zilongwang/ReadingBank huggingface dataset:
Between €25,000 - €125,000 Between €250,000 - €5,278,000 One Procurement option: Advertise on the etenders website, Greater than €125,000 Greater than €5,278,000 One Procurement option: Advertise in Official Journal of European Union – seek advice on procedure to adopt i.e. open, restricted, negotiated or competitive dialogue. Note: When deciding the appropriate process on should work on the of 10-15% less than threshold to ensure appropriate coverage Procedure Receipt of expressions of interest Receipt of tenders National [Recommended] Open – National Restricted - National N/A 21 days 21 days 21 days European [Mandatory] Open - Normal Open - Using eTenders for notices Open - Using eTenders for notices and tender documents Open - with PIN Notice published 52 days before Call for Competition Open - with PIN Notice published 52 days before Call for Competition and using eTenders for notices and tender documents Restricted - Normal Restricted - using eTenders for notice Restricted - using eTenders for notice and tender documents Restricted - with PIN published N/a N/a N/a N/a N/a 37 days 30 days 30 days 37 days 30 days 52 days 45 days 40 days 22-36 days 10-24 days 40 days 40 days 35 days 22-36 days 17-31 days
psychological – threatening you or making you feel stupid sexual – making you do sexual things you don’t want to do financial – controlling how you use your money ignoring your needs – not giving you the care you need. This Easy Read document was created by the Information Access Group using PhotoSymbols, stock photography and custom images. The images may not be reused without permission. For any enquiries about the images, please visit . © Commonwealth of Australia 2016 ISBN: 978-1-925318-47-0 Copyright notice – 2016 This document, Third Action Plan 2016–2019 of the National Plan to Reduce Violence against Women and their Children 2010–2022 – Easy Read, is licensed under the Creative Commons Attribution 4.0 International License License URL: https://creativecommons.org/licenses/by/4.0/legalcode Please attribute: © Commonwealth of Australia (Department of Social Services) 2016 Notice:
Table A (e) (i) Evaluate procedures performed, including the work of others, to address the risks of material misstatement in the financial statements in respect of taxation, and to assess the effect of the results of procedures on other areas of an audit. This sentence is overly complex and conveys the sense of an overly passive role for the engagement partner. We recommend rewording as follows: (i) Evaluate procedures undertaken to address the risks of material misstatement in the financial statements in respect of taxation, including reviewing and evaluating the work of others. Assess the results of the procedures and the impact on other areas of the audit. A (g) Business Law and Regulations We recommend including an additional learning outcome at the start of this competence area: Assess the regulatory environment and consider which laws and regulations are relevant to the engagement and its financial statements. Table A (g) (i) Evaluate the impact on the audit of a potential breach of law and regulations. We recommend rewording as: Evaluate the impact on the financial statements being audited of a potential breach of law and regulations. A (h) (i) Evaluate the various sources of financing available to an entity to design the corresponding audit strategy and plan appropriate testing and review procedures. We believe that the term ‘available’ this area too broad. In addition the term ‘appropriate testing and review procedures’ implies that it is a review rather than an audit. We recommend rewording as: Evaluate the sources of financing used by an entity in order to design the corresponding audit strategy and plan appropriate analytical procedures.
Comprehensive Student History Reports To obtain this next report, once logged on you will go to the GetData Landing Page: On the left-hand side below “Student Search” select “Search by Name & ID” This will open up a new window and on the left-hand side of this page “Basic Filters” enter the student’s last name and first name (in uppercase letters) (Please note: Because this report searches the entire school district, if you have a student with a commonly recognized name, you will need to enter the “Student ID” or at least a partial birthdate to narrow down the search.) Once the search is complete, narrow down or simply select the student clicking on their “District ID” number You will be redirected to a new window with the “Comprehensive Student History Report – Summary” The Comprehensive Student History Report – Summary is a very useful report to obtain a great deal of useful “at-a-glance” information about a student, including: Attendance, State Assessments and Test Scores, IEP History, and Suspension/Discipline History, just to name a few. Each report “within” this report is hyperlinked, so clicking on any of these will give you a more comprehensive look. The Comprehensive Student History Report - Attendance may be selected by clicking the blue hyperlinked “Attendance” tab under the “Student History” column on the left-hand side. This report is extremely useful when you are referring a student to be SART/SARB’d. The Comprehensive Student History Report - Attendance will show you the entire attendance history for a student as long as they have attended in the Los Angeles Unified School District. This report will show you the cumulative number of full-day absences and partial-day absences per each school year, as well as the cumulative sum of all years combined.
