zilongwang/ReadingBank huggingface dataset:
a) Within 30 days after an election, any Candidate of the election or any Elector who gave or tendered his/her vote at the KINISTIN SAULTEAUX election who has reasonable grounds for believing that: i) There was a violation of this Custom Election Act that might have affected the result of the result of the election; may lodge an appeal by forwarding, by registered mail, to the Electoral Officer particulars thereof duly verified by affidavit. The Electoral Officer shall then submit the appeal to an Appeal Tribunal set out in accordance with this Act. b) An appeal submitted to the Appeal Tribunal must: i) Be in writing and set out in an affidavit sworn before a notary public or duly appointed commissioner for taking oaths and the facts substantiating the grounds for the appeal accompanied by any supporting documentation; ii) Must be accompanied by a non-refundable 500.00 deposit; and the submission of a petition consisting 50 (fifty) signatures of Kinistin Electors. Upon receipt of an election appeal, the Appeals Tribunal shall forward the appeal to an independent investigator and, if there is sufficient evidence to warrant an appeal, that independent investigator shall, within 7 days forward a copy of said appeal, together with all supporting documents, by registered mail to the Electoral Officer and to each candidate. In the case where appeal is not submitted in accordance with section 25(b), the independent investigator shall inform the appellants in writing that the appeal will not receive further consideration. Where an appeal is received by the independent Investigator pursuant to Section 25(c) and finds insufficient grounds to warrant an appeal, the decision of the Investigator to close the matter shall be final and binding on all parties to the appeal. Any Elector may, within 14 days of the receipt of the copy of the appeal forwarded to the Electoral Officer and the Appeals Tribunal, by registered mail a written response to the appeal allegations together with all supporting documents relating thereto duly verified by affidavit. The Appeals Tribunal may, if the material that has been filed is not adequate for deciding the validity of the First Nation Election complained of, conduct such further investigation into the matter as the Appeal Tribunal deems necessary, in such manner as the Appeals Tribunal deems expedient.
Additional Character Action: Additional Character Action: Additional Character Action: two men have toward their goal of being kings. Character Statement: Carnehan says, “We have been boiler-fitters, petty contractors, and all that, and we have decided that India isn’t big enough for such as us.” Additional Character Statement: Additional Character Statement: Additional Character Statement: This quote provides a backstory for the two characters. This quote shows how the two characters attempted to work within the limitations of the Empire and how they were dissatisfied with the outcomes. Theme: Based on the evidence in this chart for The Man Who Would Be King, what is the author’s message about the British Empire?
GOVERNMENT OF INDIA MINISTRY OF EXTERNAL AFFAIRS NEW DELHI APPLICATION FORM KNOW INDIA PROGRAMME (KIP) There will be four Know India Programmes from December, 2016 to January, 2017. Each KIP group will have a different focus State in India. Visit to the focus State would be for 10 days. In addition to the focus state all groups will visit Delhi, Agra and Bengaluru. Please indicate your preference for which KIPs you would like to attend. Ministry will make an attempt to include you in the KIP which is your first preference; and fulfilment of all eligibility criteria, as written in the guidelines. Your Recent Passport size Colour Photo KIP Preference (1, 2, 3 & 4) Write in order of Priortiy State Dates Any specific reason for your first preference. (10 words) 37th KIP Uttar Pradesh 17 DEC 2016 to 10 JAN 2017 38th KIP Kerala 17 DEC 2016 to 10 JAN 2017 39th KIP Gujarat 27 DEC 2016 to 20 JAN 2017 40th KIP West Bengal 27 DEC 2016 to 20 JAN 2017 1
4th period 10:18 a.m. – 11:07 a.m. 5th period 11:11 a.m. – 11:58 a.m. B Lunch 12:02 p.m. – 12:32 p.m. 6th period 12:36 p.m. – 1:23 p.m. 7th period 1:27 p.m. – 2:14 p.m. 8th period 2:18 p.m. – 3:05 p.m. Lunch: B lunch 12:02 p.m. – 12:32 p.m. B/C lunch will be determined by 6th period of the student’s schedule. Kirby Middle School Regular Bell Schedule (7/8 grade C lunch) 1st period 7:45 a.m. – 8:32 a.m. 2nd period 8:36 a.m. – 9:23 a.m. 3rd period 9:27 a.m. – 10:14 a.m. 4th period 10:18 a.m. – 11:07 a.m. 5th period 11:11 a.m. – 11:58 a.m.
6th period 12:02 a.m. – 12:49 p.m. B Lunch 12:53 p.m. – 1:23 p.m. 7th period 1:27 p.m. – 2:14 p.m. 8th period 2:18 p.m. – 3:05 p.m. Lunch: C lunch 12:53 p.m. – 1:23 p.m. B/C lunch will be determined by 6th period of the student’s schedule.
