/healthcare waste Clinical/healthcare waste handling procedures Spillage procedure Sharps handling V-036 Healthcare waste transfer operations Identification of clinical/healthcare waste Clinical/healthcare waste handling procedures Spillage procedure Sharps handling Street Cleansing Ref Module Titles Section Titles V-016 Manual street cleansing operations Work Equipment Street Cleansing Public Safety Slips, Trips & Falls Manual Handling V-017 Mechanical street cleansing operations Work Equipment Vehicle Operations Public Safety Mechanical Street Cleansing V-018 Mechanical road sweeping operations Work Equipment Vehicle Operations Public Safety Tipping Changing Brushes V-019 Electrical power washers and steam cleaners Equipment Control Measures Cleaning Operations Public Safety V-020 Litter picking Work preparation Work process Work completion V-021 Graffiti removal operations Work Equipment & Safety Graffiti Removal V-022 Gully cleansing and tanker operations Work Equipment Vehicle Public Safety Gully Cleansing & Tanker Operations Tipping Industrial cleaning
At Victoria, we are committed to improving our school year on year. Below is a brief summary of what we hope to achieve this academic session. Developing Maths and Numeracy Introduce the ‘Stages of Early Arithmetical Learning’ approach to learning numeracy in Primary 1- Primary 4. Develop a Parents’ Information leaflet on Home Learning of Maths and how you can support your child. Have a clearer picture of what each class should be learning in Maths and Numeracy in each stage. Ensure we have appropriate resources for the successful teaching of Maths. Developing Methods of Assessing Learning Revise the use of ‘Special Jotters’ in the school to make them more useful for assessing learning. Develop a better way of collecting evidence of children’s learning and attainment. Look at ways to develop skills for learning in children. Look at how we transfer information between teachers at the end of each year. Developing Learning and Teaching Methods Staff have the time and opportunity to reflect on their teaching practice and how to improve it Create ways to involve Parents and Carers in the learning of their children Investigate ‘Growth Mindsets’ and how to use this to teach learners effectively Use ‘Loose Play’ materials to develop cooperative and imaginative play in our learners. Continuation of the 1 + 2 Modern Language Programme Continue to develop the teaching of French all across the school. Introduce Spanish to the learning opportunities for Primary 5, 6 and 7. Provide staff with opportunities to develop their confidence in teaching French and Spanish. Develop a pack of teaching resources for the teaching of Spanish. If you require a full copy of the Standards, Quality and Improvement plan, please contact our school office.
The Victorian Government has committed to establishing Victoria as the Education State. The Education State is about a public guarantee of educational excellence and opportunity in every community. It is about supporting all Victorians—from early childhood to post-school training—to thrive in life and work, and securing the State’s economic and social future. You can find more information on the Education State . The Education State is an ambitious reform program aimed at reconceiving the role of DET’s role in: improving learning and development outcomes through new funding and service delivery models community partnerships to maximise social and economic benefits enhancing workforce practices crucial for learning and development outcomes The Education State is also aimed at organisation reform which will implement a new DET operating model, deliver an area-based regional model with a focus on improving integrity, and strengthen culture, leadership, governance arrangements and improved procurement and financial management processes. The new regional structure became effective from 1 March 2016. The current organisational reform program is focussed on the structure of DET’s corporate functions to support delivery of our outcomes. Further information is available through the .
How much funding is needed? (up to $5000 max) Specialists $157.79/hr and GPs $133.77/hr (plus GST if applicable); food maximum is $25/person Please provide details on funding requested and expected use. Physician Time Item Number of hours Rate per hour Total Expenses Item Number of item Cost per item Total Total Funding Requested
For completion by the Manager Position Details Position Title and Position Number: ______________________________________________ Group, Division/Region and Work Unit______________________________________________ Date position became vacant: ___/___/____ Note: a reclassification of a position can only occur when position is vacant. Current Grade____________________________ Proposed Grade________________________ Set out the reasons to support the proposed reclassification of the position (new position description is to be attached to this form). Approvals: Recommended: Date ___/___/___ Manager Endorsed: Date ___/___/___ Executive Director /Regional Director Approved: Date ___/___/___ Deputy Secretary / Agency Head Note: Where reclassification is approved, a Request for Staffing Action will need to be submitted for action to be taken regarding the filling of this position.