structures, exploring how they can be made stronger, stiffer and more stable An activity to explore how to make strong structures. Shapes and strength/structure using sheet materials. of constructing a wooden structure. An online resource exploring architecture. explore and use mechanisms [for example, levers, sliders, wheels and in their products Termly planning for making a moving toy. Lesson plans focussing on describing and labelling mechanisms. A PowerPoint presentation discussing movement. This lesson plan covers making moving pictures slide and lever mechanisms. KS2 Design and technology When designing and making, pupils should be taught to:
- Propose orientations and solutions to improving the effectiveness of tourism development on the economic corridor Lang Son - Ha Noi on the scientific background. b. Responsibilities - Build the theoretical foundation for the dissertation research (in developing theoretical foundation, the author will conduct an overview of the relevant studies to see how other scholars studied this problem, what for inheriting and what for continued studying?). - Evaluate the current status of tourism development on the Lang Son – Ha Noi economic corridor in the period of 2005 - 2016 (identify strong points, weak points and reasons of weaknesses). - Suggest solutions to tourism development on Lang Son - Ha Noi economic corridor in effective and sustainable ways until 2025. 3. Objects and scope of the study a. Objectives Tourism development in accordance with the economic corridor of Lang Son - Ha Noi b. of the study - In of time: The current situation of tourism development from 2010 to 2016, forecasting to 2025. - In terms of space: The study of tourism development on Lang Son – Ha Noi route is linked with regions along 1A National Highway from Lang Son to Ha Noi. We pay more attention to big and nuclear cities such as Lang Son, Hanoi, Bac Ninh and Bac Giang; Indirectly influenced regions include one central city (Ha Noi) and three provinces (Lang Son, Bac Giang, Bac Ninh). - In terms of science: The study is in every aspect: both theory and practice, both current status and future tourism development. In the process of studying, the author will analyze the tourism development of all localities along the economic corridor in relation with the tourism development of the country as well as that of Northern Midlands and Red River Delta. 4. New contributions of the thesis a. In terms of theories and academics: The thesis has clarified the concepts and implications of tourism development in accordance with the economic corridor, indicated factors
Dupâquier, J. See Historians. Dupas, Jean-Claude. See French aesthetic criticism 1950- Dupee, F. W. See New York school. Duperray, Max. See French post-structuralism. Dupeux, Georges. See Historians. Duphly, Jacques. See Musicians. Dupieux, Quentin. See Film directors. Dupin, Aurore. See Sand, George. Duplá Ansuategui, Antonio. See Historians. Duplay, Maurice. See French reviewers 1950- DuPlessis, Rachel Blau. See English feminist criticism. Duplessis, Y. See French historical scholarship 1950- Dupont, Florence. See French historical scholarship 1950- Dupont, Jacques. See French historical scholarship 1950- Dupont, Pierre. See French authors. Dupont de Nemours, Pierre-Samuel. See French authors. Dupont-Roc, Roselyne. See French structuralism. Duport (Dr.). See English authors. Duprat, Anne. See French historical scholarship 1950- Dupré. See Musicians. Dupré, John. See Scientists. Dupré, Louis. See English historical scholarship 1950- Dupree, Robert S. See English historical scholarship 1950- Dupriez, Bernard. See French historical scholarship 1950- Dupuy, Adrián. See Journalists. Dupuy, E. See French historical scholarship 1800-1900. Guillermo. See Journalists. Dupuy, Micheline. See Historians. Duque, Pedro J. See Spanish historical scholarship 1950- Duque Amusco, Alejandro. See Spanish authors. Duque Duque, Jaime. See Spanish historical scholarship 1950- Duque Pajuelo, Félix. See Philosophers. Dura, Juan. See Historians. Durá Celma, Rosa. See Spanish psychoanalytic criticism. Durafsky, Jan. See Linguists. Duralde, Alonso. See English reviewers 1950- Durán, Alicia. See Scientists. Duran, Bonnie. See Minority criticism. Duran, Eduardo. See Minority criticism. Durán, Gonzaga. See Journalists. Durán, Isabel. See Journalists. Duran, Jane. See English feminist criticism. José Fernando. See Spanish myth criticism.
Regional-Editor-in-Chief Hiroyuki Aizawa President Aizawa Science Museum Japan I am President of Aizawa Science Museum for education and consultation of modern science. We develop a new enterprise of science and publish textbooks and essay for education. I was born at Saitama, Japan in 1963. I graduated the University of Tokyo in 1991, and became a research scientiist at the Tokyo Metropolitan Institute of Medical Science until 2000. I moved to USA as a neuroscientist at the Jhons Hopkins Medical institute from 2001 to 2005. I was Professor of Applied Life Science at the University of Tokyo from 2009 to 2014. Then, I launched an internet museum "Aizawa Science Museum" and became the President. We develop a new system of natural science based on the novel theory of physics, chemistry, biology, medicine, and cosmology. We revealed that an hydrogen atom is an elastic sphere in motion, which creates all the elements in the world. We suggest that a space tornado created the Galaxy from hydrogen gasses in the Cosmos. Now, we are developing new optics, in which light travels faster in the air on earth than in the vacuum at space. In the near future, we will explore to develop new theories in electricity, magnetism, gravity, and particle physics. Let us join our new world of natural science at the Aizawa Science Museum!
