zilongwang/ReadingBank huggingface dataset:
Participation Agreement Antibiotic Stewardship (AS) Project Part of the task of CMS’ quality improvement program in this arena will be to spread the principles of antibiotic stewardship among recruited outpatient settings at the point of care, where the antibiotics are being prescribed. Quality Improvement Organizations (QIO) have been working on antibiotic stewardship together in concert with work on preventing healthcare-associated infections (HAIs) and also have a strong history of working in communities to facilitate transitions of care. The goal of this project is to increase the number of outpatient settings that have incorporated all Core Elements of Outpatient Antibiotic Stewardship. Benefits Expectations You will… You will… Receive education for outpatient settings on the fundamentals of Antibiotic Stewardship (AS) and the risks of misuse/overuse of antibiotics in healthcare and food production Receive education on the Core Elements of Outpatient AS, education for patients on AS, and antibiotics in healthcare and food production Gain experience in assessing and determining which Core Elements of AS are in place and/or needed Acquire tools to assess for and implement AS Have an opportunity to participate in a multidisciplinary advisory team on AS Network with and learn from other experts in your state and the country working together on AS Participate in Learning and Action Network (LAN) activities that promote and spread best practices in AS in outpatient settings Agree to remain active in this initiative through July 2019 Agree to publicly disclose participation in this initiative Form an interdisciplinary team to incorporate all Core Elements of Outpatient AS into practice Identify a team sponsor and a day-to-day leader Participate in LAN events, other education sessions, webinars, and conference Share results, best practices, and lessons learned Checklist (Suggested) for Core Elements of Outpatient Antibiotic Stewardship Outpatient clinicians and healthcare facilities can take steps to implement antibiotic stewardship activities. Use this checklist as a baseline assessment of policies and practices which are in place. Then use the checklist to review progress in expanding stewardship activities on a regular basis (e.g., annually). Commitment
ALFREDO MENDOZA 10253 Avenue Q-10 Littlerock, California 93543 323-540-2052 Attorney for ALFREDO MENDOZA, Movant And Landlord in Pro Per UNITED STATES BANKRUPTCY COURT CENTRAL DISTRICT OF CALIFORNIA, LOS ANGELES DIVISION In re WILLIAM ROBERT FLAATA, AUTUM MARIE FLAATA, Debtors. _________________________________ ALFREDO MENDOZA, Movant, v. WILLIAM ROBERT FLAATA, AUTUM MARIE FLAATA, Respondents. ) ) ) ) ) ) ) ) ) ) CASE NO. 2:10-bk-48341-ER MOVANT’S MEMORANDUM OF POINTS AND AUTHORITIES IN SUPPORT OF MOTION FOR RELIEF FROM THE AUTOMATIC STAY PURSUANT TO LOCAL RULE 4001-1 AND 9014-1(f)(1) HEARING DATE: October 8, 2010 TIME: 10:00 am COURTROOM: 1568, 15th Floor
2. Advisory Panel/Review Committee Meetings Date(s) Location Estimated Number of Attendees Description 7/20/17 Sacramento 10 Assessment Stakeholder Meeting. CDE staff provided results of the ELPAC field test survey taken by California educators who administered the field test. 8/7/17 Sacramento 4 ELPAC Technical Advisory Group (TAG) Teleconference Meeting. Members of the TAG provided guidance related to psychometric and measurement topics. 8/20/17 Sacramento 10 Assessment Stakeholder Meeting. CDE staff provided an update on the ELPAC performance level descriptors (PLDs) and the proposed reporting hierarchy. 10/17/17 through 10/26/17 Sacramento 74 Summative ELPAC Standard Setting. California educators developed specific performance level threshold score recommendations that were presented to the State Board of Education (SBE) in November 2017. Educators reviewed, discussed, and provided feedback on the specific performance level thresholds based on results from the Summative ELPAC field test. 10/19/17 Sacramento 12 Assessment Stakeholder Meeting. CDE staff provided information on the Summative ELPAC student score report.
