zilongwang/ReadingBank huggingface dataset:
Software Configuration Technical Training Functional Training Data Conversion Customization and Interface Development Software Testing Configuration Fine Tuning & Preparation for Go-Live Solution Go-Live Post Implementation Support 6.9 & Change Management Due to the importance of the current CIS integration to DC Water’s business processes, it is imperative that the new system is not only technically implemented but also implemented smoothly. DC Water believes that a planned approach to deal with the impending organizational changes due to the new CIS is necessary. Please describe your firm’s approach to helping utilities manage change and provide a detailed cost breakdown for this optional service. Communications Management As part of change management, an organized communications strategy will be required. Please describe how your firm can help support and execute an internal and external communications plan. Provide a detailed description and cost estimates for this optional service. Document Existing Business Processes Due to time constraints for this project, DC Water has developed a detailed Functional Matrix and documented key business processes. As part of the response the Proposer will be required to describe how the current and future process will be captured and used during the implementation. In order to clearly identify business process changes, please describe the Proposer’s need for the current business processes to be documented. Describe your process of documenting the current processes and provide a cost estimate for developing this documentation.
BY-LAWS FO THE DICKSON COUNTY YOUTH ATHLETIC ASSOCIATION PAGE Table of Contents 1-3 Article I – Purpose 4 Article II- Membership 4 Article III- Administrative Organization 4 Section A – The Board 4 Item 1 – Duties 5 Item 2 – Board Attendance 5 Item 3 – Vacancies 5 Item 4 – Duties of Officers 5 Item 5 – Directors 6 Section B – Supervisors 6 Item 1 – Commissioners 6 Item 2 – Equipment Supervisor 6 Item 3 – Umpire Supervisor 6 Item 4 – Concession Supervisor 7 Item 5 – Field Maintenance Supervisor 7 Article IV – Purchases 7 Section A – Purchasing Authorization 7 Section B – Bids 7 Article V – Team Management 8 Section A – Introduction 8 Section B – Screening 8 Section C – Coaches and Managers Registration Form 8 Section D – Manager Selection 8 Section E – Coach Selection 9 Section F – Manager-Coach 9 Item 1 – Responsibilities 9 Item 2 – Penalties 10 Item 3 – Parent Organization 10 Item 4 – Equipment 10 Item 5 – Game Equipment 10 Item 6 – Scorebook 10 Article VI – Player Selection 10 Section A – Player Assignment 10 Section B – Expansion and Dissolving of Teams 11 Item 1 – Expansion 11 Item 2 – Dropping Teams 11 Section C – Player Sign-up 11 Section D – Drafting 12 Article VII – Definition of the team and league 13 Section A – League 13
Item 1 – Girls 13 Item 2 – Boys 14 Item 3 – Five and Six Baseball 14 Section B – Team 14 Article VIII – Player Eligibility 14 Section A – Age Requirements 15 Item 1 – Girls 15 Item 2 – Boys 15 Section B – Proof of Age 15 Section C – Registration Requirements 15 Article IX – Season 15 Section A – Regular Season 15 Item 1 – Dates 15 Item 2 – League games 15 Item 3 – League Champions 15 Section B – Tournament 16 Item 1 – Tournament Dates 16 Item 2 – Tournament team selections 16 Article X – Fund Raising 16 Section A – Restrictions 16 Section B – General Fund 16 Section C – Tournament Fund 16 Article XI – Playing Rules and Equipment 16 Section A – Equipment 16 Section B – Playing Field 17 Item 1 – Pitching Rules 17 Item 2 – Substitution 17 Item 2 – Commencement of Play 17 Item 4 – Protests 17 Item 5 – Code of Conduct 17 Item 6 – Rainouts 18 Item 7 – Official Game 18 Item 8 – Time Limits 18 Item 9 – Tie 19 Item 10- Seven Run Rule 19 Item 11 – Rule 19 Item 12 – Incomplete Game 19 Item 13 – Continuous Batting Order 19 Article XII – Forms 19 Section A – and Manager Registration Form 19 Section B – Player Participation form 19 Section C – Team Roster 20 Section D – Equipment Form for Managers 20 Section E – Grievance Form 20 Article XIII – DCYAA, INC. Personal Property 20
2 9:50 – 11:01 9:48 – 10:40 Break 11:01 – 11:06 10:40 -10:45 3 11:06 – 12:08 10:45 – 11:37 Noon 12:08 – 12:48 11:37 – 12:12 Warning Bell 12:48 12:12 4 12:50 – 1:53 12:14 – 1:06 1:53 – 1:58 1:06 – 1:11 5 1:58 – 3:00 1:11 – 2:03 Learning Time 2:08 – 3:00 New Schedule Beginning in April: Period Normal Day Warning Bell 8:48 1 8:50 – 9:48 58 minutes 9:48 – 9:53 2 9:53 – 10:50 57 minutes Reading/Learning Time 10:50 – 11:15 25 minutes Break 11:15 – 11:20 3 11:20 – 12:17 57 minutes Noon 12:17 – 12:58 41 minutes Warning Bell 12:58 4 1:00 – 1:58 58 minutes Break 1:58 – 2:03 5 2:03 - 3:00 57 minutes