3.3 Work Plan and Timeline 3.4 Budget and Resources Other Sources of Financial Support Related to Proposed Research 3.5.1 Is this, or related R&D, presently being supported by other sources? If yes, indicate other sources, amounts, and dates of performing the R&D under this support 3.5.2 Has your company previously received other sources of governmental support? If yes, list up sources and dates. 4. Project Participants – Partner 2
Annex B Quality at implementation ratings Initiative name Approved budget and duration QaI year Relevance Effectiveness Efficiency Monitoring and evaluation Sustainability Gender equality Risk management Outcome 1: Basic education $43 220 855 1 July 2009–31 December 2015 2012 6 4 4 4 4 5 Mature 2011 5 4 4 3 4 5 Mature Outcome 2: Workforce skills development $26 755 460 15 February 2010–30 June 2016 2012 5 4 4 3 4 4 Mature 2011 5 4 6 3 4 3 Mature Outcome 2: Kiribati- Australia Nursing Initiative $20 651 293 21 March 2006–30 June 2016 2012 5 3 2 3 3 4 Intermediate 2011 5 3 2 2 2 5 Intermediate Outcome 2: Australia Awards $2 875 576 1 March 2010–30 June 2017 2012 5 3 2 3 4 4 Mature 2011 5 4 3 3 4 4 Mature Outcome 3: Growth and economic management $13 188 647 28 May 2010–30 June 2020 2012 6 4 4 3 4 3 Intermediate 2011 6 4 3 3 5 4 Intermediate Outcome 4: Infrastructure $34 375 000 1 June 2011–30 June 2016 2012 5 5 2 3 4 4 Intermediate 2011 N/A N/A N/A N/A N/A N/A N/A
Annex C Evaluation and review pipeline planning List of evaluations completed in the reporting period Name of initiative AidWorks number Type of evaluation Date evaluation report received Date evaluation report uploaded into AidWorks Date management response uploaded into AidWorks Published on website Nursing Initiative ING466 Independent completion report May 2013 No No No TVET Sector Support Program INJ197 Annual progress assessment April 2012 March 2013 March 2013 Yes Kiribati Climate Change INJ569 Partner-led assessment November 2012 November 2012 November 2012 (as part of evaluation) Yes List of evaluations planned in the next 12 months Name of initiative AidWorks number Type of evaluation Purpose of evaluation Expected completion date Kiribati Health INI894 Independent completion report Verify outcomes and inform future phase To be confirmed Growth and economic management INJ383 Independent completion report Verify outcomes and inform future phase To be confirmed TVET Sector Support Program INJ197 Annual progress assessment Verify outcomes June 2013 Kiribati Education Improvement Program INI620 Annual progress assessment Verify outcomes August 2013
prepared for the United Nations Secretary General Update Report. UN Development Programme 2005, Human Development Report 2005—International cooperation at a crossroads: Aid, trade and security in an unequal world. United Nations Development Programme, New York, United States. UN Populations Fund 2006, Adolescent Sexual and Reproductive Health Situation Analysis for Kiribati. A Review of Literature and Projects 1995–05. Fiji: UNFPA Office for the Pacific. UNICEF 2010, Sentinel Sites Report: Kiribati. Draft report for UNICEF. World Bank 1994, ‘Averting the old age crisis: policies to protect the old and promote growth’, Oxford University Press, New York, United States. World Bank 2000, The 2000 WB Regional Economic Report. World Bank, Washington DC. World Bank 2005, World Development Report 2005: A Better Investment Climate for Everyone. World Bank, Washington DC. World Bank 2006, Opportunities to Improve Social Services: Human Development in the Pacific Islands, World Bank, Washington DC. World Bank 2011, Protecting Poor and Vulnerable Families in Indonesia: A Comprehensive Review of Indonesia’s Social Assistance Programs and Public Expenditures, to Support the Building of a True Social Safety Net for All Poor and Vulnerable Households. Consultation Draft, World Bank, Washington DC.
clarifying the key questions: Questions in the main part of the TOR were compared with those provided in the annex As there were a large number of general questions in the annex, the most appropriate were prioritised These were then developed into a structure which could support a logical line of investigation for the evaluators and demonstrates a clear progression for stakeholders. Based on feedback from DFAT, the table below clusters the questions from the TOR against the DAC/DFAT criteria. Table 3: TOR Questions, clustered by evaluation criteria Criteria TOR questions - clustered against the criteria which are to be used for scoring Relevance To what extent is KEIP the ‘right thing to do’ and contributing to higher level objectives of the aid program outlined in country and thematic strategies? Do the goals and objectives remain relevant and should they be retained for a third phase? Does KELP align with, and contribute to, the objectives and outcomes of KEIP? Effectiveness To what extent is KEIP on track to achieving its objectives: is it making the difference we expected? is it doing so equitably across the islands and atolls of Kiribati? Is it pursuing inclusion of children with disabilities? Is the ambition of adopting a sector-wide approach still realistic and desirable? What progress has been made towards a SWAp over the first two phases of the program? Does KELP represent the best way to have teachers meet minimum English language proficiency standards, at the same time as ensuring teachers are equipped to help implement the Language in Education Policy (particularly in supporting ‘bridging’ of students into English from year 3 using a two-languages model)? Has KEIP had any unintended consequences, positive or negative, on its intended beneficiaries? Efficiency Is KEIP being managed in such a way to get the most out of its resources?
2. Design Mission Aid Memoire 3. Report on outcomes of the Review of Progress towards objectives under TVETSSP Phases I-II 4. Investment Concept paper 5. Investment Design Document 5.1 Design Management Plan The Design Management Plan will be developed by the design team in close collaboration with MLHRD and DFAT, for DFAT Tarawa’s approval prior to the commencement of the review, investment concept and design activities. The plan must include the following: i. The roles and responsibilities of team members, including their areas of expertise in addressing key policy issues (i.e. gender equality, value for money, private sector engagement) ii. Approach and methodology to be adopted for the design (including the review component) - both in-country and out of country including literature review and supplementary background research, stakeholder consultations and analytical work required iii. Proposed timeframes (including DFAT and MLHRD quality assurance processes) iv. Risk management for the design process v. A plan for regular communications with DFAT and MLHRD and other key stakeholders during the design process. 