zilongwang/ReadingBank huggingface dataset:
Service Credit: Monthly Uptime Percentage Service Credit < 99.9% 25% < 99% 50% < 95% 100% / Enterprise Mobility Services Azure Active Directory Basic Downtime: Any period of time when are not able to log in to the service, log in to the Access Panel, access applications on the Access Panel and reset passwords; or any period of time IT administrators are not able to create, read, write and delete entries in the directory and/or provision/de-provision users to applications in the directory. Monthly Uptime Percentage: The Monthly Uptime Percentage is calculated using the following formula: where Downtime is measured in user-minutes; that is, for each month, Downtime is the sum of the length (in minutes) of each Incident that occurs during that month multiplied by the number of users impacted by that Incident. Service Credit: Monthly Uptime Percentage Service Credit < 99.9% 25% < 99% 50% < 95% 100% / Azure Active Directory B2C Additional Definitions: “Deployment Minutes” is the total number of minutes for which an Azure AD B2C directory has been deployed during a billing month. “Maximum Available Minutes” is the sum of all Deployment Minutes across all Azure AD B2C directories in a given Microsoft Azure subscription during a billing month. Downtime: is the accumulated minutes across all Azure AD B2C directories deployed by Customer in a given Microsoft Azure subscription during which the Azure AD B2C service is unavailable. A minute is considered unavailable if either all attempts to process user sign-up, sign-in, profile editing, password reset and multi-factor authentication requests, or all attempts by developers to create, read, write and delete entries in a directory, fails to return tokens or valid Error Codes, or do not return responses within two minutes. Monthly Uptime Percentage: The Monthly Uptime Percentage is calculated using the following formula: Service Credit: Monthly Uptime Percentage Service Credit < 99.9% 10% < 99% 25% Service Level Exceptions: No SLA is provided for the Free tier of Azure Active Directory B2C. /
Breastfeeding (Initiation & Duration) Healthy Weight, Healthy Nutrition (including Physical Activity) Managing Minor Illness & Reducing Accidents Health, Wellbeing and Development of the Child Age 2 – Two year old review and support to be ‘ready for school’ Board members noted the need to focus also on the health of adolescents and those “hiding” in pockets of deprivation within seemingly affluent areas of the city. Board members were encouraged to attend the session on 21 September to discuss the actions which will ensure the priorities within the Children & Young People’s Plan are delivered. All 9. Forward Plan & Dates for Future Meetings It was agreed that “Young Researchers” and “Family Focus Phase 2” should be added to the forward plan. There being no further business, the meeting finished at 11.45am Future meeting dates: Monday 9 November 2015 Monday 11 January 2016 Monday 7 March 2016 Monday 9 May 2016 Monday 4 July 2016 Monday 12 September 2016 Monday 7 November 2016 JK
If the CLVT applicant has completed the required clinical practice (350 hours) at more than one agency/clinic, please list the additional agencies/clinics: (Name of agencies/clinics, addresses, phone numbers, dates of practice). DIRECTIONS: For each competency listed below, please indicate whether the applicant passed or did not pass. All competencies require a rating and all competencies must be passed for the applicant to sit for the CLVT examination. Competencies: Did the applicant… Pass Fail Comments 1. Demonstrate appropriate interpersonal relationships and the ability to work closely with colleagues and community professionals as a member of the interdisciplinary low vision team including OD/MD ? 2. Demonstrate professional and ethical behavior? 3. Demonstrate a working knowledge of teaching and learning principles? 4. Demonstrate the ability to assess the visual environment, provide appropriate environmental adaptations, and the use of environmental cues for using vision? 5. Demonstrate an ability to interpret assessment data provided by professionals from a variety of disciplines? 6. Demonstrate the ability to understand and utilize information from the clinical low vision examination? 7. Demonstrate the ability to administer vision assessments and interpret results appropriately? 8. Demonstrate the ability to assess and evaluate learners’ needs and abilities in a variety of environments? 9. Demonstrate the ability to assess the learners’ effective use of low vision devices? 10. Demonstrate the ability to plan appropriate goals for enhancing visual functioning with and without optical devices? 11. Demonstrate the ability to select, design, and implement a sequential instructional plan? 12. Demonstrate a working knowledge of the effects of disabling co-morbidities?