VHA Point of Service (Kiosks) Phase II Technical Manual For Enhancement VPS 1*3 Delivery Order VA118-11-D-1009 Task Order VA118-1009-0020 Department of Veterans Affairs Approved: February 2015 Revision History Creation Date Version No. Description/Comments Author(s) Reviewer(s) Review Type Issue Date 02/10/2015 0.01 Initial draft. Carolyn Wheless 02/26/2015 0.02 Add MRAR instance structure information C. Wheless 3/16/2015 0.03 Minor edits for typographical errors. (11/09/2015: Removed Harris Logo - ManTech PMO Team) C. Wheless Table of Contents
PID - Patient Identification Segment SEQ LEN DT R/O RP/# TBL# ELEMENT NAME SEQ Values 1 4 SI Set ID - Patient ID Always set to ‘1’ 2 20 20 5 CK ST ST Patient ID ID Check digit Code identifying the check digit Assigning authority Namespace ID Patient DFN Station Number Not Used Assigning authority code e.g. “USVHA” 3 20 CM R Y Patient Identifier List Not used 4 12 15 CX ST Alternate Patient ID ID Sensitive Patient Flag_ e.g. 0_NON-SENSITIVE 5 48 PN R Patient Name Patient Name 6 30 ST Mother's Maiden Name Not Used 7 26 TS Date of Birth Not Used 8 1 ID 0001 Sex Not Used 9 48 PN Y Patient Alias Not used 10 1 ID 0005 Race Not used 11 106 50 AD ST R R Y Patient Address Street address Other designation Not Used Bad Address ID_Bad Address Reason. 12 4 ID County Code Not used 13 40 50 XTN ST Y Phone Number – Home Text=Not Used Telecommunication use code Telecommunication equipment type Email address Country code=Not Used Area/city code=Not Used Phone number=Not Used Extension=Not Used Text=not used Components: Not Used Not Used Not Used Patient email address 14 40 TN Y Phone Number – Business Not used 15 25 ST Language – Patient Not used 16 1 ID 0002 Marital Status Not used 17 3 ID 0006 Religion Not used 18 20 CK Patient Account Number Not used 19 16 ST SSN Number – Patient Social security number and pseudo indicator. PV1 - Patient Visit SEQ LEN DT R/O RP/# TBL# ELEMENT NAME SEQ Values 1 4 SI Set ID - Patient ID Sequential number beginning with 1, for each Patient Record Flag assigned to a patient. 2 1 IS R 0004 Patient Class Always set to Unknown 3 80 PL O Assigned Patient Location Not Used 4 2 IS O 0007 Admission Type Not Used
VPS COMBINED 4,5,3 BUILD 1.0 VPS*1.0*4 VPS*1.0*5 VPS*1.0*3 Checking Install for Package VPS COMBINED 4,5,3 BUILD 1.0 Install Questions for VPS COMBINED 4,5,3 BUILD 1.0 Checking Install for Package VPS*1.0*4 Install Questions for VPS*1.0*4 Want KIDS to Rebuild Menu Trees Upon Completion of Install? NO// NO Checking Install for Package VPS*1.0*5 Install Questions for VPS*1.0*5 Incoming Files: 853.1 VPS HL7 SITE PARAMETERS 853.8 VPS CLINICAL SURVEY 853.85 VPS QUESTIONNAIRE IDENTIFIERS 853.875 VPS QUESTIONNAIRE NAME 853.9 VPS APPOINTMENTS QUEUE Want KIDS to Rebuild Menu Trees Upon Completion of Install? NO// Checking Install for Package VPS*1.0*3 Install Questions for VPS*1.0*3 Incoming Files: 853 VPS CONFIG HISTORY 853.3 VPS ALLERGY DISCREPANCY INDICATORS (including data) 853.5 VPS MRAR PDO 853.7 VPS MED DISCREPANCY INDICATORS (including data)
A. $840 B. $1260 20 mpg tablespoon Answers to Practice Questions for MTE 2 – Operations with Positive Decimals and Percents 21.056 Hundredths 11.09 1.015 15.5 8.7 0.43 14 24 25% 62.5% .1875 0.125 0.658, , 0.75, 20% 25% 40% $682.50 $3,825 $2,880 20% $36,000 270 November 84 in 1.5 lbs 128 cm 2,600 g 0.75L 4.72L 3.94 in 150 min