California Department of Education Executive Office SBE-002 (REV. 11/2017) memo-pptb-amard-apr18item02 MEMORANDUM DATE: April 10, 2018 TO: MEMBERS, State Board of Education FROM: TOM TORLAKSON, State Superintendent of Public Instruction SUBJECT: Update on the Development of the College/Career Indicator, Including an Overview of the Research Supporting the Current Model Summary of Key Issues In fall 2018, the State Board of Education (SBE) will adopt performance levels for the College/Career Indicator (CCI) for inclusion in the 2018 California School Dashboard. To prepare the SBE for this planned action, the California Department of Education provided a February 2018 SBE Information Memorandum that reviewed the history of the CCI (). At the March 2018 SBE meeting, the SBE requested a follow up Information Memorandum on the validity and reliability of the CCI. This Information Memorandum details the research that was conducted and incorporated in the development of the CCI and the rigorous vetting criteria and processes that were applied to select CCI measures. Attachment(s) Attachment 1: The College/Career Indicator: the Validity and Reliability of a Multiple Measures Indicator that Evaluates College and Career Preparedness (14 Pages)
International Baccalaureate Students who passed two IB exams were placed in the “Prepared” level, indicating that the IB program was rigorous and academically challenging. Dual Enrollment Among students who took two dual enrollment courses, 48 percent scored “Ready” on the EAP for ELA. Among those who took three dual enrollment courses, 61 percent scored “Ready.” Given the strong alignment of this measure with college preparedness, it was agreed that students who complete two semester or three quarters of college coursework with a grade of C- or better (and received college credit) should be placed in the “Prepared” level of the CCI. There was no need, it was concluded, to supplement Dual Enrollment with an additional measure. Data Supporting the Placement Settings In order to demonstrate the soundness of the CCI model and its measures, the CDE conducted analyses comparing results from the Smarter Balanced Summative Assessment and performance on other CCI measures. The results, based on student data from the Class of 2016, are summarized in Table 4. Table 4 CCI Criteria Number of Prepared Students Who Met CCI Criteria ELA: Number & Percentage of Students Who Received Level 1 or 2 ELA: Number & Percentage of Students Who Received Level 3 or 4 Math: Number & Percentage of Students Who Received Level 1 or 2 Math: Number & Percentage of Students Who Received Level 3 or 4 Two AP Exams 64,818 2,164 (3%) 59,071 (91%) 7,719 (12%) 53,325 (82%) Two IB Exams 3,868 141 (4%) 3,580 (93%) 537 (14%) 3,163 (82%) Dual Enrollment (One Year) 725 79 (11%) 609 (84%) 262 (36%) 431 (59%) a–g plus Smarter Balanced Summative Assessments 140,234 3,882 (3%) 136,352 (97%) 40,570 (29%) 99,664 (71%) a–g plus CTE Pathway 35,045 7,009 (20%) 26,729 (76%) 16,591 (47%) 17,009 (49%)
Pupil Engagement (LCFF Priority 5) Red on Graduation Rate Indicator or Red on Chronic Absence Indicator School Climate (LCFF Priority 6) Red on Suspension Rate Indicator or Not Met for Two or More Years on Local Indicator Access to and Outcomes in a Broad Course of Study (LCFF Priorities 7 & 8) Red on College/Career Indicator So, for example, a school district would be eligible for differentiated assistance if one or more student groups has: Red on ELA and orange on Math (Pupil Achievement), and Red on Suspension Rate (School Climate) Red on Graduation Rate Engagement), and Not Met for Two or More Years on Parent Engagement Local Indicator (Parent Engagement) Note: Local indicators apply to the LEA as a whole; for example, how a school district is implementing state academic standards or engaging parents. For purposes of applying these criteria, a rating of Not Met for Two or More Years on a local indicator is applied to each student group within the LEA. How do school districts get out of differentiated assistance? Do school districts that are currently receiving differentiated assistance ever stop being eligible for differentiated assistance? Differentiated assistance is a type of support provided to school districts within the system of support. It is not a label applied to school districts or a status that they enter and exit. Eligibility for differentiated assistance is determined annually when the Dashboard results are released (around December 1). If performance improves so that the school district no longer meets the criteria, the school district will no longer be eligible for differentiated assistance. Does the state post information about school districts identified for differentiated assistance? Yes. This information is posted in conjunction with the release of the Dashboard each fall. It shows all school districts, organized by county and what type of assistance they are receiving. For those school districts receiving differentiated assistance, it also identifies how the school district met the eligibility criteria (i.e., the student group[s] and relevant indicators). A link to the information from the Fall 2017 Dashboard is available on the CDE LCFF web page at .
§700.410 Amend Non-substantive edits were made to the rule including updating the rule to a question and answer format. §700.411 Amend Subsection (a) of the rule has been updated to reflect that the Department of Family and Protective Services (DFPS) is only mandated to send a copy of the completed report of the investigation to the Texas Education Agency (TEA) and that DFPS will send a copy of the report to State Board for Education Certification, the president of the local school board or local governing body for the school, the superintendent of the school district, and the school principal only upon request. A new subsection (b) was added to notify the entities other than TEA that they can find information on obtaining a redacted copy of the report from the DFPS public website. New subsection (c) has been amended to clarify that when the overall investigation disposition is in an investigation in a school under the jurisdiction of the TEA, the report of the investigation must include information about the designated perpetrator's right to challenge the disposition through the Office of Consumer Affairs review process, in addition to an administrative review of the investigation findings. New subsection (d) has been amended to clarify that the completion of an investigation of a school not under the jurisdiction of the TEA, DFPS does not release the results of the investigation to persons having control over the designated perpetrator's access to children but instead follows the provisions in Subchapter F of Chapter 700 of this title (relating to Release Hearings) prior to releasing the results of the investigation.
Subchapter C, Division 8, Policies and Procedures Repeal Rewrites and reorganizes Divisions 1, 2, and 8 of Subchapter C to clarify: The plans, policies, and procedures that are required during the application process; and A CPA's operational responsibilities, including responsibilities for notifications to Licensing. The rewrite is also intended to clarify confusion over a "permit holder's" and "governing body's" responsibilities. §749.331 Repeal Incorporates the content of this rule into four New rules: §749.137, §749.139, §749.153, and §749.529. One subsection was deleted as unnecessary. §749.333 Repeal Incorporates the content of this rule into New §749.109. §749.335 Repeal Incorporates the content of this rule into New §749.111. §749.337 Repeal Incorporates the majority of the content of this rule into §749.1113, except subsection (c) is deleted because it was unnecessary and duplicative. §749.339 Repeal Incorporates the majority of the content of this rule into New §749.113, except paragraph (18) is incorporated into New §749.135. §749.341 Repeal Incorporates the content of this rule into New §749.115. §749.343 Repeal Incorporates the content of this rule into New §749.117. §749.345 Repeal Incorporates the content of this rule into New §749.119. §749.347 Repeal Incorporates the content of this rule into New §749.121. §749.349 Repeal Incorporates the content of this rule into New §749.123. §749.351 Repeal Incorporates the content of this rule into New §749.125.
California Department of Education Executive Office SBE-002 (REV. 11/2017) memo-ssb-csd-aug18item02 MEMORANDUM DATE: August 1, 2018 TO: MEMBERS, State Board of Education FROM: TOM TORLAKSON, State Superintendent of Public Instruction SUBJECT: Financial Condition of State Board of Education–Authorized Districtwide Charters–2017–18 Second Interim Summary of Key Issues This Information Memorandum provides a summary of the California Department of Education’s review of the county superintendent certifications of the California State Board of Education (SBE)-authorized districtwide charters’ 2017–18 Second Interim financial reports. A districtwide charter can be approved only through joint action of the State Superintendent of Public Instruction (SSPI) and the SBE. To date, the SSPI and the SBE have approved nine districtwide charters; seven of which are still active. The SBE delegates oversight duties of the districtwide charters to the county office of education (COE) in which the districtwide charter is located. In accordance with Assembly Bill 1200 (Chapter 1213, Statutes of 1991), the county superintendent of schools has fiscal oversight responsibility over school districts in the county. In assessing a district’s financial health, the county superintendent uses the District Criteria and Standards adopted by the SBE. The following districtwide charters submitted positive certifications to their respective COEs. County District Certification Fresno Alvina Elementary Positive Fresno Kingsburg Elementary Charter Positive Kings Island Union Elementary Positive Kings Kings River-Hardwick Union Elementary Positive Kings Pioneer Union Elementary Positive Placer Ackerman Charter Positive Stanislaus Hickman Community Charter Positive The COEs reviewed the reports in accordance with the State Criteria and Standards for fiscal stability adopted by the SBE pursuant to Education Code (EC) Section 33127. The COEs concurred with the positive certifications submitted by the districtwide charters. Pursuant to EC Section 42131(a)(1), a positive certification indicates that, based on
2017, as soon as possible after the conclusion of the state review committee consensus. Publishers will have the opportunity to respond in writing to the profile sheets. Publishers will not be invited to present responses in person. Department of Education staff will review all publisher responses against state review committee documentation and reply to publishers in writing. Letters requesting a "reconsideration" of a profile(s) should be sent to Christonya Brown, textbook and instructional materials review coordinator, Virginia Department of Education, P. O. Box 2120, Richmond, VA 23218-2120. Letters requesting reconsideration must be received by Wednesday, November 15, 2017. Section 8 Publisher’s Presentations To State Review Committees Publishers will not be invited to present to review committees for the 2017 History and Social Science Textbook Review Process. Section 9 Contract Stipulation Virginia Code requires that local school boards shall either enter into written term contracts or issue purchase orders on an as-needed basis with publishers of textbooks approved by the Board of Education for use in the public schools. Contracts and purchase orders with publishers of textbooks approved by the Board shall require the publishers to furnish an electronic file of the textbook in the National Instructional Materials Accessibility Standards. Please refer to for information regarding stipulations for contracts and purchase orders. Attachment A 2017 Approval Process for K-12 History and Social Science Textbooks
Type of Personal Threat (Screen #3.) This field is required only if “Personal Threat” is selected for “Type of Violence”. Use the drop down menu to select the specific type of threat. Use the “other” text box to specify a type of threat not available in the drop down list. Type of Bomb Threat (Screen print #3.) This field is required only if “Bomb Threat” is selected for “Act of Violence”. Use the drop down menu to select the specific manner in which the threat was made. Use the “other” text box to specify a manner not available in the drop down list. Weapon Involved: required field (Screen print #3.) Select “Yes” or “No” as appropriate. Type of Weapon (Screen print #3.) This field is required only if “Yes” was selected in the previous question. Use the drop down menu to select the specific type of weapon used. Use the “other” text box to specify a type of weapon not available in the drop down list. Screen print #3. Number of Perpetrators (Screen print #4.) Use the text box to specify the total number of perpetrators involved. Number of Females (Screen print #4.) Use the text box to specify the number of female perpetrators involved. Number of Males (Screen print #4.) Use the text box to specify the number of male perpetrators involved. Perpetrator(s) Information (Screen print #4.) Identity: required Use the drop down menu to select the identity of the perpetrator involved. The person identified as Perpetrator 1, 2, and 3 should be used consistently throughout the report. Leave Perpetrator 2 and 3 blank if not applicable. Gender Select “Female” or “Male” as appropriate
Select “Yes” or “No” as appropriate to indicate if the incident resulted in any deaths. Incident Involved Injury: required field (Screen print #6.) Select “Yes” or “No” as appropriate to indicate if there were any injuries that required medical attention. Screen #6. Describe Injuries Suffered (Screen print #7.) This field is required only if “Yes” was selected for question 24, “Incident Involved Injury”. Use the text box to describe the nature of the injuries sustained and what medical action was taken. Work-Related Injury Report or W/C Claim Filed (Screen print #7.) This field is required only if “Yes” was selected for question 24, “Incident Involved Injury”. Use the drop down menu to select the appropriate response. Description of Incident: required field (Screen print #7.) Use the text box to describe the nature of the incident and include other relevant information. If there are more than three victims, identify here. Law Enforcement Officials Contacted (Screen print #7.) Select “Yes” or “No” as appropriate. Screen print #7. Responding Law Enforcement Agency (Screen print #8.) This field is required only if “Yes” was selected for question 28, “Law Enforcement Officials Contacted”. Use the drop down menu to select the type of agency. Use the “other” text box to specify an agency not available in the drop down list. Was Anyone Arrested (Screen print #8.) Select “Yes” or “No” as appropriate. SEAP Contacted by Agency: required field (Screen print #8.) Use the drop down menu to select the appropriate response.
(PE – Kane County) (19) (20) Granite City (PE – Madison County Consortium) (21) Hoffman Estates (22) Joliet (23) (24) City of Marion (25) Moline (26) Mount Prospect (27) Naperville (PE - DuPage County Consortium) (28) Normal (29) North Chicago (PE - Lake County Consortium) (30) Oak Lawn (31) Oak Park (PE - Cook County Consortium) (32) Palatine (33) Pekin (34) Peoria (35) Rantoul (PE - Urbana (36) Rock Island (37) (38) (39) Skokie (40) (41) Urbana (LE) (42) Waukegan (PE – Lake County Consortium) (43) Wheaton (PE- DuPage County Consortium) Counties: (44) Cook County (LE) (45) Champaign County (PE – Urbana Consortium) (46) DuPage County (LE) (46) Kane County (48) Lake County (LE) (49) Madison County (50) County (51) St. Clair County (LE) (52) Will County PE = Participating Entity in a HOME Consortium LE = Lead Entity of a HOME Consortium NOTE: A Certification of Consistency for “participating entities” of a HOME Consortium should be obtained from the lead entity. The lead entity for each participating entity is noted beside each participating entity. For lead entity contact information, contact Jennifer Novak at 312/836-5328 or Burton Hughes at 312/836-5320.
INVOLVEMENT OPPORTUNITIES •Materials •Fellowship –Uniforms –Sunshine Club –Ordering –Official Greeter –Unit Inventory –Dinners/Activities •Secretary •Marine Environmental Protection –Letter writing –Public Outreach & Sea Partners –Note Taking –Harbor Pollution Patrols –Public Speaking –Spill Reconnaissance •Public Affairs –Licensing Administration –Speaker’s Bureau •Navigation Systems –Written Articles –Federal and Private Aids –Public Appearances –Bridge Inspections –Media Contacts •Auxiliary Aviation –Photo and Video –Flight Standards /Training •Finance –Facilities Liaison –Budget –Flight Safety –Bookkeeping –Air Patrols •Publications –Air Transport –Unit newsletter •Coast Guard Support –Writing –Communications –Creativity –Administrative Support •Information Systems –Crew on CG vessels –Record Keeping –Joint Public Appearance with CG –Computer Work –Officer of the Day Duties •Communications –Teaching/Mentoring –Webmaster –Worklife Personnel Support –E-mail –Team Coordination Training •Human Resources –Auxiliary Chef Program –Recruiting –Interpreter Corps –Mentor Program •Advanced Training –Uniform Procurement –AUXOP courses –Involvement Activities –National Schools •Photo Corps –Coast Guard Institute courses –Photography for books, newsletters •Instructor •Operations –Teach Public Education courses –Crew—on-water patrols –Teach member classes –Coxswain—in change of on-water patrols •Program Visitor –Visit marinas & marine dealers –Distribute boating safety materials
Submit your revised Memoir to Criterion (Attempt #2). Activity 5 - Homework 4/8/16: Peer Review of Memoirs Give feedback on your peers’ revised Memoirs (Attempt #2) by again accessing the Assignments tab in your Criterion class and clicking on the hyperlinked name of a classmate in the Peer Review column. on a word within your peer’s Memoir and then click ADD COMMENT. The word you highlight will either be: -a word at the beginning of a sentence or paragraph that you are giving feedback on OR -a particular word within the sentence that you are giving feedback on
a central idea/ thesis that clearly helps focus the story and guide the reader a rich variety of transitional words and ideas that add fluency to the story Develops a central idea/thesis that helps guide the reader, but there are minor lapses in focus Uses transitional words and ideas that add fluency to the story a central idea/thesis, but there are major lapses in focus transitional words and ideas that help make the story fluent, but there is little variety Does not establish a central idea/thesis Uses very few transitional and ideas that could make the story more fluent SENTENCE STRUCTURE a variety of well-constructed sentences properly punctuated Displays some variety of sentences Has few punctuation errors some variety of sentence structure several punctuation errors Displays little variety of sentence structure Has numerous punctuation errors Conventions & Grammar very few mechanical errors Has some mechanical errors several mechanical errors Mechanical errors detract from meaning
Memoir Book Choice Unit One Rubric Grading Rubric 5 4 3 2 1 Organization Well organized intriguing format Thoughtfully organized organized and confusing to follow never occurred to you no sense Content Excellent job of synthesizing theme(s) with your thoughts and reality Utilized information effectively Good job of synthesizing themes Utilized information in an efficient manner Acceptable job of synthesizing themes Limited information job of synthesizing with real world Little or no used of information theme? Yeah, right. used information Knowledge unique approach provocative explanation of the theme and its relationship to the novel, yourself, & your world Clever, at times unique Well done, interesting Easy to follow explanation of the theme and its relationship to the novel, yourself, & your world Few original touches At times interesting Explanation of the theme and its relationship to the novel, yourself, & your world is hurried and hard to understand Predictable, bland Did not keep me interested Very little explanation of the theme and its relationship to the novel, yourself, & your world Yuck I fell asleep from sheer boredom No theme to explain Artistic expression work has an impact on its audience. You have developed your own message and chosen a pattern that suits it. Your work shows evidence that you researched your ideas. Your work has an impact on its audience. You have developed your own message and chosen a pattern that suits it. Your work evidence that you researched your ideas Your work has some impact on its audience. You have somewhat developed your own message and chosen a pattern that suits it. Your work shows evidence that you researched your ideas a little. Your work has limited impact on its audience. Your work shows little evidence of a message or thought in your choice of a pattern. Your work shows little evidence that you researched your ideas. As I said, I fell asleep. There is no evidence of a pattern or any reading or research done. Rubric Score__________ out of 20 One Score __________ out of 50 One Pager Percentage___________________
Memoir Writing Rubric Criteria 4 3 2 1 Memorable Moment Memoir focuses on a single moment that seems significant to the author’s life. Memoir focuses on a single moment that seems kind of significant to the author’s life. Memoir focuses on a single moment that does not seem significant to the author’s life. Author does not seem to be aware of the significance of the moment. Structure -Events before Author clearly “shows” attitudes and feelings numerous times through the thoughts, action and dialogue of the characters. Author’s attitudes and feelings before are evident & occur numerous times through the thoughts and actions of the character. Direct statements indicate the author’s feelings and attitudes and/or some events are not necessarily significant. Memoir includes irrelevant events that the reader confusion in trying to determine the before feelings and attitudes. Structure - Events after The memoir clearly “shows” how the learning changed the author’s life. Although word choice does not always “show”, it is clear to the reader how the learning changed the author’s life. Change is evident; but is “told” to the reader through direct statements. Memoir includes irrelevant events that confusion when noticing the change in the author’s life. Style & Technique Author consistently “shows” the significance of the events through engaging details, compelling language, and a balance of action, thoughts, and dialogue. Author sometimes “shows” the significance of the events through details, compelling language, and a balance of action, thoughts, and dialogue. Author “tells” the significance of the events through direct statements. No effort is made to reveal the significance of the events to the reader. Format Memoir is neatly done and published in an appropriate and attractive format and be used as a model for others. Memoir is neatly done and published in an appropriate format. Format of memoir may or may not be appropriate. Memoir may or may not be neat. Format of memoir is not appropriate and piece is not published neatly. Conventions Memoir is Memoir contains minimal mistakes that do not interfere with meaning. Numerous minor errors often make memoir difficult to read. Many errors in spelling, capitalization, and punctuation often interfere with meaning. Name___________________________________________ Score__________________ Comments:
For Summarizing and Synthesizing you need to identify a that fits the section you have just read then identify 3 pieces of evidence that support your theme. Also, identify the major conflict in the section you just read. And identify any symbolism or figurative language used within the section – these are often described relating to your 5 senses (eg. her hair was spun gold in the daylight) . Theme _____________________________________________________________________ Evidence 1: Evidence 2: Evidence 3: For the conflict use the format : Somebody __________________ (A character) Wanted __________________________ desire / Motivation) But /And ______________________________ (What in their way or what did they have to do to get it?) So __________________________________________________(What was the result / outcome?) Symbols: Taste – Touch - Sight - Sounds - Smell -
S. No. Implementing agency Opening bank balance Receipts for the period Payments for the period Closing balance Eligible expenditure YTD CTD AP GW AP SW Assam Bihar GW Bihar SW Chhattisgarh GW Chhattisgarh SW Goa Gujarat GW Gujarat SW Haryana SW Himachal Pradesh Jharkhand Karnataka SW Kerala GW Kerala SW MP Maharashtra GW Maharashtra SW Manipur Meghalaya Mizoram Nagaland Odisha GW Odisha SW Punjab Rajasthan Sikkim Tamil Nadu Telangana GW
MEMORANDUM OF UNDERSTANDING Between [School] And [Name of Counsellor] This Memorandum of Understanding (MOU) is a result of consultation between the Association of Independent Schools on behalf of its member schools and School Counsellors and Psychologists. This MOU can be entered into when a school counsellor and/or psychologist is employed in an independent school that is covered by new agreements resulting from award consolidation. The purpose of the MOU is to confirm the terms and conditions of employment that the school currently provides to the school counsellor and/or psychologist over and above those prescribed in industrial agreements after January 2011. It is acknowledged that the terms and conditions of school counsellors and/or psychologists employed in most independent schools have been historically equivalent to teaching staff. [School] and [Name of Counsellor] agree to the following: The work of school counsellors and/or psychologists is of importance to the well being of students and valued by staff and parents. The terms and conditions of employment of school counsellors and/or psychologists should reflect that importance. [School] believes that parity between the terms and conditions of teachers and [Name of Counsellor] should be maintained. The School agrees to maintain parity between the and conditions of teachers in the school and the terms and conditions provided for [Name of Counsellor] for the duration of his/her employment with the School. --------------------------------------- ------------------------------------ Signature of Principal Signature of Counsellor Date: Date:
o GAO Standards for Internal Control in the Federal Government dated September 2014 (aka “Green Book”) COSO – Committee of Sponsoring Organizations of the Treadway Commission –not included in the resource library. May be located at COSO Internal Control – Integrated Framework Executive Summary dated May 2013 COSO Internal Control – Integrated Framework Principles COSO Enhancing Board Oversight (March 2012)
limited to one representative person per company. All expenses, without exception, need prior approval by the UITP ZeEUS Project Director in Brussels. For reimbursement all original proofs of expenditure must be provided to UITP together with the dedicated ZeEUS travel expenses form filled out. All approved expenses will be reimbursed subject to the application of UITP usual administrative procedures. Expenditure not approved by UITP or without original proofs of expenditure will not be reimbursed. Duration This MoU is at-will and may be modified by mutual consent of authorized officials from UITP, the ZeEUS Consortium, the European Commission and (Partner). This MoU shall become effective upon signature by the authorized officials from UITP and (Partner) and will remain in effect until modified or terminated by any one of the partners by mutual consent. In the absence of mutual agreement by the authorized officials from UITP and (Partner), this MoU shall end on 30th April 2017. Contact Information Partner name Partner representative Position Address Telephone E-mail Partner name Partner representative Position Address Telephone E-mail Date: (Partner signature) (Partner name, organization, position) Date: (Partner signature)
agreed to and ordered in open court. The mistake may be that of the lawyer who was asked to draft the court order. The judgment should accurately express what was done in court and what the judge had called for. It is the understanding of the court and not that of the parties that is the determinative factor. Russell v. Superior Court of Placer County (3rd Dist. 1967) 252 Cal. App. 2d 1, 8. Ambiguous language in a judgment was addressed In Re: JCCP 4221/4224/4226&4428 – Natural Gas Anti-Trust Cases (Pipeline). The Court had the authority to correct the ambiguous language where no such issue was raised, no arguments were made, no determinations were rendered, and no such conclusions were intended by the Court. The issue in that case involved the clerical correction of an ambiguous provision and over which the court maintained jurisdiction. State and local government agencies may not encumber the exercise of federal authority. Pursuant to the Supremacy Clause, Art. VI, cl.2, “a state is without power ... to provide conditions on which the federal government will effectuate its policies.” United States v. Georgia Public SefVice Comm'n, 371 U.S. 285, 293 (1963). Leonard Cohen’s argument, with respect to Lynch’s request for IRS filing and reporting requirements, essentially concludes that a state judgment negates Cohen’s tax obligations to Lynch and those of the corporate entities themselves. “Since the United States is a government of delegated powers, none of which may be exercised throughout the Nation by any one state, it is necessary for uniformity that the laws of the United States be dominant over those of any state. Such dominancy is required also to avoid a breakdown of administration through possible conflicts arising from inconsistent requirements. The Supremacy Clause of the United States Constitution states this essential principle. Article VI. A corollary to this principle is that the activities of the federal government are free from regulation by any state. No other adjustment of competing enactments or legal principles is possible. Mayo v. United States, 319 U.S. 441 (1943). As the activities of the federal government are presumptively free from state regulation, unless Congress has clearly authorized state regulation in a specific area (See Hancock v. Train, 426 U.S. 167,
MEMO NO. ESA-2 February 14, 2011 ENVIRONMENTAL PROCESS – SUPPLEMENTAL INFO SUBJECT: ESA - CONSIDERATION OF GRAY WOLF FOR ATTENTION OF: Environmental practitioners REFERENCE: Environmental Process Manual Sec 1050.02 ESA Procedures Memo Purpose: To clarify and streamline recommended procedures for addressing Gray Wolf Applicable for Categorical Exclusion projects south of I-90 NO JEOPARDY LANGUAGE. FHWA has issued a programmatic No Jeopardy determination for Gray Wolf south of I-90. When discussing Gray Wolf in your biological evaluations, please use the boilerplate language below: In September 2010, FHWA issued a Programmatic Determination of No Jeopardy to Gray Wolf for Federal Aid Transportation Projects in Idaho. FHWA determined that Federal Aid transportation projects in Idaho, either individually or cumulatively, will not jeopardize the continued existence of the gray wolf. This determination was applied to projects south of Interstate 90 (I-90) in Idaho, where gray wolf has been re-introduced as a non-essential, experimental species under Section 10(j) of the Endangered Species Act (ESA). A full copy of the programmatic determination is on file at ITD and FHWA. The determination is herein incorporated into the project record by reference. REEVALUATIONS/ADDENDUMS. The addition of Gray Wolf language to the project No Effect determination is treated as a ‘no change’ reevaluation to the NEPA documentation and approval. Complete the Environmental Reevaluation form (ITD 674) and submit to ITD HQ. No further approvals or concurrence is needed. Memo Review: Concurrence was received from FHWA Feb 2011. Future action: Review guidance for inclusion in Environmental Process manual.
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MEMORIALS AND COMMEMORATIONS ON CAMPUS 1.THOSE ELIGIBLE FOR MEMORIALS AND COMMEMORATIONS ON CAMPUS 1.1. Deceased students 1.2. Deceased alumni 1.3. Deceased staff/former staff 1.4. Deceased members of members of Court METHODS OF COMMEMORATION AVAILABLE The University will no longer accept memorial benches or the planting of new trees for in memoriam purposes. Once the development of John Anderson campus is complete, or an area of dedicated green space is committed to for the long term, then this decision could be reconsidered. In the meantime the following is suggested to families. 2.1 Memorial Scholarship or Prize. Minimum thresholds apply. Cash (4 years) Endowed Undergraduate Scholarship £5,000 (£1250 p.a) £62,500 Prize (in agreement with academic department) £2,500 (£ 500 p.a)* £31,250 *It is sometimes possible to inaugurate a prize at less than £500 p.a. for 4 years, but this would have to be agreed by Alumni & Development to ensure it was cost effective. Book restoration and dedication in library book. Where possible/relevant the University Library Archivist will use a memorial gift to restore a book in the University’s collection including a dedication to the deceased on the inside cover. This work is done to a very high standard and the dedication would be completed as attractively as possible, e.g. in goldleaf. 3. PROCEDURES 3.1 All enquiries should be directed to the Development Office in the first instance where the Legacy Officer will take the request forward. It is the overall responsibility of the Legacy Officer to manage communications between the commemorator and Academic Departments/Library and takes responsibility for ensuring the memorial is set up in a timely and appropriate fashion to the satisfaction of the commemorator, as far as possible and within the bounds of the written guidance. 3.2 The Development Office will act as liaison between the family and the Academic Department, Department or the Library in order to get the prize or bookplate inaugurated. 4.3 The Development Office will record the details of the commemorator, the person or occasion being commemorated, the payment and the nature of the memorial.
Sun Mon Tue Wed Thu Fri Sat 1 Lectionary Bible Study, Noon 6.45 pm 2 Choir, 7:00 pm 3 Food Pantry, 9:00-11:00 am 4 5 8:30 am Cont. Breakfast 9:00 am Sunday School 10:00 am Cont. Breakfast 10:30 am Worship Sr. High Youth Group, 4:30-7:00 pm Exploration Acres. 6 7 Trustees, 7:15 pm Cub Scouts, 6:30 pm Boy Scouts, 6:30 pm 8 Lectionary Bible Study, Noon Zumba, 6.45 pm 9 Choir, 7:00 pm 10 Food Pantry, 9:00-11:00 am 11 12 8:30 am Cont. Breakfast 9:00 am Sunday School 10:00 am Cont. Breakfast 10:30 am Worship (Change for Change) Deacon’s Meeting after worship. Mid-Kid Group, 4:30-7:00 pm Exploration 13 14 C.E. , 7:00 pm Cub Scouts, 6:30 pm Boy Scouts, 6:30 pm 15 Lectionary Bible Study, Noon Zumba, 6.45 pm 16 7:00 pm 17 Food Pantry, 9:00-11:00 am 18 Cub Scout Hog Roast, 10 am – 3 pm 19 8:30 am Cont. Breakfast 9:00 am Sunday School Micro Mission Kid’s Closet Sort. 10:00 am Cont. Breakfast 10:30 am Worship Consecration Sunday 20 21 Cub Scouts, 6:30 pm Boy Scouts, 6:30 pm Session, 7:00 pm 22 Lectionary Bible Study, Noon 6.45 pm 23 Choir, 7:00 pm Pastor Justin will be out of the office until Oct. 31. 24 Food Pantry, 9:00-11:00 am 25 Kid’s Closet Distribution/Sort, 9:00 am – Noon 26 8:30 am Cont. Breakfast 9:00 am Sunday School 10:00 am Cont. Breakfast 10:30 am Worship 27 28 Boy Scouts, 6:30 pm 29 Zumba, 6.45 pm 30 Choir, 7:00 pm 31 Food Pantry, 9:00-11:00 am Memorial Presbyterian Church 731 Walnut St. ( 38 E) P. O. Box 70 Dayton,
50cc Division 1 (non-competitive, demonstration – all participants) Jake Kennaugh Sophie Martin Chayse Donald Jhett Donald Teliah Polson Connor Johnson Holeshot: Jake Kennaugh 50cc Div 2 7-u9 3rd Jake Drummond 2nd Seth Shakleton 3rd Cohen Guyatt Holeshot: Seth Shackleton 65cc 7-u10 3rd Nate Hogan 2nd Seth Clark 1st Cohen Guyatt Holeshot: Seth Clark 65cc 10-u12 3rd Jeremy Samwell 2nd Rory Woodall 3rd Jye Tomerini Holeshot: raced with other 65 class 85cc 9-u12 3rd Daniel Scomparin 2nd Samuel Armstrong 1st Haiden Hills Holeshot: Haiden 85cc 12-u16 3rd Rhys 2nd Ryan Bradshaw 1st Corben Weinert Holeshot: Corben Weinert 90cc Junior Quads 2nd Brooke Hollins 1st Keenan Murphy Holeshot: Keenan Murphy 125cc Junior Lites 3rd Jack Court 2nd Corben Weinert 1st Mitchell Outram Holeshot: Mitchell Outram 250cc Junior Lites 3rd Bailey Church 2nd Tahlia O’Hare 1st Mitchell Outram Holeshot: Mitchell Outram Junior Feature Race 3rd Lewis Maloney 2nd Corben Weinert 1st Mitchell Outram Holeshot: Mitchell Outram x2 Clubman 3rd Tom 2nd Jake Woods 1st Hayden James Holeshot: Hayden Ladies 3rd Caitlyn Tilbrook 2nd Ashlee Outram 1st Teleisha Outram Vets 35+ 3rd Rueben Bufton 2nd David Robertson 1st Sam Arnold Holeshot: Danny Outram (raced with Ladies so one holeshot between them) Quads 3rd Bryce Clark 2nd Rueben Walters 1st Michael Murphy Holeshot: Michael Murphy Pro Lites 3rd Aaron Anderson 2nd Ethan Burmaz
High Tea Served from 3:00pm – Choice of Standards Gold – Pot of tea, hot water, milk and sugar. Assorted pin sandwiches Scones, jam, double and butter Macaroons Fruit cake or a choice of cake Glass of Sherry Silver – Pot of tea, milk and sugar “Cut out” sandwiches Fruit cake or a choice of cake Brandy Snaps Home Made Sweets Bronze – Pot of Tea, Sugar and Milk Finger Sandwiches Scones, jam, double cream and butter or choice of cake Homemade meringue These are all served with silver plate tea sets, cake stands, vintage embroided table cloths, serviettes, vintage cutlery, vintage china and all in a lovely setting Please feel free to take photographs
Each individual chromosome *may line up either way/flipped on the equator of the spindle *This means that gametes will have differing number/mix of maternal and paternal chromosomes/chromatids (at least 1 of the *compulsory and any 4 which could include compulsory points) Formation of an ovum - During oogenesis - diploid - in the ovary - undergo meiosis - to form a primary oocyte - consisting of haploid - One cell develops into an ovum Relevance Logical sequence Comprehensive All information provided is relevant to the question Ideas arranged in a logical/ cause-effect sequence Answered all aspects required by the essay in sufficient detail All the information provided is relevant to crossing over, random arrangement and development of an ovum. There is no irrelevant information All the information regarding crossing over, random arrangement and development of an ovum is arranged in a logical manner. At the following marks should be obtained: Crossing over (5/7) Random arrangement (3/5) Development of an ovum (3/5) 1 mark 1 mark 1 mark Reproduction in vertebrates Question 1 - The female sea lays eggs externally, - the male fertilises the eggs externally in his pouch. - baby seahorses develop and from eggs in male body. - In normal ovovivipary, internal fertilisation place in female body, - the fertilised eggs develop inside mother, hatch and are born alive. (5) Question 2 C (2) Question 3 3.1 The eyes are closed The body is still naked, without a downy feather covering (2)
Annex A – Please complete, as necessary, and email Department, building, building number Contact name and telephone Type of equipment Exact location and equipment reference PCBs present Yes Maybe No (attach evidence) Do you wish to retain this equipment? Yes (If yes, why?) No
Support for Topic (Content) Relevant, telling, quality details related to the content, grade and technology standards etc give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but some key ideas are unsupported. Supporting details and information are relevant, but several key issues or portions are unsupported. Supporting details and information are typically unclear or not related to the topic. /100 Persuasive Power The writer successfully uses several reasons/appeals to try to show why the reader should rank the networks in the order recommended. It is clear, attractive and engages the principal. The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic. The writer attempts to make the reader care about the topic, but is not really successful. The writer made no attempt to make the reader care about the topic. /100 /100
Organization, Management, and Administration Competencies Demonstrates skills in program evaluation and program development. Organizes clinical resources and manages administrative requirements efficiently to meet patient care needs. Demonstrates skills in organization and administration of research and training activities. Effectively represents and promotes neuropsychological services within the VA healthcare system. Program Structure and Requirements for Completion Each year of the two-year fellowship program consists of 2,080 hours of supervised clinical experience. Upon successful completion of the fellowship, all fellows receive a certificate that indicates they have completed a postdoctoral fellowship in Clinical Neuropsychology. four-month rotations are offered during each of the two training years. At any one time, each fellow is typically involved in one major rotation (20-24 hours/week) and one minor rotation (8-12 hours/week). The ranges of hours in major and minor rotations also allows for add-on rotations (approximately 4 hours/week). GENERAL REQUIREMENTS Successful completion of two full of training, consisting of a minimum of 2,080 employment hours for each year, to be completed in no less than two calendar years (including earned sick and annual leave and federal holidays). A minimum of five sixths (i.e., 1733 hours) of the training hours for each of the two years must take place in rotations offered at the VA Medical Center. The remaining hours may be spent in a combination of non-VA training experiences (i.e., UT Consortium agencies, non-VA research), as approved by the program. Successful completion of all rotation and seminar requirements. Additional seminar attendance may be required for specified rotations and training experiences. Ratings at or above defined competency threshholds (Advanced Competency) for all of the above compentencies by the end of the two-year training experience. ROTATION REQUIREMENTS First year: At least two major rotations and either an additional major rotation or two minor rotations in Clinical Neuropsychology. At least an ongoing add-on rotation in Neuropsychology Research. Second year: major rotations, or two major rotations and two minor rotations, in Clinical Neuropsychology. Ongoing minor rotation in Neuropsychology Research. DIDACTIC REQUIREMENTS: Neuropsychology Seminar Postdoctoral Fellows Seminar Psychology Case Conference Series Supervision Seminar Cultural Diversity Seminar ADDITIONAL REQUIRED ELEMENTS: Provide supervision in a clinical neuropsychology setting. Complete at least one program development/evaluation project within a clinical or research setting.