Chapter 16 Population and Human Health General Preparation and inclusion of this ‘Population and Human Health’ Chapter in accordance with the requirements of Directive 2014/52/EU. This now replaces the original Chapter 16: ‘Socio-Economics’ Chapter, which now forms a standalone socio-economic report. Chapter 17 Risk of Major Accident and /or Disaster General Preparation and inclusion of Chapter 17 ‘Risk of Major Accident and/or Disaster’ in accordance with the requirements of Directive 2014/52/EU. Chapter 18 Interrelationships, Interactions and Cumulative Impacts General Update of Chapter number- was chapter 17 Update of all references to ‘EIS’ to ‘EIAR’ Update of all references to ‘soils, geology, hydrogeology and hydrology’ to ‘land, soil and water.’ Removal of all references to ‘Socio-Economics’ in the interactions assessment, as this no longer makes up an EIAR chapter. The socio-economics assessment is a stand- alone report, appended to the EIAR. Page 18-1: update of listed amendments to Council Directive 85/337/EEC to include 2014/52/EU. Update of quote from Article 3 of the EIA Directive to reflect changes under Council Directive 2014/52/EU Page 18-2: Update of quote from Annex 1V to reflect changes under Council Directive 2014/52/EU. Page 18-4 Inclusion of ‘Population and Human Health’ and ‘Risk of Major Accident and/or Disaster’ into interaction matrix. Page 18-7 to 18-9 Under ‘interaction of Effects’ inclusion of the following headings: Population and Human Health and Traffic and Transportation Population and Human Health and Air Quality and Climate Population and Health and Noise and Vibration Population and Health and Townscape and Visual
Appendix A Quality Report (Placement provider) (Date) Provider Concerns/Issues/Safeguarding/Complaints/ Patient Experience Feedback HEE Quality Standards HEE Risk Score Actions/Comments Previous QSG Surveillance Level1. Current QSG Surveillance Level Please include: Description of how issue/s impact/s on patient safety and/or patient experience Include themes from complaints/ Sis Date the issue occurred, placement name eg ward, department, and speciality. Standards not met Status Improved Status Quo Deteriorated Include quality improvement intervention From previous QSG meeting NB QSG to complete Following QSG meeting NB QSG to complete Provider Best Practice/Quality Improvement HEE Quality Standards Actions/Comments Please include best practice/quality improvements and resulting outcomes for patients and/or learners Standards met/ exceeded Please include how this/these best practice/quality improvements are being shared with other providers across the system or
Crisis Prevention and Response Plan to Address Mental Health Needs by Incident Type (Refer to Resources in the Appendices of the Addressing Mental Health: A Guide for WV Schools) SUICIDE PREVENTION Resources/Programs Action Steps Person(s) Responsible (SAMPLE Prevention Resources) Prevent Suicide WV Suicide Prevention Lifeline… Preventing Suicide: Toolkit for High School A Suicide: Toolkit for Schools (Including but not limited to Training) Protocols as outlined in “Preventing Suicide a Toolkit for High Schools” Establishing protocols for helping students at risk for suicide Establish protocols for responding to suicide death Staff / Parent Education and Trainings: ASAP-20 QPR: Question Persuade Refer RRR: Recognize, Respond, React More Than Sad Lifeline Postvention SafeTALK ASIST Parent/Guardian Outreach Student Education: More Than Sad SOS Lifeline Good Behavior Game Student Screening: PHQ-9 Columbia ASAP-20 Prevent Suicide WV / Barri Faucett ’ Hope Siler Patrick Tenney SUICIDE RESPONSE
Student Specific Planning Guides, A-5 Medical Needs Checklist (on the pages that follow) Student with Medical Needs COMMENTS The School Crisis Response Planning Team and School Crisis Response Teams should defer to the Individualized Education Program (IEP), Section 504 Plan or the Individual Health Care Plan (IHCP), recommendations of the School Nurse, medical professionals and/or parent/guardian that may have provided input for students with medical needs including, but not limited to those who: Yes No Receive medication; e.g. insulin, glucagon, seizure medication, asthma inhaler – see also respiratory needs, etc. Yes No Use a medical device (other than wheelchair, crutches, etc. related to mobility – see mobility); e.g. portable suction machine, suction catheters, urinary catheter, AED, glucometer, VNS, nebulizer, feeding tubes, etc. or Yes No Are medically fragile, triggered by stress (e.g. seizures, ADHD, autism – see also Autism). Yes No Once an emergency plan is established, confirm with the student and/or parent(s) that the plan is appropriate – this is implicit for students with an IEP, Section 504 Plan or IHCP, but there may be students that have medical needs but do not have such plans. Yes No Are changes desired by the student and/or parent/guardian to the emergency plan? Consider whether those changes are both feasible and appropriate. Yes No If YES, incorporate those changes as appropriate. Yes No If NO, then consider whether to refuse the change or accept only if the parent(s) excuses the school from liability related to the planning. Consult an attorney as appropriate. Yes No For students that require medication, the medication should be available to be taken to any offsite evacuation site. Yes No Consider refrigeration requirements Yes No Consider food needs for diabetic students Yes No Consider diagnostic equipment Yes No
**OTHER WATERS Number Location LONG West (Dec. Deg.) LAT North (Dec. Deg.) Local Waterway Name Waterbody Field Cowardin Classification OW Size (acres) OW Length (feet) Feature #OW 5a Sec. 29, T149N, R63W -98.746513 47.687291 Medicine Lake Devils Lake - Sheyenne L2ABG 1.43 NA Lake #OW 5d Sec. 28, R63W -98.733566 47.68721 Medicine Lake Devils Lake - Sheyenne L2ABG 1.47 NA Lake #OW 7c Sec. 1 & 2, T133N, R61W -98.306146 46.355593 James River James River R2UBG 0.32 0 River #OW 7c Sec. 11 & 12, T133N, R61W -98.306108 46.355097 James River River 0.29 0 River TOTAL 3.51 0.00 **Other Waters (OW) can include traditional navigable waters (named rivers, streams, and lakes); non-navigable tributaries of traditional navigable waters that are relatively permanent where the tributaries typically flow year-round or have continuous flow at least seasonally (e.g., typically three months); and deepwater habitat (greater than 2 meters) not dominated by persistent, emergent vegetation.
