zilongwang/ReadingBank huggingface dataset:
Overview – Influences of the U.S. Constitution Inquiry What Influenced the Creation of the U.S. Constitution? VA SOL Content Standard GOVT. 2: The student will social science skills to understand the political philosophies that shaped Virginia and United States constitutional government. VA SOL Skills Standard 1 1a – Planning Inquiries, 1c – Comparing and Contrasting, 1e – Constructing Arguments, 1g – Taking Action, 1j – Communicating Conclusions Introducing the Question HOOK: Using quotes about government, students will select two to respond to in writing. Summative Performance ARGUMENT: Students make a case for the 2-3 most significant influences of U.S. Constitution. Support for their selections must be provided. EXTENSION: Students will generate an infographic that details the various influences on the US Constitution Taking Informed Action Students develop survey questions about constitutional influences. Survey can be conducted with another class, with teachers, online with a partner school, at home etc. Results will be shared in the school newspaper, posted in the library, or similar venue.
Letter to the Editor Rubric 4 3 2 1 Thesis Strongly and clearly states a personal opinion responding to the prompt and clearly identifies the issues regarding the rights of the accused. Clearly states a personal opinion. Some references to the issue. Personal opinion is not clearly stated. Little or no references to the Personal opinion is not easily understood. Has no reference to the issue. Reasons Three or more excellent and clear points are made with good support. Two points are made with good support or points are made with minimal support. Two or more points are made with minimal support. Points made are not clear or supported. Support Fact-based evidence is used to support all claims. Fact-based evidence is used to support most claims. Evidence is used inconsistently. Evidence is absent or not fact-based. Conclusion Summarizes personal opinion in a strong concluding statement. Summarizes personal opinion in a concluding statement. Concluding statement is a weak summary of personal opinion. Concluding statement makes no reference to personal opinion. Word Choice/Tone Choice of words that are clear, descriptive, and accurate. Maintains consistent persuasive tone throughout letter. Adequate choice of words that are clear and descriptive. Demonstrates a persuasive tone in parts of the letter. Choice of some words that are clear and descriptive. Lacks consistent persuasive tone. Language and tone of letter is unclear and lacks description. Mechanics and Grammar Contains few, if any punctuation, spelling or grammatical errors. Contains several errors in punctuation, spelling, or grammar that do not interfere with meaning. Contains many punctuation, spelling, and/or grammatical errors that interfere with meaning. Contains many punctuation, spelling, and/or grammatical errors that make the illegible.
Address of Question Response completely and fully addressed the prompt. The response demonstrated a full understanding of what was being asked. Response addressed the prompt. It shows an acceptable understanding of what was being asked. Response addresses parts of the prompt. It did not show a clear understanding of what was being asked. Response failed to address the prompt. It did not show an adequate understanding of what was being asked. Mechanics Response used complete sentence structure all of the time. It was easy to read and has no significant grammar or spelling errors. Response used complete sentence structure all of the time. It was readable and had only a few significant grammar or spelling errors. Response did not use complete sentence structure or was challenging to read and understand. It had several significant grammar or spelling errors. Response had major issues regarding sentence structure. Spelling and grammar mistakes hindered understanding significantly. Use of Evidence Response used a significant amount of supports and examples in every possible area. Response used an acceptable amount of supports and examples in every area. Response used some supports and examples but not enough to demonstrate full understanding. Response used no relevant supports and examples. Connection to government curriculum Response was able to fully connect their answers to both the prompt and the understanding of government. Response was able to connect most of their answers to both the prompt and the understanding of government. Response did not acceptably connect their answers to the prompt and the study of government. Response did not connect their answers to the prompt or government in general.
Categories of Proficiency based on scores Count up the points. Divide by five. The closest whole number is the overall score. 4= A 3= B 2= C 1=D No response= F Overall score: _________ Area of for improvement: ____________ Demonstration of Reading comprehension Response showed a superior understanding of the content of the reading and used many text references in the correct context. Response showed an acceptable understanding of the relevant reading content and used some text references in context. Response showed an unacceptable understanding of the relevant reading content with no references to the content of the article in the writing Essay showed an incorrect understanding of the relevant article content. The written response was completely unrelated to the subject of the reading.
How does terrorism affect foreign policy Strongly and clearly states a comprehensive accounting of the relevant information which addresses the prompt with relevant support. Clearly states an accounting of the relevant information to address the prompt with limited support. Some relevant information is included to address the prompt with limited support. Little to no relevant information is included to address the prompt. How does terrorism affect domestic policy? Strongly and clearly states a comprehensive accounting of the relevant information which addresses the prompt with relevant support. Clearly states an accounting of the relevant information to address the prompt with limited support. Some relevant information is included to address the prompt with limited support. Little to no relevant information is included to address the prompt. What is the role of elected officials in combatting terrorism? Strongly and clearly states a comprehensive accounting of the role of elected officials with relevant support (at least 3 historical examples) Clearly states an accounting of the role of elected officials with limited support (less than 3 historical examples). Some relevant information is included to address the role of elected officials with limited support. Little to no relevant information is included to address the role of elected officials. What issues has terrorism contributed to and to what extent? Strongly and clearly states a comprehensive accounting of the relevant information addresses the prompt with relevant support. Project includes at least 3 major issues. Clearly states an accounting of the relevant information to address the prompt with limited support. Some relevant information is included to address the prompt with limited support. Little to no relevant information is included to address the prompt.
Support Fact-based evidence is used to support all claims. Fact-based evidence is used to support most claims. Evidence is used inconsistently. Evidence is absent or not fact-based. Word Choice/Tone Choice of words that are clear, descriptive, and accurate. Maintains consistent informative tone throughout product. Adequate choice of words that are clear and descriptive. Demonstrates an informative tone in parts of the product. Choice of some words that are clear and descriptive. Lacks consistent informative tone. Language and tone of product is unclear and lacks description. Mechanics and Grammar Contains few, if any punctuation, spelling or grammatical errors. Contains several errors in punctuation, spelling, or grammar that do not interfere with meaning. Contains many punctuation, spelling, and/or grammatical errors that interfere with meaning. Contains many punctuation, spelling, and/or grammatical errors that make the piece illegible.
Cultural Patterns Appendix E: Sample Assessment Rubric Exceeds Does not include written expression, required information missing; historically inaccurate Includes some written missing, Includes well developed written and more specific details; some historical inaccuracy Includes a written product with reference to the required kingdoms and sources. Spelling and/or grammar errors are distracting to the reader and/or not 3 errors in spelling or 1-2 errors in spelling or grammar Free of spelling and grammar errors J Missing work cited page 4 or more MLA mistakes 1 source cited Work cited page included 3 MLA mistakes 2 sources cited Work cited page included 1-2 MLA mistakes 3 sources cited Correctly cited all works in MLA format and has at least 4 or more sources cited Works Cited Page Total Points:__________out of ___________
Optional Background Resources Websites: PBS: The Roman Empire: Crash Course – Roman Empire or Republic… History Channel – Augustus: History Channel – Julius Caesar: Introducing the Compelling Question – The Hook (25 minutes) Compelling Question Which Caesar was a better leader? Featured Source(s) Source A: Image bank: Photographs of Political and Non-Political Leaders from the 20th and 21st centuries. Source B: Leadership Style/Type and Quality Visuals Instructions/PROCESS FOR introducing The compelling QUESTION: Teacher asks the question: “Which Caesar was a better leader?”
Appendix C: Key Vocabulary for this Inquiry (Question 3) Term Definition Source A Reforms To make changes in something Reconcile Restore friendly relations between Appointing Assigning a job or role Foremost Most important Mere Small or slight Strife Angry disagreement Source B Revered Deep respect Remote Distant, far away Ushered Showed or guided Dredged Clean by scooping out mud and weeds from water
Appendix F: Rubric 4 3 2 1 Ideas/Evidence Exceptional thesis/claim that responds to the assignment. Exceptional supporting ideas/evidence. Effective thesis/claim that responds to the assignment. Effective supporting ideas/evidence. A somewhat effective thesis/claim that responds to the assignment. Supporting ideas/evidence that somewhat make sense. No one that does not make sense, or one that does not respond to the assignment. Analysis Exceptional explanations that connect the ideas/evidence to the thesis/claim. Effective explanations that connect the ideas/evidence to the thesis/claim. Somewhat effective explanations that connect the ideas/evidence to the thesis/claim. Ineffective or no connection of ideas/evidence to the thesis/claim. Organization Exceptional topic sentence, supporting sentences and concluding sentences with exceptional transitions. Effective topic sentence, supporting sentences and concluding sentences with effective transitions. Somewhat effective topic sentence, supporting sentences and concluding sentences with somewhat effective transitions. Ineffective or no sentence, supporting sentences and concluding sentences with ineffective or no transitions. Language Exceptional vocabulary with a tone that an exceptional awareness of audience and purpose. Effective vocabulary with a tone that shows an effective awareness of audience and purpose. Mostly accurate vocabulary with a tone that shows a somewhat effective awareness of audience and purpose. Inaccurate vocabulary with a tone that shows no awareness of audience and purpose.
Mechanics Exceptional control of grammar and writing with no errors and correct formatting. Effective control of grammar and writing with few errors that do not prevent understanding and mostly correct formatting. Somewhat effective control of grammar and writing with frequent errors that prevent understanding. A lack of control of grammar and writing with frequent errors that prevent understanding.
Optional Background Resources Websites: “Role of Government in the Economy,” Country Studies, Department of State Gilder-Lehrman Institute of American History American History from Revolution to Reconstruction and Beyond Dollars and Sense: Real World Economics – Over a free styles you can customize and download. A collection of formative assessments. Document Analysis Tools from the and
Regulations June 4, 1973 EPA sets regulations on car manufacturing and testing for compliance with Clean Air Act emissions standards. Car manufacturers were required to install malfunction warning systems in cars made in 1975 or later, and EPA specified conditions under which manufacturers could perform maintenance to cars during their test for meeting emissions standards. Ocean Dumping Act October 23, 1972 Congress enacts the Marine Protection, Research, and Sanctuaries Act, or Ocean Dumping Act, to reduce ocean water pollution. Within three years, EPA had denied 70
Record symptoms scores (RCP 3 questions or ACT) of treatment Appropriate to severity of symptoms Review 1 month or sooner if required. Any response? Yes? Symptoms improved Change in symptom scores Confirms high probability of asthma No? concordance and inhaler technique. Consider referral Trial of treatment Appropriate to severity of symptoms Review 1 month or sooner if required Any response? Yes? Symptoms improved Change in symptom scores Confirms high probability of asthma No? Check concordance and inhaler technique Consider: possible) Serial peak flows Bronchodilator response Spirometry Positive result: High probability of asthma Negative result: Consider differential diagnosis/referral Consider alternative diagnosis. for second opinion Produced by Sophie Toor, Respiratory Matters Ltd. in conjunction with Calderdale CCG Primary Care Paediatric Constipation Pathway
precipitating factors In a child/young person older than 1 year: Starts a few weeks of life Obvious precipitating factors coinciding with the start of symptoms: fissure, change of diet, timing of potty/toilet training or acute events such as infections, moving house, starting nursery/school, fears and phobias, major change in family, taking medicines Reported from birth or first few weeks of life Passage of Meconium Normal (within 48 after birth, in term baby) Failure to pass meconium/delay (more than 48 hours after birth, in term baby) Stool patterns 'Ribbon stools' (more likely in a child younger than 1 year) Growth and General wellbeing In a child younger than 1 year: Generally well, weight and height within normal limits In a person older than 1 year: Generally well, weight and height within normal limits, fit and active No 'red flag' but see 'amber flag' below Symptoms in legs/ locomotor development No neurological problems in legs (such as falling over in a person older than 1 year),normal locomotor development Previously unknown or undiagnosed weakness in legs, locomotor Abdomen Abdominal distension with vomiting Diet and fluid Intake In a child younger than 1 year: Changes in infant formula, weaning, insufficient fluid intake In a child/young person older than 1 year: History of poor diet and/or insufficient fluid intake
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE BUILDING CONSTRUCTION TECHNOLOGY/ INTRODUCTION TO BUILDING CONSTRUCTION TECHNOLOGY CERTIFICATE (C35140C3) Effective Date: Fall 2018 Revised: 12/07/17 Length: 1 Semester Prerequisite: High School Diploma, Placement Test Equivalent Certificate Fall Semester Prefix No. Title Class Lab Clinical Credit BPR130 Blueprint Reading/Constr 3 0 0 3 CAR111 Carpentry I 3 15 0 8 CMT120 Codes and Inspections 3 0 0 3 CST131 OSHA/Safety/Certification 2 2 0 3 ----- ----- ----- ----- Totals 11 17 0 17 TOTAL REQUIRED CREDITS.... 17 Learning Option: NA
those carrying out the review (reviewers, and board and panel members) to have a better understanding of your research proposal inform others about your research such as members of the public, health professionals, policy makers and the media the research funders to publicise the research that they fund. If it is felt that your plain English summary is not clear and of a good quality then you may be required to amend it prior to final funding approval. It is helpful to involve patients / carers / members of the public in developing a plain English summary. Content When writing your summary consider including the following information where appropriate: aim(s) of the research background to the research design and methods used patient and public involvement dissemination The plain English summary is not the same as a scientific abstract - please do not cut and paste this or other sections of your application form to create the plain English summary. Further guidance on writing in plain English is available online at NIHR Make it clear . For further support and advice on writing a plain English summary, please contact your local Research Design Service (where applicable). Text field – max 450 words Applicant response pulled through from Stage 1 application Section 8: Changes from stage [Your Stage 1 outcome letter will pull through here] Changes from first stage Please list the feedback received at first stage and under separate headings indicate what has changed as a result. Please describe and explain any additional changes that have been made to this proposal the Stage 1 application e.g. in light of new research. Text – based on equivalent fields this has a current max of 3700 words Section 9: Detailed Research Plan Detailed Research Plan
integrate the important issues and theories within the cognate area, critically evaluating their usefulness and significance in the practitioner arena, understand the role of the financial sector within the wider economy, critically evaluate relevant information gathered from a variety of sources, evaluate critically major research articles written in the cognate area, analyse critically the financial models and assumptions on which they are based, Personal Abilities Industrial, Commercial & Professional Practice Autonomy, Accountability & Working with Others Communication, Numeracy & ICT understand their position and responsibilities as practitioners of finance. apply key financial models and theory to practical problems. well constructed essays using well balanced arguments, Assessment Methods Re-assessment Methods Method Duration of Exam (if applicable) Weighting (%) Synoptic courses? Method Duration of Exam (if applicable) Diet(s) Coursework 30% Examination 2 70% Date of Proposal 02 February 2013 Date of Approval by School Committee Date of Implementation Version Number
Profile > Ver. Profiler til Excel… Microsoft with PVI points. Ledningsnetværk > Ledninger Danish report with a list of pipes. Ledningsnetværk > Komponenter Danish report with a list of structures. Ledningsnetværk > Ledninger og komponenter Danish report with a list of and structures. Ledningsnetværk > Komponenter til Excel… Microsoft Excel with structures. Surface > Information Danish report with summary data for Surfaces. Surface > Punkter til Excel… Microsoft Excel with surface points.
Intersections Table below lists settings for automatically creation of intersections. General type Name Value Comments Default Styles Intersection Style Basis Intersection Style Basis Offset Alignment Style Veje parallelt Som Veje, men linetype er HIDDEN Curb Return Alignment Style Veje parallelt Som Veje, men linetype er HIDDEN Offset Profile Vejprofil Curb Return Profile Style Vejprofil Offset Alignment Label Set Basis Curb Return Alignment Label Set Basis Default Name Format Intersection Name Format Kryds - (<[Next Counter(CP)]>) Intersection Quadrant Name Format <[Quadrant Location]> - Quadrant Offset Alignment Name Format <[Parent Alignment Value(Um|P3|RN|Sn|OF|AP)]> Curb Return Alignment Name Format <[Intersection Name(CP)]> - <[Intersection Quadrant Name(CP)]> Offset Profile Name Format <[Parent Alignment Name(CP)]> - <[Side]> - <[Cross Slope Value(FRise|P2|RN|Sn|OF|AP)]> Curb Return Profile Name Format <[Alignment Name(CP)]> - Profile Corridor Region Name Format RG - <[Assembly Name(CP)]> - (<[Next Counter(CP)]>) <_Autodesk (Metric) Assembly Sets DK.xml> is the setting file that contains to drawings with Danish Assemblies. Section 9.1 contains the Danish Subassemblies used for create an Civil 3D intersection. It is possible to select between different Settings (Assemblies) in the Wizard window used for creating Intersection.
FG Labels Offset, level data, surface grade and name for finished ground surfaces Ordinates Ordinate lines from the grade breaks to the top of the bands Section View Styles Descripti on Screen grab / DWF / DWG Default X Section Yes X Section 2x Exaggeration X Section 2.5x Exaggeration X Section 2.5x Exaggeration Label Styles Description Screen grab / DWF / DWG Default
Offset and Level Specify a location and reports the offset from the baseline and level Grade Ability to draw a grade freely Due to the new stagger functionality in 2010, this has be enabled as standard so to stop overlapping text labels at close proximity. The recommended method of creating cross sections for corridor design is to create a surface to the ‘TOP’ links and using the grade break band styles will annotate the corridor features. Section Band Styles Description Screen grab / DWF / DWG Default Surface Levels at Intervals Surface Levels at Intervals Two Surface Levels and Difference at Major Intervals Choose Section 1 for Existing and Section 2 for Proposed Two Surface Levels and Difference at Breaks Choose Section 1 for Existing and Section 2 for Proposed
Managing to Achieve Diversity & Inclusion Workshop Series Assessment The following assessment results are based on two separate evaluation forms. The results of questions marked with an asterisk were gathered in May 2017, while the rest were gathered August/September 2017. Overall course average 3.80 (of 4) Total # of respondents 11 Average # of attendants 13 1) I feel more confident in managing diversity and inclusion issues. STRONGLY SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE WEIGHTED AVERAGE 6 5 0 0 11 3.55 2) I feel more culturally competent as a leader. STRONGLY SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE WEIGHTED AVERAGE 5 6 0 0 11 3.45 3) I better understand my leadership role in creating an inclusive climate at UC. STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 11 0 0 0 11 4.00 4) I am more aware of the biases and stereotypes I hold.* STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 10 1 0 0 11 3.91 5) I will actively take additional steps to create an inclusive work environment.
STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE WEIGHTED AVERAGE 11 0 0 0 11 4.00 6) I will more actively role model the behaviors I want others to engage in to create a positive workplace for all. STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 11 0 0 0 11 4.00 7) I know better how to employ specific leadership strategies to advance a culture of inclusion. STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 7 4 0 0 11 3.64 8) I am more aware of issues related to diversity and inclusion.* STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 9 2 0 0 11 3.82 9) I have a better understanding of how to promote and improve diversity and inclusion in my department/unit. STRONGLY AGREE SOMEWHAT AGREE SOMEWHAT DISAGREE STRONGLY DISAGREE TOTAL WEIGHTED AVERAGE 8 3 0 0 11 3.73 10) I better understand the leadership-specific aspects of creating diverse and inclusive work environments.
School staff should not be online friends with any pupil/student. Any exceptions must be approved by the Headteacher. They do not engage in online discussion on personal matters relating to members of the school community; Personal opinions should not be attributed to the school /academy or local authority and personal opinions must not compromise the professional role of the staff member, nor bring the school into disrepute; Security settings on personal social media profiles are regularly checked to minimise risk of loss of personal information. Pupils: Are taught about social networking, acceptable behaviours and how to report misuse, intimidation or abuse through our online safety curriculum work Students are required to sign and follow our [age appropriate] pupil Acceptable Use Agreement. Parents: Parents are reminded about social networking risks and protocols through our parental Acceptable Use Agreement and additional communications materials when required Are reminded that they need to ask permission before uploading photographs, videos or any other information about other people. CCTV We have CCTV in the school as part of our site surveillance for staff and student safety. The use of CCTV is clearly signposted in the school. We will not reveal any recordings without appropriate permission We use specialist lesson recording equipment on occasions as a tool to share best teaching practice. We do not reveal any such recordings outside of the staff and will not use for any other purposes. 5. Data security: Management Information System access and Data transfer Strategic and operational practices At Garden Suburb Schools: The Head Teacher is the Senior Information Risk Officer (SIRO) Staff are clear who are the key contact(s) for key school information (the Information Asset Owners) are. We have listed the information and information asset owners
A0428 AMBULANCE SERVICE, BASIC LIFE SUPPORT, NON-EMERGENCY TRANSPORT, [BLS]-INVOLUNTARY ADMISSION TO A PSYCHIATRIC FACILITY $285.00 YES SEE NOTE D A0429 AMBULANCE SERVICE, BASIC LIFE SUPPORT, EMERGENCY TRANSPORT [BLS-EMERGENCY] 65% of current published Medicare rate* A0430 AMBULANCE SERVICE, CONVENTIONAL AIR SERVICES, TRANSPORT, [FIXED WING] (SEE NOTE B) 65% of current published Medicare rate* ** AMBULANCE SERVICE, CONVENTIONAL AIR SERVICES, TRANSPORT, [ROTARY WING] (SEE NOTE C) 65% of current published Medicare rate* ** A0433 ADVANCED LIFE SUPPORT, 2 [ALS 2] 65% of current published Medicare rate* A0434 SPECIALTY CARE TRANSPORT [SCT] 65% of current published Medicare rate* A0435 FIXED WING AIR MILEAGE, PER STATUTE MILE 65% of current published Medicare rate* ** A0436 ROTARY WING AIR MILEAGE, PER STATUTE MILE 65% of current published Medicare rate* **
All Ages 72114 TC Radiologic Examination, Spine, Lumbosacral; Complete, Including Bending Views, minimum of 6 views (Technical Component) $31.41 All Ages 72120 Radiologic Examination, Lumbosacral; Bending Views Only, Two or Three Views $29.87 All Ages 26 Radiologic Examination, Spine; Lumbosacral; Bending Views Only, Two or Three Views (Professional Component) $7.48 All Ages TC Radiologic Examination, Lumbosacral; Bending Views Only, Two or Three Views (Technical Component) $22.39 All Ages 98940 Chiropractic Manipulative Treatment (CMT); Spinal, One to Two Regions $19.40 All Ages 98941 Chiropractic Manipulative Treatment (CMT); Spinal, Three to Four Regions $19.40 All Ages 98942 Chiropractic Manipulative Treatment (CMT); Spinal, Five Regions $24.23
PROC CODE DESCRIPTION UNIT MAXIMUM ALLOWANCE MAXIMUM ALLOWANCE MAXIMUM ALLOWANCE HIPAA CODES Section 17 Services RATE through 7/31/2018* RATE from 8/1/18 to 6/30/19** RATE from 7/1/19** H2015 Comprehensive Community Support Services (Community Integration Services) 15 minutes $20.86 $21.32 $21.28 H0040 Assertive Community Treatment (Assertive Community Treatment) Per Diem By Report By Report By Report H0038 CIPSS-Self Help/peer services 15 minutes $11.10 $11.34 $11.32 H2017 Psychosocial Rehabilitation (Daily Living Support Services) 15 minutes $7.77 $7.94 $7.93 Psychosocial Rehabilitation Service (Community Rehabilitation Services ) Per Diem $74.39 $76.01 $75.88 H2014 Skills Training and Development (Skills Development Services) 15 minutes $12.20 $12.46 $12.44 H2014 HQ Skills Training and Development (Skills Development Services) 15 minutes $3.05 $3.32 $3.11 Ongoing Support to Maintain Employment (Skills Development Services/training) 15 minutes $12.20 $12.46 $12.44 H2012 Behavioral Health Day Treatment (Day Support Services) Per hour By Report By Report By Report *The Department is seeking and anticipates receiving CMS approval for this Section. Pending approval, the Department will reimburse providers under the new increased rate retroactively to 7/1/2016 through 7/31/2018 pursuant to P.L. 2015, ch. 477 (eff. Apr. 15, 2016). **The Department is seeking and anticipates receiving CMS approval for this Section. Pending approval, the Department will reimburse providers under the new increased rate retroactively to 8/1/2018 pursuant to P.L. 2017, ch. 460, Part D. Providers must ensure that the increase in reimbursement rates effective August 1, 2018 is applied in full to wages and benefits for employees who provide direct services. Providers must document compliance with this requirement in their financial records and provide such documentation to the Department upon request.
APPENDIX I PROCEDURE CODE SERVICE MAXIMUM ALLOWANCE Effective 7/1/18 T2017 Home Support-Quarter Hour $7.75 per ¼ hour T2017 QC Home Support-Remote Support-Monitor Only $1.63 per ¼ hour T2017 GT Home Support-Remote Support-Interactive Support $7.75 per ¼ hour Shared Living (Foster Care, adult)-Shared Living Model-One member served $156.00 per diem S5140 UN Shared Living (Foster Care, adult)-Shared Living Model-Two members served $78.02 per diem T2021 Community Support (Day Habilitation) $6.53 per ¼ hour T2021 SC Community Support (Day Habilitation)- with Medical Add On $8.05 per ¼ hour T2019 Employment Specialist Services (Habilitation, Supported Employment waiver) $9.09 per ¼ hour
PROCEDURE CODE SERVICE MAXIMUM ALLOWANCE Effective 7/1/18* H2023 UQ Work Support (supported 4 members served up to $2.12 per ¼ hour H2023 UR Work Support (supported 5 members served up to $1.69 per ¼ hour H2023 US Work Support (supported up to $1.41 per ¼ hour Group
includes all accessories, components and electronics, not otherwise classified) S5150 Respite Services- ¼ hour $3.31 per ¼ hour S5151 Respite Services- Per Diem $110.21 per diem Modifiers Modifier Description CG Policy Criteria Applied SC Medical Add On HQ Setting QC Remote Support-Monitor Only GT Remote Support-Interactive Support UN Two Members Served UP Three Members Served UQ Four Members Served UR Five Members Served US Six Members Served
Draw the of the figure after the indicated translation. 1. 2 units left and 1 unit up Graph the figure with the given vertices. Then graph the image of the figure after the indicated translation, and write the coordinates of its vertices. 2. with vertices F(1, 3), G(2, 4), and H(3, 2); translated 3 units left and 1 unit down. 3. Graph square ABCD with vertices A(–1, 2), B(2, –1), C(5, 2), and D(2, 5) and its reflection over the y-axis. Then find the coordinates of the reflected image. Triangle XYZ has vertices X(4, 2), Y(4, 4), and Z(0, 2). 4. What are the coordinates of the image of point Y after a reflection over the y-axis? 5. What are the coordinates of the image of point Z after a reflection over the y-axis? Graph quadrilateral DFGH and its image after each rotation. Then give the coordinates of the vertices for quadrilateral D'F'G'H'. 6. 90° clockwise about vertex H 7. Quadrilateral KLMN has vertices K(2, 0), L(4, 0), M(5, –2), and N(1, –2). Graph the figure and its rotated image after a counterclockwise rotation of 90° about the origin. Then give the coordinates of the vertices for quadrilateral K'L'M'N'. 8. LANDSCAPING A landscape designer has a drawing of a flower bed that measures 6 inches by 9 inches. The owner wants the actual flower bed to be 5 feet by 7.5 feet. What is the scale factor the designer must use to install the new flower bed? 9. Find the coordinates of the vertices of each figure after a dilation with the given scale factor k. Then graph the original image and the dilation. S(–2, 1), U(0, 1), N(–1, –1); k = 4
4. Supporting Question: What is meeting of the mind? How can we use meeting of the mind to figure out where in the Western Hemisphere are people mostly happy? Formative Tasks: Students will do meeting of the mind They will be broken up into three regions and answer questions Then the students will do a jigsaw and figure out who is happier in their region. Sources: Source A: Meeting of the minds photos retrieved from - Google images Summative Performance Task Argument Students will do a DBQ essay answering the question: Does where you live in the Western Hemisphere determine your happiness? Extension Student will create a flipgrid pretending to be somebody from a region. Taking Informed Action:
5. Supporting Question: What is informed action? How can students take informed action to create positive change? Formative Tasks: Students will work in small groups to develop plans of informed action that will create real, positive change for the people of Puerto Rico. Students will work in groups to do one of the following: 1) create an informational video informing people of the tragedy affecting Puerto Rico, 2) create flyers/posters to publicize the needs of the people of Puerto Rico, or 3) collect supplies to send to meet the needs of the people of Puerto Rico. Sources: Action - Communities Rebuild After Irma, Maria, and Harvey - Youtube video Informed - Definition retrieved from
Category Number Senior Management Middle Management Accounts/Financial (with access to securities) Stock and Warehousing Purchasing and sales General Administration Security personnel - employed Security personnel – contracted (Include only if you want these covered) Technical Blue collar Other (Specify) (Specify) Total 2.2 Has the number of employees changed materially over the last 12 months? If YES, why YES NO 2.3 Is the number of employees likely to change materially in the next 12 months? If YES, why YES NO 2.4 Are any of your employees based outside the borders of South Africa? If YES, give particulars and state where included under 2.1 above YES NO 2.5 Give details of your screening process for new employees 2.6 Have any of your employees been dismissed for dishonesty during the last 12 months? If YES, give details for each dismissal YES NO 2.7 Are all employees required to take an uninterrupted holiday of at least two weeks in each calendar year, during which they perform no duties and are required to stay away from the premises? YES NO Section 3 – Accounts If any of the following questions is answered with “no”, describe your system in each instance. 3.1 Do you deposit cash and cheques daily? YES NO 3.2 Are official numbered receipts generated for all cash received? YES NO 3.3 Are all cheques/cash received recorded and receipted by a person other than the person responsible for banking? YES NO 3.4 Describe the controls in respect of: Authorisation, order and receipt of cheque books Storage of unused cheques Storage of used cheques
Your employees Other persons 6.4 Do you have areas which are restricted to authorised employees only? If YES, list the areas and describe how access is controlled YES NO 6.5 Are areas of your premises monitored by CCTV? If YES, specify which areas are monitored and disclose your policies for the retention of the recordings. YES NO 6.6 Describe your system of control for strong-rooms, safes, vaults or any other place you keep valuables. Section 7 – Internal audit 7.1 Do you have an internal department? (If not, what audit procedures are in place?) YES NO 7.2 Who authorises and carries out internal audits? 7.3 Are “surprise audits” made? YES NO 7.4 Are all areas of the business audited on a regular basis YES NO 7.5 Are the auditors authorised to originate entries? YES NO 7.6 When was the last internal audit carried out? 7.7 Are all recommendations from audits implemented within a reasonable time frame? YES NO Section 8 – External audit 8.1 Is your annual audit carried out by an independent firm of chartered accountants or professional auditors? YES NO 8.2 State their name 8.3 How long have your been audited by the firm?
Document #1 Optimism and Resilience: Optimism leads to Persistence Psychologists have long been interested in optimism and we have a good understanding of what it is and why it matters. There have been hundreds of studies of optimism and what we find is that people who think optimistically report fewer symptoms of depression, do better in school and in sports, are more productive at work, and are physically healthier than people who think pessimistically.
Name: Please mark the box with ‘X’ indicating the role you are applying for: NED 1: NED 2: NED 3: Ofcom is committed to equality of opportunity regardless of ethnicity, gender, sexual orientation, disability, age, religion and belief. Our vision is to build a corporate culture where equality and diversity is integral to our business policies and practices. By completing this monitoring form you will be helping Ofcom to ensure the realisation of our equality and diversity objectives. Please note that the form will be treated confidentially and used for monitoring purposes only. Data will only be used anonymously in aggregate form. Please mark the appropriate box with ‘X’ 1. Age Date of birth 2. Disability Do you consider yourself to have a disability? Yes No Do you meet the Disability Discrimination Act definition of disability? Yes No If you wish, you may indicate the nature of your disability: 3. Ethnic Origin Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Caribbean Any other black background
SUBCHAPTER 1. CONSTRUCTION APPLICATION OF RULES 19:40A-1.1 Authority This chapter is issued under and pursuant to the authority of the Casino Control Act, constituting P.L. 1977, c. 110, as amended. 19:40A-1.2 Definitions (a) The following words and terms are defined in the New Jersey Casino Control Act (P.L. 1977, c. 110, as amended) and are used in the rules of the Commission as defined in that Act: "Applicant" "Application" “Attorney” "Casino" or “licensed casino” "Casino key employee" "Casino license" “Chairman” and “Commissioner” or “member” "Commission" "Director" "Division" "Family" “Gaming" or "gambling" "License"
(d) The Chair, the Commissioners, the General Counsel, the Chief of Staff, the Executive Secretary, and the Director of Regulatory Affairs shall constitute the management team of the Commission, and shall execute general Commission policies as established by the Commission. 19:40A-2.2 Meetings (a) Regular meetings of the Commission shall be held at least once per month on such dates and at such times and places as the Chairman or the Commission shall establish. (b) Special meetings of the Commission will be held from time to time on such and at such times and places as the Chairman or the Commission may deem convenient. Special meetings of the Commission may be called at the discretion of the Chairman; but the Chairman shall call a special meeting at the request of a majority of the Commission. (c) The annual reorganization meeting of the Commission shall be the first meeting of the Commission in January of each year. (d) All meetings of the Commission shall be in compliance with the Senator Byron M. Baer Open Public Meetings Act, N.J.S.A. 10:4-6 et seq. (e) The Commission may prepare an agenda describing the order of business for public meetings, which agenda shall include, but not be limited to: officer's statement of compliance with the Senator Byron M. Baer Open Public Meetings Act, N.J.S.A. 10:4-6 et seq.; call;
Antibiotic susceptibility pattern assessment. Inclusion criteria Patients admitted in Intensive Care Unit (ICU, NICU, PICU, TICU) of a tertiary care hospital. Blood samples of clinically suspected Septicaemia Exclusion criteria Samples other than above fore said. Patient admitted with : Snake Bite. Poisoning cases. Suicidal / Homicidal Details of new investigational product (eg Drugs/surgicals, etc) if any: (Name, dose, of administration, frequency of administration, efficacy & safety parameters, procedure, etc) - Whether Case record form (CRF)/Data Collection form attached to protocol..? YES, attached. Do you need exemption from obtaining Informed Consent form (ICF) from study subjects? No.
Course Code Course Title International Politics SCQF 11 15 Management & Languages Pablo La Porte Location & Semester Edin X Sem… SBC Sem……. Orkney Sem……….. Sem…….. IDL Sem…. Collaborative Partner Approved Learning Partner Name …………………………………Sem……….. (specify if synoptic) none s Code: Date Of Replacement: Degrees for which this is a core course The course may be delivered to: UG only PG only UG & PG Available as an Elective? Yes No The main aims of the course are to provide students with the level of knowledge and critical understanding of post-war political and institutional developments on a European and international level required for cross-cultural communication in a professional context. Syllabus The course covers major issues in international politics and organisations, including international security, the UN, European integration, globalisation, Free Trade areas, and development. Learning Outcomes (HWU Core Skills: Employability and Professional Career Readiness) Subject Mastery The course will enable learners to develop: Understanding, Knowledge and Cognitive Skills critical understanding of post-war political and institutional developments on a European and international level required for cross-cultural communication in a professional translating and interpreting context. Scholarship, Enquiry and Research original insights into post-war political and institutional developments on a European and international level; ability to reflect critically on the relationship between theory and practice; ability to source and utilise data from library, internet and database sources; ability to review, organise and evaluate evidence and reflect and comment critically on it; ability to use information to support and substantiate claims.
Associated Unit tests, quizzes labs and engineering based projects Formative Assessments Graphic Organizers & Guided Note Taking Directed Reading Cooperative Group Learning Homework Journal Entries Stage 3 – Learning Plan Digital information and technology integration: Indicate any special considerations as well as materials, resources (online, print, video, audio) or equipment. (seasons) (seasons) (science method fair ideas) Modifications: (ELLs, Special Education, Gifted and Talented) * Follow all IEP modifications/504 plan * Teacher tutoring * Peer tutoring * Cooperative learning groups * Modified assignments * Differentiated instruction
8. ELECTIVES (please provide a detailed description and course lists where possible) Stage 1: Electives to be chosen from across the University dependent on pre-requisites, availability and timetabling. Stage 2: N/A Stage 3: N/A Stage 4: N/A 5: N/A 9. COMPOSITION & STAGE NOTES e.g. xx taught Courses (xx mandatory & xx optional) 1: 6 courses (including 2 double-weighted 30 credit courses) 4 mandatory, 2 elective Stage 2: 6 courses (including 2 double-weighted 30 credit courses) All 6 are mandatory Stage 3: 2 optional placement courses – each worth 60 credits Stage 4: 8 courses, all are mandatory 10. ASSESSMENT METHODS Please list all courses which are assessed by 100% written examination below and include course descriptors N/A Please list all courses which consist of a variation in assessment methods across locations/modes of study. Please provide details and a rationale for variations and include course descriptors. N/A 11. PROGRESSION REQUIREMENTS Part A. Minimum number of credits required to progress through each stage are as follows Stage 1 to 2: 90 credits (with all mandatory courses, including BSL Intensive Beginners, at SCQF 7 passed at Grade D or better) Stage 2 to 3: 210 credits (with all mandatory courses, including BSL Advanced, at SCQF Level 8 passed at Grade D or better) Stage 3 to 4: 360 credits (with passes in both SCQF Level 9 courses) 4 to 5: Part B. Minimum D required in the following courses: (a rationale must be provided if a grade higher than D is required in any courses) 1: Stage 2: 3: Stage 4: 12. RE-ASSESSMENT OPPORTUNITIES
BUSINESS AND RESIDENTIAL NOTICE TEMPLATE The applicant may add project information to this template but must not remove or change any bolded language (other than changing fonts or removing bolding). Business and Residential Notice In Treatment Area In ¼ Mile Notification Area Distribution Date: Date notices mailed or delivered Water body will be treated with name type of product (e.g., aquatic herbicides, algaecides, bacterial products, etc.) on or between treatment dates. Product(s) planned for use: list product names Active ingredient(s): list the active ingredients Plants/Algae targeted: describe what will be treated and why Location of treatment(s): describe locations or include a map The applicator will post in the treated and potentially affected areas no more than 48 hours prior to treatment. The signs will describe any water use restrictions or advisories. If you are withdrawing water for potable or domestic water use, livestock watering, or irrigation, and have no alternate water source, please contact name of applicator at phone number or e-mail to arrange an alternate water supply. Note: Business and residential notification only goes ¼ mile from each treatment site. Check the product label to ensure that treatment does not impact potable water users more than ¼ mile from treatment area. If you want additional notification prior to treatment, or have further questions, please contact me using the information above. Optional: include contact information for the sponsor here. This herbicide treatment is regulated under a permit issued by the Washington State Department of Ecology. Permit No. applicator to enter the permit coverage number
How you will support the work of the Coalition for Collaborative Care’s co-production group 4. Do you have any access needs or dietary requirements that we should be aware of? What support or adjustments can we make to meet these needs? Personal Profile Please write a 150 word summary about your background and experience and attach a photo. If you are selected to become a member of the C4CC we would like to include a personal profile and photo of you. This will help us to have a quick checklist of who is part of the group and will also help group members to get to know each other. You can write this profile yourself so that you describe yourself in a way which is comfortable, or if you prefer, leave the box blank and a member of the C4CC team will produce this on your behalf using the information in your application form.
walking distances, climbing stairs, lifting and carrying objects Learning or concentrating or remembering Mental Health Stamina or breathing difficulty Social or behavioural issues (e.g. due to neuro diverse conditions such as Autism, Attention Deficit Disorder or Asperger’s Syndrome) Other impairment Which of the following options best describes your sexual orientation? Heterosexual / straight Lesbian / Gay woman Gay man Bisexual Other Prefer not to say What is your religion or belief? No religion Buddhist Christian Jewish Muslim Sikh Any other religion Prefer not to say Do you look after, or give any help or support to family members, friends, neighbours or others because of either: • Long-term physical or mental ill-health / disability • Problems related to old age Yes No Prefer not to say
Patient # Head of bed Flat? Y or Degree of elevation Patient Asleep Supine? Y or N Multiple Blankets to Crib? Y or N Stuffed Animals in Crib? Y or N Large or Fluffy Blankets Around Pt.? Y or N Patient in Nest Y or N Patient Swaddled? Y or N Caregiver asleep with baby? Y or N Positioning Device used? Y or N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Y – Yes N- No
Chapter 1 Understanding Your Health Looking fit and feeling well are important, but good health does not stop there. Good health includes getting along well with others. Define Health – It is a combination of physical, mental/emotional, and social This chapter is going to help you understand how the decisions and behaviors impact your overall health. You will also learn how to make good decisions and ways of practicing good health habits. TOTAL Health Pictured