20o C 59 o F 357 g $140 Answers to Practice Questions for MTE 3 – Algebra Basics 3 18 8 16 4 -4 21.7 8 -10 -24 -32 27 0.001 2.061 0.09 a. Commutative b. Associative c. Distributive d. Additive Inverse e. Additive Identity f. Multiplicative Identity g. Multiplicative Inverse 23n + 21b 2 + 3x 14 A=180 n=-23 x= x=9 t=8 78 credits 37 9220 V=192 ft P=28 ft A=48ft Answers to Practice Questions for MTE 4 – First Degree Equations and Inequalities in One Variable x=11 x=8 x=7 x=37.83 y=-9 t=3 The empty set A=S+D t= [-4, 5) 423 miles 9.2 hours $11.52 400 upper seats 5 hours
x=0, 38 a = -4 x=0, 9, 8 t=6 sec 9 or 11 cameras Answers to Practice Questions for MTE 7 – Rational Expressions and Equations x= v=3,4 (x-2)(x+2) 9. 10. 11. 12. 13. 14. 15. 16. 17. x=-6, 4 18. 19. 75 mph 20. 792 21. 1hours Answers to Practice Questions for MTE 8 – Rational Exponents and Radicals 4 -5 8, 9, 64, 81 4.688 4|x|
Decision No. 129, dated on 20 May 2015 of the Bureau "On application of the Environmental Impact Assessment procedure" (hereinafter referred to as Decision No. 129). Letter No. 1-7/15/1160 of the Ķekava Municipality Self-government, dated 26 May 2015 "On the initial public consultation meeting." E-mail message of the Initiator, dated 12 January 2016, by which the notice on the intended initial public consultation was submitted to the Bureau. Letter of the Developer, dated 19 January 2016 "On request for the program in the environmental impact assessment", by which the power of attorney of the Initiator, dated 18 January 2016, by which it authorizes the Developer on behalf of the Initiator to submit and to receive all documentation, as well as to take the necessary action related to the environmental impact assessment of the Intended activity, was sent to the Bureau. Letter of the Developer, dated 19 January 2016 "On the initial public consultation of the environmental impact assessment" and the related documents, including the Notice on the intended initial public consultation, a copy of the publication of the Notice in in the Ķekava municipality newspaper “Ķekavas Novads”, printouts from websites of the publication of the Notice, information on the individual information of the owners of the real property adjacent to the area of the Intended activity. Application of Ltd “Akvedukts”, Ltd “Maxima Latvija”, Ltd “Toode” and Ltd “Piepilsētas Nī”, dated 27 January 2016, “On “Notice on the initial public consultation on the environmental impact assessment of the possible construction of the Ķekava bypass”. E-mail message of the private person, dated 31 January 2016 “Discussion on the environmental impact assessment of the construction of the Ķekava bypass” with 18 signatures of the residents. Letter No. 1-7/16/147 of Ķekava Municipality Self-government, dated 2 February 2016 "On environmental impact assessment of the possible construction of the Ķekava bypass”. Program for the environmental impact assessment of the Intended Activity, issued by the Bureau on 17 February in 2016. E-mail message of the Developer, dated 8 August 2016, by which the notice on the public discussion of the Notice on environmental impact assessment of the Intended activity was submitted to the Bureau. E-mail message of the representative of Ltd VARMAA “Zemturi”, dated 26 August 2016.