Site protection instrument. The mitigation site is located within the NDDOT's permanent ROW. The mitigation site will be protected in perpetuity. In the event of highway abandonment, the terms of the permit and mitigation will be transferred to the receiving property owner. Baseline information. An on-site wetland determination was conducted. The mitigation site vegetation is above the existing adjacent wetland and dominated by upland vegetation typical on NDDOT ROW. The area does not have a cropping history. The upland area will be converted to wetland with hydrology driven by spring snowmelt and storm water runoff. . Determination of credits. Credit ratios were determined using the Wetland Mitigation Banking in North Dakota – Interagency Guidance for Mitigation Bank document. Of the .68 acres of permanent impact, 0.66 require mitigation. 0.18 acres of permanent wetland impacts will be mitigated at a 2:1 ratio (at wetland 5) and 0.48 acres will be mitigated at a 1:1 (at wetlands 5 and 13) to offset 0.66 acres of permanent impacts requiring mitigation identified as wetlands 5 and 13. Table 1: Wetland Credit Ratios and Credit Calculation Adjacent Wetland Number Permanent Wetland Impact (acre) Wetland Classification Mitigation Type Acre-Credit Ratio Acres Created 5 0.15 PEMA Creation 1:1 0.15 13 0.51 PEMC Creation 1:1 0.33 2:1 0.36 Totals 0.84 Mitigation work plan. Six created wetland parcels will be constructed by excavating and grading a variable depth up to 1.5 feet maximum depth depressional area adjacent to the existing wetlands 5 and totaling 0.84 acres. The areas will be graded with a gradual transition from the 1.5 foot depth to the existing grade and contours of the adjacent uplands surrounding the mitigation site. Wetland soils are from permanently impacted areas may be used at the creation site with the final grade matching the existing wetland. If wetland soil is not available, the following wetland seed mix will be used:
In addition, NDDOT has previously submitted final reports in past years and is awaiting concurrence from your office per the permit for the following mitigation sites: Vollrath 15/21 Herda 57/281 New Town US 12 RP 48 US 2 Williston to Minot. If further information is desired regarding the enclosed submittal package, please contact me at (701)328-4818. CORY LAWSON, ENVIRONMENTAL SERVICES SECTION LEADER 19/cl/pm Enclosure cc: Toni Erhardt, USACE – Full Package Terry Ellsworth, USFWS – Foss and Trego Report Sheri Lares, FHWA – Full Package John Schumacher, NDGFD – Foss and Trego Report Curt Bradbury, NRCS – Foss and Trego Report Toney Ott, EPA – Foss and Trego Report
Rule 1. Scope Rules shall govern the practice and procedure for appeals to the Supreme Court and the Court of Appeals. The Court may, upon the motion of a party or the Court's own motion, permit deviation from these Rules. Rule 2. Definitions In these Rules, the following definitions apply: A. Administrative Agency. An Administrative Agency is the Worker's Compensation Board, Indiana Civil Rights Commission, Indiana Utility Regulatory Commission, or Review Board of the Department of Workforce Development. B. [Reserved] C. Appendix. An Appendix is a compilation of documents by a party pertaining to an appeal under Rule 49 and Rule 50. D. Clerk. The Clerk is the Clerk of the Indiana Supreme Court, Court of Appeals and Tax Court. E. Record. The Clerk's Record is the Record maintained by the clerk of the trial court or the Administrative Agency and shall consist of the Chronological Case Summary (CCS) and all papers, pleadings, documents, orders, judgments, and other materials filed in the trial court or Administrative Agency or listed in the CCS. F. and Court on Appeal. The terms “Court” and “Court on Appeal” shall refer to the Supreme Court and the Court of Appeals. G. Criminal Appeals. Criminal Appeals are those cases which were designated by the originating court as a Murder – MR, Class A Felony – FA, Class B Felony – FB, Class C Felony – FC, Class D Felony – FD, Level 1 Felony – F1, Level 2 Felony – F2, Level 3 Felony – F3, Level 4 Felony – F4, Level 5 Felony – F5, Level 6 Felony – F6, Criminal Felony--CF; Class D Felony--DF; Criminal Misdemeanor--CM; Post Conviction Relief--PC; Juvenile Status--JS; Juvenile Infraction--IF; Miscellaneous Criminal--MC; Local Ordinance Violation--OV, and Exempted Ordinance This definition is for ease of reference and does not change the substantive rights of the parties. H. Final Judgment. A judgment is a final judgment if: (1) it disposes of all claims as to all parties; Trial Trial
Table 2 - Other Waters **OTHER WATERS Number LONG West (Dec. Deg.) LAT (Dec. Deg.) Local Waterway Name NWI Cowardin Classification OW Size (acres) OW Length (feet) Tributary To Feature #OW 1b -99.861071 48.033362 Buffalo Coulee North Fork Sheyenne River L2ABGh 1.74 NA Artificial Lake #OW 1e -99.858936 48.032567 Buffalo Lake North Fork Sheyenne River L2ABGh 6.46 NA Artificial Lake TOTALS 8.20 0.00 Waters (OW) can include traditional navigable waters (named rivers, streams, and lakes); non-navigable tributaries of traditional navigable waters that are relatively permanent where the tributaries typically flow year-round or have continuous flow at least seasonally (e.g., typically three months); and deepwater habitat (greater than 2 meters) not dominated by persistent, emergent vegetation.