5.2 Design Mission Aide Memoire At the conclusion of the main in-country design mission, the design team will present an Aide-Memoire to DFAT and MLHRD (and other stakeholders as agreed with DFAT and MLHRD). This Aide Memoir will detail the principal preliminary findings of the mission, and will form the basis of the report on the outcomes of the review and the draft Investment Concept paper. The DFAT Aide Memoire outline provided (Annex B) will be used. The Aide Memoire would usually be no more than 5 pages (minimum 11 point font) and should articulate: i. The Design Background ii. Description of proposed investment iii. Summary of review outcomes iv. Observations from the design mission and key recommendations v. Next steps in the design process vi. Acknowledgements. 5.3 Report on Outcomes of the Review of progress towards objectives under TVETSSP Phases I-II The review will provide credible and robust evidence and performance analysis to guide the design of Phase III. This evidence will assist with DFAT internal policy decision making around priority of employment
ANNEX 2: SfEP DESIGN CONCEPT MODEL M ature Age Entry EQAP Registration PQAF ASQA or N ZQA Registered M LH RD N C C EC Partnership Program Accountability Regional jobs Senior Secondary School Leav er Entry KIT C II APTC C III RTO C III Workplace Training Program Kiribati KIT Job Search C entre Australia Group Training Z Jobs Skilled Semi-skilled Vocational Pathw ay - Bridging Program Growth in student numbers and range of qualifications Local jobs EQAP Educational Quality and Assessment Program RTO Registered Training Organisation PQAF Pacific Quality Assurance Framework AS QA Australian Skills Quality Authority NCCEC National Career Counselling and Employment Centre NZQA New Zealand Qualifications Authority LM Labour Market Studies l i n
ANNEX 10: JSC AND NCCEC PARTNERSHIP MODEL DFAT Flexible Support Facility (FSF) Sub-component D1:4 KSf EP Sub-component B3:3 KIT MLHRD KIT Planning and course profile MLHRD NCCEC [All i-Kiribati Citizens]  Global job searches, including regional  Career Counselling  On-line job seeking services  Job referrals and placement  Labour mobility support  Visa processes (links to ministries)  Mobility assistance  Support for MTC (other than Seafarers) and TVET qualified graduates LMS: Economic projections and international, regional and domestic labour market Partnership Characteristics  Joint staff training and development  Joint systems development and information sharing  Sharing of business systems  Sharing of staff  Joint promotional activities  Joint labour market studies and analysis (sharing/cooperating) KIT JSC [KIT Students]  Primarily Australian job market and liaises with GTC re placements  DFAT Skilled worker initiative  Northern Australia Pilot  Promotion of KIT courses to schools  KIT marketing  Career guidance  Employer liaison- domestic  Labour market analysis s
Curriculum The subjects studied by pupils in Kinlochleven High School are arranged to meet Highland Council and national guidelines. Pupils in S1, S2 and S3 follow a Broad General Education (BGE) based on the Experiences and Outcomes outlined in “A Curriculum for Excellence”. From session 2013-2014 pupils will then study towards achieving the new National 4 and National 5 in S4. S5 and S6 will study towards National 4, National 5, Higher and eventually perhaps Advanced Higher. More details of our Curriculum proposals are outlined in draft form below. In addition, recent collaboration with West Highland College has allowed us to offer vocational opportunities through Skills for Work in areas such as Construction, Rural Skills, Professional Cookery, Sport & Recreation, Child Care and Hairdressing . Curriculum Structure 2014-15 onwards S1/ S2 S3 S4/S5/S6 Pupils will study: English Maths French History Geography Business Education Science Art Music Computing Science Technical Education Home Economics PE RME ( Some of the above may only be available in either S1 or S2 due to staffing constraints) Pupils will study: English Maths French ** PE RME History or Geography or Business Education Physics or Chemistry or Biology Art or Music Technical Education or Home Economics Or Computing Science. Plus 2 other subjects giving a total of 10 subjects across all curricular areas. may be available. S4, 5 and 6 is regarded as the Senior Phase during which students study towards SQa qualifications at National 4, 5, Higher and Advanced Higher. Pupils choose a maximum of 6 subjects to study taken from their S3 choices. Subject choice for S4 upwards is based on draft choices submitted by students around half way through the year. The following shows the number of subjects students should expect to study at each level. National 4 6 subjects National 5 6 subjects Higher 5 subjects Adv Higher 3 subjects Where students sit a mixture of different levels an appropriate program of study is negotiated. Opportunities also exist for students to follow Skills for Work courses through West Highland College. In first to third years, pupils are expected to study a broad range of subjects to ensure ‘breadth and balance’ in their courses. A degree of personalisation is to be built in to our S3 provision where pupils make choices of subjects within the curricular areas.
Area and Perimeter Maths KS3 Mental Calculating Written Methods for the 4 operations. Measures: Use applying and converting units of measure. Place Value, positive and negative number and BIDMAS Statistics Geometry: Position and Direction, coordinates and Symmetry revision. Angles, Scale Drawings Fractions, Decimals and Percentages revision. Geometry: Properties of shape revision; Area and Perimeter Problem Solving involving Number, shape, measures and FDP. Ratio and Proportion/ Algebra Preparation leading up to End of KS3 Science KS2 States of Matter Reversible and Irreversible Changes Plants Animals, including Humans Rocks Earth and Space Science KS3 Chemistry States of Matter. Changing State. Chemistry Atoms, elements and compounds. Chemical Reactions. Biology Photosynthesis Cells and organisation Biology Skeletal and Muscular Systems Nutrition and Digestion Physics Forces Physical Changes Physics Space Physical Education Net/Wall Games Indoor Athletics Outdoor and Adventurous Activities Outdoor and Activities Net/wall Games Indoor Athletics KS2/3 The Empire Map Skills The Victorian Era A study of a different Ecosystem and comparison to local Area, including trade links, settlement and land uses. Ancient Civilisations The River System Volcanoes and other Natural Disasters. KS2/3 British Values/ Good to Be Me Bullying Week/ Getting on and Falling Out Global Citizenship Sexual Health and Education Changes: Preparation for Moving on. Going for Goals; Preparation for Moving on.
Art/DT KS2/3 Study of Pointillism Architects of the Industrial World during the Victorian Era Study of a Famous Artist Food Technology and The Eatwell Plate Drawing Sculpture: Create an Exploding Volcano KS3 Digital Literacy: Online Safety SMART Using Microsoft Programmes Information Technology: Create a blog Computer and explain Algorithms Computer Science: Using Algorithms Create a program. Digital Literacy: Online Safety Software and Phishing Information Technology: Create a Topic Themed Database/ webpage
Erin Kirkbride Jessica Hoffman Movement Analysis Project Kinesiology Dr. Anjuli Gairola Section 5: F 8:00-10:45am Demographics: Name: Erin Kirkbride Gender: Female Age: 20 Height: 64 inches 164 cm Weight: 159 lbs 76 kg Body Mass Index: 28
KIRKBY COLLEGE Register of Governors’ Business / Pecuniary and Other Interests 2015-16 GOVERNOR INTEREST DECLARED DATE OF LAST SUBMISSION Mr S A Taylor CEO of Kirkby College Trust North East Derbyshire Music Centre NABA Trust 25/11/15 Mrs S Reast Chair Community Governor Aero Fabrication Ltd 25/11/15 Mr P Brown Vice Chair Community Governor Maun Industries Ltd 25/11/15 Mrs D L Dulake Parent Governor None 25/11/15 Mrs J Taylor Parent Governor None 25/11/15 Mr J Goodwin Parent Governor None 25/11/15 Mr S Winfield Parent Governor None 25/11/15 Mrs L Bates Staff Governor None Association with two community governors 25/11/15 Mrs K Bowers Staff Governor None 25/11/15 Mr E Eaton Community Governor Awaiting return of declaration form Mr J Bates Community Governor P&C Draughting Services Association with a staff and community governor 25/11/15 Mr P Bates Community Governor None Association with a staff and community governor 25/11/15 Mr T Lole Community Governor Awaiting return of declaration form Rev Dr N Popham Community Governor None 25/11/15
Year Institution Position 2005-Aug. Gateway Community College Clinical Nursing Instructor 2006 Dec. Phoenix, AZ 2002-Feb. Nightingale Nurses RN Case Manager 2004 June 1997-Sept. Seton Home Health Care Home Health RN 1998 Feb. 1997-March Child’s Hospital Ambulatory Surgery Staff RN 1997 Dec. 1995-March St. Peter’s Hospital Cardio-thoracic and Ortho Staff RN 1997 April 1994-May Villa Mary Immaculate Nursing Home LTC Staff RN 1995 Feb. TEACHING RESPONSIBILITIES: Year/ Level Title No. of Students Didactic/Area/ Clinical/ Credit Hrs. Clock Hrs. Clinical/ Content Focus Percentage of Course Responsibility Fall 2013 NUR 320 18 4 Fundamentals Prelicensure VA Program 46% Coordinator Fall 2013 NUR 310 Nursing Concepts 19 4 Fundamentals Prelicensure 100% Coordinator 2013 Summer NUR 320 Nursing Practice 10 4 Fundamentals Prelicensure 100% 2013 Summer NUR 495 Public/Global Health 131 (30 students) 4 RN/BSN –Internet 25% 2013 Spring NUR 420 NUR Prac: Community Public Health 8 3 Community Prelicense 100% 2013 Spring NUR 420 NUR Prac: Community Public Health 10 3 Community Prelicense 100% 2013 NUR 315 Methods 81 3 EBP RN-BSN 25%
Spring & Critical Appraisal EBP (30 students) 2013 Spring NUR 315 Methods & Critical Appraisal EBP 67 3 EBP RN-BSN 25% 2012 Fall NUR 315 Methods & Critical Appraisal EBP 84 (30 students) 3 EBP RN-BSN 25% 2012 Fall NUR 440 Community /Public Hlth Nursing 164 4 Community Post Baccalaureate 25% 2012 Fall NUR 464 Capstone Prof Nursing 71 3 RN-BSN 25% 2012 Fall NUR 484 Internship NUR Prac Community/Public Health 7 3 Community Prelicense 100% 2012 Fall NUR 484 Internship NUR Prac Community/ Public Health 6 3 Community Prelicense 100% 2012 Fall NUR 495 Public/Global Hlth 136 (30 students) 4 RN/BSN –Internet 25% 2012 Summer NUR 315 Methods & Critical Appra for EBP 56 (30 students) 3 RN/BSN 50% 2012 Summer NUR 484 Internship Nursing Practice AH 6 3 Adult Health 100% 2012 Spring NUR 420 NUR Prac Community Public Health 8 4 Community 100% 2012 Spring NUR 420 NUR Prac Community Public Health 9 4 Community 100% 2012 NUR 445 Theory V: 144 5 Leadership/Mgmt 25%
Spring Leadership/Mgmt 2012 Spring NUR 464 Prof Development IV 37 3 RN-BSN 100% 2011 Summer NUR 464 Prof Development IV for RNs 56 (30 students) 3 RN/BSN 50% 2011 Summer NUR 464 Prof Development IV for RNs 56 (30 students) 3 RN/BSN 50% 2011 Summer NUR 496 Leadership & Mgmt Prac RNs 28 5 Leadership/ Management RN/BSN 100% 2011 Summer NUR 496 Leadership & Mgmt Prac RNs 54 5 Leadership/ Management RN/BSN 25% 2011 Spring NUR 484 Internship NUR Prac Community/ Public Health 20 3 Community Prelicense 100% 2010 Fall NUR 496 Leadership & Mgmt Prac RNs 30 5 Leadership/ Management RN/BSN 25% 2009 Spring NUR 382 nursing Practice II 80 4 Adult Health Prelicense 100% Co-teach 2008 Fall NUR 381 10 4 Fundamental Prelicense 100% 2008 Spring NUR 382 20 4 Adult Health Prelicense 100% 2007 Fall NUR 381 10 4 Fundamental Prelicense 100% 2007 Spring NUR 382 20 4 Adult Health Prelicense 100% 2006 Fall NUR 381 10 4 Fundamental 100%
Waipi‘o Valley, 1748-1753 Kamehameha—“the one set apart”—began life in near isolation, taken from his sleeping mother’s side within hours of his birth and spirited away to a remote farm at the head of the Big Island’s Waipi‘o Valley. This abduction, in the dead of night, almost certainly saved my uncle’s life.
Data Collection Summary by Segment The following additional data was collected by our tactic team. Segment 1: Credit Students Segment 2: K-12 Education Segment 3: Workforce Training/HS Diploma Seekers Segment 4: 2nd Career or Job Seekers/Leisure Seekers Segment5: Business/Industry, Government, and Clients Segment 6: Commercial/Bus. Enterprises, Facility Users Measure Measure Measure Measure Measure Measure AA/AAS Seekers Student Interviews Career Academies Online Survey teachers and counselors Skills to Employment Online Survey of staff 2nd Career or job seekers Consumer satisfaction survey All organizations purchasing worker training and learning Process Summary Hotel – Kirkwood Center Consumer satisfaction survey – Online survey Dev. Program Learners Student Interviews & survey faculty PSEO Online Survey teachers and counselors GED / ABE F2F focus group w/ teachers Leisure Seekers Consumer satisfaction survey Senior Citizens Process Summary Equestrian Center Process Summary International Students - ELA F2F Focus groups w/ teachers ELL F2F focus group w/ teachers Hobbyists Consumer satisfaction survey Facility Rental Trend Data The next several sections will summarize the data collected by the team.
Sub-Segment #1 Recommendation Supported by Nat’l. Data #2 Recommendation Supported by Nat’l. Data A.A./A.A.S. Seekers Digital textbooks / reduce costs of textbooks Instructor available outside of class/office hours Developmental Learners Reading levels – alignment with textbooks Orientation to Developmental Programs/process International Students Need for assessment mastery at each level International student orientation for all Intl. students High School/PSEO Soft Skills COMPASS test earlier / explain results to students Process for remedial learners & learning services Advisor/Advising for appropriate Class/program GED/ABE Process for remedial learners Orientation to technology ELL students Have ELA classes at county centers Have ELA books available at Bookstore All Above Develop a “Pathway to Success” program for at-risk students
Decant Arrangements for Kirn Primary School and Dunoon Grammar School As you know, Kirn Primary begin the move to Dunoon Grammar School on Thursday 2nd June. The Kirn pupils’ last day in their present building will be on Wednesday 1st June. From 2:00pm on this day, parents and carers are welcome to come into Kirn Primary School and enjoy the last chance to see around the old building. Arriving and Leaving School There are no changes to Dunoon Grammar School pupils’ current school day arrangements, including pupil drop off / lunchtimes. Kirn Pupils will start school at Dunoon Grammar at 9.05am on Tuesday 7th June. Children should make their way to the Primary Playground at the rear of the school where staff will welcome them. If it is raining pupils can go to the Forum from 8.45am onwards, entering from the doors at the front of the building, which is highlighted on the diagram on Page 3. At the end of the school day, class teachers will bring their classes out to the front and side of the building. Lunchtimes Due to the change in the school day timings, lunch will be 45 minutes long. Pupils are welcome to go home for lunch if they wish, but they should return promptly to the school at the end of the lunch interval. Classes Monday, Tuesday & Wednesday Thursday & Friday Primary 1 12.00pm – 12.45pm 12.50pm – 1.35pm Primary 2/1 Primary 2 Primary 3 Primary 4/3 Primary 4 12.15pm – 1.00pm 1.00pm – 1.45pm Primary 5 Primary 6/5 Primary 7/6 Primary 7
Westpac Banking Corporation, Vermont South Branch, Victoria BSB: 033 127 Account No: 140060 Account Name: Kiron Corporation Pty Ltd Please email this Registration Form to: or mail to: P.O. Box 2012, Forest Hill, Victoria 3131. Payment by Cheque ( tick as appropriate) Amount ($): Cheque made Payable to Kiron Corporation Pty Ltd Mail this Registration Form with payment to: P.O. Box 2012, Forest Hill, Victoria 3131. Alternatively, please call 0403 540066 or 03 988 777 22 to register for these courses. Training fees include: buffet lunch, coffee and tea on arrival, morning and afternoon tea with cakes/biscuits/muffins, folder with comprehensive training notes, and a ‘Certificate of Completion’. Dietary alternatives available upon request. Conference fees do not include parking. Early Bird Parking available next to venue. A substitute is welcome if a delegate cannot attend any whole days of the training. Refunds less 33% (administration and catering charges) will be made only for cancellations received in writing no later than 5 working days prior to the training course. Full payment is required to confirm your registration. Tax Invoice: Formal Tax Invoice will be supplied on Registration. What happens next? The personal touch naturally. After registration is processed, each delegate will be contacted to confirm their registration and to personally discuss their training needs. A formal Pre-Course questionnaire will be also emailed directly to each delegate before the course to allow us to customise the course to the needs of the delegates.
2014 – Present Southern Society of Pediatric Research 2012 – Present American Federation of Medical Research 2012 – Present American Association of Physicians of Indian Origin (AAPI) 2010 – Present American Academy of Pediatrics 2006 – Present Indian Academy of Pediatrics UNIVERSITY APPOINTMENT: 07/2018 – Present Associate Program Director, Neonatal-Perinatal Medicine University of Tennessee Health Science Center Memphis, TN 07/2018 – Present Associate Professor, Department of Pediatrics, Division of Neonatology University of Tennessee Health Science Center Memphis, TN 2018 – Present Course Director for Junior Internship of Newborn Medicine Graduate Medical Education University of Tennessee Health Science Center Memphis, TN 07/2013 – 06/2018 Assistant Professor, Department of Pediatrics, Division of Neonatology University of Tennessee Health Science Center Memphis, TN HOSPITAL APPOINTMENTS: 2013 – Present Active Neonatology Staff The Sheldon Korones Newborn Center The Regional One Hospital Memphis, TN 2013 – Present Active Neonatology Staff Neonatal Intensive Care Unit Le Bonheur Children Hospital Memphis, TN INVITED LECTURES: Regional lectures:
For children / young people whether a CYPADM (Children and Young People Acute Deterioration Management) form is / is not in place. 5 : Palliative Care Palliative care register This field is used to add the patient to the practice’s palliative care register. It also prompts for a palliative care review date. OOH arrangements There are three sub headings in this field – ‘Have arrangements been discussed with patient / carer’, ‘GP sign death certificate in normal circumstances’ and ‘GP should be contacted OOH’ are tick box options and all have attached free text space. GP OOH Contact Number(s) There is a separate free text space for these details Patient’s / Carer’s Understanding Understanding of diagnosis and prognosis is also included in this section. This can be detailed for both the patient and their carers. The wording in the drop down options for prognosis remains a little strange! Knowing who knows what can be extremely helpful for practitioners seeing patients in the out of hours period. Palliative care and treatment An extensive drop down pick list of options around these two areas. KIS BENEFITS As with ePCS there are considerable benefits for patients, their carers, primary care (in and out of hours) and indeed the NHS. Patients A group that clearly matters – there is only one chance at caring for the dying Tend to have a lot of rapidly changing need Earlier identification of needs Earlier planning of care Information transfer is much better If seen OOH visiting GP will be better informed/prepared Reassurance and feeling of safety for patients / carers Primary care - In hours Makes information transfer very simple Much easier to update information More effective and less work Fits with both the GSF and the Palliative Care DES Primary care - OOH More information Legible information No more laborious transcription More pro-activity from in hours should lead to less OOH medical contacts NHS Clearly will lead to a better service for the reasons already mentioned Less inappropriate actions e.g. 999 ambulances
Spending variances for overhead costs; Efficiency variances for machinery and production costs rather than labor costs; and Volume variance for production. In automated systems, managers are better able to control not only the spending and efficiency variances but also the volume variance. The analysis is similar to the traditional three-variance overhead approach. See text Exhibit 7.10 (p. 269) for an illustration of variance analysis under a conversion cost approach. LO.6: (Appendix) How are variances affected by multiple material and labor categories? Mix and Yield Variances Mix and Yield Variances A mix is any possible combination of materials or labor inputs. A yield is the quantity of output that results from a specified input. Text Exhibit 7.11 (p. 271) provides standard and actual information for an example discussed in the text narrative. Material Price, Mix, and Yield Variances A material price variance shows the dollar effect of paying prices that differ from the raw material standard. The material mix variance measures the monetary effect of substituting a nonstandard mix of materials; (actual mix × actual quantity × standard price) minus (standard mix × actual quantity × standard price). The material yield variance is the difference between the actual total quantity of input and the standard total quantity allowed based on output and uses standard mix and standard prices to determine variance; (standard mix × actual quantity × standard price) minus (standard mix × standard quantity × standard price). Text Exhibit 7.12 (p. 272) presents the computations for the material variances. Labor Rate, Mix, And Yield Variances The labor mix variance presents the financial effect associated with changing the proportionate amount of higher or lower paid workers in production; (actual mix × actual hours × standard rate) minus (standard mix × actual hours × standard rate). The labor yield variance shows the monetary impact of using more or fewer total hours than the standard allowed; (standard mix × actual hours × standard rate) minus (standard mix × standard hours × standard rate).
The budget is typically prepared for a year and then subdivided into quarterly and monthly periods. The budgetary process begins with sales. The output level of sales or service quantities selected for use in the master budget preparation affects all other organizational components; it is essential that all the components interrelate in a coordinated manner. Text Exhibit 8.5 (p. 306) illustrates the budgetary process showing how the various functional areas of a manufacturing organization interrelate. The process begins with the sales department’s estimates of the types, quantities, and timing of sales. The production manager combines sales estimates with information from purchasing, human resources, operations, and facilities to develop a production budget. The treasurer combines the sales estimates with cash collection patterns and the production requirements information with cash payment patterns to develop a cash budget. LO.3: What are the various components of a master budget, and how are they prepared? The Master Budget Illustrated Text Exhibit 8.7 (p. 308) presents the beginning balance sheet for Dresdill Corp., which is used in the text to illustrate the preparation of the master budget. The sales budget is prepared in both units and sales dollars; dollar sales figures are calculated by multiplying sales quantities by product selling prices (see text Exhibit 8.8 p. 308). Production Budget The production budget follows naturally from the sales budget and uses information regarding the type, quantity, and timing of units to be sold (see text Exhibit 8.9 p. 309). Sales information is combined with information on beginning and ending inventories so that managers can schedule the necessary production: Units to be sold + desired ending units = total needs – beginning units = Units to be produced Ending inventory policy is generally specified by company management, and desired ending inventory is usually a function of the quantity and timing of demand in the upcoming period as related to the capacity and speed of the firm to produce particular units. Other alternatives include a constant amount of inventory, a buildup of inventory for future high-demand periods, or near-zero inventory under a just-in-time system. Managers should consider the high costs of stockpiling inventory before making a decision about how much inventory to keep on hand.
submit a request to his or her principal or supervisor five (5) days in advance of the anticipated absence. The effect of the employee’s absence on the educational program or department operations, as well as the availability of substitutes, will be considered by the principal or supervisor. Leave Proration. If an employee separates from employment with the district before his or her last duty day of the year, or begins employment after the first duty day, state personal leave will be prorated based on the actual time employed. When an employee separates from employment before the last duty day of the school year, the employee’s final paycheck will be reduced by the amount of state personal leave the employee used beyond his or her pro rata entitlement for the school year. State Sick Leave State sick leave accumulated before 1995 is available for use and may be transferred to other school districts in Texas. State sick leave can be used only in whole workday or workday increments, except when coordinated with family and medical leave taken on an intermittent or basis or when coordinated with workers’ compensation benefits. State sick leave may be used for the following reasons only: Employee illness Illness in the employee’s immediate family Family emergency (i.e., natural disasters or life-threatening situations) Death in the immediate family Active military service Local Leave All employees shall earn an additional five workdays of local personal leave per school year, at the same rate as state personal leave. Two of these five days may be taken with no loss of pay; the three remaining days shall be taken with the substitute’s pay deducted for each day used, whether or not a substitute is employed. Local personal leave shall be subject to the same limitations and conditions as state personal leave. (See DEC (local) about local leave buyback and forfeiture, sick leave bank.) Occasionally the school district has shortened work days. In order to record leave properly on these days any absence will be recorded as a whole day due to the fact that employees have a contract for 187 days. If you leave before or arrive after 12:00 noon you will be charged for a full day. Sick Leave Bank See DEC(local) Family and Medical Leave Act (FMLA)—General Provisions The following text is from the federal notice, Employee Rights and Responsibilities Under the Family and Medical Leave Act. Specific information that the district has adopted to implement the FMLA follows this general notice.
~yIm;v' heaven Ps. 121:2 Isa. 34:4 Isa. 34:5 Å[mv hear, listened Deut. 18:14 Deut. 18:15 Deut. 18:16 Deut. 18:19 Isa. 34:1 rm;v' careful, keep, guard Deut. 17:19 Ps. 121:3 Ps. 121:4 Ps. 121:5 Ps. 121:7 Ps. 121:8 r[;v; gates Deut. 18:6 Ps. 122:2 Greek: GREEK ENGLISH Torah Reading Deut.17:14–18:19 Psalms 120:1 – 122:9 Ashlamatah Is 33:22 – 34:8 Peshat Mishnah of Mark, 1-2 Peter, & Jude Mk 14:66-72 Tosefta of Luke Remes/Gemara of Acts/Romans and James Jam. 2:25-26 ἄνθρωπος man, men Deu 17:15 Deu 18:19 Mk. 14:71 αὐλή courtyards Psa 122:2 Mk. 14:66 ἔπω said Deut. 17:14 Deut. 17:16 Deut. 18:2 Deut. 18:17 Isa. 33:24 Mk. 14:72 λέγω saying Deu 18:16 Mk. 14:67 Mk. 14:68 Mk. 14:69 Mk. 14:70 Mk. 14:71 ὁδός way Deu 17:16 Jas. 2:25 παρίστημι beside,stand Deu 18:5 Deu 18:7 Mk. 14:69 Mk. 14:70 ῥῆμα word Deu 18:18 Mk. 14:72 Nazarean Talmud Sidra of “D’barim (Deut.) 17:14 – 18:19 “Asimah Alai Melekh” - ”I will set a king [over me]” By: H. Em Rabbi Dr. Eliyahu ben Abraham & School of Hakham Tsefet’s Peshat Mordechai (Mk) היה
Zech 5:11 #r,a, earth, soil Ps 75:3 Ps 75:8 Zech 5:3 Zech 5:6 Zech 5:9 Zech 5:11 aAB bring Lev 5:6 Lev 5:7 Lev 5:8 Lev 5:11 Lev 5:12 Lev 5:15 Lev 5:18 Lev 6:6 Zech 5:4 !Be young, son Lev 5:7 Lev 5:11 Zech 6:14 rb;D' spoke, speak Lev 5:14 Lev 6:1 Ps 75:5 Zech 5:5 Zech 5:10 hy"h' become Lev 5:13 Zech 6:14 hz< one another Ps 75:7 Ps 75:8 Zech 5:3 Zech 5:5 Zech 5:6 Zech 5:7 Zech 5:8 dy" afford, hand, entrusted, means Lev 5:7 Lev 5:11 Lev 6:2 Ps 75:8 hd'y" confess, give thanks Lev 5:5 Ps 75:1 hwhy LORD Lev 5:6 Lev 5:7 Lev 5:12 Lev 5:14 Lev 5:15 Lev 5:17 Lev 5:19 Lev 6:1 Lev 6:2 Lev 6:6 Lev 6:7 Ps 75:8 Zech 5:4 Zech 6:14 bv;y" dwell Ps 75:3 Zech 5:7 yKi if Lev 5:1 Lev 5:3 Lev 5:4 Lev 5:5 Lev 5:15 Lev 6:2 Ps 75:2 Zech 5:3
#r,a, land earth, ground Deut. 15:7 Deut. 15:11 Deut. 15:15 Deut. 15:23 Deut. 16:3 Amos 8:4 Amos 8:8 Amos 8:9 aAB go down Deut. 16:6 Amos 8:9 Amos 9:13 rb'D' thought, thing, words Deut. 15:9 Deut. 15:10 Deut. 15:15 Ps. 119:130 Ps. 119:139 Ps. 119:147 gx; Feast Deut. 16:10 Deut. 16:13 Deut. 16:14 Deut. 16:16 Amos 8:10 vd,xo month Deut. 16:1 Amos 8:5 qxo statutes Deut. 16:12 Ps. 119:124 Ps. 119:135 Ps. 119:145 hw"hoy> LORD Deut. 15:7 Deut. 15:9 Deut. 15:10 Deut. 15:14 Deut. 15:15 Deut. 15:18 Deut. 15:19 Deut. 15:20 Deut. 15:21 Deut. 16:1 Deut. 16:2 Deut. 16:5 Deut. 16:6 Deut. 16:7 Deut. 16:8 Deut. 16:10 Deut. 16:11 Deut. 16:15 Deut. 16:16 Deut. 16:17 Ps. 119:126 Ps. 119:137 Ps. 119:145 Ps. 119:149 Ps. 119:151 Amos 8:7 Amos 9:12 Amos 9:13 Amos 9:15 ~Ay day, today Deut. 15:15 Deut. 16:3 Deut. 16:4 Deut. 16:8 Deut. 16:13 Deut. 16:15 Amos 8:9 Amos 8:10 Amos 9:13 ~yIm; water Deut. 15:23 Ps. 119:136 hf,[]m; works, work Deut. 15:10 Deut. 16:15 Amos 8:7 ~yIr;c.mi Egypt Deut. 15:15 Deut. 16:1 Amos 8:8
Deut. 16:3 Deut. 16:6 Deut. 16:12 !t;n" giving, give, gave, given Deut. 15:7 Deut. 15:9 Deut. 15:10 Deut. 15:14 Deut. 15:17 Deut. 16:5 Deut. 16:10 Deut. 16:17 Amos 9:15 db,[, slave, servant Deut. 15:15 Deut. 15:17 Deut. 16:11 Deut. 16:12 Deut. 16:14 Ps. 119:122 Ps. 119:124 Ps. 119:125 Ps. 119:135 Ps. 119:140 ~l'A[ forever, ever Deut. 15:17 Ps. 119:142 Ps. 119:144 Ps. 119:152 !yI[; eye Deut. 15:9 Ps. 119:123 Ps. 119:136 Ps. 119:148 ynI[' poor Deut. 15:11 Amos 8:4 hf'[' do, did, done, made, make Deut. 15:17 Deut. 15:18 Deut. 16:1 Deut. 16:8 Deut. 16:10 Deut. 16:12 Deut. 16:13 Ps. 119:121 Ps. 119:124 Ps. 119:126 Amos 9:12 Amos 9:14 hd'P' redeem Deut. 15:15 Ps. 119:134 hn'P' turn Deut. 16:7 Ps. 119:132 ~ynIP' before Deut. 15:20 Deut. 16:11 Deut. 16:16 Ps. 119:135 ~[;P; times Deut. 16:16 Ps. 119:133 xt;P' open wide Deut. 15:8 Deut. 15:11 Amos 8:5 hWc command Deut. 15:11 Deut. 15:15 Ps. 119:138 ar'q' call, cry Deut. 15:9 Ps. 119:145 Ps. 119:146 Amos 9:12 br;q' at hand, draw near Deut. 15:9 Ps. 119:150 @a;v' panted, swallowed Ps. 119:131 Amos 8:4 xk;v' forgotten Ps. 119:139 Ps. 119:141 Amos 8:7
Mk. 14:63 Mk. 14:65 λόγος words Psa 119:130 Psa 119:139 Psa 119:147 Lk. 22:61 οἰκοδομέω rebuild Amo 9:14 Mk. 14:58 οἶκος house Deu 15:20 Deu 16:7 Lk. 22:54 ὅλος whole, all Psa 119:145 Mk. 14:55 παιδίσκη maidservant Deu 15:17 Deu 16:11 Deu 16:14 Lk. 22:56 ποιέω do, did, done, made, make Deut. 15:17 Deut. 15:18 Deut. 16:1 Deut. 16:8 Deut. 16:10 Deut. 16:12 Deut. 16:13 Ps. 119:121 Ps. 119:124 Ps. 119:126 Amos 9:12 Amos 9:14 Jas. 2:19 πρόσωπον face Psa 119:135 Mk. 14:65 τόπος place Deu 15:20 Deu 16:2 Deu 16:6 Deu 16:7 Deu 16:11 Deu 16:15 Deu 16:16 φῶς light Amo 8:9 Mk. 14:54 Lk. 22:56 χείρ hands Deu 15:7 Deu 15:8 Deu 15:10 Deu 15:11 Deu 16:10 Deu 16:15 Deu 16:17 Nazarean Talmud Sidra of “D’barim” (Deut.) “15:7 — 16:17” “Khi Yihyeh B’kha Evyon” - “If there is a poor man” By: H. Em Rabbi Dr. Eliyahu ben Abraham School of Hakham Shaul’s Tosefta Luqas (LK) School of Hakham Tsefet’s Peshat Mordechai (Mk)
GOVERNMENT DIPLOMA IN CO-OPERATION & ACCOUNTANCY G.D.C. & A. 2014 PROSPECTUS Published by: KAMATH INSTITUTE OF SOCIETY MANAGEMENT AND TRAINING (KISMAT) Promising a better tomorrow CONTENTS ABOUT US ………. 3 to 5 IMPORTANT FACTS ABOUT G.D.C. & A. ……….. 6 G.D.C. & A. EXAM 2014 SYLLABUS ……….. 7 to 11 G.D.C. & A. COACHING AT KISMAT ……….. 12 INTRODUCTION OF OUR COACHING TEAM ……….. 13 APPLICATION FORM ……….. 14
Other Name of parent/guardian/carer Mr Mrs Ms Signature Date ____ / _____. / _______ Name of early childhood teacher (or nominee) Signature Date ____ / _____. / _______ Name/s of other persons completing this form Name Signature Date ____ / _____. / _______ Name Signature Date ____ / _____. / _______ Name Signature Date ____ / _____. / _______ Name Signature Date ____ / _____. / _______ How the kindergarten will support the child’s health care needs Strategy – how will the kindergarten support the child’s health care needs? Person responsible Overall support Is it necessary to provide the support during the kindergarten session? Provide details of this support, and how and when required. How can the recommended support be provided in the simplest manner, with minimal interruption to the education and care program?
Name Contact address Mobile: [insert] E-mail: [insert] Personal Profile Statement [Insert Personal Profile Statement] Achievements [insert achievement] [insert achievement] [insert achievement] Education [From – To] [Course] [Institution Name] Grade achieved: [Grade] [From – To] [Course] [Institution Name] Grade achieved: [Grade] [From – To] [Course] [Institution Name] Grade achieved: [Grade] Work experience [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name] Main duties performed:
KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience Basic numeracy and literacy skills Cleaning, site maintenance or other relevant experience Experience in a similar role (paid or unpaid). Knowledge & Understanding Understanding of basic food safety Knowledge of Health and Safety processes and procedures. Understanding of Safeguarding and Child Protection issues. Skills & Abilities Work as an effective team member and apply given instructions Able to apply written and verbal instructions to equipment Practical cleaning skills Able to organise, plan and complete tasks Able to work as part of a team High personal standards and able to provide a role model for students and staff Seek support and advice when necessary. Willingness to develop own understanding through advice and training. Personal Qualities Enjoyment in working with young people and families An excellent record of attendance and punctuality Prioritise and manage own time effectively. Reliability, integrity and stamina Respect confidentiality.
Kit list for the Essex Adventure Weekend DAY TICKET HOLDERS WEEKEND TICKET HOLDERS 1 x change of clothes Old pair of trainers for water activities (footwear must be worn at all times whilst on site) Towel Plastic Bin Liner (to take wet clothing home) Baseball Cap or Hat Sun Tan Lotion (being outside all day, even a cloudy day can cause sunburn) Waterproof cagoule / jacket Money (there is a café on site) Personal Medication - you must ensure your leader is aware of your medical needs. 2 x changes of clothes Old pair of trainers for water activities (footwear must be worn at all times whilst on site) Plastic Bin Liner (to take wet clothing home) Night Clothes 2 x towels Wash Kit (toothpaste + brush, shower gel, shampoo etc) Torch and spare batteries Baseball Cap or Hat Sun Tan Lotion (being outside all day, even a cloudy day can cause sunburn) Waterproof cagoule / jacket After Sun Cream/Lotion Money (there is a café on site) Personal Medication - you must ensure your leader is aware of your medical needs. IF YOU’RE STAYING IN THE STUBBERS TENT VILLAGE Sleeping Bag, pillow + pillowcase IF YOU’RE BRINGING YOUR OWN TENT Tent and pegs, Roll mat / blow up bed IF YOU’RE SELF CATERING Food & Cooking equipment Bin bags & Washing up equipment