year as unclear. Work study funding needs to be returned in April, don’t wait or you will be penalized. Spend state first, federal has more flexibility. Cannot give to non-CO residents. Must be your students. Has to be enrolled at your institution. If you need to work with Merit budget, you can look at school level. Kris- SS taskforce traveling in La Jolla. LBCC, learning from assessments, giving presentation in march and will have recommendations for cabinet for June. KRIS will invite or hear presentation. Disruptors- go back and talk with staff and want to come up with 1 on ss side and 1 on academic side. Lisa- Finished health science building in Arvada, beginning program design phase for Lakewood. Dr. Haney is receiving at PTK the Shirley award for distinction. AACC- Lisa will give update Felix- Launching strategic assessment of SS. Presented at NMHE conference held by HLC. Well received, national colleges would like to visit PPCC for best practices. Connie- ACC new FA director. Disruptors- need to have flexibility in AA and AS, doesn’t allow for PLA. Non-credit first year experience for doubly deficient. Going to advising office, in semester 2 of pilot. Suggested for SS conference presentation. Possible replacement for Connie. Judi- partnering with united we dream and will do train the trainers to work with undocumented students. 3rd week of march. 20-25 staff and then annual program. KH- DACA students are not tracked currently. Under executive order. Reconsider this and see if
Reporting Relationships: Director of Marketing Director of Vendor Relations Director of Opportunities Director of Tradeshows Community Outreach Chair Time Commitment of the External Services Officer: Overall commitment – 20-25 hours per month, including monthly Officer meetings, monthly Chapter meetings, quarterly Board meetings, regular External Services team meetings (in-person and virtual), meetings and conference calls with external parties, and personal time to work on documentation, and to respond to emails. Participate in trade shows (as needed to staff PMI Austin Chapter Table) – as needed. Participate in community and partner events – as needed. Organize an annual volunteer recognition dinner for the Office. PDUs Awarded:  Up to 45 PDUs per three-year cycle. Access: DEP Chapter Document Repository Chapter Web Content Management Platform Chapter Marketing Emails Platform Policies and Procedures Oversight: Opportunities list Chapter Marketing Policies and Procedures
1.25 hrs Hands-on practice and interactive activities to strengthen recall and accuracy Give assignment (homework) and closing Day 2 AM Session 2.50 hours 1.25 hrs Review of Visual Phonics hand shapes/symbols Integrating articulation and auditory therapy with beginning reading instruction 1.25 hrs Phoneme awareness in K-2 Strategy Role Play: Teaching phoneme-grapheme association PM Session 2.50 hours 1.25 hrs Strategy Role Play: Blending one-syllable decodable words Recognition of irregular words Building speed and accuracy in word recognition 1.25 hrs Overview of implementation activities and strategies Interactive implementation table activities and role play scenarios Evaluation & closing Title: Addressing Literacy: Effective Methods for Reading Instruction Author(s): Dee M. Lance ; Brenda L. Beverly ; Lea Helen Evans ; Kim C. McCullough Source: Communication Disorders Quarterly Volume: 25 Number: 1 Page: 5 -- 11 Publisher: Proed Abstract: As speech-language pathologists work more directly and in concert with educators to address reading problems in school-age children with language-based learning disabilities (LLD), knowledge of current methods in reading instruction will become critical. Eight methods found to be effective with typically developing children and children with LLD are outlined. Word identification is best trained using methods that rely upon knowledge of letter-sound correspondences in varying contexts and word attack skills using letter-sound decoding and analogy. When learning reading comprehension, students benefit from methods that address vocabulary skills and text-level comprehension monitoring.
3．確認に当たっての特記事項 ※本様式に記載の個人情報は、外国人が機構を訪問する際に必要な手続上の確認にのみ利用いたします。