Diversity Council Agenda January 12, 2018 Board Room (Building 3, 216) Time Item Process 5 mins 9:00-9:05 Review and approve agenda All 5 mins 9:05-9:10 Name recorder for this meeting All 5 mins 9:10-9:15 Introductions All 5 mins 9:15-9:20 Approve minutes of previous meeting 12.8.17 All 15 mins 9:20-9:35 Lane’s Master Planning Process Jennifer Hayward 25 mins 9:35-10:00 Bias Policy Subcommittee--Discussion and vote on moving Bias Policy forward to College Council Anna Kate Malliris 10 mins 10-10:10 Policy Regarding Communications Around Campus Displays/Events Subcommittee Update Mark 10 mins 10:10-10:20 Student Engagement Subcommittee Update Deborah 10 mins 10:20-10:30 Update on White Paper Mark 10 mins 10:30-10:40 Possible Council Name Change Greg 10 mins 10:40-10:50 Flex Time in case of additional agenda items All 5 mins 10:50-10:55 Announcements All 5 mins 10:55-11:00 Agenda Items for Next Meeting All Members: Greg Evans, Mark Harris, Dennis Carr, Deborah Butler, Al King, Sarah Lushia, Drew Viles, Rosa Lopez, Gina Szabady, Dean Middleton, Hanna Molen, D’Ante Carter
for telling me about your disability is so I can make sure you can get the support you need to participate effectively/successfully while enrolled in the Job Corps program. In order to receive accommodations or get support from Job Corps, you will need to provide documentation of your disability (unless it is obvious). Then we can discuss how the disability affects your everyday life, particularly learning, as this will help us know what your needs are going to be while in Job Corps. I am here to assist you in obtaining the support you need to be successful on center. Who May Receive Reasonable Accommodation To qualify for reasonable accommodation, an applicant or student must be a qualified individual with a disability. Qualification of the disability requires that the individual provide appropriate documentation of the disability unless their disability is obvious, such as an individual who is blind, mobility impaired, etc. Acceptable types of documentation may include but are not limited to: Individualized Education Program Plans (IEPs) 504 Plans Psychological Assessment/Reports Vocational Rehabilitation reports/letters Medical Reports Mental Health Records If an applicant or student reports having had trouble in school or being taught or tutored in a resource room, this alone does not entitle them to reasonable accommodation. However, it is likely they may have received special education services and have an IEP that could be secured as proof of disability. Ultimately, proof of the disability is required. Remember, a qualified person with a disability of any type is eligible to receive reasonable accommodation if it is needed for the individual to access the Job program (i.e. inclusive of architectural, communication, and program access). Some of the more common types of disabilities supported in Job Corps include learning disabilities, attention deficit disabilities, intellectual disabilities, autism, mental health disabilities, and mobility, visual, or hearing impairments. To learn more about a variety of types of disability, go to the . Applicant or Student Discloses Disability If an applicant or student has disclosed his or her disability through file documentation or the ETA 653 form, a Disability Coordinator (DC) should contact
Timelines Section 4e – ADHERENCE TO/RETENTION IN CARE Target Populations Sub-Target Populations Evidence of Need Prioritized Strategies & Interventions Scalability Responsible Agencies & Groups Performance Standard & Indicators Timelines Section 4f – BEHAVIORAL HEALTH SERVICES Target Populations Sub-Target Populations Evidence of Need Prioritized Strategies & Interventions Scalability Responsible Agencies & Groups Performance Standard & Indicators Timelines Section 4g – INTENSIVE SERVICES FOR PEOPLE EXPERIENCING CRITICAL EVENTS Target Populations Sub-Target Populations Evidence of Need Prioritized Strategies & Interventions Scalability Responsible Agencies & Groups Performance Standard & Indicators Timelines Chapter 5 – Collaborations Chapter 6 - Planning Process Appendices Chapter 1 – Executive Summary
Weekly Schedule NAME: __Marie Zaiens_____ Date: _ 8-28 to 9-3-2017____ Mon. Tues. Wed. Fri. Sat. Sun. 6am 5am Wake up Shower, eat 6:15 am drive 5am Wake up Shower, dress, eat 6:15 am drive 5- Wake up Shower, dress, eat 5am Wake up Shower, dress, eat 6:15 am drive Sleep Sleep Sleep 6am 7am to school to school Drive to school to school Sleep Sleep 7am 8am 8:15 arrive MC/review notes 8:15 arrive MC/review notes 8:30 arrive MC/review notes 8:15 arrive MC/review notes Shower, eat Shower, garden time 8am 9am 8:45 Dev Com 1 8:45 Dev Com 1 Class Dev Com 1 Class 8:45 Dev Com 1 Class Shower, dress, eat Gym Phone family 9am 10am 10:10 Office hour 10:10 eat snack 10:35 Art 502 DevCom 36A 10:10 eat snack 10:35 Art 502 the Poop Deck Garden time Art 502 homework 10am 11am Office hour Class Class Class Jerry’s nurse Lunch with