Appendix A7 – Mitigation Monitoring Report Example December 2015 Table 1: US Highway 10 Mitigation Summary Segment Number PCN Project Number USACE Permit Number Jurisdictional Impacted Acreage Final Mitigation Acreage Completion Year Year(s) Monitored Remedial Action (Y/N) 1 17213 NA (Bank) 15.56 2009 2010-2015 Y – Notify ETS ASAP after site visit. ETS will coordinate with District personnel. TOTALS: NA 15.56
Goal: To reduce violent crime through strengthened governmental collaboration and increased trust between law enforcement and the communities they serve. Process objectives Hire MDT Program Manager by XX date or XX month of the program Date MDT Program Manager Form Team (MDT) composed of community stakeholders and decision makers from the city Mayor’s office, law enforcement, local and federal prosecution and community corrections by second month of the program. Date MDT formed MDT membership by agency affiliation and assigned staff. Hire Research Partner by XX date or XX month of the program Date Research Partner hired Convene regular MDT (at minimum monthly) MDT meetings which include at least XX % of all required members in attendance Number of meetings held Number of meetings with at least 80 % of all assigned staff of required agencies in attendance. Identify and convene meetings with XX community agencies and leaders to discuss procedural justice, planning process and survey Number of meetings convened List of community agencies contacted Implement survey that assesses community perceptions of law enforcement to at least XX % of community Number of surveys released Number of completed surveys returned Survey results are prepared in report by XX date, reviewed by MDT Partners and community leaders. Date survey report submitted for MDT review MDT partners and community leaders review survey report by XX date Date of survey report review by MDT partners and community leaders Submit required crime data to MDT for review. At minimum: Shootings by date/time, suspect(s) and victim(s) involved, group(s) involved, neighborhood, motive, weapon(s) used Individual and data for targeted intervention crime guns recovered and submitted to ATF for trace XX months/quarters required data reported to MDT for review. Number of Shootings by date/time, suspect(s) and victim(s) involved, group(s) involved, neighborhood, motive, weapon(s) used Number of Individual and data for targeted intervention Total crime guns recovered and submitted to ATF for trace Attend regional MDT information sharing events hosted by the Authority Number of Authority information sharing events attended Number and agency affiliation of attendees Initiate SARA analysis by XX date Date SARA analysis initiated
SECTION 3: MULTI-JURISDICTION SUMMARY SHEET (OPTIONAL) INSTRUCTIONS: For multi-jurisdictional plans, a Multi-jurisdiction Summary Spreadsheet may be completed by listing each participating jurisdiction, which required Elements for each jurisdiction were ‘Met’ or ‘Not Met,’ and when the adoption resolutions were received. This Summary Sheet does not imply that a mini-plan be developed for each jurisdiction; it should be used as an optional worksheet to ensure that each jurisdiction participating in the Plan has been documented and has met the requirements for those Elements (A through E). MULTI-JURISDICTION SUMMARY SHEET # Jurisdiction Name Jurisdiction Type (city/borough/ township/ village, etc.) Plan POC Mailing Address Email Phone Requirements Met (Y/N) A. Planning Process B. Hazard Identification & Risk Assessment C. Mitigation Strategy D. Plan Review, Evaluation & Implementation E. Plan Adoption F. State 1 Bloss Township Robert Harzinski 57 Elm Street, Arnot PA 16911 2 Blossburg Borough Jolene Hall 245 Main Street PA. 16912 3 Brookfield Township Dave Tombs 2037 California Rd., Westfield PA 16950 4 Charleston Township John Robertson 156 Catlin Hollow Road, Wellsboro PA
5 Chatham Township Martin Wood 1579 Blair Creek Rd, Little Marsh PA 16950 6 Clymer Township Kenneth Burrous 1105 Locust Street, Sabinsville PA 7 Covington Township Stuart Lisowski 114 East Hill Road, Covington PA 16917 8 Deerfield Township Gene Shalters 5322 Route 49, Knoxville PA 16928 9 Delmar Township Cleveland 610 N. Lawton Rd., Wellsboro PA 16901 10 Duncan Township Robert Janeski 42 Duncan Township Rd, Wellsboro PA 16901 11 Elk Township David Miller 8791 Leetonia RD, Gaines PA 16921
12 Elkland Borough Mark 105 Parkhurst Street, Elkland PA 16920 13 Farmington Township Gerald King P.O. Box 148 14 Gaines Township Greggory S. Brown 45 Division Street, Gains PA 16921 15 Hamilton Township Carl Olson, Jr. Tioga Street, Morris Run PA 16 Jackson Township Walter Barnes 41 Back Street, PA 16936 17 Knoxville Borough Tom Baker P.O. Box 191 Lawrence Township William Meachem 1038 Hollow Rd, PA 16929 Lawrenceville Borough Jill Hall P.O. Box 287
20 Liberty Township Ernest Norman 8082 Route 414, Liberty PA 16930 21 Liberty Borough George Gobel 2921 Liberty Way PA 15133 22 Mansfield Borough Heather Morgan 14 Main Street Mansfield, PA 16933 (570) 662-2315 23 Middlebury Township Tom Bowers Dry Run Rd, Center, PA 16935 24 Morris Township Douglas Cohick 59 Back Street, Morris PA 16938 25 Nelson Township Allen Arnold 111 Village Drive, Nelson PA 16940 26 Osceola Township Bob Goodrich 112 South Tuscarora Street, Osceola PA
34 Tioga Borough Tammy Reagan 50 Coleman Street Tioga PA 16946 35 Union Township Dale Machmer 324 Union Centre Rd, Canton PA 17724 36 Ward Township Ed Shaeffer 1162 Lower Mountain Rd., Canton PA 17724 37 Wellsboro Borough Joan Hart 14 Crafton Street Wellsboro, Pa 16901 (570) 724-3186 38 Westfield Borough James Davis 429 E Main St, PA (814) 367-2632 39 Westfield Township Carl Burrous 528 Mill St, PA
Related Performance Measures: Percentage of HIV-infected patients who had a medical two or more times at least 3 months apart in the measurement year Percentage of patients with HIV infection who have been assessed for substance use (alcohol and illicit substances) in the measurement year. Performance Measure 2.4: Linkage to housing programs (ACTIVE PATIENTS ONLY) Percentage of active MCC patients who were successfully linked to housing programs Numerator: Number of active MCC patients enrolled in a housing program within 45 days of identified housing need Denominator: All active MCC patients who were referred to housing programs during the past 12 months Definition: Active: refers to patients who are enrolled in the MCC program to receive intensive services within the past 12 months Housing Need: refers to refers to patients with severe or high acuity in the “Housing” domain of the MCC Assessment Patient Exclusions: Patients who have been incarcerated within the past 12 months Any patient refusing services that was documented in the medical record Any patient enrolled in MCC within the last 3 months of the 12-month measurement period Data Element: Is the patient HIV-infected? (Y/N) If yes, did the patient complete an MCC Assessment? (Y/N) If yes, did the patient have a housing need identified in the MCC Assessment? (Y/N) If yes, did the patient enroll in a housing program within 45 days of identified need? (Y/N) Data Source: Casewatch or other electronic data base National Goals, Targets, or Benchmarks for Comparison: National benchmarks: none available at this time DHSP TFC = 70% Related Performance Measures: Percentage of HIV-infected patients who had a medical visit two or more times at least 3 months apart in the measurement year Performance Measure 2.5: Linkage to partner services (ACTIVE PATIENTS ONLY) Percentage of active MCC patients who are successfully linked to partner services in the past 12 months Numerator: Number of active MCC patients with identified high risk sexual behavior linked to partner services within 45 days of identified need
List of Practices in South Essex GRRS Rayleigh Vision Centre 127 High Street Rayleigh SS6 7QA Phone 01268 741664 Safe Fax 01268 771079 Castle Opticians 271-273 High Road South Benfleet SS7 5HA Phone 01268 792165 Safe Haven Fax 01268 j792165 Perfect Vision 100 Ferry Road Hullbridge Hockley SS5 6EX Phone 01702 232222 Safe haven Fax 01702 232221 Broadway Opticians 30 Broadway Leigh-on-Sea SS9 1AJ Phone 01702 477758 Euin Steele & Partners 58 Orsett Road Grays RM17 5EH 01375 373000 Safe Haven Fax 01375 378188 Williams Opticians 91 London Road Benfleet SS7 5TG Phone 01268 799999 Safe Haven Fax 01268753841 Forbes Opticians Ltd 198 London Road Hadleigh SS7 2PD Phone 01702 555345 Safe Haven fax 01702 581186 Specsavers Unit 82 Lakeside Shopping Centre West Thurrock RM20 2ZP Phone 01708 689865 Safe Haven Fax 01708 685202 E.Megafu Eye Clinic 1536 London Road Leigh-on-Sea Essex SS9 2QG Phone 01702 472162 Safe Haven Fax 01702472162 Focus on Broadway 57 Broadway SS9 1PE Phone 01702 480607 E.Megafu Eye Clinic 97 West Road Southend-on-Sea SS3 9DT Phone 01702 293700 Safe Haven Fax 01702 293700 Boatmans Opticians 182A High Street Ongar Essex CM5 9JJ Phone 01277 366665 Safe Haven Fax 01277 363145 Edwards Watts Opticians 14 Chelmsford Road Brentwood CM15 8RQ Phone 01277 212978 Safe haven Fax 01277 260138 Goldsmith Webb 8 Grover Walk Corringham Stanford-le-Hope Essex SS17 7LY Phone 01375 677577 Safe Fax 01375 641050.
Appendix B Radford University IDSL Internship Statement of Intern Responsibilities and Learning Goals In the semester prior to the internship experience, the student, in conjunction with the site supervisor should develop a statement of the anticipated responsibilities and learning goals for the internship. Anticipated Responsibilities: Learning Outcomes: Communicate effectively with appropriate audiences both in writing and orally Adhere to professional norms and demonstrate appropriate behavior with regard to work assignments Function as an effective member of a work team or group in a specific practice setting Illustrate how theories and knowledge from both focus areas can be used with clients in a specific practice setting Articulate how knowledge and theories from the two focus areas are integrated in a practice setting Student Signature: ____________________________ Date: ______________________ Site Supervisor Signature: _________________________ Date: ______________________
Coliphage Analyses Method Parameter Code Result Units Rem VQ NVQ Method 1602 E. coli Famp quantitative PFUs/100 mL E. coli CN-13 quantitative 90903 PFUs/100 mL Method 1601 E. coli Famp enrichment # P/A per 1 L E. coli CN-13 enrichment 99332 # P/A per 1 L [Method 1601 key: in result, enter “#”; in remark, enter “M” for positive or “U” for negative] Coliphage Analysis Date: ______________ Results Read By: __________________Date Read:________________ Bacterial Analyses Matrix Parameter Code Result Units Rem VQ NVQ Actinomycetes (AIA) Water 63688 CFU/mL Aerobic endopspores (NA+TBl) Water Escherichia coli (modified mTEC) Water 90902 CFU/100mL Sediment 63156 CFU/gdw Escherichia coli (Colilert Quantitray 2000) Water 50468 MPN/100mL Sediment 50467 MPN/gdw Total coliforms (Colilert Quantitray 2000) Water MPN/100mL Sediment MPN/gdw Enterococci (mEI) Water 90909 CFU/100mL Sediment 63157 CFU/gdw Enterococci (Enterolert Quantitray 2000) Water 99601 Sediment MPN/gdw Clostridium perfringens (mCP) 90915 CFU/100mL Sediment CFU/gdw Other: Molecular and Cell Culture Analyses Marker Results Units Organism Results Units AllBac copies/100 mL Enterovirus copies/L GenBac copies/100 mL Norovirus GΙA copies/L copies/100 mL Norovirus GΙB copies/L BacCan copies/100 mL Norovirus GΙΙ copies/L Rum2Bac copies/100 mL Adenovirus copies/L CowM2 copies/100 mL Human polyomavirus copies/L GFD copies/100 mL culturable virus MPN/L
COMPETENCY DOMAIN 2: COLLABORATING WITH FAMILIES AND COMMUNITY Some and responsibilities of an ECDA Fellow in this domain include: Guiding and partnering centres in establishing partnerships with families and community stakeholders and in developing and implementing programmes to engage them Developing resources to engage parents and the community (e.g. a guidebook for parents) In no more than 250 words, and using specific examples of your achievements and expertise from the last 3 years, explain how you have collaborated and networked with stakeholders for shared educational outcomes. Please provide evidence of how you have established partnerships with families and community stakeholders, led in efforts to enhance collaborations with families and community stakeholders, promoted professional networking for collaboration between teachers and the community/other professional organisations, and/or actively sought collaboration and development across different levels of the teaching fraternity. You may include other relevant examples that explain how you have collaborated and networked with stakeholders for shared educational outcomes. For ECDA’s Official Use Only Assessment by: _______________________________________ Comments (if any):
SKILL CATEGORY 3: BUILDING PROFESSIONAL CAPACITY APPLICANT’S WRITE-UP (Using Arial Font 11, in no more than 500 words) SUPPORTING EVIDENCE For Senior Centre Leader Establish Plans and Structures to Engender a Culture of Mentoring within the Cluster Establish a Culture of Continuous Learning Develop Managers and High Potential Employees through Organisational Talent Capability Review Establish a Culture of Professionalism Represent and Promote the Organisation For Senior Lead Teacher Mentor Lead Teachers in the Design and Implementation of Programmes in a Specialised Field Facilitate the Establishment of Plans and Structures to Engender a Culture of Mentoring within the Cluster Establish a Culture of Continuous Learning Develop Managers and High Potential Employees through Organisational Talent Capability Review Establish a Culture of Professionalism e.g. evidence of induction/mentoring structures or platforms you have established to build the professional capacity of others, workshops/master classes/learning communities you have conducted at the cluster level, research work or publication, etc. Please label your supporting evidence (e.g. Annex 3a – c). Annexes should be submitted as pdf / jpeg documents and named accordingly as indicated in this column.
8 What development tools are provided with the software (Please Specify) Basic Vendor/Supplier Details 9 Does your company provide training for Yes No a. At the implementation stage b. With each successive upgrade 10 Do you provide consultancy services in the areas of: Yes No a. Development b. Capacity Planning c. Deployment d. Data Conversion e. Configuration Management f. Change Management g. Training
Any alleged violations of standards of conduct shall be referred to the (GRANTEE NAME) Attorney. Where violations appear to have occurred, the offending employee, officer or agent shall be subject to disciplinary action, including but not limited to dismissal or transfer; where violations or infractions appear to be substantial in nature, the matter may be referred to the appropriate officials for criminal investigation and possible prosecution. Passed and approved this _____ day of ________________, 20___. _____________________________ Name of City / County of __________________
Published evidence of overall significant improvement in Quality of Life (QOL), using a validated tool. 2 Measurable evidence of significant improvement in aspect(s) of QOL using a validated tool or evidence of lack of deterioration in overall QOL using a validated tool or clear evidence of major improvement in QOL without validated tool (eg clinically significant reduction in blood transfusion) 1 Little or no evidence of improvement of QOL or no QOL data collected in the trial 0 evidence of major deterioration in QOL without a validated tool (eg clinically significant increase in incidence of febrile neutropenia) 1 Published evidence of deterioration in QOL using a validated tool. Minus 2 3 Toxicity compared to the existing active standard therapy. Criteria Score Recorded Score Significant improvement 2 Improved 1 Equal 0 Worsened Minus 1 Significantly worsened Minus 2 4 Degree of clinical unmet need, i.e. a step change for the clinical setting concerned N.B. If there has been no score in section 1 of this tool, then no score can be assigned for this section Criteria Score Recorded Score or N/A No alternative treatment 3 Alternative Active standard treatment exists 0 5 Cost per QALY – if available. The Cost per QALY calculated by NICE in the course of an appraisal are the most accurate cost per QALY for use in England and Wales. Note that they often incorporate Patient Access Schemes which may or may not be available after a NICE ‘no’. QALY Score for Independent Published Calculation Recorded score £30-40,000 2 £40 -50,000 1 £50-60,000 0 £60-80,000 Minus 1
YEAR ROUND ALTERNATIVE SCHOOLS School Year Calendar: 2018 - 2019 1st Week 2nd Week 3rd Week 4th Week 5th Week PA days Instr days Exam days M T W T F M T W T F M T W T F M T W T F M T W T F August 1 2 3 6 H 7 8 9 10 13 14 15 16 17 20 21 22 23 24 P 27 Q1 28 29 30 31 1 September 3 H 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 October 1 2 3 4 5 P 8 H 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 1 November 1 2 5 B 6 B 7 B 8 B 9 B 12 Q2 13 14 15 16 P 19 20 21 22 23 26 27 28 29 30 2 December 3 4 5 6 7 P 10 11 12 13 14 17 18 19 20 21 24 B 25 H 26 H 27 B 28 B 31 B January 1 H 2 B 3 B 4 B 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 February 1 P 4 B 5 B 6 B 7 B 8 B 11 Q3 12 13 14 15 P 18 H 19 20 21 22 25 26 27 28 2 March 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 April 1 2 3 4 5 8 9 10 11 12 15 16 17 18 B 19 H 22 H 23 B 24 B 25 B 26 B 29 Q4 30 May 1 2 3 6 7 8 9 10 13 14 15 16 17 20 H 21 22 23 24 27 28 29 30 31 June 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 July 1 H 2 3 4 5 p 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 1 Legend P -Professional Activity Day; E -Scheduled Exam Day; B -Board Designated Day; H -Statutory Day; / -Half Day; P* -Professional Activity Day Devoted to Provincial Education Priorities;
MEDICATION RETURNED TO PHARMACY Date: ………/………/……… Time:……………………am/pm Name of young person: ………………………………………………… Reason for return……………………………………………………..... Name of medication & strength: ……………………………………… Quantity:………………tablets/milligrams Signature of staff: ……………………………………………………… Name of pharmacy: …………………………………………………….. Signature of pharmacy: ………………………………………………… Appendix E (1)
Mitigation banking is an efficient and effective method to compensate for the unavoidable wetland losses in an environmentally manner. Wetland mitigation banking is particularly beneficial for agencies and organizations developing needed projects that commonly result in wetland losses, such as highway projects, airport improvements, and agricultural activities. Through a coordinated partnership, mitigation banking provides highway departments, county water resource boards, other agencies, developers, and landowners with reliable, cost-effective procedures to plan and develop future projects. If you have questions concerning mitigation banking, please contact a member of the NDIRT to schedule a coordination meeting. Appendix A – North Dakota Interagency Review Team Contact Information
As officers and representatives of (name of company) , we the undersigned have read and fully agree to this Plan, and become a party to the full implementation of the program and its provisions. ___________________________________ Signature ___________________________________ Printed Name ___________________________________ Title ___________________________________ Date PROPOSED CONTRACTS BREAKDOWN Type of Contracts No. of Contracts Approx. Total Dollar Amount Estimated No. to local Business Estimated $ Amount Local Business ESTIMATED PROJECT WORKFORCE BREAKDOWN Work Classifications Estimated Positions No. of Positions Currently Filled No. of Positions not Filled No. of Positions to fill with LM/ Residents Totals
includes services that are provided via remote access through the internet or other means. NOTE: Data entry needs to indicate whether counseling/advising/academic planning/career counseling services are “in-person” or “virtual.” College Visit/College Student Shadowing College visit/college student shadowing services take place on college campuses. College visit: A physical visit to a college campus by a student facilitated/supervised/led by the project’s personnel, teachers, college representatives, or other school staff. College visits should include an official tour, presentation(s) by admissions, financial aid, academic departments, athletics, student affairs, residence life, multicultural affairs, or other college departments. College student shadowing: A one-on-one experience in which a middle or high school student spends a day on a college campus with an undergraduate student seeing typical college life. Virtual college visit: Virtual college visit includes services that are provided via remote access through the internet or other means. Virtual college visits must be facilitated/supervised/led by the project’s personnel, teachers, or others and include the same elements as a physical college visit. NOTE: Data entry needs to indicate whether counseling/advising/academic planning/career counseling services are “in-person” or “virtual.” Job Site Visit/ Job Shadowing Job site visit/job shadowing services offer students exposure to the workplace in an occupational area of interest and reinforces the link between classroom learning, work requirements, and the need for postsecondary education. Students witness the work environment, employability and occupational skills in practice, the value of professional training, and potential career options.
APPENDIX FOUR CAMPUS MAP Facility locations in this image: MSB – Medical School Building MSE – Medical School Expansion Building CYC – Cyclotron Building UTPB – University Professional Building UTPG – University Professional Garage Facility locations in this image: SON – School of Nursing SPH – School of Public Health UCT – University Center Tower IMM – Institute of Molecular Imaging Facility locations in this image: BBS – Behavioral & Biomedical Sciences SOD – School of Dentistry AUX / REC – Auxiliary Enterprises & Recreation Center SFA – Student / Faculty Housing Complex
Work with faculty to identify and implement Student Learning Outcomes. Resource Allocation Develop and manage the Division budget consistent with District policy and sound financial management principles. Identify and prioritize division needs, secure available funding, and strategically allocate and re-allocate resources. Develop and maintain safe laboratory facilities that allows faculty and staff to meet the needs of the science laboratory curriculum. Confer with faculty regarding ideas for program improvement to find resources for development through grants and special projects. Staffing Supervise and evaluate the performance of assigned staff; interview and participate in selecting employees; orient, train, counsel, discipline and terminate personnel according to established policies and procedures. Recruit and develop adjunct faculty pools. Student Success Work with faculty and staff to assess students and continuously monitor their progress for success using appropriate data and research tools. Oversee and evaluate requests for: credit by exam, course waivers, and student petitions. Resolve student issues and assist faculty and staff to refer issues (DSP, student behavior, grade changes, etc.) to appropriate departments. Community Relations/Outreach Communicate with leaders in the private and public sectors and in educational agencies to determine needs for new courses and programs and establish advisory committees as appropriate. Determine and oversee for other college sites and centers regarding instructional programs and services, provide for proper staffing of classes, and administer and evaluate courses and assigned instructional full time and part-time staff. Facilitate academic partnerships between Division faculty, faculty in feeder high schools, and four-year transfer institutions; assure maximum course articulation for students.
January 19, 2017 Participants in this professional development series will enhance their knowledge of the HighScope Educational Approach and discuss research based developmentally appropriate practices. The two day training will focus on the HighScope Curriculum and components of the Daily Routine, language and literacy, and adaptations for students with various disabilities related to the curriculum and students’ IEPs. December 13, 2016 AND January 24, 2017 OR February 7, 2017 AND February 28, 2017 Building Early Language and Literacy (B.E.L.L.) 13 MPP (with completion of follow-up activities) Presenters: Pre-K SPED Staff Location: TBA Time: 8:30 a.m. – 3:30 p.m. Participants in this professional development series will gain a working knowledge of the B.E.L.L. Literacy Program that is utilized in Pre-K SPED classrooms. Topics covered will include scope and sequence of Big Books and phonological awareness skills, lesson planning, and developmentally appropriate adaptations for SPED students. December 15, 2016 Teaching Social Skills for Teachers in ASD/LEAP Classrooms 7 MPP (with completion of follow-up activities) Presenters: Ms. Claudia Monsalve & Ms. Kathy Velazquez Location: Pre-K SPED Building Time: 8:30 a.m. – 3:30 p.m. This interactive and practical workshop is designed to enable the Pre-K SPED Teacher to gain knowledge about evidence-based social skills strategies. This workshop will focus on how to teach peer role models to use a sequence of systematically designed skills in order to share toys and materials, give compliments, and play ideas. The Pre-K SPED Teacher will gain knowledge in order to embed learning skills throughout the daily routine to increase peer interactions and the number of opportunities to respond to initiations of peers and adults. January 23, 2017 A.M. Session OR P.M. Session Promethean Board Strategies and Appropriate Usage 4 MPP (with completion of follow-up activities) Presenters: Mr. Julio Suarez Location: David Fairchild Elementary Time: 8:30 a.m. – 11:30 a.m. OR 12:00 p.m. – 3:00 p.m. Participants will gain a working knowledge of the appropriate usage of classroom Promethean boards, including usage of ActivInspire software and applicable internet applications. Participants will be required to develop an interactive lesson using ActivInspire software.
something scenarios). The proposed scheme effects the re-routing of buses from College Green and Dame Street towards the Liffey Quays, which increases in traffic flows on those links. The most significant increases in traffic are estimated to happen on local links. With regards to reductions in volumes, some are very significant, especially on College Green and on its immediate vicinity (Dame Street, Trinity Street, College Street, Fleet Street East). Overall, for the 2018 scenario, the model shows a reduction of approx. 7.2% from 206,964 to 192,047 vehicles. However, this needs to be understood in terms of the reallocation of journey numbers as opposed to vehicular movements. The quays under the Do-Something Scenario are carrying much higher public transport volumes. It is also notable that Luas provides significant growth in customer access to the area at Westmoreland Street/College Street and Dawson Street which correlates with areas of traffic reduction. So analysis of traffic flow only provides part of the answer. Fig. 5.1 Do-Minimum vs. Do-Something – Changes in Traffic Volumes 2018 (prepared by Arup) It is important to note that the implementation of the traffic management changes on the north and south Quays in association with the College Green Bus Gate (operational since 2009) have in effect implemented these changes irrespective of the College Green Plaza project proceeding. Access to hotels, car and loading in the vicinity of College Green have also been reviewed. The response to Item 2 of the Further Information request as incorporated in the EIAR provides considerable detail on access and egress arrangements for private vehicles. It is important to note that access to the Fleet Street and Trinity Street car parks is being maintained and detailed measures have provided to ensure that businesses in the area are properly serviced with loading bays. Re-routing of bus services and re-location of bus stops The Board’s Further information item refers to the potential socio-economic arising from the ‘diversion of bus routes, relocation of bus stops, displacement of bus customers during both the construction/operational stages, severance of routes, increased journey times and costs’.
Appendix G (continued) Goal 2: List Goal2 from CCAP Outcomes Data collection Who/what is the source of the data? How will the data be collected? If survey data, from how many people will data be collected? What instruments/ questions will be used to collect data? How frequently will data be collected? Who is responsible for collecting, analyzing and reporting data? Long term Outcome: Objective 1 from CCAP: Immediate Outcome(s):List outcomes from CCAP Intermediate Outcomes(s):List outcomes from CCAP
Appendix G - Evaluation Plan Goal 1: List Goal 1 from CCAP Outcomes Data collection What measures instruments/ questions will be used to collect data? Who/what is the source of the data? (e.g. police, schools, retailers, parents, Community members, etc) How will the data be collected? (e.g. archival measures, survey, observation, etc) If survey data is needed, from how many people will data be collected? When will data be collected? Who is responsible for collecting, analyzing and reporting data? Long term Outcome: Objective 1 from CCAP: Immediate Outcome(s): List outcomes from CCAP Intermediate Outcomes(s): List outcomes from CCAP
Immediate Outcome(s): List outcomes from CCAP Intermediate Outcomes(s): List outcomes from CCAP Appendix G (continued) Goal 2: List Goal2 from CCAP Outcomes Data collection Who/what is the source of the data? How will the data be collected? If survey data, from how many people will data be collected? What instruments/ questions will be used to collect data? How frequently will data be collected? Who is responsible for collecting, analyzing and reporting data? Long term Outcome: Objective 1 from CCAP: