zilongwang/ReadingBank huggingface dataset:
Sales 7 Sale 7 Customer First Name Customer Last Name Customer Date Month Coverage Goes into Effect 8 Sale 8 Customer First Name Customer Last Name Customer Birth Date Month Coverage Goes into Effect 9 Sale 9 Customer Name Customer Last Name Customer Birth Date Coverage Goes into Effect 10 Sale 10 Customer First Name Customer Last Name Customer Birth Date Month Coverage Goes into Effect 11 Sale 11 Customer First Name Customer Last Name Customer Birth Date Month Coverage Goes into Effect 12 Sale 12 Customer First Name Customer Last Name Customer Birth Date Month Coverage Goes into Effect Comments
Rubric IV – Quality of Assessment Rubric V – Quality of Technological Interactivity Rubric VI – Quality of Instructional and Practice Exercises Rubric VII – Opportunities for Deeper Learning Rubric VII – Creative Commons License and Copyright Free (developed independently) Quality Lesson Checklist – Self Review
III. Measure Name: Healthcare Worker (HCW) Hand Hygiene Measure Description: HCW hand hygiene is being monitored on each unit with a minimum of 10 “direct observations” during a 24-hour period per month. This is currently the “gold star” and the most reliable method for assessing adherence rates. Type of Measure: Performance Improvement Results Unit Baseline 1Q2017 1Q2018 2Q2018 3Q2018 4Q2018 YTD Target: sustained level of compliance that approaches 90% HCW hand hygiene compliance rate per unit per quarter Knox: 93% 93% 87% 90% Hamlin: 87% 100% 83% 92% Chamberlain: 93% 100% 83% 92% Data Analysis: In 2Q2018, Knox’s compliance rate was 87%, a decrease of 6% from the previous quarter; Hamlin’s compliance rate was 83%, a decrease of 17% from the previous quarter; and Chamberlain’s compliance rate was 83%, a decrease of 17% from the previous quarter. Action Plan: Continue to monitor HCW hand hygiene compliance per CDC guidelines. Educate staff on how missed opportunities could be corrected. IV. Measure Name: Patient Hand Hygiene Measure Description: Patient hand hygiene is being monitored on each unit with a minimum of 4 “direct observations” during a 24-hour period, per month. This is currently the “gold star” and the most reliable method for assessing adherence rates. Type of Measure: Performance Improvement Results Unit Baseline 1Q2018 1Q2018 2Q2018 3Q2018 4Q2018 YTD Target: sustained level Pt hand hygiene Knox: 83% 83% 87% 85%
1. Each order obtained within 15 minutes of the intervention? 100% 4. Is Form 408 Nursing Seclusion/Restraint Progress Note complete? 50% 86% 100% 93% 5. On Form 408 Nursing Seclusion/Restraint Progress Note, Form 470 Nursing Assessment Protocol for Seclusion and Restraint, and Physician Orders do times match for interventions initiated and time of events? 100% 79% 100% 90% 9. Are details of event similar on all forms without discrepancies 408, 409, and Order sheets? 100% 98% 95% 97% 10. Is Form 470 Nursing Assessment Protocol for Seclusion and Restraint completed? 95% 11. On Form # 407RN 2 Hour Seclusion and Restraint Breaks breaks are completed at appropriate intervals and signed by RN? 100% 100% 100% 100% Target Data Elements Baseline Aug ‘15 1Q 2018 2Q 2018 3Q 2018 4Q 2018 YTD 100% 12. On Form 2 Hour Seclusion and Restraint Breaks is time ended for S/R completed and signed by RN 100% 100% 100% 100% 13. On Form #407 Seclusion & Restraint Monitoring and Assessment 15-minute checks are completed at appropriate intervals, with Pt’s behavior documented in behavioral terms as it pertains to release criteria, times, dated, and initialed by staff? 100% 100% 100% 100% 14. On Form #407 Seclusion & Restraint Monitoring and Assessment did each staff member that initialed 15-minute checks complete last page of form with signature and title? 100% 100% 100% 100%
Don Beusman Louis Ianni North Scholar Lane Richard Hoffman William Melendez FD Roosevelt Sr. High School John Quimby Mary Shira Half Hollow Hills High School East David McAnaney Edward Nusser Free High School Thomas Bryant Joseph Cappello Brian Withers 50 Avenue X Ivan Rubin William Freeman Vincent Scamacca Mckram Yacoub Thomas Lamond for Science and Mathematics & Jeffrey Free Academy Haase New 465 New Dorp Lane Dorothy Gutman
19 Qurghonteppa City 95 69 14 12 Total 3977 2372 492 1113 Thus, out of the total number of projects (3977), 59.6% were realized (1088), 12.4% continue to implement (492) and 28% did not explore the financing sources (1113): Figure 2 In the context of DDP sectors, the number of projects that have been implemented or are currently being implemented is 2864, including: 3 № District Number of projects being implemented and have been implemented as part of DDP, total Including in DDP sectors sector Social sector sector EP and ES sector Resource support 1 Baljuvon 132 48 52 28 3 1 2 Khovaling 150 37 62 44 6 1 3 Shuroobod 188 62 69 39 9 9 4 Hamadoni 139 40 58 29 7 5 5 Farkhor 303 67 160 44 16 16 6 J. Rumi 122 39 42 32 8 1 7 Qubodiyon 177 62 87 10 9 9 8 Shahrituz 194 62 76 42 13 1 9 Jilikul 216 54 117 34 11 0 10 Qumsangir 151 38 65 34 9 5 11 Panj 170 43 66 40 13 8 12 Sarband Town 100 44 28 20 5 3 13 Bokhtar 123 43 53 18 5 4 14 Yovon 210 41 142 20 5 2 15 Vakhsh 87 25 54 5 2 1 16 Khuroson 82 29 42 7 3 1 17 A. Jomi 94 45 26 13 8 2
it is possible to obtain data on the expenditure of funds for the social and economic development of the province in 2014 and 2015. At the second stage, those projects selected related to poverty and environment issues (PEI). The selection was made taking into account the results of implementation of the State Environment Program of the Republic of Tajikistan in these district. All the data collected and analyzed in two stages made it possible to make generalizations, which are provided below. The number of projects accepted for implementation in DDP in 19 target districts of Khatlon Province is 3,977 projects, and the total number of projects related to the PEI issues in one way or another is 1967 projects making up an average of 49.5% of their total number. Taking into account the projects (122) implemented within the framework of the State Environment Program of the Republic of Tajikistan, the sector-specific distribution of projects looks as follows (Table 7): Table 7 Sector of economic activities Social sector Infrastructure sector Environment protection and emergency response sector Agriculture Industry Health HCS ES EP and forestry 1 2 3 4 5 6 7 8 827 83 80 71 226 472 178 30 Land development, drainage cleaning channels, restoration of irrigation and melioration infrastructure Installation of nature conservation devices, monitoring patrols, in schools PEI in the hospital, campaigns on sanitation STF, SDW and potable supply HPP Bank works. of mudflow streams of forestry, planting seedlings, tourism Analysis of the data obtained demonstrates that the main number of projects somehow related to PEI issues is implemented in the following sectors: agriculture – 42.0%, transport (mainly road construction) – 24.0%, housing and communal services – 11.5%, emergency response – 9.1%, industry – 4.2%, environment protection and forestry – 1.5%. on
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What does REACH offer? REACH Offers clinical assessment and support by using the following methods: Training and empowerment for individuals, families and caregivers Mobile Crisis Units 24/7 crisis line START Trained Professionals Therapeutic Community and home based crisis intervention and stabilization support A multidisciplinary support team, utilizing a bio-psycho-social approach What can do for you or your loved one? Ability to remain with families Decreased facility and hospital utilization Increased community participation A continuum of care across all systems of support Successful and healthy lives Contact Information My REACH Coordinator is: Phone: provides 24/7 crisis intervention, information, and referral to individuals residing in HPR I. EASTER SEALS UCP VIRGINIA START REGION I 4312 Dickerson Road Charlottesville, VA 22911 855.917.8278 If you (or the individual you provide support) is at risk of harming himself or others, CALL 911, then contact the Crisis program in your locality, THEN contact us (see below): 24/7 Toll Free Number (855) 917-8278
Recommended Safe Procedures for Transporting People who use Wheelchairs The safe transportation of all of the individuals who we support happens every day. But even if we succeed 99% of the time in providing safe transportation, we have not really succeeded at all. This is especially crucial in transporting people who use wheelchairs. They are especially vulnerable in accidents. With a bit of planning and preparation, we can make this process much safer. Safe Vehicles Providers are encouraged to schedule regular inspections of the vehicles which are used to transport people who use wheelchairs. In addition to standard vehicle inspections which might include testing the brakes, the lights, and other components of the vehicle, the inspection should also include those features which are specific to accommodating wheelchairs. They would include the following: There are sufficient wheelchair tie downs to accommodate the maximum number of people who use wheelchairs who would be transported at one time All of the tie downs are in good working order The area of the vehicle where the tie downs are affixed is clean and clear of obstructions There are sufficient shoulder harnesses to accommodate all the people who are being transported All the shoulder harnesses are in good working order The wheelchair lift mechanism is in good working order The safety gate on the lift platform automatically deploys when the lift is engaged. The safety gate retracts when the lift is level to the ground The vehicle emits a warning sound when the lift is engaged The parking brake works The manual back up system for the lift is in good working order Safe wheelchairs It is important that the wheelchairs that people are using when being transported are in good repair. Parts to check: The frame of the wheelchair is intact, has no cracks or missing screws, bolts, or other hardware The brakes are in good working order For power chairs, the mechanism to power up and power down the chair works correctly The controls are adapted so that the individual and/or staff cannot be accidently power up the wheelchair Safety belts are in good working order.
15. Contacts / where to go for support Director of Postgraduate Dental Education Mr Nicholas Taylor North Western Deanery 0161 625 7660 Associate Director of Dental Foundation Training Mr Read North Western Deanery 0161 625 7659 Training Programme Director Mr Peter Doorey Bryn Street Dental Practice 01942 727465 Training Programme Director Mr Ravi Singh Windsor Dental Practice 0161 736 1397 DF2 Administrator Mrs Patricia Briggs North Western Deanery 0161 625 7659 Educational Supervisor Mr Gary Cousin Blackburn Royal Infirmary 01254 734389 Educational Supervisor Mr Andrew Edwards Royal Preston Hospital 01772 716565 Educational Supervisor Mr Stuart Clark Royal Albert Edward Infirmary 01942 244 000 Educational Supervisor Mr Mazhar Iqbal mazariqbal@nhs.net Wythenshawe Hospital 0161 291 4998 Educational Supervisor Mr Richard Woodwards North Manchester General Hospital 0161 795 4567 Educational Supervisor Mr Richard Lloyd Manchester Royal Infirmary 0161 27 64875 Educational Supervisor Ms Joanne Cunliffe Manchester Dental Hospital 0161 275 6717 Educational Supervisor Mrs Allyson Shepherd Oldham Community 0161 621 3614 Educational Supervisor Mrs Lucy Szymkowiak Salford Community 0161 212 4779 Educational Supervisor Ms Hilary Whitehead Lancashire Care NHS Foundation 01254 380478
I: Children’s Crisis Harrisonburg-Rockingham; Horizon Behavioral Health; Northwestern; Rappahannock Area; Rappahannock-Rapidan; Region Ten; Rockbridge Area. Call local Emergency Services number II: Children’s Crisis Fairfax County CSB 844-627-4747 III: Children’s Crisis New River Valley CSB 855-887-8278 IV: Children’s Crisis Richmond Behavioral Health Authority 855-282-1006 V: Children’s Crisis Western Tidewater CSB 888-255-2989 ADULT REACH CRISIS SERVICES REGION CSB Affiliates 24/7 Crisis Line I: REACH (adults) Region Ten CSB 855-917-8278 II: REACH (adults) Fairfax County CSB 855-897-8278 III: REACH (adults) New Valley CSB 855-887-8278 IV: REACH (adults) Richmond Behavioral Health Authority 855-282-1006 V: REACH (adults) Hampton Newport News CSB 855-807-8278
Please use the below table to show the trainee’s weekly timetable, along with educational or clinical supervisors that will be present to supervise: A separate PART B must be completed for each Educational Supervisor First Educational Supervisor: Initials: Second Educational Supervisor (if applicable): Initials: First Clinical Supervisor: (Please submit CV ) Initials: Second Clinical Supervisor (if applicable): (Please submit CV ) Initials: Monday Tuesday Wednesday Thursday Friday Saturday Sunday Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor AM time AM Finish time Break PM Start time PM Finish time Total daily hours worked excluding breaks TOTAL WEEKLY HOURS (Exc. breaks): (37.5) Please use this below to give a description of a typical week of training, including any additional sites the trainee will be expected to work and what days this will occur: Please continue on a separate if required. Dental Core Timetable Instructions
First Educational Supervisor: Initials: Second Educational Supervisor (if applicable): Initials: First Clinical Supervisor: (Please submit CV ) Initials: Second Clinical Supervisor (if applicable): (Please submit CV ) Initials: Monday Tuesday Wednesday Thursday Friday Saturday Sunday Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor Time Initials of supervisor AM Start time AM Finish time Break PM Start time PM Finish time daily hours worked excluding breaks TOTAL WEEKLY HOURS (Exc. breaks): (37.5) Please use this space below to give a description of a typical week of training, including any additional sites the trainee will be expected to work and what days this will occur: Please continue on a separate sheet if required. Dental Core Timetable Instructions The following criteria must be met: 37.5 total hours per week – The trainee’s working hours must add up to exactly 37.5 hours per week (excluding breaks).
Note: Complete this form for each proposed project. Please refer to the Proposal Submission Instructions for clarification for any of the following questions. Section I. Grantee Information and Cover Sheet Please the box that describes your organization Regional Center (RC) Community Based Organization (CBO), 501(c)(3) CBO, non-501(c)(3) EIN or No EIN a. Name of organization/Group b. Date c. Primary contact (Name) d. Mailing address e. Primary e-mail address f. Primary phone number g. Secondary contact email address h. Secondary contact phone number i. Brief description of the organization/group (organization type, group mission, etc.). Section II. Proposal Summary a. Project title b. Total amount requested $ c. Projected number of individuals impacted d. Duration of project (months) months Start date: / / End date: / / e. RC(s) in the project catchment area(s) Target zip code(s) for Los Angeles County*: f. Did your organization receive funding for a project in FY 2017/18? Yes** No **If yes, provide the grant number and answer questions “f1” and “f2.” If no, skip to question “g.” Grant # (CBOs only): f1. What is the current status of your project? f2. How is this proposal different from your current project? g. Will you be working with one or more CBO(s)? Yes*** No
a. Distribution and control details □ □ □ 6. Panel and equipment schedules □ □ □ 7. Systems riser diagrams □ □ □ a. Power □ □ □ b. CATV □ □ □ c. Telecommunications/Data □ □ □ 8. Electrical fixture schedule □ □ □ a. Provide cut sheets □ □ □ 9. Fire alarm system a. Distribution □ □ □ b. Strobes/horns □ □ □ c. Smoke detectors □ □ □ d. Paging □ □ □ e. Main and secondary control panels □ □ □ f. Digital communicator - dual line type □ □ □ 10. Emergency generator a. MOSCAD drawings (county standards) □ □ □ 11. Lightning protection □ □ □ M. Demolition Drawings (if required) 1. Label of existing spaces or rooms □ □ □ 2. Walls, doors, openings, frames, finishes, equipment – to be demolished □ □ □ 3. Key notes – list and keyed on plans □ □ □
On this page, you will need to verify the information and then submit the order. The license, permit, or registration should be delivered to the address that we have on record for that license, permit, or registration within 2 weeks. To print a free online certificate (this option is not available for Professional Corporations)- If the box next to “Type of License Card” does not state “Free Paper Certificate Printout”, you will need to click on the arrow on the right of the box, highlight “Free Paper Certificate Printout”, and click. The description should now be the only description in the box Ensure that you put a quantity of 1 in the box next to “Quantity Requested (1 or more)”. Now you click on “Add to Cart”. The description of the license, permit, or registration will appear in the “Requested Cards in Cart” box. on “Next Step - Checkout”. The next page shows your newly generated license, permit, or registration along with information on the “Total Fee”. It will be zero. Below this description is the “Print” button. You can print your license, permit, or registration on any paper or cardstock you wish. If you wish to have a larger certificate with calligraphy and a seal, you can go onto and order one there. You will be able to choose the size and design. You can also order a frame to fit any certificate purchased from this site.
A1.1.1 List the parts of a CADD work Station A1.1.2 Name the CADD function keys on a 101 enhanced keyboard A1.1.3 Explain the operation of CADD function keys on a 101 enhanced keyboard A1.1.4 Summarize the operating system 1 1 1 2 A2.1.1 Explain the process of accessing CADD menus A2.1.2 Explain the CADD concept of layers A2.1.3 Explain the process of employing the CADD dimensioning commands A2.1.4 Explain the functions of the printer/plotter A2.1.5 Explain the process of creating a hard copy using the printer/plotter A2.1.6 Explain basic CADD fundamentals Geometric figures Coordinate systems Object selections Modify objects Drafting Settings Display Controls Layers Line Polygons Ellipses Poly lines Text Solid Filled Modifying Objects A2.1.7 Explain the process of starting CADD Operating system functions CADD screen Input devices Menu/Dialog boxes A2.1.8 Explain basic CADD dimensioning fundamentals 2 2 2 2 2 2 2 2 A3.1.1 Explain basic CADD plotting/printing in model space 2 MODULE A OUTLINE: Starting CADD Basic CADD Fundamentals 1 CADD Dimensioning Fundamentals Basic CADD Plotting/Printing in model space LEARNING OUTCOMES Table of specifications
RECOMMENDED INSTRUCTIONAL METHODOLOGIES: The table below links the teaching methods and activities most effective for facilitating student achievement of learning outcomes published in this plan of instruction. Cognitive Level (Thinking) Goal For Students Teaching Methods Teaching Activities Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies Knows common terms, specific facts, methods, procedures, basic concepts, principles Lecture Computer-based Instruction Video Demonstration Mnemonics Examples or Illustrations Repetition Summaries Reviews Comprehension Descriptive Verbs: Describe, Explains, Summarizes Understands facts and principles Interprets verbal material Interprets charts and graphs Translates verbal material to mathematical formulas Estimates future consequences Justifies methods and procedures Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction 1. Teach to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students solve the new situation using the concept, principle, or procedure while instructor supervises. 5. Remediate/Reteach as required Application Descriptive Verbs: Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Constructs charts, graphs, or simple mechanisms Demonstrates correct usage of a method or procedure Demonstration Individual Research Lab Exercises Case Studies Experiments Clinicals 1. Teach to the Knowledge Level 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario(s) 4. Remediate/Reteach as required Psychomotor Level Goal For Students Teaching Methods Teaching Activities
Mechanism Descriptive Verbs: Assembles, calibrates, inserts, removes, constructs, measures, fixes, dismantles, sketches Learned responses have become habitual and can be performed with some confidence and proficiency as designated by the KSAs Lab Exercises Case Studies Experiments 1. Demonstration 2. Observation 3. Evaluation 4. Feedback 5. Remediate/Reteach as required
develop alternative interventions and delivery methods to meet the incarcerated individual’s need for special education services. As per IAC281— 41.324(4)b(1), modifications to IEP or services may be determined by the IEP team. If the eligible individual refuses to attend special education services, the incarcerated individual’s non-attendance of special education classes does not count as suspension or expulsion from special education programming. The eligible individual should be aware of the continued availability of the special education services and encouraged to attend those services in the future. Security Responsibilities of AEA Special Education Staff Teachers must satisfactorily pass the Department of Corrections correctional security check and adhere to all security requirements of the correctional facility to which they are assigned. IAC 281—41.324(4) Children with disabilities in prisons. b. Modifications of IEP or placement (1) Subject to 41.324(4)”b”(2), the IEP team of a child with a disability who is convicted as an adult under state and incarcerated in an adult prison may modify the child’s IEP or placement if the state has demonstrated a bona fide security or compelling penological interest that cannot otherwise be accommodated. Roles of AEA staff Educational Duties and Responsibilities of AEA Supervisor AEA Supervisor of Special Education Services or his or her designee may: if agreed to by the student’s district of residence, fulfill the responsibility of the required participation at an IEP meeting of a representative of the agency, other than the pupil’s teacher, who is qualified to provide or supervise the provision of special education (see IAC281— 41.321(1)d) The AEA must provide the following to the special education teachers in their AEA: access to and training in the use of the Iowa Web IEP Application and how to develop training in the Statewide Procedures Manual and the Procedures and Guidelines for the Assessment and Delivery of Special Education Services to Incarcerated Individuals in Iowa’s Adult Correctional Facilities The AEA must implement the same evaluation process for special education teachers hired to work in the correctional facilities as they do for all direct service employees of the AEA.
most recent sampling and the report must include a brief statement indicating that the data presented in the report are from the most recent testing done in accordance with the regulations. No data older than 5 years need be included. (ii) Results of monitoring in compliance with federal Information Collection Rule, (40 CFR sections 141.142 and 141.143) need only be included for 5 years from the date of last sample or until any of the detected contaminants becomes regulated and subject to routine monitoring requirements, whichever comes first. (d) For detected regulated contaminants, the table(s) must contain: (i) The MCL for that contaminant expressed as a number equal to or greater than 1.0; (ii) The MCLG for that contaminant expressed in the same as the MCL; (iii) If there is no MCL for a detected contaminant, the table must indicate that there is a treatment technique, or specify the action level, applicable to that contaminant, and the report must include the definitions for treatment technique and/or action level, as appropriate, specified in paragraph(3)(c) of this section; (iv) For contaminants subject to an MCL, except turbidity, total coliform, fecal coliform and E. coli, the highest contaminant level used to determine compliance with the quality standards listed in R309-200 and the range of detected levels, as follows: (A) When compliance with the MCL is determined annually or less frequently: the highest detected level at any sampling point and the range of detected levels expressed in the same units as the MCL. (B) When compliance with the MCL is determined by calculating a running annual average of all samples taken at a sampling point: the highest average of any of the sampling points and the range of all sampling points expressed in the same units as the MCL. For the MCLs for TTHM and HAA5 in R309-200-5(3)(c)(vi), systems must include the highest locational running annual average for TTHM and HAA5 and the range of individual sample results for all monitoring locations expressed in the same units as the MCL. If more than one location exceeds the TTHM and HAA5 MCL, the system must include the locational running annual averages for all locations that exceed the MCL.
(c) Minor Violations: Up to $400 per day for each day of violation. This category includes violations with a minor potential for impact on drinking water users, slight deviations from the rules or Act with most of the requirements implemented, or violations that may have a minor adverse effect on the regulatory program. Specific violations that are subject to a minor violation category can include the following: (i) Violations subject to $400 per day penalty: (A) Any violation defined by R309-220-7 which would trigger a Tier 3 public notification or a violation of the monitoring requirements of R309-515-4(5), except for turbidity monitoring for surface water treatment facilities and violations termed as minor monitoring as outlined in R309-400-3 (minor bacteriological routine monitoring violation, minor bacteriological repeat monitoring violation and minor chemical monitoring violation). (B) Failure to upgrade a Preliminary Evaluation Report for a source protection plan as required in R309-600 and 605. (C) Failure to update a source protection plan as required in and 605. (D) Construction or use of a storage reservoir that has not been evaluated for use under R309-545. (ii) Violations subject to $200 per day penalty: (A) Lacking individual components of a cross connection control program as required by R309-105-12. (B) Not having a certified operator on staff as required in after 1 year or 4 operator certification exam cycles. (C) Any minor monitoring violation as defined by R309-400-3 (minor bacteriological routine monitoring violation, minor bacteriological repeat monitoring violation and minor chemical monitoring violation). (D) Any violation of the turbidity requirements outlined in for individual filter turbidities using consecutive readings taken 15 minutes apart.
The complexity of the standard will increase at each succeeding grade cluster: K-3a: Students will demonstrate the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively. Grade K 4-5a: Students will understand that in order to select effective leaders, citizens have to become informed about candidates' qualifications and the issues of the day. Grade 5 4-5b: Students will identify and employ the formal and informal methods by democratic groups function. Grade 4 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office. Grade 7 9-12a: Students will develop and employ the skills necessary to work with government programs and agencies. Grade 9 9-12b: Students will understand the process of working within a political party, a commission engaged in examining public policy, or a citizen's group. Grade 9
Approved Standard Installation Drawings & Specifications (New) versus Plan Submittal Waiver (Old) Approved Standard Installation Drawings and Specifications for Water Lines [Rule R309-500-7, Effective 11/7/2017] Plan Submittal Waiver [Expired on 11/7/2017] 1 A single approval Two waiver types (3)(a) & (3)(b) 2 Master Plan-based approval unavailable (3)(a) Master Plan-based waiver available 3 Diameter of water lines eligible (≤16”) regardless population served (3)(b) Diameter of water lines eligible for waivers based on population served 4 PWS must submit application for approved Standard Installation Drawings and Specs PWS must obtain waiver eligibility 5 Approval must be renewed 5 years (or whenever standard drawings and specs change) Waiver eligibility does not expire 6 Required for approval: Application form (available from DDW) Standard installation drawings and specs (with effective date) meeting R309-550 requirements PE designation for system design by PWS (notify DDW of change) PE designation for hydraulic analysis by PWS (notify DDW of change) Statement acknowledging: (1) hydraulic analysis and (2) flushing, disinfection, coliform sampling, as-built drawings with application only Required for waiver eligibility: Letter requesting eligibility Standard installation drawings and specs meeting R309-550 PE designation for system design by PWS [(3)(b)] PE designation for hydraulic analysis by PWS [(3)(b)] Certification by designated PEs for (1) hydraulic analysis and (2) flushing, disinfection, coliform sampling, as-built drawings for each waiver request 7 Project Notification Form (PNF) and waiver request not required Submit PNF with each waiver request 8 Not required Obtain waiver for each water line project prior to construction (3a & 3b) 9 Not required May obtain year-end after-the-fact waiver for multiple water line projects (3b) Not required Maintain a tracking for year-end, after-the-fact waivers (3)(b) (Same) Pump stations ineligible for waivers (Same) Water lines >16” ineligible for waivers (Same) Water line projects not meeting water/sewer separation must obtain exception to R309-550-7
Detailed information concerning applicable State aid under the de minimis rule for fiscal year 2017, 2018, 2019 SECTION 1 – DE MINIMIS STATE AID AWARDED Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € TOTAL: A1 SECTION 2 – DE MINIMIS STATE AID STILL PENDING FOR APPROVAL Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € A2 SECTION 3 – DE MINIMIS STATE AID REQUESTED IN THIS APPLICATION Date Source/Grantor Type of Aid (Name of Measure) Amount in € Malta Enterprise A3 TOTAL of Sections 1,2 and 3 above (A1 + A2 + A3): €
Detailed information concerning applicable aid under the de minimis rule for fiscal year 2015, 2016, 2017 SECTION 1 – DE MINIMIS STATE AID AWARDED Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € TOTAL: A1 SECTION 2 – DE MINIMIS STATE AID STILL PENDING FOR APPROVAL Date Source/Grantor Type of State Aid (Name of Measure) Awarded to Amount in € TOTAL: A2 SECTION 3 – DE MINIMIS STATE AID REQUESTED IN THIS APPLICATION Date Source/Grantor Type of State Aid (Name of Measure) Amount in € Malta Enterprise A3 of Sections 1,2 and 3 above (A1 + A2 + A3): €
13. Describe whether ANSI/NSF 61 certification exists for the proposed treatment process/unit (except conventional and direct filtration plants). 14. Describe all chemicals that will be used for the proposed treatment processes. State whether these chemicals meet the ANSI/NSF 60 standard. 15. Identify the specific rules applicable to this review (e.g., R309-525, R309-530-8). Briefly describe the issues related to specific rule requirements. 16. If applicable, address “simultaneous compliance” concerns. Describe whether the treated water and/or waste stream from the proposed treatment facility may result in unintended consequences in the distribution system or the environment. [For example, the finished water produced from a reverse osmosis (RO) WTP may cause corrosion or lead/copper MCL exceedance in the distribution system; the brine of RO reject stream may not be legally disposed.] 17. Plan Approval (PA) letters for surface water WTPs should include the following information: a. Specify “water quality data” that are required to show WTP performance before issuing a WTP OP. Customize the “water quality data” item in the generic Operating Permit (OP) checklist to include the following information: Specific parameters to be sampled (e.g., turbidity, minimum chlorine residual) Sampling locations (e.g., raw after filters, after clear well) Frequency of sampling (e.g., the highest turbidity reading at 4-hour intervals, daily turbidity sample at least one day apart for very small water systems) Number of before and sample sets (e.g., 4 sets of before & after turbidity data, 7 days of 4-hour turbidity readings) b. Obtain the preliminary monitoring and reporting information from the Rules Section. Provide it to PWS (include with PA) for informational purposes. [The preliminary monitoring and reporting information is important if a WTP project includes PLC and SCADA programming prior to completion of the project or requesting OP.] 18. The Operating Permit (OP) letter must include the monitoring schedule follow-up paragraph. 19. Consult with the Rules Section staff. Surface water monthly report & customized report template for each WTP Disinfection WQ data review & WTP monitoring schedule If needed, surface water technical assistance and federal regulations
Splitting two 1) 2) Majority-Minority Districts Gerrymandering Territorial Representation two 1) 2) Political Geography: Key Issue 3 HOW ARE BOUNDARIES ESTABLISHED AND WHY DO BOUNDARY DISPUTES OCCUR? De Blij, pp. 272-275 ESTABLISHING BOUNDARIES 1. What does it mean to: Define the boundary – Delimit the boundary – Demarcate the boundary –
Administrate the boundary – OF BOUNDARIES 2. Use the chart below in order to define the types of boundaries that exist, along with examples for each. DEFINITION EXAMPLES Geometric Boundary Physical-Political Boundary BOUNDARY DISPUTES 3. Use the chart below to organize the various boundary disputes that exist. Types of Boundary Dispute Definition & Examples DEFINITION BOUNDARY
ii. Waste water and pollution; iii. Rainfall and runoff; iv. Watercourses and water resource; v. Flooding; and vi. pathway T1: WALKING AND CYCLING To enable people to access employment, essential services and community facilities by walking and cycling the Council will support developments incorporate: i. High quality, sustainable design which makes a positive contribution to the distinctiveness of communities and places; ii. Permeable and legible networks of safe, convenient and attractive walking and cycling routes; iii. Connections and extensions to the Cardiff Strategic Cycle Network and routes forming part of the Cardiff Walkable Neighbourhoods Plan; iv. Measures to minimise vehicle speed and give priority to pedestrians and cyclists; v. Safe, convenient and attractive walking and cycling connections to existing developments, neighbourhoods, jobs and services; vi. Infrastructure designed in accordance with standards of good practice including the Council’s Cycling Design vii. Supporting facilities including, signing, secure cycle parking and, where necessary, shower and changing facilities; and viii. The provision of Car-Free Zones. T5: MANAGING TRANSPORT IMPACTS Where necessary, safe and convenient provision will be sought in conjunction with development for: i. Pedestrians, including people with and/or young children; ii. Disabled people with mobility impairments and particular access needs; iii. Cyclists; iv. Powered two-wheelers; T8: STRATEGIC RECREATIONAL ROUTES A strategic network of recreational routes will be maintained and developed to link Cardiff’s coast, river corridors, open spaces, countryside, and the regional network of routes, facilitating access to them by local communities, and forming an integral part of the wider cycling and walking network in Cardiff. The core strategic network will comprise: i. The Taff ii. The Ely Trail; iii. The Rhymney Trail; iv. The Nant Fawr v. The Bay Trail; vi. The Wales Coast Path; and vii. The Glamorgan Ridgeway Walk v. Public transport; vi. Vehicular access and traffic management within the site and its vicinity; vii. Car parking and servicing; viii. parking; and ix. Horse-riders.
Selected Bibliography American Water Works Association. Introduction to Water Treatment: Principles and Practices of Water Supply Operations, Volume 2. Denver, CO: American Water Works Association, 1984. American Water Works Association. Water Chlorination Principles and Practices, AWWA Manual M20. Denver, CO: American Water Works Association, 1973. ANSI/AWWA C651-14 “Disinfecting Mains.” Denver, CO: American Water Works Association, 2014. ANSI/AWWA C652-11 “Disinfection of Water-Storage Facilities.” Denver, CO: American Water Works Association, 2011. ANSI/AWWA E103-07 “Horizontal and Vertical Line-Shaft Pumps.” Denver, CO: American Water Works Association, 2008. “Cleaning and Disinfecting Water Storage Tanks and Tankers.” Technical Notes on Drinking-Water, Sanitation and Hygiene in Emergencies, Technical Note No. 3. Leicestershire, UK: Water Engineering and Development Centre, World Health Organization, 2011. “Disinfectant Residual in the Distribution System.” Federal Register 54:124 (June 29, 1989) p. 27495. “Planning for an Emergency Drinking Water Supply” EPA 600/R-11/054. Washington, DC: US EPA, Office of Research and Development, 2011. Utah Administrative Code. Hauling, R309-550-10. 2014.
deFord, Miriam Allen. See English authors. DeForest, M. See English structuralism. DeForest, Tim. See English cultural criticism. Defradas, J. See French historical scholarship 1950- DeFrancis, J. See Linguists. Defrancq, Bart. See Linguists. Defromont, Françoise. See English feminist criticism. DeGeorge, R. See English historical scholarship 1950- Degler, Carl N. See English historical scholarship 1950- Degler, Frank. See German historical scholarship 1950- de Graaf, Kees. See English Myth criticism. DeGraff, Michel. See Linguists. DeGusta, D. See Scientists. DeGuzmán, María. See English historical scholarship 1950- Deguy, J. See French historical scholarship 1950- Dehaene, Stanislas. See Cognitive theorists. DeHart, Nancy. See English cultural criticism. Dehé, Nicole B. See Linguists. Dehénault, Jean. See French authors. Dehennin, Elsa. See Spanish structuralism. Dehesa, Guillermo de la. See Philosophers. Dehn, Fritz. See German historical scholarship 1900-1950. Dehn, Natalie. See Philosophers. Dehn, Paul. See English authors. Dehne, Marianne. See German structuralism. Deigh, John. See Philosophers. Deighton, K. See English historical scholarship 1800-1900. Deighton, Len. See English authors. Deiros, Trinidad. See Journalists. Deitz, M. See Philosophers. Dejaze, Anthony. See Philosophers. DeJean, Joan. See English feminist criticism. DeJong, Constance. See Art critics. Dekel, Avishal. See Scientists. Dekeyser, Robert. See Linguists. Dekeyser, X. See Linguists. Dekker, George. See English historical scholarship 1950- Dekker, Paul. See Linguists. Dekker, Rudolf. See English historical scholarship 1950- Dekker, Thomas. See English authors. DeKoven, Marianne. See English feminist criticism. Del Carria, Renzo. See Historians. del Castillo, Michel. See French authors.
Top of Form A. What language do family members use when speaking to the in the home? N/A 1 2 3 4 5 Not Applicable only English mostly English both equally mostly home language but some English only home language (not English) Home Language ___________________________________ Second Home Language _________________________________ B. What language does the child use when speaking to family members in the home? N/A 1 2 3 4 5 Not Applicable only English mostly English both equally mostly home language but some English only home language (not English) C. What language does the child use when speaking to other children in the classroom? N/A 1 2 3 4 5 Not Applicable only English mostly English both equally mostly home language but some English only home language (not English) D. What language does the use when speaking to the teachers? N/A 1 2 3 4 5 Not Applicable only English mostly English both equally mostly home language but some English only home language (not English)
Health, Safety, Environment & Quality Policy LIST HSE Policy Signed by top Management. HSE Manual / Relevant Procedures. List of PPEs with Specification for the Projects. List of Fire Fighting Equipments with Specifications provided at site. Copy of Health Screening Criteria and Substance abuse Policy. Accident and Incident Records of last five years. Risk Assessment and Emergency Response Procedures of Past Projects. 3rd Party Safety Inspection or contractual project hiring Training records of members in specific jobs. HSE Training record of (Working at heights, Permit to work etc). Record of training on Fire, Electrical Health Hazards and Waste Disposal.
Jan-09 Tyco Fire & Security Pak Ltd Fabrication Pipe work for Fire System Faisalabad NO No NO Aug-09 PSO Filling Station at Sargari Balochistan NO No NO Jun-09 Gowadar Development Authority Under Ground HT/LT Cabling system Gowadar NO No NO 0808-0909 Shell Pakistan Re roofing of HSD / Oil Storage Tanks Under 3rd party safety Inspector Keamari Karachi NO No One warning Working in Oil Storage Facility Feb-08 Berger Equipment shifting from Damage / hazardous Building NO No NO Dec-07 PSO Checking Bay Platform Bin Qasim Karachi NO No NO Working in Oil Terminal Nov-07 Procter & Gamble Extension of Godown Hub Balochistan NO No NO Apr-07 Maaza Pakistan Civil work at Thatta NO No NO Mar-07 Colgate Palmolive SO3 Plant BMR Kotri Hyderabad NO No NO Apr-07 Pakistan Complete plant Relocation Plant Karachi / Thatta NO No NO Mar-07 Colgate Palmolive Sulphonic Acid (SO3) Plant : Steel Structure NO No NO Ac Feb-07 Futehally Chemicals Dust collector NO No NO Ae Jul-06 PSO Construction of Petrol Pump Crystal Karachi NO No NO
Mar/04 Maaza SS tube & accessories NO No NO Nov/03 Colgate Palmolive Argon tube welding Food grade NO No NO Nov/03 Colgate Palmolive Fabrication of SS Silo 250 m3 NO No NO Jun/03 Colgate Palmolive Piping & Steel Structure Sulfonic plant NO No NO Health, Safety, Environment & Quality Policy Risk assessment This Document aims to help assess health and safety in the workplace Risk assessment is an important in protecting workers and business along complying with the law. It is important to focus on the risks that really matter in Construction site –with the potential to cause harm
2AC Blocks Compiled 2AC Blocks Compiled 1 ***CASE*** 3 Power Projection – A2 Can’t Supply Military 4 India – A2 Oil Shale 5 Tech Spillover – A2 Tech Now 6 Tech Spillover – A2 Tech Now – Shuttles 7 Oil – A2 Persian Gulf Turn 8 Oil – Persian Gulf – A2 Energy Independence=Withdrawal 9 Oil – Persian Gulf – A2 Mead=/=Westhawk 10 Oil – A2 No Escalation 11 Water – A2 No Escalation 12 Solvency – A2 “Used for Military” 13 Solvency – A2 Violates Space Treaty 14 Solvency – A2 SQO Solves 15 Solvency – A2 Japan Producing Now 16 Solvency – A2 Launch Cost High 17 Solvency – Simanek Indict 18 Solvency – Solves SBL 19 Solvency – A2 Chinese Militarization 20 ***TOPICALITY*** 21 2AC T – Its 22 2AC T –“Substantial” 23 2AC T – “space” 24 2AC T – “Development” 25 2AC T – “Increase” 26 2AC T – Increase =/= Funding 27 2AC T – “Beyond the Earth’s Mesosphere.” 28 ***DISADS*** 29 2AC Debt Ceiling (1/3) 30 2AC Debt Ceiling (2/3) 31 2AC Debt Ceiling (3/3) 32 2AC Elections (1/5) 33 2AC Elections (2/5) 34 2AC Elections (3/5) 35 2AC Elections (4/5) 36 2AC Elections (5/5) 37 2AC Spending (1/2) 38 2AC Spending (2/2) 39 2AC Spending Tradeoff (1/2) 40 2AC Spending Tradeoff (2/2) 41 2AC 42 2AC China Relations (1/3) 43 2AC Relations (2/3) 44 2AC China Relations (3/3) 45 2AC Militarization (1/3) 46
Please rate your level of satisfaction with WorkOne services and applicants by placing an X in the box associated with your level of satisfaction. Please indicate if you have never used a service by placing an X in the last box: Very Satisfied Somewhat Satisfied Not at all Satisfied I have never used this service Overall Recruitment Assistance Timeliness of services Explanation of Tax Credits Prescreening of applicants Job Skills of applicants Quality of applicants Quality of job match with employees hired as a result of WorkOne services Retention of employees hired as a result of WorkOne services WorkKeys JOBS program Free online job posting service through Indiana Career Connect Please indicate the likelihood that you would use the following services by placing an X in the corresponding box: Definitely Consider Using Might or Might Not Use Definitely Would Not Consider Using Do Not Know A system that shows Indiana specific skill sets needed for a particular job (e.g., when writing a job description) A system that allows an employer to upload a job description and immediately receive a list of applicants with the required skills A system that allows an employer to see available applicants with a particular skill throughout the state or in a specific county or region. A system that connects employers to potential employees who qualify for tax credits What can DWD do to help you meet your workforce needs?
Thus, more DE classes should be developed and offered as the student interest and enrollment in DE classes are steadily increasing. Plan Explore the DE courses that students need to meet transfer and graduation requirements. Encourage the development of online courses, majors, and certificates in key areas by identifying any barriers and developing appropriate solutions to maintain student enrollment. Explore the current learning needs of the working professional for professional development, as well as continuing education. The workforce is continually changing and therefore this population requires continued education and training to maintain their jobs and to compete in a global work environment. DE Scheduling Registration & DE Class Information Discussion Distance Education class scheduling is a critical responsibility that the incoming DE Coordinator will communicate to faculty, departments, divisions, and administrators. The DE Coordinator should also help facilitate student registration by identifying all the online courses that are currently offered each semester as class offerings change due to enrollment, the availability of certain instructors, and program needs. They can help to develop a tool/site for students to see/sort all of the online courses offered in a given semester, as well as the current open/closed status of that class, during registration periods. Additionally, students should be aware of class requirements PRIOR to registration to gauge if the class will be appropriate for their needs. Students should be informed in advance of any access, in-person, location-specific, and/or synchronous requirements for the class. This information may include, but is not limited to, requirements such as: textbook purchase/access code in order to access the class; in-person testing and testing locations; practicum/service hours; regular synchronous discussion or conferences with teachers/classmates. This information should be easily viewable/accessible as students should know this information before registering to be sure that their work schedule and other considerations can accommodate these requirements. Plan The DE Coordinator will explore ways to disseminate syllabus information including SLOs and ensure that individual sections of courses adhere to the class objectives/learning outcomes. The DE Coordinator will work to develop a centralized and current list of online courses offered by the college during registration periods (i.e. enhance Class Availability site to