Jerry 11am 12pm eat snack 12:15 Dev Com 1 Class Lunch with Jerry Music 111 homework 12pm 1 pm 1:45 Office 1:40 1:45 eat 1:40 1:30 Canvas Grade/work on Class websites with Jerry 1 pm 2 pm hour Drive home Office hour home prep Music 111 homework 2 pm 3 pm 3:00 eat lunch Committee work Painting 3 pm 4 pm 3:45 Office Art 502 homework Workout in gym Art 502 homework Food shopping 4 pm 5 pm 5:00-5:10 eat 5:15 DC 34 5:00-5:10 eat 5:15 DC 34 class Prepare food 5 pm 6 pm Drive home Drive home Friday Live with Jerry Dinner with Jerry Dinner with Jerry 6 pm 7 pm Drive home Eat / Grade/work on Class websites Drive home Eat / Grade/work on Class websites Laundry/ Prepare food 7 pm 8 pm 8:30 dinner 8:30 dinner Laundry/ Prepare food 8 pm 9 pm Sleep Sleep TV Grade papers 9 pm 10pm Sleep Sleep Sleep Sleep 10 pm 11pm Sleep Sleep Sleep Sleep Sleep Watch TV 11 pm 12am Sleep Sleep Sleep Sleep Sleep 12am
If you answered NO, additional documentation from the Workers’ Compensation Commission must accompany this application (refer to the instruction guide for details). Do you have unemployment insurance? Yes No 5. QUALITY ASSURANCE (QA) PLAN DATE OF INITIAL OR MOST RECENT QA PLAN SUBMISSION DATE OF MOST RECENT QA PLAN APPROVAL (as applicable) IF THE APPROVAL DATE IS GREATER THAN ONE YEAR AGO: REASON FOR THE DELAY PLAN FOR SUBMITTING QA PLAN & ANNUAL REPORT FOR APPROVAL 6. LICENSED SITE LOCATIONS NUMBER OF LICENSED SITE PROPOSED OR LICENSED LOCATIONS IS A LIST OF ALL THE LICENSED SITE LOCATIONS ATTACHED TO THIS APPLICATION? Yes No Attach the “List of Licensed Site Locations” form available on the OHCQ website at 7. EQUAL OPPORTUNITY (VOLUNTARY) (CONSIDER MOVING TO END OF APPLICATION) To further its commitment to equal opportunity, the State of Maryland requests licensees provide the following voluntary information. This information will be used for statistical purposes only by authorized personnel. 1. Is the (applicant) agency certified through the Maryland Department of Transportation (MDOT) as a Minority Business Enterprise (MBE) or Disadvantaged Business Enterprise (DBE)? No Yes 2. Is the (applicant) agency a minority or operated business (at least 51% owned/operated)? No Yes (please complete the following NAME OF GOVERNING BODY MEMBER OR OFFICER OF THE CORPORATION MINORITY? MINORITY CLASSIFICATION (AFRICAN AMERICAN; HISPANIC; NATIVE AMERICAN; ALASKAN NATIVE; ASIAN AMERICAN; FEMALE) DATE ELECTED OR APPOINTED TO POSITION Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No 8. OF DIRECTORS MEMBER INFORMATION (Please submit an attachment for any additional members) BOARD MEMBER #1 - MEMBER TYPE: VOTING STAFF COMMUNITY DATE TERM FIRST NAME, MIDDLE INITIAL LAST NAME BOARD POSITION STARTS ENDS ADDRESS (NUMBER, STREET) CITY STATE ZIP PHONE NUMBER EMAIL ADDRESS: BOARD MEMBER #2 - MEMBER TYPE: VOTING STAFF COMMUNITY DATE TERM FIRST NAME, MIDDLE INITIAL LAST NAME BOARD POSITION STARTS ENDS ADDRESS (NUMBER, STREET) CITY STATE ZIP PHONE NUMBER EMAIL ADDRESS: BOARD MEMBER #3 - MEMBER TYPE: VOTING STAFF COMMUNITY DATE TERM FIRST NAME, MIDDLE INITIAL LAST NAME BOARD POSITION STARTS ENDS ADDRESS (NUMBER, STREET) CITY STATE ZIP PHONE NUMBER ADDRESS: BOARD MEMBER #4 - MEMBER TYPE: VOTING STAFF COMMUNITY DATE TERM FIRST NAME, MIDDLE INITIAL LAST NAME BOARD POSITION STARTS ENDS ADDRESS (NUMBER, STREET) CITY STATE ZIP PHONE NUMBER
In its 1959 definition and classification manual, AAIDD first attempted a dual-criterion approach: a definition that mentioned both intellectual functioning and “impairments in maturation, learning, and social adjustment.” In its 1961 manual, AAIDD folded the “impairments” description into the phrase “adaptive behavior,” a term still used today. The definition was refocused in 1992 to reflect a new way of understanding and responding to the condition. AAIDD moved away from a diagnostic process that identified deficits solely on the basis of an IQ score, and began considering social, environmental, and other elements as well. Most crucially, the emphasis shifted from providing programs to people with intellectual disability to designing and delivering support tailored to each individual to help them reach their highest level of functioning. The third element of the definition involves age of onset. Early definitions mentioned “the developmental period.” AAIDD’s 2002 definition clarified that the disability originates "before the age of 18.” It is important to note that the 1992 definition was the first to view intellectual disability as a condition that could be enhanced by provision of supports, rather than as a static, lifelong disability. Since 1992, the Association has worked to further develop and refine this paradigm shift. The approach is more fully fleshed out in the Association’s 11th and most recent manual, Intellectual Disability: Definition, Classification, and Systems of Supports, published in 2010.
