zilongwang/ReadingBank huggingface dataset:
4 Rehabilitation Consultants, with one Rehabilitation Consultant position that continues to be unfilled. ii. the number of personnel currently needed by the State agency to provide VR services, broken down by personnel category; and (General) When applying the average turnover rates, it can be forecasted that Maine DVR will need to replace: 3 Regional Managers, 6 Casework Supervisors, 3 Paraprofessionals, 5 Clerical/Support Personnel and 0 Rehabilitation Consultants iii. projections of the number of personnel, broken down by personnel category, who will be needed by the State agency to provide VR services in 5 years based on projections of the number of individuals to be served, including individuals with significant disabilities, the number of personnel expected to retire or leave the field, and other relevant factors. (General) Within the next five years. The projections for staff vacancies are dependent upon current levels of funding as well as stability in state hiring and contracts. Maine DVR will keep RSA apprised of developments on this issue. Row Job Title Total positions Current vacancies Projected vacancies over the next 5 years 1 Director Vocational Rehabilitation 1 0 0 2 Director SIQA 1 0 0 3 Director, Division for the Deaf, Hard of Hearing and Late Deafened 1 0 0 4 Assistant Director Vocational Rehabilitation 1 0 0 5 Regional Manager 3 0 3 6 Casework Supervisor 8 0 6 7 Rehabilitation Consultant 5 1 0 8 Vocational Rehabilitation Counselor II 65 7 19 9 Paraprofessional 8 1 3 10 Support Personnel 23 2 5 The system for collecting and analyzing data indicates approximately 10,000 individuals with disabilities will be served by Vocational Rehabilitation in FFY 2015. Current service delivery is performed by Division of Vocational Rehabilitation (DVR) staff, consisting of 65 Vocational
On Wednesday 22 May between 9:30 – 12:45, all Lloyd’s local country representatives will be available on the ground floor in the underwriting room to meet with you. Lloyd’s International Markets department is responsible for supporting the Lloyd’s market across the globe, seeking new business opportunities and monitoring developing markets. Our network of global offices are a valuable resource for the Lloyd's market and a key part of our commitment to customers worldwide.
North America Left to right Hank Watkins President, North America New York Sean Murphy President/ Attorney In Fact in Canada Toronto Joe Gunset General Counsel, US New York Tony Joseph Western Regional Director Los Angeles Pat Talley Central Regional Director Kentucky/ Chicago Glenn Dorr Northeast Regional Director Boston Rodney Smith Southeast Regional Director Atlanta Northern Europe Left to right Benno Reischel
Vincent Vandendael Director, International Markets Edward Pennock Senior Manager, International Market Development & Operations Stephen Moore Senior Manager, International Market Development & Strategy John Threshie Senior Manager, Market Development Asia Kiran Bhovan North American Market Development Manager Filip Wuebbeler Senior Manager, Market Intelligence Learn about Lloyd’s Market Intelligence Products www.lloyds.com/marketintelligence Lloyd’s Market Intelligence team provides analysis of the world’s insurance industry from a geographic perspective for the benefit of Lloyd’s Managing Agents, Brokers and Coverholders, to help them develop business internationally. Compare Countries provides high level statistics for the economy, insurance market and Lloyd's business. This tool employs regional heat maps to showcase key indicators for a quick strategic overview. Country Profiles provides individual summaries for Lloyd’s key territories. These profiles contain factsheets on the economy, insurance market and Lloyd’s business. Market Presentations contain local insights offered by Lloyd’s Country Managers on opportunities and challenges for Lloyd's in their markets.
Addendum B Client Name: Job Development not Recommended Explanation of why job development is not recommended. Include expressed vocational goal(s) and justification for recommendation based on Discovery and Exploration objectives. Recommendations for moving toward competitive integrated employment, as applicable. OR If SE Job Development is not recommended because ES/ESP services are viewed as more appropriate, complete the following: Recommend move to ES/ESP services (explanation and signature required if ES/ESP is recommended) ES/ESP recommendation explanation: Discovery and Exploration Final Report My signature indicates that I have been involved in the review of this report. I certify that all services, as documented within; including dates and times, are accurate to the best of my knowledge. CRP Team Member Date Person Served Date Guardian (if applicable) Date
Services to Youth - Year in Review July 1, 2016 – June 30, 2017 FACTS AT A GLANCE The goal of our services is to promote dignity through employment and community living, one person at a time. We hope all citizens with disabilities in Massachusetts will have the opportunity to contribute as a productive member of their community and family as a result of services provided by the MRC. Youths actively receiving services 9,685 Youths enrolled in training/education programs 7,583 Average hourly wage for employed youths $12.41
#4 Networking: Demonstrates the ability to develop workplace relationships that can be asset for potential future employment. Demonstrates the ability to talk with family and friends about his or her job goals, interests, and dreams. #5 Problem Solving & Critical Thinking: Demonstrates the ability to recognize and identify problems as they arise. Demonstrates the ability to take initiative to either resolve the problem independently or when needed identify the appropriate individual (i.e. supervisors/co-worker) to assist. #6 Professionalism: Demonstrates the ability to take responsibility for ones actions. Demonstrates high levels of integrity, honesty, and work standards. Demonstrates the ability to dress appropriately and be clean and neat in appearance. Have workplace policies, which include required safety training been reviewed and discussed with the participant? Yes No Have transportation plans been discussed and agreed to? Yes No I (and my family/support team if applicable) was/were actively involved in service planning meetings, choosing services and developing this Service Plan. I understand that I am responsible, along with those supporting me, for implementing activities described in my Service Plan. I (and my family/support team if applicable) agree with participating in the activities as defined and understand my plan can be reviewed, modified and updated with my team as needed. Signature of Person Served Date Signature of Parent/Guardian Date Signature of CRP Staff Person Date
Verification Report 1 Preschool Child Count Report by Race/Ethnicity October Snapshot (Preschool Children Receiving Special Education Services as of October 7, 2015) To view the description of the report including SIRS codes please . Directions: Please review the data below to verify that this report represents all preschool children with disabilities (aged 3-4) for whom your district has CPSE responsibility and who were receiving special education services on the snapshot date. The links below the numbers in each cell provide a list of students that meet the criteria to be included in the report. Also, please review your school district’s report of students excluded from this report. If corrections are needed to this report, please resubmit your district files with the necessary corrections to the (or the data warehouse for large cities) prior to the certification due date. Preschool Students with Disabilities Receiving Special Education Services on October 7, 2015 (Age is as of October 7, 2015) A B C D E F G H I J Hispanic or Latino American Indian/ Alaska Native (Not of Hispanic Origin) Asian (Not of Hispanic Origin) Black or African American (Not of Hispanic Origin) Native Hawaiian or Other Pacific Islander (Not of Hispanic Origin) White (Not of Hispanic Origin) Two-or More Races (Not of Hispanic Origin) Race Total (2015-16) Race Total (2014-15) Reasonability Check* Age 3 Age 4 Total * Discrepancies of plus or minus 10 students and 10 percent between October 7, 2015 and October 1, 2014 data are identified with asterisks in Column J. Each identified discrepancy in Column J will require an explanation after data are certified.
VR-13 Report of Preschool Special Education Programs and Services Provided any Time During the 2014-15 School Year (July 1, 2014- June 30, 2015) Line Number Program/Services A B E D E F G H Age as of October 1, 2014 Total Ages 2-5 2013-14 School Year Subset of 2013-14 Total (E) Classified on 12/1/2013 and Age 3 or 4 as of 12/1/2013 Total Ages 2-5 2012-13 School Year Reasonability Check3 Age 2 Age 3 Age 4 Age 5 01 Related Services Only 02 Special Education Itinerant Teacher (SEIT) Services Only 03 Related Services and SEIT Services 04 Half-Day (2.5 hours or less) Special Class Program in Integrated Setting 1 05 Half-Day (2.5 hours or less) Special Class Program in Segregated Setting2 06 Full-Day (more than 2.5 hours, up to 3 hours) Special Class Program in Integrated Setting1 07 Full-Day (more than 2.5, up to 3 hours) Special Class Program in Segregated Setting2 08 Full-Day (more than 3 hours, up to 4 hours) Special Class Program in Integrated Setting1 09 Full-Day (more than 3 hours, up to 4 hours) Special Class Program in Segregated Setting2 10 Full-Day (more than 4 hours) Special Class Program in Integrated Setting1 11 Full-Day (more than 4 hours) Special Class Program in Segregated Setting2 12 Residential Program 13 Total 1Integrated Setting - The classroom, in which services are provided, includes both students with disabilities and children who do not have disabilities. 2Segregated Setting - The classroom, in which services are provided, includes students with disabilities only. 3Discrepancies of plus or minus 10 students and 10 percent between 2014-15 and 2013-14 data are identified with an asterisk in Column G. Each identified discrepancy in Column G will require an explanation after data are certified.
A student may have a “5753” code assigned by a different district than the district in which the student is currently enrolled. If school districts see one or more students with disabilities in the second row, under the third column, but do not see the same students in the first row in any one of the three columns, it may mean that the students received CEIS as general education students while enrolled in other school districts. A student may have a “5753” code assigned sometime during the year and later have a disability program service code assigned in the same year. A student may have a “5753” code assigned sometime during the year, after a disability service has ended. If a student has a “5753” code assigned with the same beginning and ending dates as a disability program service code, the student will not be “included” in this report. Instead, the student will appear in the “excluded students report”. School districts will need to review the excluded students report and correct any data that are inaccurate. If a student has multiple “5753” records in the same school year, the student will be displayed in the VR16 school year column only once with the beginning and ending dates of the latest “5753” record. Table 1: Students Receiving Coordinated Early Intervening Services in the Preceding Two Years and Were Students with Disabilities in the 2015-16 School Year. This school district’s federal aid application for IDEA funds included CEIS related expenditures for school-age students without disabilities in the school year(s) listed below. The district must provide a program service record for each student without a disability who benefited or was the intended beneficiary of federal fund expenditures in each of the following school years only: Highlighted text will appear based on which year(s) you’re required to submit CEIS records 2013-14 2014-15 2015-16 Description of Data School Year (July 1 to June 30) 2013-14 2014-15 2015-16 General education students who received CEIS any time during the year. These students were not classified as students with disabilities when they received CEIS. Students with disabilities in 2015-16 school year who received CEIS for any length of time during the preceding two years (including any portion of the 2015-16 school year) prior to being classified.
Line Number Disability (As of Snapshot Date) Age as of October 3, 2018 Total Ages 4-5 Total Ages 6-11 Total Ages 12-13 Total Ages 14-17 Total Ages 18-21 Grand Total for 2019 10/4/17 Count of Students Reasonability Check * 01 Autism 02 Emotional Disturbance 03 Learning Disability 04 Intellectual Disability1 05 Deafness 06 Hearing Impairment 07 Speech or Language Impairment 08 Visual Impairment (includes Blindness) 09 Orthopedic Impairment 10 Other Health Impairment 11 Multiple Disabilities 12 Deaf-Blindness 13 Traumatic Brain Injury 14 Total (Lines 1-13) * Discrepancies of plus or minus 10 students and 10 percent between October 4, 2017 and October 3, 2018 data are identified with asterisks in the Reasonability Check Column
Manifestations Migraine Anxiety Related Dizziness (MARD) Mal de Debarquement Syndrome (MDDS) Agoraphobia Space and Motion Discomfort (SMD) Chronic Subjective Dizziness (CSD) Persistent Postural-Perceptual Dizziness (3PD) Motor Conversion Management incorporating Vestibular Rehabilitation Therapy (VRT) and Cognitive Behavioral Therapy (CBT) Case studies with plan of care, goals, and outcome measures Day 2 9:00 am – 5:00 pm Morning Session: 9:00 am – 12pm (Break 10:30 am – 10:45 am) Cervicogenic Dizziness Anatomy of the cervical spine Pathophysiology of cervicogenic dizziness Neurovascular Thoracic Outlet Cervical trauma Cervical muscle fatigue Assessment of cervical dizziness Case studies with plan of care, goals, and outcome measures Lunch: 12 Noon – 1pm (on your own) Afternoon Session: 1pm – 5:00 pm (Break 3:00 pm – 3:15 pm) Complex BPPV with co-morbidities Review of nystagmus patterns Co-morbidities
Verification Report 4 Preschool Least Restrictive Environment Setting Report by Age, Gender, and Race/Ethnicity October 3, 2018 Snapshot - CONTINUED Educational Environment¹ I J K L M N O P Q R S Hispanic or Latino American Indian or Native (Not of Hispanic Origin) Asian (Not of Hispanic Origin) Black or African American (Not of Hispanic Origin) Native Hawaiian or Other Pacific Islander (Not of Hispanic Origin) White (Not of Hispanic Origin) Two or More Races (Not of Hispanic Origin) Race Total Subset of Column C (# of Students Receiving Related Services Only on October 3, 2018) Total Receiving Related Services Only on October 4, 2017 Check * Attending a regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in the regular early childhood program and receiving the majority of hours of special education and related services in some other location. Attending a regular early childhood program for less than 10 hours a week and receiving the majority of hours of special education and related services in the regular early childhood program and receiving the majority of hours of special education and related services in some other location Separate Class Residential Facility Home Service Providers Location (3.0) Total *Discrepancies of plus or minus 10 students and 10 percent between October 4, 2017 and October 3, 2018 data are identified with asterisks in the Reasonability Check column.
Report 3: Report of Students with Learning Disabilities Receiving Services on October 4, 2017 Table1: In regular school programs in buildings attended by disabled and nondisabled students A B C D E Line Number Time INSIDE Regular Classroom Age Group 6-11 12-13 14-17 18-21 Total 01 80% or more 02 40% to 79% 03 Less than 40% 04 Total Table 2: In Separate Settings Outside of regular school facilities, in buildings that are attended by students with disabilities only. Line 4 includes students who are placed on home instruction by the CSE. Students who are by parent choice are reported in Table 3. A B C D E Line Number Type of Setting Age Group 6-11 12-13 14-17 18-21 Total 01 02 Residential Facility 03 Hospital (In-patient) 04 Home Placement by CSE 05 Total Table 3: In Other Specific Settings. School districts do not place students in these settings. Instead, students are in these settings because of court decisions or parental choice. A B C D E Line Number Type of Setting Age Group 6-11 12-13 14-17 18-21 Total 01 Incarcerated in County Correctional Facilities* 02 Home Schooled at Parental Choice 03 Parentally Placed in Nonpublic Special Education 04 Parentally Placed in Nonpublic School-Not Receiving Special Education Services 05 Total *Or incarcerated in correctional facilities operated by the Department of Corrections (DOCS) as reported by DOCS
Course Title Grade Awarding Institution College Date of Entry to Course Date Conferred Subjects taken in Final Year: Post Graduate Qualifications Course Title Grade Awarding Institution College Date of Entry to Course Date Conferred Subjects taken in Post Graduate course: PROFESSIONAL BODY MEMBERSHIPS, FELLOWSHIPS, COURSES. Please specify level of membership i.e. Associate/Fellowship/Member
Table 1: Negative Binomial Regression Estimates of Collective actions in Czech Republic, Hungary, Slovakia and Poland CZECH REPUBLIC HUNGARY Non-radical sponsors Conventional strategies Radical sponsors Radical strategies Non-radical sponsors Conventional strategies Radical sponsors Radical strategies Political disaffection (a) .013 (.003) *** .012 (.004) ** .022 (.008) ** .010 (.006) Political opportunities Elections .235 (.102) * -.135 (.004) .162 (.190) .169 .169) Close result .002 (.001) .001 (.001) -.013 (.005) * .169 (.009) Leftist government -.027 (.120) -.070 (.116) -.329 (.220) .037 (.274) Controls GDP per Capita growth (PPP) (a) -.006 (.041) -.004 (.038) -.067 (.079) -.031 (.079) Unemployment (a) .063 (.043) .089 (.045) .141 (.082) -.052 (.079) Summer holydays -.564 (.115) *** -.568 (.109) *** -.373 .177) * -.353 (.220) Protest (t-1) .001 (.001) .001 (.001) .003 (.016) .045 (.017) * Protest (t-2) .002 (.002) .001 (.002) .006 (.011) -.001 (.011) Constant 2.938 (.355) *** 2.892 (.432) *** -.212 (.724) 1.494 (.712) * AIC 10.811 10.793 6.618 6.618 BIC -186.56 -186.82 -178.07 -178.07 Log-likelihood -298.135 -297.613 -178.617 -178.617
The ViewPoint Mount View Middle School October 10, 2014 Upcoming Dates Spirit Days: Monday, 10/13: Crazy Hair Day Tuesday, 10/14: Pajama Day Wednesday, 10/15: Twin Day/Dynamic Duo Day Thursday, 10/16: School Spirit Day October 14 PTA Reflections Art Workshop 2:30-4:00pm October 17 Schools Closed for Students November 3 Schools Closed for Students November 4 Schools and Offices Closed November 7 Fall Falcon Fling – PTA Sponsored Dance 7:00-9:00pm Principal’s Corner Did you know? Teens who eat dinner with their families fewer than three times a week are much more likely to use cigarettes, alcohol, and drugs than teens who have more frequent family dinners. Children who don’t eat a balanced breakfast or lunch are more likely to be sick, absent, or late for school, and disruptive in class. Plus, they have more trouble concentrating.
differ from previous studies (e.g. Higgins, 2004; Higgins & Wilson, 2006) which are more focused on friends who engage in online offending. We do note, however, that our measures of differential association may capture young people who are surrounded by more general delinquent attitudes and experiences from peers. Deviancy neutralization Three survey items are used to measure the extent that young people engage in deviance neutralization techniques, measured on five-point likert scales from strongly agree (5) to strongly disagree (1). It is OK to steal something if you are very poor? It is OK to steal from somebody rich who can afford to replace it? It is OK to steal something from a shop that makes a lot of money? Although not as comprehensive as previous measures of neutralization (e.g. Morris and Higgins, 2008) which incorporate the full spectrum of Sykes and Matza’s (1957) original model, these measures still capture several behavioral markers of online offending. The three items were combined into a single latent scale using factor analysis, with higher scores representing an increased tendency to adopt deviancy neutralization strategies. All three items had factor loadings above .7 and the scale has good reliability (alpha .84). Full factor loadings included in appendix, table A.1. Parental normative disapproval and family support Parental normative disapproval and family support have rarely been applied to studies of online piracy (for exceptions see Gunter, 2009; Yang & Wang, 2015), yet are
VENDORs must establish their own set of Policies and Procedures (P&Ps). They cannot be inherited from a leveraged system, nor can they be provided by the customer. Any exceptions and/or missing policy and procedure elements must be explained in Table 4-10 below. 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):
Tu, Weiming. ‘Iconoclasm, Holistic Vision, and Patient Watchfulness: A Personal Reflection on the Modern Chinese Intellectual Quest’, Daedalus, vol.116, no. 2 (Spring, 1987) Wang, Bomin. Huang Bin Hong. Shanghai, 1979. Wang, Jiwen. Bin hong shu jian. Shanghai: Shanghai People’s Fine Arts Publishing House, 1988. Wang, Y.Jing and Li, J. Feng. Gudian yu xiandai, Huang Binhong Lun. Hefei: Art Publisher of Anhui, 1998. Wang, Zhongxiu, ed. Huang Binhong nian pu. Shanghai: Shanghai shuhua chubanshe, 2005. Wong, Wucius. The Tao of Chinese Landscape Painting: Principles & Methods. New York: Design Press, 1991. Yang, Xiaoneng, Hong, Zaixin and Gao, Tianmin. Tracing the past, drawing the future: master ink painters in twentieth-century China. Milan: 5 Continents Editions, 2010. Zhao, Zhijun. Huang Bin-hong lun hua Lu. Hangzhou: Zhejiang Art Publishing House, 1993.
Appendix 2 - Public sector landlords whose tenancies contribute to Voluntary Right to Buy eligibility Note. Your time as a tenant of the following list of landlords may contribute to the eligibility period for calculating the voluntary Right to Buy discount. It does not mean that you can buy your home under the voluntary Right to Buy if you are currently a tenant of one of these landlords. If in doubt, please check that your landlord is a party to the voluntary Right to Buy scheme. Community councils Local Authorities New town corporations Parish councils Urban development corporations Housing Action Trusts Registered social landlords (but not co-operative housing associations) Government departments Ministers of the Crown Secretary of State (in some circumstances) Area electricity boards Fire and rescue authorities Internal drainage boards National Health Service trusts and foundation trusts Passenger transport executives Police authorities Water authorities AFRC Institute for Grassland and Animal Production Agricultural and Food Research Council British Airports Authority British Broadcasting Corporation British Coal Corporation British Gas Corporation British Railways Board British Steel Corporation British Waterways Board Central Electricity Generating Board Church Commissioners Civil Aviation Authority Coal Authority Electricity Council English Sports Council Environment Agency Historic Buildings and Monuments Commission for England Housing Corporation Lake District Special Planning Board Lee Valley Regional Park Authority Medical Research Council National Bus Company Natural England (in some circumstances) Natural Environment Research Council Peak Park Joint Planning Board Post Office Science and Engineering Research Council Sports Council Transport for London Trinity House (in some circumstances) United Kingdom Atomic Energy Authority United Kingdom Sports Council In Wales: Countryside Council for Wales National Assembly for Wales (in some circumstances) National Library of Wales National Museum of Wales Sports Council for Wales In Scotland: Councils Development corporations Housing associations (in some circumstances) Water authorities Commissioners of Northern Lighthouses Highlands and Islands Enterprise North of Scotland Hydro-Electric Board Scottish Homes Scottish Natural Heritage Scottish Sports Council South of Scotland Electricity Board In Northern Ireland: District councils Education and Library Boards Registered housing associations Fire Authority for Northern Ireland Northern Ireland Electricity Service
Jacaranda Dragon Boat Races – 29/10/17 – RACE RESULTS Race 3 - Community Race Time 8:45 Actual start time 8:56 Time results posted Signature Lane 1 Lane 2 Lane 3 Lane 4 Lane 5 Lane 6 Team Hospital Grafton Toyota Bears CVAS Seniors Deadly Goori’s Anytime Fitness Place 5 3 2 6 4 1 Time 66.89 61.98 61.47 93.02 62.78 57.20 Chief Official Comment Drummer in Lane 4 (Anne Ditton) fell off at start. Crew finished the race, Surf Rescue Boat collected the drummer. All ok, No action necessary Race 4 – Sports Mixed Race Time 9:00 Actual start time 9:13 Time results posted Signature Lane 1 Lane 2 Lane 3 Lane 4 Lane 5 Lane 6 Team Camden Haven Tweed Dragons Blue Kempsey DBC Dragons on the Rocks Coffs Coast Clarence Coast Place 2 1 6 5 3 4 Time 55.56 54.66 70.00 62.95 57.69 61.97 Chief Official Comment Kempsey boat went crooked (Sweep Jan Jones), did not stop in time and caused the capsize of Lane 2 boat, Tweed Dragons Blue
Jacaranda Dragon Boat Races – 29/10/17 – RACE RESULTS Race 19 – Sports Women Race Time 13:00 Actual start time 13:29 Time results posted Signature Lane 1 Lane 2 Lane 3 Lane 4 Lane 5 Lane 6 Team Northern NSW Waratahs Titivators Tweed Dragons Coffs Coast Place 2 4 1 3 Time 59.17 64.35 59.02 63.82 Chief Official Comment Race 20 – Mens 10 Race Time 13:15 Actual start time 13:41 Time results posted Signature Lane 1 Lane 2 Lane 3 Lane 4 Lane 5 Lane 6 Team Dragons on the Rocks / Titivators Coffs Coast Ballina Tweed / Camden Place 2 4 1 3 Time 58.00 60.68 55.78 59.59 Chief Official Comment
Jacaranda Dragon Boat Races – 29/10/17 – RACE RESULTS Race 27 – Mens 10 Final Race Time 15:00 Actual start time 15:07 Time results posted Signature Lane 1 Lane 2 Lane 3 Lane 4 Lane 5 Lane 6 Team Kempsey Northern Waratahs Ballina Tweed Dragons Dragons on the Rocks / Titivators Tweed / Camden Haven Place 1 3 2 5 4 6 Time 51.20 52.34 52.19 52.88 52.51 54.56 Chief Official Comment
What happens if I leave my job with Red River College? Any VRWW related deductions will be adjusted by Human Resource Services on your final pay to ensure that there are not any over or under deductions processed. Who should I contact for further information? Contact your Manager, Human Resource Consultant, or HR Administrative Coordinator.
Candidates MUST NOT come forward for final assessment too early (i.e. before achieving the minimum level of competencies). 1.8 Progression throughout the training period During development from the Graduate to meeting the competency requirements, the candidate progresses through levels of work capability until the required level of competency is attained. These are illustrated in the table below. Table 1: Progression throughout the training period (Ref. SACQSP & RICS) Level of Competency Nature of work for the Candidate Responsibility of Candidate to Supervisor Extent of Supervisor Support Level 1: Being Exposed; Knowledge & Understanding Undergoes induction, observes processes and the work of competent practitioners No responsibility Supervisor explains challenges and forms of solutions Level 2: Assisting & Participating; Application of Knowledge & Understanding Performs specific processes under close supervision; Performs specific processes as directed with limited supervision Limited and full responsibility for supervised work Supervisor coaches, continually offers feedback and support; Supervisor progressively reduces support, but monitors outputs Level 3: Contributing & Performing; Reasoned advice and depth of technical knowledge Works in team without supervision; Recommends work outputs; Responsible but not accountable Level of responsibility to supervisor is appropriate to a registered person; Supervisor still accountable for candidate’s decisions Candidate takes on problem solving with limited support
SUPERVISOR: …………………………………………….. STAMP SIGNATURE & DATE: EMPLOYER: …………………………………….………. STAMP SIGNATURE & DATE: Appendix A – Diary Entry Template Please note that candidates should keep their own records in the form of a training diary on a to-week basis. These entries should then be summarised at the end of the month and entered into the Log Book. Diaries will not be part of the Submission Documents for the final assessment, but may be requested in order to clarify some issues presented in the Log Book. The template below is therefore for illustration purposes only. WEEK DATE (dd/mm/yyyy) NATURE OF PROFESSIONAL WORK CARRIED OUT COMPETENCY REFERENCE DURATION 16/05/2016
Andrea A. Celebrated 24 years Clean MOTION TO CLOSE: Made by Vicky B. – Appalachian Director 2nd by Terri S. – Shenandoah Valley Director NEXT MEETING: September 16, 2018 UVA Conference Center – UVA Hospital 1215 Lee Street Charlottesville VA
Dyddiad Date Gweithgarwch Gwirfoddolwyr Volunteers’ Activities Oriau Hours Llofnod y Mudiad Host Organiser’s signature CYFANSWM TOTAL Enw’r Gwirfoddolwr / Volunteer’s name: __________________________________ Llofnod y Gwirfoddolwr / Volunteer’s signature:__________________________________ Dyddiad / Date:_________________ Once you have completed 50, 100 or 200 hours please return to: Glamorgan Voluntary Services, 34 Holton Road, Barry, CF63 4HD, Any queries please ring (01446) 741706 or email We hold recognition events throughout the year, or you can choose to receive your certificates by post
Supporting Evidence: In the supporting evidence of your application form, you must demonstrate your experiences by giving specific examples for the criteria within the person specification Assessment: A Application form / I Interview / T Test / C Certificate / P Presentation Criteria - Knowledge, Training and Experience Essential Desirable Assessment MS Office Certificate Good level of general education to A level standard C A Experience of working in an administrative role Experience of setting up processes & procedures Experience of using & developing databases Experience of using a CRM database & website/intranet Experience of working with volunteers A I Excellent MS Office Excel skills Good Level of MS Word & PPT Good telephone manner T Proven experience of working in diverse communities, understanding and overcoming the impact of discrimination I Criteria - Communication & Relationship Skills Essential Desirable Assessment Good communication skills Team player Resilient & able to work in Hospice environment Able to support hospice values Empathy Assertiveness I To provide an excellent customer service experience to staff & volunteers To provide excellent administrative support and data support to the Voluntary Services and Training & Development Team To understand motivations for volunteering I Criteria – Analytical & Judgement Skills Essential Desirable Assessment Attention to detail Strategic thinker Methodical worker I Excellent understanding of unconscious bias in your own practice with a solution focussed approach to identifying and resolving the blocks access and engagement I Listening skills to establish what training needs staff have regarding volunteer management I
Cultural values, environmental values and water resources are protected A significant number of dryland rural drainage areas will be managed for environmental or cultural values. • Commencement of pilot projects to update drainage management arrangements (based on principles outlined in the strategy) in systems previously managed by catchment management authorities at Corangamite, North East, North Central and West Gippsland Catchment Management Authorities (see map overleaf) • Increased clarity to be provided for landholders about how to apply for works approvals and when they are required. • Partnerships developed with Registered Aboriginal Parties to raise awareness and clarify expectations for the management of Aboriginal cultural heritage in their respective areas • Commencement of pilot projects to consider Aboriginal aspirations relating to dryland rural drainage with Glenelg Hopkins and North Central Catchment Management Authorities Data provided by relevant government agencies and Traditional Owner organisations will show which agreements include the protection of environmental and cultural values. Revised arrangements for former drainage areas involving priority waterways result in cultural and environmental values being restored The implementation of regional waterway management strategies includes on-the-ground works to improve management of dryland rural drainage. • Update the guidelines for developing regional waterway management strategies to include previously modified drainage areas in the framework. Data provided by catchment management authorities in their annual reporting will show where on-the-ground works have been used to improve dryland rural drainage. Relevant government agencies have clear roles and responsibilities, and are aware of opportunities to work in partnerships to support landholders managing dryland rural drainage Staff from relevant government agencies will be clear about their roles and responsibilities, and agreements will be reached in reasonable timeframes. (Roles and responsibilities for all stakeholders are outlined in chapter 3 of the strategy) • Commencement of pilot projects to update drainage management arrangements (based on principles outlined in the strategy) for systems previously managed by catchment management authorities through the delivery of pilot projects at North East, North Central and West Gippsland Catchment Management Authorities (see map overleaf) • Commencement of pilot projects to update drainage management arrangements (based on principles outlined in the strategy) for the Eumeralla and Nullawarre drainage areas with administrative support from government agencies (see map overleaf) A Department of Environment, Land, Water and Planning lead survey of staff from relevant government agencies will be conducted to learn how clear they are about their roles and responsibilities.
Project Measurements Estimated One-time Costs: Actual One-time Costs: Reason(s) for Change in One-time Cost: Original Value of Vendor’s Contract: Actual Total Contract Value: Reason(s) for Change in Value: Estimated Start & Completion Dates From: To: Actual Start & Completion Dates From: To: Reason(s) for Difference Between Estimated and Actual Dates:
ADPICS #: M00R M00 CO OPASS #: Previous OPASS #: Solicitation Title: VSBE SEARCH RESULTS Categories Subcontractable Number of Certified Companies in each Category Estimated Dollar Value Percentage of Anticipated Award TOTAL 0 $0.00 0%
Project Number: - ______________ List Information For Each Verified VSBE Prime Contractor or Subcontractor On This Project Name of Veteran-Owned Firm: Percentage of Total TOA: DUNS Number: Description of work to be performed: Name of Veteran-Owned Firm: Percentage of Total TOA: DUNS Number: Description of work to be performed: Name of Veteran-Owned Firm: Percentage of Total TOA: DUNS Number: Description of work to be performed: Name of Veteran-Owned Firm: Percentage of Total TOA: DUNS Number: Description of work to be performed: Continue on a separate page, if needed. SUMMARY TOTAL VSBE Participation: __________% I solemnly affirm under the penalties of perjury that the contents of this Affidavit are true to the best of my knowledge, information, and belief. ____________________________________ _____________________________________ Master Contractor Name Signature of Affiant (PLEASE PRINT OR TYPE) Name:_____________________________________ Title:______________________________________ Date:______________________________________ VSBE TORFP ATTACHMENT E-1B - Exhibit A VSBE Subcontractor Unavailability Certificate 1. It is hereby certified that the firm of (Name of Veteran-owned firm) located at (Number) (Street)
SWaM certification is a Commonwealth of Virginia designation that means that a firm is certified as a small business and can participate in procurements that are state funded. Why does the VSBEP application ask for personal financial information? The VSBEP application asks for the personal financial information of the owners of the business in order to determine possible affiliations of the business, and to ensure owners do not exceed personal net worth limitations. Will my financial information be kept confidential? VDOT will not share personal or business financial information with anyone not involved in determining the firm’s eligibility for the program. VSBEP files are kept in a secure location. Is there a cost to participate in the VSBEP? There are no costs associated with becoming a program participant; however, if a contract is awarded there is a vendor transaction fee assessed when a vendor receives a contract. The specific fee is based on the vendor’s registration status and small business certification as recorded in eVA ,Virginia's online electronic procurement system. This web-based vendor registration and purchasing system allows state agencies, colleges, universities and many local governments to use eVA to conduct all purchasing and sourcing activities for goods and services. How is the VSBEP different from the DBE Program? The VSBEP is a unique program because it allows approved participants of the program to compete and bid on selected construction and consultant contracts as a prime contractor/consultant. Selected projects will not exceed $1 million in contract value. The VSBEP is a race-neutral program and will not have any goal requirements. How long will I be eligible to participate in the VSBEP? Approved firms are required to renew their VSBEP eligibility annually. The proper documentation must be submitted prior to the date of the firm’s last approval for program participation. In order to remain as an active program participant the firm must: Remain certified as a DBE or SWaM firm; Provide the owner’s personal financial statement; Provide the firm’s signed tax return forms for the most current year; and Complete the Affidavit of Continued Eligibility. If my firm is denied, when can I re-apply for the firm? A firm can re-apply one year from the date of the denial application.
PROFESSIONAL COATINGS PRODUCT DESCRIPTION: VSC RUST CONVERTER stops further erosion and rusting of metal buildings, machinery, tools, vehicles, equipment, boats and virtually all metals. When applied, VSC RUST CONVERTER chemically converts rust into a black organic compound. A clear acrylic coating is formed. The coating is sufficient to last for years without painting, or it can be painted over using epoxy (ARMORCOAT 65), urethane (V-THANE), latex or oil based paints. Extends the life of anything made of metal. RECOMMENDED USAGE: For use by agricultural buildings, industrial plants, schools, institutions, office buildings, homes and farms. Use on vehicles, boats, heavy equipment, metal buildings, tools and virtually any metal surface. PACKAGING INFORMATION: Available in 1 gallon (4/CASE) COVERAGE: One gallon typically covers up to 500 sq. ft. (General Use) ADVANTAGES Oxidizes corrosion and scale Non-Flammable Brightens surface Highly concentrated and powerful LIMITATIONS: Empty containers may contain product residue, including flammable or explosive vapors. Do not cut, puncture or weld on or near container. All label warnings must be observed until the container has been commercially cleaned or reconditioned. Keep out of reach of children. Refer to Material Safety Data Sheet for further safety and handling information. Dispose of product in accordance with Federal, State and Local regulations. Use licensed hazardous waste company. See individual labels for more caution statements. See reverse side for limitations of our liability and warranty. GENERAL PRODUCT DATA FEATURE ADVANTAGE COLOR Crème, dries clear ODOR Mild VISCOSITY Medium bodied WEIGHT/GALLON 8.5 +/- .1% % VOLATILE BY VOLUME 50% pH 1.0 FLASH POINT N/A SHELF LIFE 1 year in unopened container PRECAUTIONS: Keep out of reach of children. Harmful if swallowed. May cause irritation to eyes or skin. Do not get in eyes, or on skin or clothing. Wash thoroughly after handling. Remove contaminated clothing and shoes. Wash clothing before reuse. Thoroughly clean contaminated shoes. FIRST AID: In case of eye contact, flush immediately with plenty of water for at least 15 minutes and get medical attention. For skin, wash thoroughly with soap and water. If swallowed, give water and contact physician. STORAGE:
Quality Control Measures (mandatory) ICU MD – please complete for family Events or deviations? Incident Report? □ Yes □ No (Ex.unplanned extubation; medication error; near miss) Y N n/a At the end of rounds – include the main goals to be communicated with the family for the day – even if they are already on rounds. HOB elevated 30 deg, OOB, inc spirom? Y N Examples: Pharmacist on rounds? Y N Transfer to intermediate care unit, Up and walking, taking out chest tubes, taking feeds without using feeding tube Over 30kg requiring adult doses? Y N RN PLEASE TRANSCRIBE TO WHITE BOARD Antibiotic levels due? Y N Respiratory weaning goals? Y N n/a 1 Ulcer prophylaxis? Y N n/a Glucose control? Y N n/a 2 DVT prophylaxis? Y N n/a Isolation? Reason: ___________________ Y N 3 Sedation/paralytic holiday? Y N n/a Can anything be removed? Y N 4 PT/OT/Speech/Rehab consulted? Y N DNR Y N 5 Staff concerns addressed? Nursing, Respiratory Therapy Y N Pressure ulcers? Y N Medication reconciliation? CPOE vs. MAR Time: _____ Y N
Molecular Formula Lewis Structure ED and Molecular Geometry Hybrid- ization Polarity IMF(s) Ideal Bond Angles Picture of Ball and Stick PCl5 CH2O C2H6O (CH3OCH3) C2H6O (C2H5OH)
VSEPR Rules: Electron and Molecular Geometry On Central Atom. Click for Print View. Electron Regions, shape, & hybridization Bonding Regions Lone Pairs Electron Region Geometry Molecular Geometry Examples 2 sp 2 0 linear linear BeF2, CO2 1 1 linear CO, N2 :N≡N: :C≡O: 3 sp2 3 0 trigonal planar trigonal planar BF3, CO32- 2 1 bent O3, SO2 1 2 linear O2 4 sp3 4 0 tetrahedral tetrahedral CH4, SO42- 3 1 trigonal pyramidal NH3, H3O+ 2 2 bent H2O, ICl2+ 1 3 linear HF, OH- 5 sp3d 5 0 trigonal bipyramidal trigonal bipyramidal PF5 4 1 seesaw SF4, TeCl4, IF4+ 3 2 T-shaped ClF3 2 3 linear I3-, XeF2 6 sp3d2 6 0 octahedral octahedral SF6, PF6-, SiF62- 5 1 square pyramidal BrF5, SbCl52- 4 2 square planar XeF4, ICl4-
VSEPR Geometry Handout, taken from Kennesaw State University CHEM 1211 Lab Manual – Revised 07/2012, written by Benjamin Huck and N.J. Kirk, Ph.D. VSEPR Type Lewis Structure Number of Atoms Bonded to Atom A Number of Lone Pairs Around Atom A Geometry of Electron Clouds Around A Molecular Geometry of Atoms Around A Bond Angle B-A-B AB2 AB3 AB2E AB4 AB3E AB2E2
How many moles of ethanol were poured in the bottle yesterday? Write the balanced chemical reaction for the reaction of ethanol and oxygen to make water and carbon dioxide. Assuming that all of the ethanol reacts, what is the theoretical yield of water (in mL, remembering that water’s density is 1 g/mL) from this reaction? Now we will pour out the liquid left in the bottle. The volume is: _____________ Assuming it is water, calculate the percent yield of this reaction. Based on the flame test of the liquid left in the bottle, was it water? Explain Woofer Quiz Answers and How To C2H5OH (2 x 12.01) + 6 (1.01) + 16.0 = 46.08 g/mol (28.7mL) (.80 g/mL) = 22.96 g 22.96g/46.08g/mol = .498 mol .50 mol C2H5OH + 3 O2 2 CO2 + 3 H2O 3 moles of water from each mole of ethanol so 3(.5mol) = 1.5 mol water (1.5 mol)(18.02 g/mol) = 27.03 g water = 27 mL of water This will vary depending on how much liquid is left in the woofer. Let’s say it’s 24ml of liquid: (24/27) x 100% = 89% yield No, it wasn’t water because it was flammable. It must have been ethanol. There must have been more ethanol in the bottle than oxygen, so the fire went out before all of the ethanol was able to be burned up. (I often do this reaction after introducing stoichiometry but before talking about limiting reagents)
Packman Mail Message: ===================== SD*5.3*672 Patch Description ===================================================================== Run Date: SEP 26, 2017 Designation: SD*5.3*672 Package : SD - SCHEDULING Priority: Mandatory Version : 5.3 Status: IOC Testing ===================================================================== Associated patches: (u)SD*5.3*671 <<= must be installed BEFORE `SD*5.3*672' Subject: VISTA SCHEDULING GRAPHICAL USER INTERFACE SUSTAINMENT Category: - Routine
Figure : Table File (cont.) Figure : Table File (cont.) Figure : Table File (cont.) Internal Relations There are no documented internal relations in VistA Scheduling GUI. External Relations No special integration agreements exist between VistA Scheduling GUI and any other package. Published Entry Points No published entry points exist in VistA Scheduling GUI. Exported Option Table : Exported Option and Description
General Configuration Management (CM) Information Deliverable (Product) Name Configuration Manager VDD Package Name Project / Delivery Team VSE VistA Scheduling Shawn Hinrichs & Mike Reese SD*5.3*672 VSE/HPE VSE GUI Shawn Hinrichs & Mike Reese VA VistA Scheduling GUI 2.0.0.14 VSE/HPE 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 (Legacy) CCM Team Area VistA Scheduling Enhancements (VSE) (CM) CCM Stream ConDEV1 Baseline ID Build 2 Components VSE Project Documentation Directory Path Source Control > Streams > VADEV3> VSE Project Documentation Documents Included In the Baseline VSE_Version_Description_Doucment_R1.4