Florida — Project Review LTV Requirements for Attached Projects (New, Newly Converted, and Established) Florida — Established Condo Projects PERS Approved Lender Full Review CPM Expedited Review Limited Review Principal Residence 95% 75% Second Home 90% 70% Investor 85% Not Eligible Florida — New and Newly Converted Condo Projects PERS Lender Full Review CPM Expedited Review Limited Review Principal Residence 95% Not Eligible Second Home 90% Investor 85%
Student (or Educational) Human Subject Research, attach IRB approval letter Other. If other, explain: Human Subject Research Information (Sending) 1. Attach IRB Approval Letter 2. Was the data collected under Informed Consent? Yes, if yes attach informed consent document. No 3. If data was NOT collected under informed consent, did the IRB approve a waiver of Informed Consent? Yes, if yes attach the waiver of informed consent document. No 4. If data was NOT collected under informed consent AND the IRB did NOT approve a waiver of informed consent, then: Is the data identifiable? Yes No Is the data a Limited Data Set (LDS)? Yes No If yes, check the applicable fields that will be provided: Dates Zip Codes Funding Information (Sending) 1. Is the source of funding: Internal (e.g. departmental or start-up funding) External (e.g. sponsored research) 2. Indicate the funding source used to collect the data: Funding Source: Grant Identifier/Award #: PI of Grant Funds: Are Funds Housed a Pitt? Yes No If no, where are funds housed? 3. Are there any other agreements/funding/materials applicable to your research (consider all that apply, i.e., Sponsored Research Agreement, Government or Other Grant, CDA, License, MTA, Subcontract, Other Agreement)? Yes No If yes - Please list the agreements: Institution Number: Project Details: Does this agreement address data sharing with this recipient? Yes. If yes, please explain: No Recipient Information (Sending) 1. Do you require reimbursement for the cost to provide the data? Yes. If yes, please explain: No 2. Do you require the recipient to collaborate, share results or anticipate that they will jointly publish with you? Yes. If yes, please explain: No Restrictions Information (Sending)
Yes. Individuals engaged in employment that is exempt from unemployment coverage are potentially eligible for DUA payments, provided they meet all other eligibility requirements. How long is DUA available? DUA is available only during the designated disaster assistance period. Ordinarily, the disaster assistance period lasts twenty-six (26) weeks starting with the first full week after the disaster start date as listed in the President’s Disaster Declaration. An eligible individual would be eligible to receive DUA benefits each week during the DUA period as long as they remain unemployed as a direct result of the disaster and meet standard state weekly eligibility requirements. How do I apply for DUA benefits? You must first file a claim for state unemployment benefits by visiting or by calling If you are eligible for state unemployment benefits, you must first exhaust those benefits before receiving DUA. If you are ineligible for state unemployment benefits, a DEW representative will contact you directly to take your application for DUA benefits. What information do I need to apply for DUA benefits? Within twenty-one (21) calendar days of applying for DUA benefits, you must provide DEW with proof that you were either: Working or self-employed at the time of the disaster; or Scheduled to start work on or after the date of the disaster. If you do not provide proof of employment by the deadline, DEW will stop paying you DUA and you will have to repay any benefits you received. Additionally, you must provide DEW proof of your wages and/or income for the most recently completed tax year. In some cases, DEW will already have this information and no further information will be necessary. Please note that your potential weekly benefit amount may be reduced if you fail to provide DEW with proof of all your wages. You can mail or fax proof of employment and wages to DEW at: South Carolina Department of Employment and Workforce Attn: TPU/DUA PO Box 1477
Chart 3 shows initiation rates, which are based on the attempt to recruit establishments to participate in the survey. Survey Features Survey Mandatory? Frequency Collection Methods Collection period Other Voluntary Monthly CATI 3 months Voluntary Semi-annual Personal, Web, Phone or Voluntary Monthly Voluntary Web, Fax, Mail Voluntary Web, Fax, Mail Voluntary CATI, Web, Fax, Other Notes; Chart 3 graphs PPI, IPP, ECI and CPI-C&S rates at initiation. Both IPP-Export and IPP-Import initiation rates have been fluctuating. ECI Initiation rates have remained fairly steady, except for a temporary jump during the ’06-’07 timeframe (and again in 2016) associated with the initiation of the state and local government establishment sample. Response rates for the government sector, compared to the private sector, are usually higher. PPI Initiation rates have been trending down over the last four years. The higher than usual ECI initiation rate for September 2015 is due to the initiation of the government sample. Chart 4 show repricing/collection rates. Once recruited, they report information on a schedule, which is termed “repricing” for price reports or “collection” for other information (such as employee information). These rates are for the first deadline for reporting. Survey Features Survey Mandatory? Frequency Collection Methods Collection period Other Voluntary Monthly CATI, EDI, Web, Fax, TDE, Other 10-16 business days Voluntary Monthly Personal, Web, Voluntary Monthly Voluntary Monthly Web, Fax, Mail Voluntary Monthly Web, Fax, Mail July,
Table 1a: Undergraduate Program Schedule Indicate academic calendar type: Semester Quarter Trimester Other (describe): Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Cr LAS Maj New Prerequisite(s) Term credit total: Term credit Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Term credit total: Term credit Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Cr LAS Maj New Prerequisite(s) Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Term credit total: Term credit total: Program Totals: Credits: Liberal Arts & Sciences: Major: Elective & Other: Cr: credits LAS: Maj: requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses
Residents Contact CCAC directly for payment plan options. Tuition and Fees subject to change from CCAC*. 3 Credit course: Tuition $646.50 Matriculation Fee (one time only) $25.00 Technology Fee $66.75 College Fee $18.00 Capital Fee $19.50 Distance Learning Fee $20.00 Student Services Fee $12.75 TOTAL Tuition and Fees: $808.50 4 Credit course: Tuition $862.00 Matriculation Fee (one time only) $25.00 Technology Fee $89.00 College Fee $24.00 Capital Fee $26.00 Distance Learning Fee $20.00 Student Services Fee $17.00 TOTAL Tuition and Fees: $1063.00 *Costs effective August 2016 and subject to change. Additional fees may be charged per CCAC policies. Contact CCAC for more information.