Additional wood sources: Please list the and original country(s) of harvest for the products supplied to our company below. Product Genus and species contained in product (include all that be in each product) Original Country(s) of Harvest Region / Forest Harvesting Unit Evidence Please provide any evidence you have of legal harvesting of the timber supply. For example: Forest concession licenses Harvesting permits from Forest management or other applicable authority Records of any site or forest audits or verification audits Receipts for royalty payments Log transport/delivery documents Monitoring books which record volumes in and volumes out. Product Certification
Chapter 8: Fundamental Rights and Fundamental Duties Delineate the key distinction in the fundamental rights provided by the English and the American constitutions. Compare the position of Fundamental Rights the Indian constitution with that under the American constitution. List all the Articles under Part III of the Indian Constitution. Differentiate between executary and self-executary Fundamental Rights. What was the change brought in FRs by the Janata part? Via which Amendment? Which Article imposes certain restrictions on FRs? List these restrictions (3) How did the 42nd amendment affect FRs? What is the difference between rights listed in Part III of the constitution and those listed in other parts of the constitution? Can Part III of the constitution be amended? Explain the current position in this matter. (Page 86) In case FRs are violated, in which circumstances is it appropriate to invoke Article 32 and approach the Supreme Court? (Page 89) Can Article 14 be said to be violated if a body other than the State violates it (say, an education institute)? Under Article 14, differentiate between Equality before the Law and Equal Protection of the Laws. List the 6 freedoms included in Article 19. “Article 22 of the constitution continues to be on the Constitution as a necessary evil”- elaborate. Name the one major condition attached to the use of Article 22 by the state. Does the latest Child Labour (Amendment) Act violate Article 24 of the Constitution? Define a ‘secular state’ (Page 124). List the Articles under Part III that aim to ensure that India is a secular state. Describe the evolution of the Right to Property in India, with special emphasis on changes brought in by the 25th, 42nd, and the 44th amendments. List the 2 exceptions to the rule that the state does not have to pay the full compensation in case it acquires someone’s property. Which Article of the constitution contains restrictions under which FRs might not be applicable? Are the fundamental rights guaranteed against the actions of : The executive? The legislature? Foreign nations? The President? Private individuals? Private organizations? (Check Page 136) Name the various of writs that the SC can issue. (5). Define prerogative (Page 137)
Expression of Interest (funding / outputs/ viability etc) Section 3: Infrastructure project 3.1 Please provide drawings of the infrastructure project and plans showing how it links into the wider project. These should be at an appropriate scale and capable of being printed on A4. Submitted: Yes / No 3.2 Please confirm the ownership of the land where the infrastructure is being provided. Please also provide a draft certificate of title. Submitted: Yes / No 3.3 Please confirm if the planning status of the infrastructure works has changed since the submission of the Expressions of Interest. If yes, please provide a reference number and state when the consent was granted. 3.4 In the event that detailed planning consent for the infrastructure works has yet to be obtained, please provide details of the current status of the planning approval process, including an expected date for a planning committee decision, if known. 3.5 Please list any conditions not yet discharged or Agreements (e.g. S106, S278 agreements) not yet signed for the infrastructure works. Please include the anticipated dates for achievement / signing. Please provide draft/ final copies of such documents if available. 3.6 Please set out dates when key milestones are expected to be achieved for the infrastructure works. Please include additional milestones where relevant. 3.7 Please provide a legible Gantt chart for the delivery programme for the infrastructure works. Submitted? Yes / No
Cables and wiring to be logically, legibly, and permanently labeled for easy identification. Labels on cables shall be adhesive strip type. Self-laminating type labels are acceptable. Hand-written labels are not acceptable. FIELD QUALITY CONTROL Upon completion of installation and initial test adjustments, the audio system installer will conduct a performance evaluation in the presence of the owner or the owner’s representative (owner’s option). The audio system installer will notify the owner or the installer’s representative of the testing schedule. END OF SECTION
21. If the Bill is reintroduced after an election with only technical changes The Bill is the same in substance as the [insert name of earlier, similar Bill] that was introduced into the [specify relevant of Parliament] on [insert date]. Technical changes that were approved by [First Parliamentary Counsel/the Minister for [specify title]] on [specify date] have been made to the Bill. 22. If the Bill is being reintroduced after an election with actual or proposed parliamentary amendments The Bill is the same in substance as the [insert name of earlier, similar Bill] that was introduced into the [specify relevant House of Parliament] on [insert date]. Parliamentary amendments that were [previously made to the Bill/previously approved for introduction by the Assistant Minister to the Prime Minister/Parliamentary Secretary to the Prime Minister/Assistant Cabinet Secretary/Assistant Minister for Productivity (on behalf of the Prime Minister)] have been incorporated into the Bill. 23. If the Bill is being reintroduced after an election with other changes The [insert name of earlier, similar Bill] was introduced into the [specify relevant House of Parliament] on [insert date]. Except as mentioned below, this Bill is the same in substance as that Bill. Several changes have been made to the contents of the Bill since the original Bill was introduced. [Cabinet Minute No. [insert number] dated [insert date]/A letter from the [Prime Minister/AMPM/PSPM/Assistant Cabinet Secretary/Assistant Minister for Productivity (on behalf of the Prime Minister)] to the [specify Minister] dated [insert date] provides authority for these changes. 24. Reintroduction of Schedule Schedule [insert number] is being reintroduced. It is in the same form as Schedule [insert number] to the [insert short title of previously introduced Bill containing the Schedule] [introduced into/passed by the House of Representatives] on [insert date].
of Contents DD577 Certifying Officer Appointment Process FAQs …………………………………………………………………….Pages 3 - 5 DAU CLG 006 Certifying Officer Legislation Training Course Information ………………………………………..Pages 6 - 8 Certifying Officer Appointment Process in EMMA ………………………………………………………………………….Page 9 Adding the Appointing Authority role ………………………………………………………………………………….Pages 10 -13 Provisioning Users in the Appointing Authority role …………………………………………………………….Pages 14 - 20 Certifying Officer Appointment Process in AIM ……………………………………………………………………….…….Page 21 *New Functionality* “A/OPC” Appointment initiation process ………………………………..………….Pages 22 - 32 “Appointing Authority” appointment initiation process ….……………………………………………….….Pages 33 - 39 Certifying Officer (A/BOs) Appointment Acceptance actions .…………………………………………..….Pages 40 - 46 Viewing an Appointment ……………………………………………………………………………………….……………………..Pages 47 - 50 Terminating an Appointment …………………………………………………………………………….…………..…………….Pages 51 - 54 Training Tab …………………………………………………………………………………………………………………….….Pages 55 - 58
The Medical Technology Scandinavian Bootcamp March 1. 09.30 – 10.00 Registration and Coffee 10.00 – 10.10 Welcome remarks & introduction, Richard Higginson, Scottish Development International, Ulrike Knies-Bamforth, Scottish Enterprise Session 1: The strategic approach Session Chair: Richard Higginson, Scottish Development International 10.10 – 10.20 The Scandinavian health care market – an attractive export destination, Charlotte Piester, Sinua Partners 10.20 – 10.45 The healthcare market in Norway, Jan Aage Rotnes, Relator 10.45 – 11.10 The healthcare market in Sweden, Iris Ohrn, Invest in Gothenburg 11.10 – 11.35 The healthcare market in Denmark, Marianne Rosager, Sinua Partners 11.35 – 11.50 discussions on doing business in Scandinavia – supported by speakers 11.50 – 12.10 Coffee and networking Session 2: The practical approach Session Ulrike Knies-Bamforth, Scottish Enterprise 12.10 – 12.25 Knowing your customer, Charlotte Piester, Sinua Partners 12.25 – 12.45 Doing business in Scandinavia – a company’s perspective, Emil Carlsen, Wallace Cameron 12.45 – 13.00 Doing business in Scandinavia (case study 2), Sinua partners 13.00 – 13.45 Buffet Lunch and Networking 13.45 – 14.10 The Readiness Model, a self-evaluation tool to support market access, Marianne Rosager, Sinua Partners 14.10 – 14.25 Business support from SDI Scandinavia, Richard Higginson 14.25 – 14.40 Business support from Enterprise Europe Network (EEN), Claire Melville 14.40 – 14.50 Wrap up and possible next steps, Ulrike Knies-Bamforth 14.50 – 16.00 One-to-one meetings & networking
2016 DDA Mission Transforming by providing support and fostering partnerships that empower people to live the lives they want DDA Vision Support individuals, Continually improving supports, Individualizing supports, Building support plans based on the needs, and Engaging individuals, families DDA Values Respect Person-Centered Planning Partnerships Community Participation Honesty and Integrity Pursuit of Excellence Open Communication Diversity and Inclusion Commitment to Service
Strategic Objective 1.2: Increase the effectiveness and meaningfulness of client’s activities, routines, and choices to support individuals to become more actively engaged in learning and developing skills that lead to greater independence. Importance: One important indicator of quality of life is the opportunity to be engaged in stimulating activities. High levels of engagement indicate an environment that is providing opportunities for stimulation, learning, and new experiences. Success Measure 1.2.1: Samples of individual plans in supported living will show an average of at least 50 community-based activities per quarter (four per week) in July 2017. Baseline will be established by December 31, 2015. Success Measure 1.2.2: Eighty-five percent of individual plans sampled in supported living will show documented, measurable activity toward one or more Individual Instruction and Support Plan habilitation goal(s) in July 2017. Baseline will be established by December 31, 2015. Success Measure 1.2.3: One-hundred percent of plans sampled by the Quality Management Team in the RHCs must demonstrate: Meaningful active treatment is occurring in July 2017 for individuals in an ICF/IID; An ongoing program of activities designed to meet the interests and the physical, mental, and psychosocial well-being of each resident in a state operated nursing facility. The baseline will be established by December 31, 2015. Action Plan: Dedicate resources to increase habilitation support. Develop measureable habilitation goals and standardized training curriculum to increase quality of individual’s plan. Develop standardized Quality Assurance (QA) monitoring tool and clarify roles and responsibilities of QA staff. Clarify roles and responsibilities of residential staff in each Residential Habilitation Center (RHC). Develop standardized method for reporting Quality Monitoring outcomes in monthly reports. Develop consistent expectations for RHC QA Committee to increase accountability. See analysis and plan at: DDA Action Plan 1.2–Increase Client Engagement
DDAP-EFM-1007 12/15 Client Discharge (Required fields are in BOLD) Provider Location: Provider Name: DDAP License #: Name: M.I.: Last Name: Suffix: Admit Date: Discharge Date: Last Treatment Date: Discharge Reason: (Please Select) If Discharge Reason is “Terminated by Facility” or “Transferred to Other D&A Facility”, then answer the following: Did the client request an alternate provider referral? Yes No If yes, was an alternate referral made? Yes No Reason why client requested provider change? (Please Select) GENERAL Living Arrangement: (Please Select) Employment Status: Detail not in Labor Force: (Please Select) (Required if Employment Status is “Not in Labor Force”) No. of Client Arrests 30 Days Prior to Discharge: Frequency of self-help program attendance in the 30 days prior to discharge: (Please Select) SUBSTANCE ABUSE AT DISCHARGE PRIMARY DRUG Substance Abused: Frequency: (Please Select) (Please Select) SECONDARY DRUG Substance Abused: Frequency: (Please Select) (Please Select) TERTIARY DRUG Substance Abused: Frequency: (Please Select) (Please Select) Additional Information: Form to be submitted to SCA if required by the SCA for case management purposes. INFORMATION MUST BE RETAINED BY THE PROVIDER FOR FEDERAL REPORTING
Past to Present 1980’s started moving people and services to community settings out of institutional settings. Developed County Guidelines promoting the basic interdependent benefits of quality living: Power and Choice; Relationships; Status Contribution; Integration; Competence; Health and Safety. 1997 to 2003 A stakeholder workgroup comprised of 94 members worked on developing ”Strategies for the Future Long Range Plan”, the outcome reports Phase I and II . Workgroup recommendations, within the report, included persons of working age (21 thru 61 years of age) should be gainfully employed, participating, and contributing to community life using a variety of strategies to reach this status in the community. Specifically, the report states, “Pathways to Employment: Each individual will be supported to pursue his or her own unique path to work, a career, or his or her contribution to/participation in community life. All individuals, regardless of the challenge of their disability, will be afforded an opportunity to pursue competitive employment.” 2004 Working Age policy was issued and established employment supports as the first use of employment and day program funds for working age adults (people age 21 thru 61). The policy is intended to promote gainful employment in integrated settings in the community. Counties were given a timeline of July 2006 for full implementation. 2008 CMS releases Instructions, Technical guide and Review Criteria for the Home and Community Based (HCBS) Waiver. Pages 131-132 state, “Waiver funding is not available for the provision of vocational services (e.g. sheltered work performed in a facility) where individuals are supervised in producing goods or performing services under contract to third parties.” 2011 CMS updates the HCBS Waiver Technical and Review Criteria page 5 states, “Pre-Vocational services should be designed to create a path to integrated community based employment for which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals without disabilities.” 2014 CMS Final Rule Home and Community Based Setting requirements states, “Provides opportunities to seek employment and work in competitive integrated settings; ensures the individual receives services in the community to the same degree of access as individuals not receiving HCBS Waiver.” Between 2011 and 2014 there has been a decrease of 311or 49% in the number of people in Pre-Vocational services (PVS).
From Prototype 08/25/14 Status Comment PowerTrain Note Red Cross Response Version 3 Comments DONE Delete ‘main menu” from splash screen. I think this is only needed on the module screens. Changed Done -- N/A Need to get you a logo. Used brand-standard logo according to Red Cross specs. However, image was initially set at small size. Incorporated larger version of Red logo. Now looks sharper on scaled display window. Need to check... right logo, but seems to be degraded a bit. Looks good - Still says “notes” - let’s talk about function Let's move Notes up to the player top bar and rename to 'transcript'. Off by default. Changed Done -- Move to other player top bar items -- at right As discussed, move exit up to player top bar as well and hide the graphic needed on a tip screen. Changed Done --
To get parameter values for the CES production function, we calibrate as in applied general equilibrium modelling. The elasticity of substitution parameters a crucial role in calibration exercises; usually these are acquired through estimation or with some estimates (prior knowledge or outside information). We vary the elasticity parameters between a low value of 0.5 and a high 2.5, across the industries, and assume that these parameters do not change over time. The nested production function can be split into Cobb-Douglas function of capital and composite labour, and a CES labour composite of skilled and unskilled labour: The profit maximizing behaviour of the producer in a Cobb-Douglas production function yields the share parameters. Given the information on the sector-wise output, capital, total labour, skilled and unskilled labour, at the observed period, we calibrate parameters , and for both the beginning and end years. 4. Results We run two scenarios, with the elasticity of substitution between skilled and unskilled labour low or high. In case of a lower elasticity of substitution, the analysis shows that the Indian economy operated at 88 and 49 percent of its potential in the respective years of 1994 and 2002 (see Table 2). In case of a higher elasticity of substitution, the economy operated at 90 and 47 percent in 1994 and 2002, respectively. It is worth mentioning here that in our model 1994 is considered to be static efficiency and 2002 dynamic. Possibility of education and investment process creates substantial potential for the economy in 2002. Introduction of
Alcoholic beverages Ammunition Animals Cash advances Communication design services, including Web site design and development print collateral design and logo development copywriting photography videography signage and wayfinding advertising and other communication vehicles that represent the university, its colleges, schools, and units Consulting services Controlled substances Cylinder gases Entertainment Flowers Food Gasoline Hazardous chemicals Leases and any usage or maintenance charges associated with leases Liquid nitrogen Personal items Plants Purchases involving the trade-in of university equipment Radioactive materials Software purchases greater than $1000.00 Travel Tuition TXTag toll road tags University parking permits Weapons Class 3B and 4 Lasers Office Supplies This list is not comprehensive but lists typical disallowed purchases. Any questionable purchase should be reviewed in advance by the Procurement Card Administrator. University departments may use the procurement card for the payment of goods and services that are routinely required for, and in support of, their university missions. To purchase typically prohibited items such as the examples listed above, the cardholder must request authorization in writing from the Director of Purchasing or the Procurement Card Administrator. The request must be in writing - e-mail is permissable - and the response must also be in writing and retained by the Procurement Card Administrator permanently with the cardholders' records. The request must be made and the response received prior to purchasing any item not typically used in support of the department's university mission. To purchase some items, the cardholder must also obtain the written permission of their Dean or Chairman in advance of the purchase. A must be completed for each function where the Procurement Card is used to make purchases such as food for parties, celebrations, etc. that are not routine events. 1 Guidelines for purchase of alcoholic beverages are available at: . All guidelines must be observed when purchasing alcoholic beverages with the procurement card. A should be completed for each function where the procurement card is used to make such purchases.
Describe the organisation's structure: Number of staff: Full time: Part time: Volunteer: Aims of the organisation: Summarise the main purposes of the work to be funded: Outline what will be provided and what you aim to achieve. Explain why your organisation is equipped to out the work and how it will do so. Please outline the group of people you wish to support: Please include information such as age group, if you work with both genders and if any of your users would consider themselves to have a disability.
Objective SC 2: Sub outcome measures SC 2.1.1 # of policy, procedure, statute or regulation changes improved as a result of systems change. SC 2.1.2 # Policy, procedure, statute or regulation changes implemented. Specify Objective # Specify Objective # Specify Objective # Specify Objective # Objective SC 2.1.3 # of promising and/or best practices improved as a result of systems change activities. SC 2.1.4 # of promising and/or best practices implemented Specify Objective # Specify Objective # Specify Objective # Specify Objective # III. Sub-Outcome Measures Additional goal/objective reporting fields be created based on the individual Council’s 5-year state plan. SECTION V: COUNCIL Financial Information [Section 124(c)(5)(B) and 125(c)(8)] Council is its own DSA: ____Yes ____No
8. 9. 10. Item 6. REFERENCES: (Summary of Owner’s Contact Information as provided in Section 4 Team Experience of the RFQ submittal) Project Owner Representative Name Telephone No Email Address 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Item 7. PROFESSIONAL REGISTRATIONS/LICENSES & CORPORATE CHARTERS: Attach copies of Corporate Charter Attach copies of Licenses and Registrations Item 8. BONDS & INSURNACES: Attach Letter of Intent from Surety Attach Letter of Intent from Insurance Company Item 9. ACKNOWLEDGEMENT OF DCST: Applicant (contract entity) is a corporation that provides design and construction services (in-house Design/Build). Applicant (contract entity) has consultant(s) to perform the design services, construction services, or both services; and acknowledges that the applicant and consultant(s) have agreement(s) at the time of application to formally contract for consulting services. Applicant (contract entity) is a Joint Venture to perform the design and construction services. The Joint Venture is registered by the Department of State to do business in the State of Florida at the time of application. Item 10. ACKNOWLEDGEMENT: Do you make the following acknowledgments/certifications? If so, sign on the line provided below and have your signature notarized. a. Regarding information furnished by the applicant herewith, and as may be provided subsequently (including information presented at interview, if a finalist): i. All information of a factual nature is certified to be true and accurate. ii. All statements of intent or proposed future action (including the assignment of personnel and the provision of services) are commitments that will be honored
Combined HRAC/DDEAC Meeting February 18, 2016 Physical Sciences & Engineering Center Conference Room 4400 – Foothill College 2PM – 3:15PM Present: Bill Baldwin; Irma Rodarte; Dubeau; Meridith Heiser; John Bartch; Elaine Kuo; Linda Robinson; Nick Tuttle; Sophia Abad; David Morasco; Pat Hyland Minutes Updates – welcome Good News!/Progress – Equity question on application “Explain how your life experiences, studies or work have influenced your commitment to diversity, equity and inclusion.” Discussion about the enthusiastic response to the prompt. Foothill AS is on board; administrators are in agreement; currently moving to CAC for formal approval DRAFT EEO Plan Status Discussion about the DRAFT Plan – Asked all to read to give Pat feedback. Keep in mind that this is only for the purposes of getting a plan on file with the State Chancellor’s Office. As a committee, we would next set about adding substance to plan components as desired. Pat will send out the Model upon which this Draft is built. Discussion about target groups – drew attention to the 2013 State Chancellor’s Office letter detailing changes in plan requirements. Review: Board Policy/Administrative Procedure – Proposed Sexual Misconduct Discussion about what is in the Proposed policy, what is not, what is the difference between a Mandated Reporter and a Responsible Employee Discussion about our “Roll Out” of updated policies – who needs to be contacted (pretty much everyone); where/when folks would get the information; how the website will differ from the policy/procedures (website would be far more approachable – the formal policy & related procedures are the legal documents); professional development on policy & procedure. Pat to develop a comparison document to show how Proposed Sexual Misconduct Policy compares to previous Unlawful Harassment Policy upon which the Sexual Misconduct Policy is based.
DDFC Financial Advisory Request form Designer Profile Name Company Email Contact number Website Are you a DDFC member? □ Yes □ No Membership category □ Emerging Designer □ Established Designer □ Affiliated Professional Design Segment □ Architecture □ Fashion Design □ Graphic Design □ Interior Design □ Product Design Describe company profile and lines) Financial Advisory Availability Medium of session □ In-person □ □ Video call Financial Advisory requirements Please select area in which you are looking for Financial advisory. □ Pricing & Profitability improvement □ Financial statements, analysis □ Cash flow management
Availability I am available to meet my mentor during the week: □ Mornings □ Afternoons □ Evenings □ Anytime Mentorship Requirements In which areas are you looking for mentorship, please select 3, with 1 being most important □ Creative □ Business Planning & Strategy □ Finance □ Marketing □ Sales Please write down three objectives and challenges you would like to address with the mentorship programme? 1. 2. 3. If you have any other comments or requirements please indicate here Mentorship Cycle Please select which cycle of mentorship you are applying for □ January – March – Application Deadline: November 25th □ April – June – Application Deadline: February 24th □ October – December – Application Deadline: September 9th Submission details: Please submit a completed application form before the deadline to Please note incomplete applications will not be considered □ By submitting this application form I confirm that I have read and agree all the terms and conditions (below) for the DDFC Mentorship Programme TERMS AND CONDITIONS Objectives
WELCOME TO DISABILITY DAY ON THE HILL February 4, 2015 The Disability Policy Alliance Welcomes You to What You Need to Know for Effective Disability Advocacy House Chamber* 11am-12:15pm Introduction of the Program Facilitator – Disability Policy Alliance Welcome – Erik Carter, PhD, Vanderbilt University Legislative Welcome – Senator Bill Ketron Special Education: Critical issues for 2015-2016 – Joey Hassell, Assistant Commissioner of Special Populations, Department of Education Family members – Our role in public policy – Linda Brown, President of The Arc Rutherford County Vocational Rehabilitation: Critical issues for 2015-2016 – Cherrell Assistant Commissioner, Rehabilitation Services, Department of Human Services DIDD: Critical issues for 2015-2016 - Laura Doutre, Deputy Commissioner of Policy and Innovation, Department of Intellectual and Developmental Disabilities (DIDD) TennCare: Critical issues for 2015-2016 – Killingsworth, Assistant Commissioner, Chief of Long Term Services and Supports Self-advocates – Our role in public policy – Lorri Mabry Closing Remarks – Erik Carter *If the House is in session, the program will be in the Old Supreme Court Chambers The Disability Policy Alliance of Tennessee is a collaboration of the following organizations: The Arc Tennessee Disability Rights Tennessee Tennessee Council on Developmental Disabilities
longer than the gas lifetimes even if emissions were to cease. A number of recent studies have underscored the important point that reductions of greenhouse gas emissions are an approach that can indeed reverse some past climate changes (e.g., ref. 27). Understanding how quickly such reversal could happen and why is an important policy and science question. Fig. 1 implies that the use of policy measures to reduce emissions of short-lived gases will be less effective as a rapid climate mitigation strategy than would be thought if based only upon the gas lifetime. Fig. 2 illustrates the factors influencing the warming contributions of each gas for the test case in Fig. 1 in more detail, by showing normalized values (relative to one at their peaks) of the warming along with the radiative forcings and concentrations of CO2 , N2O, and CH4 . For example, about two-thirds of the calculated warming due to N2O is still present 114 y (one atmospheric lifetime) after emissions are halted, despite the fact that its excess concentration and associated radiative forcing at that time has dropped to about one-third of the peak value.
Purpose/organization Your thesis is clear and focused You transition from ideas clearly and effectively. You have an effective introduction and conclusion You have a consistent development and strong connections between ideas Your thesis is clear and focus is mostly consistent You transition from ideas adequately You have an adequate introduction and conclusion You have adequate development and connections between ideas Your thesis may be somewhat unclear or the focus may not be supported Your transition from ideas were inconsistent Your introduction and conclusion may be weak or missing You have an unclear development of ideas and/or connections between ideas Your claim is confusing or response is too brief You have few transitions Your introduction and/or conclusion may be missing Your ideas were randomly ordered and/or irrelevant In a language other than English Off-topic Copied text Off-purpose Evidence/Elaboration You used complete and thorough evidence and details) from sources integrated them well Your references are specific and were cited You used effective details to support your thesis, which may include both textual evidence and personal experience Your vocabulary is clearly appropriate for your audience Your style was effective which contributes to your purpose You used adequate evidence and details) from sources and integrated them Your references are relevant and adequately cited You used adequate details to support your thesis Your vocabulary is generally appropriate for your audience Your style was generally appropriate which contributes to your purpose You used some evidence and details) from sources and/or they may be weakly integrated, unclear or repetitive Your references may be unclear or not cited You used weak details to support your thesis Your vocabulary use is uneven or somewhat ineffective You style is inconsistent or weak Your evidence from sources is minimal or unconnected or absent You used minimal details and/or details used were not based on facts Your vocabulary use is limited or ineffective There is little or no evidence of appropriate style In a language other than English Off-topic Copied text Off-purpose Art 1: Face Pencil and Charcoal Drawing Lesson Objectives Through this lesson you will: Use vocabulary specific to value Draw your own version of Magritte’s work using charcoal
OWNER: DG TAXUD ISSUE DATE: 28/04/2015 VERSION: 12.20 Taxation and Customs Union DG SUBJECT: (DDNIA) Specific Contract 03 DG TAXUD & > 04_ICS > 03_TECHNICAL_SPECS > 01_DDNIA) FOR IMPORT
An amendment request is sent by the Person Lodging the ENS or his Representative to the Office of first Entry via an IE313. In this case, the amendment request is found to be invalid. If this is the case, the Office of first Entry notifies the Person Lodging the ENS or his Representative that the amendment request was invalid and that it is therefore rejected via an IE305 message. When the amendment request is rejected, the whole process can still continue since the original ENS is still valid. Invalid Diversion Request at the Office of first Entry declared Figure 14 indicates the case where an invalid diversion request is sent to the Office of first Entry declared. Figure 14: Invalid Diversion Request at the Office of first Entry declared The Trader requesting diversion submits an invalid diversion request to the Office of Entry declared via an IE323 message. The invalid diversion request is validated at the Office of first Entry declared and the rejection is communicated to the Trader requesting diversion via an IE324 message (e.g. MRN-structure invalid or ENS not available or in a wrong operation state). State Transition Diagrams This chapter presents the State Transition Diagrams for all Import operations (Entry operations). The purpose of this chapter is to define the different states that a National Import Control Application (NICA) needs to maintain. Any NICA should be capable of maintaining the roles of Office of Lodgement, Office of first Entry and Office of subsequent Entry and support the status models below for every movement (MRN). The following interactions can therefore be defined: When acting as Office of Lodgement: Interacting with Person lodging the Entry Summary Declaration; Interacting with Office of first Entry;