Career-Path Emphasis Fine Art-Art II, Theater II, Theater Production II, Band II (Fall Marching Band II will complete the PE requirement) 11th Core Courses ELA English III, AP English III, In ISD- Dual Credit College Freshman English Math Math Models, Algebra II, Pre-Calculus*, In ISD Dual Credit Pre-AP Pre-Calculus* (pre-req: Algebra II and Geom for both)* Science Chemistry, Pre-AP Chemistry , Pre-AP Physics, Prin. of Technology Dual Credit Biology, Anatomy and Physiology, Environmental Systems, Dual Credit Advanced Animal Science History US History, Out of ISD Dual Credit US History Career-Path Emphasis LOTE-Spanish III Fine Art- Art III, Theater III, Theater Production III, Band III 12th Core Courses ELA English IV, AP English IV, Dual Credit English Literature (pre-req=DC Fresh English) Math Algebra II, Advanced Quantitative Reasoning, Pre-Calculus, In ISD- Dual Credit College Algebra/ Trig * (Independent Study—1 semester each), Dual Credit Calculus/ Statistics (1 semester each *(pre-req: Algebra II and Geom) Science Chemistry, Pre-AP Chemistry , Pre-AP Physics, Prin. of Technology Dual Credit Biology, Anatomy and Physiology, Environmental Systems, Dual Credit Advanced Animal Science History Government/Economics, Out of ISD Dual Credit Government/Economics Career-Path Emphasis LOTE-Spanish IV Fine Art- Art IV, Theater IV, Theater Production IV, Band IV
English Language Arts – 4 Credits English I English II English III English IV Mathematics – 3 Credits Algebra I Geometry Math Models/ Alg II* Science – 3 Credits IPC/Biology Biology/Chem/ Prin of Tech Advanced Science Social Studies – 3 Credits W. Geography/W. History US History Government Economics LOTE Year 1 Year 2 Fine Arts – 1 Credit Physical Education – 1 Credit Electives – Credits Health Touch Data Systems Elective Elective Elective Elective Elective Elective Elective Elective *only 2 local credits count for Grad Jacksboro High School Personal Graduation Plan—Transcript Check STEM *MUST have Alg II 1 Advanced Math 1 Advanced Science Elec 1 Ad Math or Science Business and Industry 1 Advanced Math 1 Advanced Science Prin-BMF, AV Or AFNR Elec 2 Elec 3 Elec 4 Arts and Humanities 1 Advanced Math 1 Advanced Science (can be substituted by DC Soci/Psych) Elec 1 Fine Art II (not needed if LOTE) Elec 2 LOTE/ Fine Art III Elec 2 LOTE/ Fine Art IV *can be two different FA if 1-2 and 1-2 * or 5 SS classes Public Services 1 Advanced Math 1 Advanced Science Prin-Human Service Elective 2 Elec 3 Elec 4 Multidisciplinary Studies 4X4 *Must have Alg. II 1 Advanced Math 1 Advanced Science World Geo Or World History English IV (already marked) Algebra II MUST be one of your math credits to be in the Top 10% Performance Acknowledgements 12 Hours of DC 3.0+ or Associate’s Degree Bilingualism and Biliteracy 80+ ELA plus 3 credits LOTE, or 80+ on 4th year of LOTE, or 3+ AP LOTE AP Exam = 3+, or PSAT/NMSQT Commendation, or College Readiness on 2/4 subject tests on ACT/Aspire, or SAT = 410 (ERW)+ 520 (M) or ACT composite 28+ Distinguished Level of Achievement 4 math credits (including Alg. II) + 4 science credits + Endorsement STAAR EOC Checklist English I English II Algebra I Biology US History
15. Bus and bus stop misconduct-- includes but is not limited to the following infractions: Failing to take a seat Failure to remain seated Excessive noise Throwing items from or at a bus First Offense: Referral to office. Parent notification, written follow-up and assigned seating for one week. Second Offense: Referral to office Parent notification, written follow-up and assigned seating for two weeks. Shouting / swearing out of bus window Having a part of one’s body outside of bus window Insubordination, disrespect, or rudeness to bus driver or aide on bus Damage to or littering of bus The school district is not compelled to transport any student who does not comply with the bus rules and regulations. The administration of a school may withdraw the privilege of riding a bus on any route when inappropriate behavior of the pupil interferes with the health, safety, and welfare of other students or the driver, or causes damage to the bus. Third Offense: Referral to office. One (1) day suspension from bus. Student conference and parent conference. Fourth Offense: Referral to office. Three (3) day suspension from bus. Student conference and parent conference. Fifth Offense: Parent conference; five (5) day suspension from bus. Subsequent Offenses: Parent conference; suspension from bus for fifteen (15) school days. 16. Ethics Violations Computer violation—(any violation of the Board of Education-approved Riverview Community Schools Acceptable Use Policy) *Note: Any violation of the Acceptable Use Policy which violates federal, state, or local law will be referred to the proper authorities.) Cheating Making false accusations / statements Sharing with other students inappropriate Websites, pictures, or any other pornographic materials First Offense: Referral to office. Parent notification by teacher or principal. Reflection or suspension at the discretion of the principal. Second Offense: Referral to office. Reflection or suspension assigned at the discretion of the principal. (See Reflection section for details.) Subsequent Offenses: Parent conference with suspension and/or further reflection at the discretion of the principal.
4/11/18 Classwork: Chemistry vocabulary Directions: If you do not know the definition for the terms in the academic vocabulary column please define them. Then define all the words in the middle column using the link to the physical science textbook or other internet resources. All of your definitions should be complete by next week Friday (4/20) when we do our next grade check sheet. If you would like, you may define any 15 of the words in the 3rd column for extra credit. Academic Vocabulary Chemistry Key Terms Extra Credit: Chemistry Key Terms Extended Interact Reaction Natural Impact Changes Added Remove Change Conserve Release Absorb Cycling Flow Rearrange Form Growth Release periodic Move Make sure you know the definition to these terms. If you do not know them please find the definition. Atomic composition Molecules Extended structure (in chemistry) Properties Substances Chemical reaction Synthetic Natural resource Particle motion Temperature States of matter Pure substance Thermal energy Atoms Mass Photosynthesis Matter Energy Organism Compound Element Chemical change Physical change Mixture Solution Solute Solvent Concentration Solubility 6.1 Atom Nucleus Electron Electron cloud 6.2 Proton atomic mass unit Neutron Atomic number Isotope Mass number Atomic mass 7.1 Periodic law Period Group 7.2 Alkali metal Alkaline-earth metal Halogen Noble gas 8.1 Chemical bonding Chemical bond Valence electron 8.2 Ionic bond Ion Crystal lattice 8.3 Covalent bond Molecule Metallic bond 9.1 Precipitate Exothermic reaction Endothermic reaction Law of conservation of energy 9.2 Chemical formula Chemical equation Reactant Product Law of conservation of mass 10.2 Acid Base Indicator 10.3 Neutralization Reaction pH Salt 11.1 Organic compound 11.2 Carbohydrate Lipid Protein Nucleic acid
Consent to Support with Medication I give consent for ( company name) Care to arrange for a support worker to support me with the administration of my medication as prescribed by my GP (dentist, nurse, prescriber, or other authorised prescriber). Any changes or additions will need to be authorised in the same way. Signature of Individual ……………………………………………….. Name of Individual ……………………………………………….. Address of Individual ……………………………………………….. ……………………………………………….. Signature of Assessor ……………………………………………….. Name of Assessor ……………………………………………….. Contact Tel No. ……………………………………………….. Date of Assessment ……………………………………………….. Name of GP ……………………………………………….. This authorisation must be kept on the individuals file
Continue to work with WIOA partners to identify barriers relating to equitable access and to ensure participation of individuals with disabilities. Section P Evaluation and Reports of Progress: VR and Supported Employment Goals. Describe: An evaluation of the extent to which the VR program goals described in the approved VR services portion of the Unified or Combined State Plan for the most recently completed program year were achieved. The evaluation must: Identify the strategies that contributed to the achievement of the goals. Describe the factors that impeded the achievement of the goals and priorities. An evaluation of the extent to which the Supported Employment program goals described in the Supported Employment Supplement for the most recent program year were achieved. The evaluation must: Identify the strategies that contributed to the achievement of the goals. Describe the factors that impeded the achievement of the goals and priorities. The VR Program’s performance on the performance accountability indicators under section 116 of WIOA. How the funds reserved for innovation and expansion (I&E) activities were utilized. Report of Progress Goal I: Improve Access to Transportation for Employment for Individuals with Disabilities. MDRS staff identified 152 formal transportation resources. The Community Transportation Resource Guide compiled by MDRS is published and updated on the MDRS website for wide distribution and easy access to information by consumers. In August 2013 MDRS signed a contract with LeFleur Transportation to join the MS Department of Mental Health in the Greenwood Transportation Pilot Project as initiated by the Mississippi Transportation Coalition. The intent of this project was to improve access to reliable transportation in one of the more rural parts of the state and to increase ridership in the program to drive down transportation costs for everyone. From November 2013 when the first trip was provided to September 30, 2014, 5,438 trips were provided at a cost of $35,480. The project ended in February 2015 at the request of LeFleur Transportation due to commitment of time and resources in another state. MDRS staff actively participated on transportation-related planning groups, advisory committees, and initiatives during the period October 1, 2013 through September 30, 2014 for a total of 31 meetings. Staff members will be encouraged to increase this participation in the upcoming FFY due to transportation being listed as the biggest barrier to employment in Mississippi according to the Statewide Assessment of Rehabilitation Needs. Counselors discuss transportation support networks with consumers during the application process. This discussion draws awareness for VR/VRB staff regarding transportation needs of the consumers. Based on these discussions VR/VRB staff