Dual Awareness It is not advisable to try to resolve PTSD through flashbacks as the experience of a flashback reinforces terror and feelings of helplessness. Psychological tools that were missing to meet the overwhelming trauma are also usually missing to meet the overwhelming flashback; otherwise it would not be a flashback. Integration under those circumstances was and is not possible. A first step in helping many individuals with PTSD is to teach them to stop and prevent their flashbacks. When flashbacks are under control it is possible to equip clients with the resources necessary to meet traumatic memories on more stable ground. It is then feasible to approach digestible portions of traumatic memories, one at a time. One problem with flashbacks is that they cannot be predicted until a thorough understanding of triggers is in place, (this may be done using a ‘flashback diary’). They are difficult to prepare for and can even be triggered by the therapy setting. When a client goes into flashback during the session… it is a sign that the client’s experiencing self (i.e. their behaviours and emotions) is having free rein, perceiving danger in the place where he is seeking help.… Under these circumstances, the client’s observing self (their cognitions) must be awakened and called back into the therapy room usually with a measure of authority (firm, but not angry) from the therapist: ‘Look at where you are now. What colour is the wall here? What colour is the rug? What kind of shoes do you have on right now? What is today's date?’ etc. When the client’s observing self is again operational the following flashback halting protocol can be taught. It is based on the principles of dual awareness, reconciling the experiencing self with the observing self. The client has slowed down their associative emotional response from ‘quick and dirty’ (SPARS model) to allow the neocortex to catch up.
Nightmares If the client awakens with a flashback or a nightmare, the regular protocol can be used….until the client’s observing self wakes up. The flashback halting protocol can also be effectively adapted for use with nightmares that may be traumatic flashbacks….as a ritual before sleep to prepare for the expected nightmare: • I am going to awaken in the night feeling…… Insert name of the intact anticipated emotion, usually fear • and will be sensing in my body…… Describe your anticipated bodily sensations – name at least three • because I will be remembering…… Name the trauma by title only – no details • at the same time, I will look around where I am now in…… The actual current year • here…… Name the place where you will be • and I will see…… Name describe some of the things that you see right now in this place • and so I will know…… Name the trauma by title only again • is not happening now/anymore.
First Semester Weeks Topic Lab Assignment 1 – 4 Stacks and Queues Solitaire 5 – 7 Classes and Interfaces Inheritance; Polymorphism classes and interfaces; Specify the purpose and goals for a problem; Decompose a problem into classes, define relationships and responsibilities of those classes; Design and implement a set of interacting classes; Design an interface. TBA 6 TREK TAG Trek N/A 8 – 10 Lists and Iterators Implementation ListNode) and use of linked lists (singly, doubly, and circular); Traversals, insertions, deletions, iterators. Singly Linked List 11 – 12 Recursion Understanding and implementing structural and procedural recursion. Recursive Sorted Linked List 13 – 15 Binary Search Implementation (using TreeNode) and use of Binary Search Trees (traversals, insertions, deletions, iterators); Morse 16 Semester Finals Second Semester Weeks Topic Lab Assignment 17 – 20 Look-up Tables and Hashing Implementation and use of look-up tables and hash tables (traversals, insertions, deletions, iterators); hashCode method; JCF Set, Map, HashSet, HashMap. Search Engine 21 – 23 Heaps and Priority Queues Implementation and use of heaps and priority queues (traversals, insertions, deletions, iterators); JCF Queue and PriorityQueue. Heapsort 24 – 26 Sorting and Big-O Analysis Sort Detective 27 – 32 Graphs Implementation and use of graphs and graph algorithms (Shortest Path algorithms including Dijkstra’s Algorithm, Topological Sorting, Acylic Shortest Path, Critical Path Analysis Package (Dijkstra) Huffman
Transferring to a different institution? If you wish to transfer your credits to another college or university, you will need to request an official copy of your transcript be sent to that institution. This can be done online at www.montcalm.edu under the admission tab. The key to a successful transfer is to know where you will transfer, your degree goal, and what that college suggests you take at MCC. Please work directly with the future institution to make sure the classes you take through Dual Enrollment not only transfer, but are also helpful toward your long-term goal. Resources and Contact Information Emily Carmey (Recruitment Director) Call or Text: (989)352-3518 Email: Student Success Center Call: (989)328-1264 Email: Student Services/Admissions Call: (989)328-1277 Email: IT Help Desk (Password retrieval help) Call: (989)328-1246 Email: Writing Center Call: (989)328-1261 Email: Greenville Campus Call: (616)754-7706 Email: Important Dates Spring 2019 January 3rd, 8:00 – 6:00; Bookstore Event January 9th, 8:00 – 6:00; Bookstore January 12th 9:00 – 1:00; Bookstore January 12th – Spring classes start January 18th - Last day to drop (drop closes at 11:59 pm)
B. Instructional Quality Descriptor Criteria Evidence All teachers hold the appropriate certification for the courses/students that they Acceptable certifications: Bilingual/bicultural certified teachers World language certified teachers ESL teachers Provide statement of assurance regarding certifications in narrative. All curricula align to the New Jersey Student Learning Standards. Teaching language through academic content Thematic teaching Preview, view, review Connected to students’ lives Standards-based Language will be used for instruction, rather than translation Please provide four* unit plans in addition to the narrative demonstrating all pieces in the “criteria column.” Two unit should show progression in literacy (e.g. one unit from first-grade literacy and one unit from third-grade literacy).; the other two unit plans can
Curriculum should mirror the district curriculum of quality resources in both English and target language in all content areas show progression within any other content area (e.g. social studies or science) *Only four total units are to be submitted Insert Narrative for Section III-B here (2,000-word maximum for total section): C. Assessments / Outcomes Descriptor Criteria Evidence Instruments/assessments to demonstrate student growth. Must be analyzed according to the years of exposure Must separate and analyze differences in outcomes between L1 and L2 (both groups expected to show progress) Short narrative describing how your program takes into consideration length of time in program and how progress is monitored in both languages Clear positive trajectory on standardized tests over years in program Expectation that both L1 students and L2 students demonstrate academic growth by Year 4 Expectations that students are meeting language proficiency targets Provide data (student-level data with names redacted) Insert Narrative for Section III-C here (1,000-word maximum):
E. Community Involvement Descriptor Criteria Evidence The Parent Advisory Committee regularly and provides input/feedback to the district Both English and L2 parents participate Agenda, meeting minutes Short narrative of how meeting includes both sets of parents/guardians Participation of parents includes a cultural component Both languages and cultures must be viewed as equal Short narrative The staff, school, and larger community demonstrate a supportive culture and climate Positive relationship between dual population and general population is facilitated by district Members of the larger community embrace the Dual Language Program Short narrative Insert Narrative for Section III-E here (1,000 word maximum):
Table 9.3.6.3.D—Air quality (planning) criteria Pollutant Averaging time Health outcome protected Criteria including background (µg/m³) Criteria including background (ppm) Particulate matter less than 10µm (PM10) 24 hours Health and wellbeing 50 - Particulate matter less than 2.5µm (PM2.5) 24 Health and wellbeing 25 - Annual Health and wellbeing 8 - Acetone 1 hour Health and wellbeing 22,000 9.2 Benzene Annual Health and wellbeing 10 0.003 Cumene (isopropyl benzene) 1 hour Odour 21 0.004 Ethyl acetate 1 hour Odour 12,100 3.5 Ethyl acrylate 1 hour 0.4 0.0001 Ethyl butyl ketone 1 hour Health and wellbeing 4,200 0.9 Ethylbenzene 1 hour Health and wellbeing 8,000 1.8 MDI (diphenylmethane diisocyanate) 1 hour USEPA extremely toxic 0.04 - Methyl ethyl ketone 1 hour Odour 3,200 1.1 Methyl isobutyl ketone 1 hour Odour 230 0.05 Methyl styrene 1 hour 140 0.029 n-Butanol 1 hour Odour 500 0.16 acetate 1 hour 1,020 0.21 n-Hexane 1 hour Health and wellbeing 3,200 0.9
Projected costs for the C2 and C3 rating categories were developed by region following the same process as was used for CY 2013 rates. The C2A/C2B and the C3A/C3B relativity factors were applied to the projected medical PMPM for the C2 and C3 rating categories, respectively, to develop projected costs for the C2A/C2B and C3A/C3B rating categories. Adjustments for administration, seasonality, savings and enrollee contribution to care were applied to produce the final capitation rates. The C2A and C2B rate relativity factors applied to the C2 projected expenditures are: Eastern Western The Cape C2A -9.4% -8.5% -8.9% C2B 37.4% 38.8% 38.3% The C3A and C3B rate relativity factors applied to the C3 projected expenditures are: Eastern Western The Cape C3A -6.7% -6.8% -9.4% C3B 78.0% 77.8% 72.8% Category of Service Mapping: The following is a category of service mapping between the services reflected in the MassHealth base data and the service categories used in the rate development process. Descriptions of the MassHealth detailed categories of service can be found in Section 3 of the MassHealth Information Sharing Package, “Base Data Detail.” Medicaid Claims: Rate Development Category of Service MassHealth Base Data Detailed Category of Service Inpatient – Non-MH/SA IP – Non-Behavioral Health Inpatient MH/SA IP – Behavioral Health Hospital Outpatient Hospital Outpatient Outpatient MH/SA Outpatient BH Professional Professional HCBS/Home Health Community LTSS LTC Facility LTC Pharmacy (Non-Part D) Non-Part D Pharmacy DME and Supplies DME and Supplies Transportation Transportation All Other Other Services
DME and Supplies DME and Supplies Transportation Transportation All Other Services Crossover Claims: Rate Development Category of Service MassHealth Base Data Detailed Category of Service Inpatient – Non-MH/SA IP – Non-Behavioral Health Inpatient MH/SA IP - Mental Health IP – Substance Abuse Hospital Outpatient HOP – ER / Urgent Care HOP - Lab / Rad HOP – Other HOP – Pharmacy HOP – PT/OT/ST Outpatient MH/SA HOP - Behavioral Health Prof – Behavioral Health Professional Prof – HIP Visits Prof – Lab / Rad Prof – OP Visits Prof – HCBS/Home Health Home Health LTC Facility SNF Hospice DME and Supplies DME and Supplies Transportation Transportation Counties and Regions: will be paid on a Massachusetts county and MassHealth rating category basis. Rates, however, have been developed regionally. Five counties are not included in any of the One Care plan service areas: Barnstable. Bristol. Berkshire. Dukes. Nantucket. As the Demonstration does not currently operate in counties, any applicable claims and eligibility data for these counties has been removed from the base data. The resulting geographic classifications are as follows: Eastern: Essex, Middlesex, Norfolk and Suffolk counties Western: Franklin, Hampden, Hampshire and Worcester counties The Cape: Plymouth county
UNIVERSITY OF CALIFORNIA: REQUEST FOR DUAL EMPLOYMENT (STAFF APPOINTMENTS ONLY) Please complete Sections I and II and submit this form to the Employment Manager, Human Resources. Note that before a salary commitment is made to the employee and prior to the commencement of the dual employment appointment, Section III must be completed by Human Resources and approved. Date:__________ Dual Employment Start Date: __________ Dual Employment End Date: __________ SECTION I – EMPLOYEE/DEPARTMENT INFORMATION Employee Name: ID #: FULL-TIME Department REQUESTING Department Dept Name: Dept Name: Title: Title: Job Code: Job Code: Grade: Step: Step: Pay Rate: Pay Rate: Appt Percentage: Appt Percentage: FLSA Status: Exempt Non-exempt FLSA Status: Exempt Non-exempt Bargaining Unit: Bargaining Unit: Dept Contact: Dept Contact: Business Justification for Dual Employment: Description of Duties: (or attach job description) NOTE: All time worked over 40 in a standard workweek by a non-exempt employee must be paid at the appropriate overtime rate by the department(s) in which the time was actually worked. SECTION II – DEPARTMENT APPROVALS Employee Signature: Print Name: Date: Full-time Dept Supervisor Signature: Print Name: Date: Full-time Dept Head Signature: Print Name: Date: Requesting Dept Supervisor Signature: Print Name: Date: Requesting Dept Head Signature: Print Name: Date: Other Signature: Print Name: Date: -OVER- UNIVERSITY OF CALIFORNIA: REQUEST FOR DUAL EMPLOYMENT (continued) SECTION III – To be completed by Human Resources Meets all dual employment criteria? (For staff see PPSM 30, Section III.B.10.a-g) YES No If not, please explain:
FLSA Status During Dual Employment: Exempt Non-exempt Exempt: Fixed biweekly or monthly amount (Rate x Percentage to be worked): $ /biweekly $ /monthly DOS Code: DEE Non-exempt: Hourly rate: $ /hour DOS Codes: DES and DEP Employment Manager, Human Resources Sign-Off: Print Name: Date: APPROVED NOT APPROVED Chancellor or Director of Human Resources (as Designee): Print Name: Date:
To find open classes: Jackson College Go to Click “e-services” at the top Click “guests” Click “search for sections” Put in term and select location (main campus or online) Submit Spring See list provided by college or Click “Search for courses” Select : Undergraduate and the correct term and location “show all sections” Baker College on “Class Schedule” box. Select “Undergraduate Program”, the term and “JK” for Jackson. Albion College (Classes are held on Albion’s Campus. Online classes are not available) “academics” “registrar” Click “course schedules” and select term Qualifying Scores needed to Dual Enroll EXPLORE/PLAN/ACT Math 22 Reading 22 Science 23 English 18 PSAT Evidence Reading and Writing (ERW) 500 Math 530 SAT Evidence Based Reading and Writing (ERW) 500 Math 530
and disposal system in accordance with the Plumbing and Drainage Act 2003. PO9 The dual occupancy is provided with adequate areas for the storage of waste and recyclable items, in appropriate containers, which are convenient to use and service. AO9 A separate waste storage area is provided for each dwelling to accommodate the permanent storage of waste and recyclable items in standard waste containers. OR A shared waste storage area over which each dwelling has control via access rights or ownership is provided to accommodate the permanent storage of waste and recyclable items in standard waste containers. AO9 Click and provide your representations. On-site car parking PO10 The dual occupancy provides sufficient on-site car parking to satisfy the projected of residents having regard to:- the availability of public transport; the availability of on-street parking; the desirability of on-street parking in respect to streetscape character; and the residents’ likelihood to have or need a vehicle. AO10.1 The dual occupancy provides 2 on-site car parking spaces per dwelling. AO10.2 Access driveways, internal circulation and manoeuvring and on-site car parking areas are designed and constructed in accordance with AS2890 Parking facilities – Off-street car parking. Note—Car parking spaces may be in a tandem configuration provided that these spaces are wholly contained within the site such that parked vehicles do not protrude into the road reserve. AO10.1 and provide your representations. AO10.2 and provide your representations.
Appendices Appendix A Note-Taking Rubric Note Rubric 1 3 5 Legibility Notes are difficult to read. It is difficult to see different sections. Indentation or bullet points are not used. 1 – 3 words are difficult to read. Spaces missing between some sections. Indentation or bullet points are not used. Neat and completely legible. Adequate spacing between sections. Indentation and bullet points help organize information. Notes Notes are incomplete. No use of abbreviations. may/may not be accurate, information is not always paraphrased. Uses little abbreviation. No highlighting or underlining evident. Notes are selectively and accurately paraphrased. Use of logical abbreviations. Notes have been edited. Key have been highlighted or underlined.
performance measures will also provide insight into the ways in which staff performed their duties. NOAA will also collect data on staff performance by having instructors and mentors evaluate both themselves and each other. Staffing Plan Summary The best conceived program can still fail if insufficient attention is given to properly staffing the program or if the people responsible for designing and implementing the program fail to perform as expected. A staffing plan is an essential component of any training program that hopes to be successful in delivering on its potential promise. It’s all about the people. Stakeholders and Goals Wise trainers realize that their success (and the success of the programs they run) depends not only on the quality of their programs, but on the degree of buy-in and support they receive from a variety of internal and external stakeholders. For this reason, it is important to consider the needs and interests of all affected stakeholders when planning training programs (Caffarella & Daffron, 2013). Taking the time to think about who the various stakeholders are for a given training program and what their equities are in the training outcomes can go a long way towards improving the both the quality of the training and the equally important perception of the training’s worth in the eyes of those affected stakeholders. The table that follows presents a list of some of the stakeholders in the NET-Basic program, along with their goals and proposed ways to build support for the training. Stakeholders Partnership goal Ways to build support
Walvoord, B. E., & Banta, T. W. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education (2nd ed.). San Francisco, CA: Wlodkowski, R. & Ginsberg, M. (2010). Teaching intensive and accelerated courses. San Francisco, CA: Josey-Bass
Address Registration Number Telephone E-mail address Website address Year Established Form. Tick the relevant box Company Partnership Joint Venture Other (specify): VAT Number (where applicable) Tax registration number (if different to VAT number) Directors names and titles Please state name of any other persons/organisations (except tenderer) who will benefit from this contract. Parent company Ownership Do you have associated companies? Tick relevant box. If YES – provide details for each company in the form of additional tables in this format. Yes No Provide details of contracts of a similar nature carried out in the last two years (please state customer name, delivery location, value of contract, and dates) Provide details of any applicable Quality Assurance certificates or qualifications your company or employees have: A statement of overall turnover and turnover in respect to the goods and services offered under the proposed agreement for the last three years as per the following table: Year Offered Goods Turnover EUR Overall Turnover EUR 2016 2015 2014 Please include at least 2 (two) references who may be contacted on a confidential basis to verify satisfactory execution of contracts: Reference 1 Name Organisation
FD-17 Non-Latin font display should have the ability to be displayed in non-Latin fonts such as Hindi and Amharic Data Collection and Quality Offline data collection After form submission, data should be stored locally on the phone until connection to server becomes possible. Wireless upload to server Wireless upload to server should be possible. on Android operating system If the application on other systems such as iOS, this is a plus. As a minimum requirement however it should work on mobile devices with an Android operating system
DSS-4 Device level encryption of data e.g. AES DSS-5 Encryption on transfer e.g. SSL DSS-6 Option for compliance with HIPAA certified hosting This does not have to be the standard for all of our country programs but it is good to have this option DSS-7 Secured with at-rest encryption
assigned privileges to view only specified exports. Data Export and Analytics Link data directly with BI in (near) real-time One of our great successes in the of information systems within GOAL over the past few years has been to shorten the turnaround of data analysis to under 24 hours. We do this primarily by relying on Power BI, which we set up to pull cloud based data on 24 hour intervals. We expect the DDG platform to be able to create (secure) exports in a format that allows Power BI to connect to it and are automatically updated every 24 hours at most. In the past we have had success doing this by linking to html tables secured with Basic Authentication. Linking directly to a database is also an option. For a list of data sources which Power BI can link to, please follow this link: Data should be refreshed automatically in near-real time Part of the automation process means that manual interventions past data being entered into the system are minimized. This means that ideally once data has been entered and Power BI is refreshed, the latest data is incorporated in the predefined analyses. In the case of data exports (as opposed to direct access to a database), this might not be the case. Nonetheless these exports should automatically refresh at least every 24 hours. Option to manually refresh If the latter is the case, there should still be an option to refresh data exports on demand.
Please list below, in the relevant sections, all the establishments you have attended and any qualifications gained there. You will be asked to show proof of these qualifications if you are called to interview. Secondary/High School(s) attended: Name and Location Dates Attended Qualifications Attained (Subject, Level and Grade) From (mm/yy) To (mm/yy) Colleges attended: Name and Location Dates Attended Qualifications Attained (Subject, Level and Grade) From (mm/yy) To (mm/yy) Universities attended: Name and Location Dates Attended Qualifications Attained (Subject, Level and Grade) From (mm/yy) To (mm/yy)
SPIN CYCLE (IRE) Seemar Satish SPIRIT OF BATTLE (USA) Huzaim Abdulla bin SPOIL THE FUN (FR) Ferland Christophe STALACTITE (IRE) Al Muhairi Musabah STAR CROWNED (USA) Bouresly Rashed START RIGHT (GB) Seemar Satish STERLING CITY (AUS) Moore John STREET ACT (USA) Al Raihe Ali Rashid SUBMARINER (USA) Huzaim Abdulla bin SUBSTRACTION (IRE) Bouresly Rashed SUM OF THE PARTS Amoss Thomas SUPER JOCKEY (NZ) (Okie Dokie) Millard Anthony T SURFER (USA) Seemar Satish SURGE AHEAD (IRE) Al Raihe Ali Rashid SWEET JEWELRY (JPN) Yasuda Takayuki SWITZERLAND (IRE) Al Raihe Ali Rashid SYDNEY HARBOUR (IRE) Al Ghazali Jassim TAJHEEZ (IRE) Al Muhairi Musabah TAKE TEN (GB) Seemar Satish TAMAATHUL (GB) Al Raihe Ali Rashid TAMARKUZ (USA) Al Muhairi Musabah TECHLA SHINER (ARG) Bouresly Rashed TENNESSEE WILDCAT (IRE) Ger TEZ (GB) Al Muhairi Musabah THE GOLD CHEONGSAM (IRE) Noseda Jeremy THE TAJ (USA) Watson Doug TLAAD (USA) Bouresly Rashed TRIPPETRAPPE (SAF) Al Jahouri Majed TROPICAL BLUE (GB) Bouresly Rashed TWITTER PIE (USA) Bonde Jeff UKRAINIAN (IRE) Al Ali Rashid UNIDENTIFIED (ARG) Al Raihe Ali Rashid UNITED COLOR (USA) Selvaratnam Dhruba UNUSUAL WAY (USA) Bonde Jeff VALBCHEK (IRE) Noseda Jeremy VELGA GREEN (FR) Al Raihe Ali Rashid VINTAGE DIAMOND (USA) Bouresly Rashed VOCATIONAL (USA) Al Raihe Ali Rashid WAAHY (IRE) Al Raihe Ali Rashid WARSAW (IRE) Seemar Satish WATHEEQ (USA) Al Raihe Ali Rashid WILD DUDE (USA) Hollendorfer Jerry WILD GEESE (GB) (Curia Regis) Burridge Steven WISH ME LUCK (FR) Al Ali Rashid YASEER (IRE) Al Raihe Ali Rashid ZAIN SHAMARDAL (IRE) Al Ali Rashid ZEE BROS (USA) Benzel Seth
Please note that the crystal structures herein presented adhere by the following color scheme: Hydrogen – light grey Carbon – dark grey Copper – sky blue Rhodium – blue Nitrogen – dark blue (smaller radius) Cobalt – dark blue (larger radius) Oxygen – red Sulfur – yellow Nickel – light green (larger radius) Fluorine – light green (smaller radius) Chlorine – dark green Chromium – purple Boron – orange
Dublin Chemistry Joint PhD – Module Enrolment Registration Form 2015 / 2016 Students enrolled to the joint Dublin Chemistry PhD programme at UCD/TCD may avail of taught modules from those offered from within Dublin Chemistry. Students should seek the advice of their principal supervisor and/or the Dublin Chemistry administrator for further details of relevant modules. To enrol for modules, research graduate students should complete the relevant details below, obtain the signature of their principal supervisor, and submit the form to the UCD School of Chemistry and Chemical Biology office within 2 weeks of the start of the module. It is important to note that no student can be retrospectively registered to a module so please ensure that you complete this form asap Personal Information Name : UCD Student No : PhD start date (Month and Year): Date of Birth: School: Email Address: Programme Information Programme Code (For PhD DRSCI001 / MSc MREMP007) : Programme Title (ie: PhD/MSc) : Please note that, once registered for a module, if for any reason you do not complete it or do not officially withdraw from the module within 6 weeks, the NG grade received will be entered onto your university record and will appear on your transcript. To withdraw from a module or change your status to AUDIT (students attend classes but do not participate in assignments or assessment and NO credits are awarded), please contact the Dublin Chemistry administrator within 6 weeks of the commencement of the module. NO RETROSPECTIVE CHANGES CAN BE MADE Modules Module Code CRN (office use only) Module Title Module Co-ordinator ECTS Credits Audit Only (Please tick) SIGNATURES: Principal supervisor signature: Print Name of supervisor: Name of Module Coordinator* Approval of Module Coordinator Student signature Processed by : Date: