zilongwang/ReadingBank huggingface dataset:
Content area 6: Increasing Capability Learn how to: Learn about: Self-assessment Hold all to account for performance using performance management, appraisal, misconduct and grievance systems Employment law, practice and processes for managing misconduct, grievances and redundancy (including the Teacher Appraisal Regulations) Statutory requirements, flexibilities and supporting guidance on setting teachers’ pay and conditions Create and sustain an environment all staff are encouraged to develop their own knowledge and skills, and support each other Sources of high-quality professional development within and outside of the school, beyond formal professional development programmes The main barriers to effective professional development in a school (for example, time, quality and resources) and how these have been overcome
Sponsor commitment of support and declaration Please read the following statements and confirm your support for the applicant by signing the declaration below. As the applicant’s nominated sponsor, I confirm the following statements are true: I verify that the above information regarding the applicant’s experience and performance is correct. The quantifiable evidence provided is accurate and the impact on whole school improvement clearly demonstrates readiness to embark upon the National Professional Qualification for Headship. I endorse the applicant’s self-assessment against the content areas. I can confirm that the data provided is correct. I certify that I know of no legal reason why the applicant should not be a headteacher. While the applicant is working towards NPQH, I undertake to inform OLP of any relevant change in their circumstances which might disqualify them from a position as a headteacher, or of any capability issues or disciplinary actions of which they are the subject. I have read and understand the two assessment tasks. I agree to the candidate completing Task 1 within their school/setting and understand that Task 2 involves nine placement days away from their school/setting. I agree to meet with the applicant at appropriate intervals to discuss progress and development in line with the NPQH qualification expectations. I confirm payment will be made via the method of payment identified within the section below I certify that the information I have provided is correct, and that I endorse the applicant’s submission. Name: Role: School / Organisation Email address Please confirm the name of the payee (School/setting, Paid for by the candidate, Fully funded by DfE funding) Signed: Please provide either a physical or photo signature Date Applicant declaration Please read the following statements and confirm the following statements are true by signing the declaration
HEADSHIP (NPQH) APPLICATION FORM 2015 / 16 (Cohort 6) PERSONAL INFORMATION Name: Position in School: Teacher Unique Reference Number: 7 digits provided when you are awarded QTS Gender: Ethnicity: White British White Irish White Other Mixed White & Black Caribbean White & Black African Mixed White & Asian Mixed Other Mixed Asian or Asian British – Indian or Asian British – Pakistani Asian or Asian British – Bangladeshi Asian or Asian British – Other Asian Black or Black British – Caribbean Black or Black British – African Black or Black British – Other Black Chinese Other – Any Other I Prefer Not to Say Any Disability: Yes / No / Prefer not to say School Name & Address: Local Authority: Home Address: Home Phone: Mobile Phone: Date of Birth: Preferred Email Address: (we will use this to contact you regarding the course) Second Email Address: National College Unique Reference Number: PROGRAMME COSTS AND HEADTEACHER’S CONSENT The total cost of the NPQH programme is £2,495.00 (less the amount of any scholarship awarded) Amount of Scholarship Awarded: Please confirm who will fund the balance of your fees (difference between course cost and scholarship received) Self / School / Leadership Levy **YOUR HEADTEACHER MUST GIVE THEIR CONSENT TO YOUR APPLICATION AND ATTENDANCE ON THIS PROGRAMME** I hereby confirm that the above named has my support in applying for this programme -------------------------------------------- -------------------------------------------- Signed by Headteacher Date ELECTIVE MODULES To achieve the NPQH qualification you will need to successfully complete three essential modules (Succeeding in Headship, Leading and Improving Teaching, Leading an Effective School) and two further elective modules. 1 Closing the Gap Leading Change for Improvement Leading Staff and Effective Teams Using Data and Evidence to Improve Performance Curriculum Development
NPQH APPLICATION, REFERENCE AND STATEMENT OF SPONSORSHIP FORM General guidance This form is to be completed by both the applicant and the applicant’s NPQH sponsor, usually the head-teacher or line manager. Please complete the relevant registration sections with your personal and contact details. As part of the registration process the applicant also to complete the declaration and the sponsor the confirmation of sponsorship. The form is set out in two registration and sections 1-6. Sections 1-5 are to be completed by both applicant and sponsor. For all of the sections 1-5 applicants should complete the first part and the sponsor the second part which constitutes the reference. Applicants have up to 500 words for each section and sponsors up to 200 words. Please indicate the number of words used at the end of each section in the space provided. Section 6 is for the applicant only to complete and requires a outline of post(s) held and senior leadership roles/work experiences in the last three years. It is important that applicants and sponsors read the full NPQH application guidance. Reference and statement of sponsorship Sponsors are asked to sponsor and support the applicant throughout NPQH. You are asked to provide a reference which takes the form of a commentary to sections 1-5 of the application form and to validate and add to the evidence provided by the applicant and recommend him/her for the NPQH programme. You are specifically asked to: verify the evidence presented in the application form and provide an relevant additional evidence give your assessment of the applicant’s achievements and the impact of his/her leadership, providing quantified evidence of the positive difference his/her work has had in the organisation and on meeting its goals where appropriate commit to supporting the applicant through NPQH, providing the necessary funding (if appropriate) and the time to undertake relevant development activities The additional evidence you provide will be assessed as part of the application process. We very much appreciate your time and commitment in completing this application. It is important that sponsors read the full NPQH application guidance. You should note that the application will not be considered without the application form being complete, including the sponsor parts that comprise the reference and statement of sponsorship. When complete, please submit this application form to by 5pm 14th December 2018.
NPQML Application Form PERSONAL DETAILS Name Surname Your Teacher Reference Number If unknown contact Date of Birth Email Contact Home Address and Post Code Home Telephone Mobile Telephone EQUAL OPPORTUNTIES DATA GATHERING White Asian – Other Irish Traveller Mixed – White and Black Caribbean Black – Caribbean Mixed – White and Black African Black – African Mixed – White and Asian Black – Other Other mixed background Indian Other Pakistani Not Bangladeshi Information refused Chinese Do you have a disability? Yes/No *These details are essential to register your application with the National College YOUR CURRENT EMPLOYMENT Job Title Employer Name Employer Address Post code Length of time in current role Headteacher’s Name Headteacher’s Email
CURRENT SCHOOL SETTING (please tick as appropriate): Primary Academy Secondary Free School Early Years Non-maintained Independent Special Foundation/School College Pupil Referral Unit Community School Secure Unit Voluntary Controlled School Local Authority Maintained Faith School Other (Please state) Please state the % of pupils at your current school that are eligible for Free School Meals* *This information is essential to register your application with the National College MENTOR SUPPORT The FLA will provide support and guidance for all NPQ programme participants throughout the duration of the course e.g. experienced facilitators, participant forums, subject matter experts and online resources. However, it is crucial that applicants also have guidance and support from a mentor within their school. Please name the person in your school or organisation who will act as your mentor/coach. Name of Mentor Has previous coaching / mentor experience? Yes/No Telephone Number Email address APPLICANT STATEMENT Successful applicants will be able to provide: a) A minimum of two recent examples of leadership roles where you have led a team, or within a team and explain how these examples demonstrate your potential as a successful middle leader. b) An awareness of key areas for personal development as a leader and thereby what you hope to gain by successfully completing the NPQML programme Word Limit – 500 words
Assessor use only SAI Questions to aid assessment Has this participant: Used a range of tools and techniques to manage and analyse data on pupil progress and attainment? Drawn conclusions from their analysis, which suggest changes in practice which would lead to improvements across their team? Drawn up plans for improvement which include the use of change management tools and/or techniques? Evaluated their plans and consequently improved them? Teaching and Curriculum Excellence TCE Final assessment criteria 2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans 2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary 2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment Marks Pupil Performance data How have you used what you have found out about practice in other schools to recognise strengths and improve weaknesses in the curriculum taught by your team? How have you used evidence to implement a project across your team improves pupil progress and attainment, and then evaluated its success? Write your assessment submission in this box. Teaching strategies Curriculum strengths and weaknesses Project improving progress Assessor use only TCE Questions to aid assessment Has this participant: Analysed research into and examples of a range of strategies and approaches to teaching and pedagogy in England? Analysed research into and examples of a range of strategies and approaches to teaching and pedagogy internationally? Used their findings within their own plans? Evaluated the strengths and weaknesses of the curriculum taught by team, and implemented improvements if necessary? Implemented an evidence-based project to improve pupil progress and attainment? Evaluated project? Leading with Impact LWI Final assessment criteria 3.1.1 Exploits different leadership styles and justifies why these have been adopted 3.1.2 Exploits different communication styles and justifies why have been adopted Marks No document required How have you used different leadership styles and why?
Strategic objective / challenge Risk Area Nature of Risk and date of impact if realised Risk Factor (RAG) Mitigating controls Residual Risk if Mitigating Controls Effective (RAG Rate) How Risk will be monitored Responsibility for Action Review Frequency Outcome of Monitoring Description RAG (Red, Amber, Green) Date of Next Review Example 1.Staff Training i. Lack of time given to CPD for staff Staff Meetings and INSET agreed with SLT in advance Individual CPD/Staff release time within budget Review CPD calendar CPD Plan Budget Plan AO AO Spring – in place & occurring Summer – one missed due to safeguarding issue. Must replace in June Spring – EL missed hers due to illness – fixed for 2/5/18 ii. Poor quality CPD External Trainers validated Staff complete evaluations CPD linked through gap tasks to ensure impact and monitoring CVs/Prior Knowledge Review evaluations Review gap tasks & monitoring of quality AO ML AO 6/18 ½ Term ½ Term Quality trainer booked Spring 1 – 85% VG/G –15% satisfactory enquired into & wanted more EY input Spring 2 – 95% VG/G – much better EY input – 5% satisfactory feel one teacher needs individual input.
Teaching and Curriculum Excellence NPQSL (Leading across a school) Learn how to: Learn about: Assessment Criteria Tested in Use a range of techniques to gather evidence on teaching quality and the impact of interventions across a school A range of techniques to gather evidence in relation to teaching quality and evaluate the impact of interventions 2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to gather evidence Part A Reduce variation within the school and against comparative schools by improving progress, attainment and behaviour Research into, and examples of, leadership or management strategies that have improved pupil behaviour, progress and attainment and reduced variation across a school, drawn from a range of schools (for example, the ) 2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress, attainment and behaviour and applies findings to own plans Part A 2.2.3 Designs, implements and evaluates an improvement project that reduces variation in pupil progress and/or attainment across the school Part A Supporting document required: Pupil performance data Legal frameworks and guidance relating to behaviour management, attendance, exclusions and bullying Develop and maintain a rich, high-quality school curriculum Research into, and examples of, curriculum development approaches/techniques (for example, through strengthening subject knowledge, developing subject-specific pedagogy or applying evidence on the effective use of Teaching Assistants 2.2.4 Exploits opportunities to develop and grow the school curriculum Part A
Leading with Impact NPQSL (Leading across a school) Learn how to: Learn about: Assessment Criteria Tested in Lead, motivate and influence others, including beyond the line management chain, to deliver whole-school objectives Research into, and examples of, leadership, motivation and influence, drawn from a range of schools and non-school contexts 3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and applies findings to motivate or influence others across the school Part A Supporting document required: Sponsor comments Develop a communications plan that promotes or defends the school’s performance, policies or decisions effectively Examples of successful communications plans and techniques used by schools 3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on campaigns and techniques used by other schools Part A Supporting document required:Comms plan
GENERAL INFORMATION PURPOSE OF REQUEST The Department of Health and Human Services (DHHS) is responsible for protecting the health and safety of all North Carolinians, which includes providing essential human services for persons with special needs such as mental illness, deafness, blindness, developmental or other disabilities; older adults; caregivers, children, adults and families at risk or experiencing challenges affecting their health and safety; and other vulnerable populations. DHHS seeks proposals from eligible nonprofit organizations to fulfill these responsibilities in the areas described in Section II below. The Department will give priority to programs serving persons experiencing or at risk for significant health and safety needs. To evaluate proposed activities’ contributions toward achieving its mission, DHHS will consider how the initiative described in each application advances one or more of the following DHHS goals: Provide outreach, support and services to individuals and families identified as at risk of compromised health and safety to eliminate or reduce those risks. Provide services and supports to individuals and families experiencing health and safety to assist them in living successfully in the community. Provide services and protection to individuals and families experiencing serious health and safety who are not, at least temporarily, able to assist themselves with the goal of helping them to return to independent, community living. More information on DHHS goals is available at . AWARD AMOUNT AND TERM allows grants to be awarded to nonprofits for up to two years. A minimum of five percent (5%) of the grants must be awarded to new grant recipients who did not receive grant awards during the previous competitive grants process. The Department of Health and Human Services will make awards based on the state budget allocation for this program in the Appropriations Act currently in effect. All awards are subject to continuing availability of funds and legislative priorities. Projects will be selected for funding for the period beginning July 1, 2017 for up to two years. Projects funded for one year will end by June 30, 2018 and those funded for two years will end by June 30, 2019. Awards are anticipated in the following categories: Grants not to exceed $3M for statewide delivery of services reflecting one or more of the defined initiatives listed in Section II. The Department anticipates making no more than three awards at this level. Grants not to exceed $500K for delivery of services reflecting one or more of the defined initiatives listed in Section II. Applications for regional delivery of services will be
GENERAL INSTRUCTIONS and FORMAT General Instructions Type should be 12-point font size and single spaced. The proposal should be typed on 8 ½” x 11” white paper and single sided. Adhere to page limits. Do not add additional pages when responding to this application. Proposals should not be stapled or bound – instead use binder clips or paperclips. Respond to each requirement listed in this RFA in the order requested. Include section headings as listed in the Required Components. Do not insert page dividers. REQUIRED COMPONENTS OF APPLICATION Cover Page All sections of the Cover Page (p.13) must be completed. One submitted copy of the application must include the original signature of an authorized agency official. Please note the meaning of these sections: Program Title: A brief description of the service activity proposed in your application. Eligible Initiative(s) addressed by this application: Identify which of the lettered initiatives in Section II align most closely with your application. Funding Request: The amount you are asking DHHS to provide. This does not include our organization’s expenditures to meet the 15% matching requirement. Organizational Overview (Recommended not to exceed 1 page*) Please describe: Your organization’s mission, history, primary purpose(s) and governance structure. The geographic area your organization currently serves. Your organization’s capacity to provide services to areas of identified need across the State of North Carolina, either independently or in partnership with other organizations. Supporting documentation related to organizational structure and governance is requested in J. Supporting Documents and does not count against the page limit.
National Portrait Gallery: 1 Trustee (Commercial) The role The chief role of Trustees is to assist the Chair in meeting the Board’s overall responsibilities under the Charities Act and in accordance with the guidance issued by the Secretary of State. Trustees offer guidance and expertise on the Gallery’s strategy and its practical implementation. They must be positive advocates for the Gallery, representing it to ministers, officials at DCMS, and others. They must also assist the Chair in ensuring that the Gallery’s affairs are conducted with probity. The person The successful candidate will be able to demonstrate the following essential criteria: A good knowledge of the commercial/financial world and opportunities for increased self-generated growth. Experience of fundraising and the ability to act as an advocate of the National Portrait Gallery; a strong interest in the work of the National Portrait Gallery Ability to help the Board provide advice and opinions to staff on the development of the National Portrait Gallery’s Collection through the acquisitions and commissions process; to contribute to future policy and strategic developments with innovative thinking. An understanding of public life and the principles of good governance Excellent communication skills with a willingness to help develop wider audiences for the National Portrait Gallery and to build connections between museums. An understanding of the diverse communities in the UK and a commitment to promoting diversity.
tentatively believe that an amendment is warranted to facilitate the manufacture of fuel cell and other vehicles. If FMVSS No. 305 were not amended, the electrical isolation for fuel cell stacks would need to be 500 ohms/volt or greater to comply with FMVSS No. 305, which may not be technically feasible. Proposal for Electrical Isolation Option In consideration of the above, NHTSA is proposing to add an option that would permit an AC high voltage source that is connected to a DC high voltage source post-crash to have electrical isolation no less than 100 ohms/volt provided the high voltage source also meets physical barrier protection requirements. Specifically, the electrical isolation option for electrical safety in the proposal requires that the electrical isolation of a high voltage source be greater than or equal to one of the following: (1) 500 ohms/volt for an AC high voltage source; or (2) 100 ohms/volt for an AC high voltage source if it is conductively connected to a DC high voltage source, but only if the AC high voltage source meets the physical barrier protection requirements; or (3) 100 ohms/volt for a DC high voltage source. NHTSA tentatively believes that adding this option into the existing FMVSS No. 305 requirements essentially harmonizes with the electrical isolation option in GTR No. 13. When an AC and DC high voltage source are conductively connected, the electrical isolation measured will be the same for both high voltage sources and approximately equal to the lower electrical isolation measurement of the two. Accordingly, the combined electrical isolation of conductively connected AC and DC high voltage sources can be greater than or equal to 500
Appendix B: Number of Site Detections of Species by Game Cameras by Habitat Odocoileus virginianus Procyon lotor Dasypus novemcinctus Canis latrans Other Eastern red cedar 6 1 1 1 Sylvaticus spp. (1) Post oak 6 0 1 0 Sciurus niger (1) Sciurus carolinensis (1) Oak-hickory 5 0 1 0 Glaucomys volans (1) Cyanocita cristata (1)
Hahn Memorial 002 Roger Williams National Memorial 040380 Cultural Landscape Inventory: Cultural Landscape Inventory Name: Roger Williams NM Landscape Cultural Landscape Inventory Number: ASMIS ASMIS data will be provided A copy of the Cultural Landscape Report can be found here: https://archive.org/details/culturallandscap00roger
Glossary of Key Terms active cell (EX 2) active sheet (EX 2) arithmetic operators (EX 32) AutoComplete (EX 20) AutoFit (EX 27) AutoSum (EX 31) Backstage view (EX 4) border (EX 30) cell (EX 3) cell range (EX 2) cell reference (EX 9) chart sheet (EX 7) clearing (EX 45) Clipboard (EX 35) column heading (EX 3) date data (EX 17) deleting (EX 45) drag and drop (EX 40) Edit mode (EX 19) Excel (EX 1) Flash Fill (EX 48) font size (EX 30) formatting (EX 49) formula (EX 31) formula bar (EX 2) function (EX 31) group (EX 3) hiding (EX 48) KeyTips (EX 6) keyboard shortcut (EX 6) landscape orientation (EX 53) Maximize button (EX 3) Microsoft 2013 (EX 1) Minimize button (EX 3) Name box (EX 2) nonadjacent range (EX 2) Normal view (EX 31) numeric data (EX 17) order of operations (EX 32) operators (EX 32) Page Break Preview (EX 31) Page Layout view (EX 31) pixel (EX 25) planning analysis sheet (EX 13) point (EX 28) portrait orientation (EX 53) range (EX 2) range reference (EX 11) Restore Down button (EX 3) ribbon (EX 2) row heading (EX 2) scaling (EX 54) ScreenTip (EX 6) sheet (EX 2) sheet tab (EX 2) shortcut menu (EX 17) spreadsheet (EX 4) status bar (EX 2) SUM (EX 31) syntax (EX 36) tab (EX 2) template (EX 4) text data (EX 17) text string (EX 17) time data (EX 17) Touch Mode (EX 6) unhiding (EX 48) workbook (EX 2) workbook window (EX 3) worksheet (EX 3) Zoom controls (EX 3)
Year 2012 Sowing date: Crop type: Cultivar: Row spacing: cm Soil sample details Sampling date: Visual rooting Stubble type: Stubble amt: kg/ha depth: cm Depth (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) EC (d S/m) pH (CaCl2) Cl (ppm or mg/kg) Al (ppm or mg/kg) 0 – 10 10-40 40-70 70-100 Topsoil-specific values (0-10cm) Colwell P: mg/kg BSES P: mg/kg DGT P: µg/L Organic C: % Applications: Type Name Rate Rate units Date eg. Fertiliser Urea 100 kg/ha 4/07/2012 Herbicide MCPA LVE 500 ml/ha 20/06/2012 Harvest Details and Yield Map Harvest date: Harvested for hay? Delivered t: t or Tonnage: t/ha Yield map obtained Protein / Oil: % Notes: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
Year 2013 Sowing date: Crop type: Cultivar: Row spacing: cm Soil sample details Sampling date: Visual rooting Stubble type: Stubble amt: kg/ha depth: cm (cm) Grav (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) EC (d S/m) pH (CaCl2) Cl (ppm or mg/kg) Al (ppm or mg/kg) 0 – 10 10-40 40-70 70-100 Topsoil-specific values (0-10cm) Colwell P: mg/kg BSES P: mg/kg DGT P: µg/L Organic C: % Applications: Type Name Rate Rate units Date eg. Fertiliser Urea 100 kg/ha 4/07/2013 Herbicide MCPA LVE 500 ml/ha 20/06/2013 Harvest Details and Yield Map Harvest date: Harvested for hay? Delivered t: t or Tonnage: t/ha Yield map obtained Protein / Oil: % Notes: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
Harvest and Input Details Harvest date: Harvested for hay? Delivered t: t Yield Map obtained Screenings: % Post Harvest soil sample details Sampling date: ZONE A ZONE B (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) 0 – 10 0 – 10 10-40 10-40 40-70 40-70 70-100 70-100
Sowing date: Crop type: Cultivar: Row spacing: cm Soil sample details Sampling date: Visual rooting Stubble type: Stubble amt: kg/ha depth: cm Depth (cm) Grav (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) EC (d S/m) pH (CaCl2) Cl (ppm or mg/kg) Al (ppm or mg/kg) 0 – 10 10-40 40-70 70-100 Topsoil-specific values (0-10cm) Colwell P: mg/kg BSES P: mg/kg DGT P: µg/L Organic C: % Applications: Type Name Rate Rate units Date eg. Fertiliser eg. Herbicide Urea MCPA LVE 100 500 kg/ha ml/ha 4/07/2013 20/06/2013 Harvest Details Harvest date: Harvested for hay? Delivered t: t or Tonnage: t/ha Protein / Oil: % _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Year 2014 Sowing date: Crop type: Cultivar:
Row spacing: cm Soil sample details Sampling date: Visual rooting Stubble type: Stubble amt: kg/ha depth: cm Depth (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) EC (d S/m) pH (CaCl2) Cl (ppm or mg/kg) Al (ppm or mg/kg) 0 – 10 10-40 40-70 70-100 Topsoil-specific values (0-10cm) Colwell P: mg/kg BSES P: mg/kg DGT P: µg/L Organic C: % Applications: Type Name Rate Rate units Date eg. Fertiliser eg. Herbicide Urea MCPA LVE 100 500 kg/ha ml/ha 4/07/2014 20/06/2014 Harvest Details Harvest date: Harvested for hay? Delivered t: t or Tonnage: t/ha Protein / Oil: % _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Details for Crop 2015 Sowing Details Sowing date:
* parts: base of the plant, stem, lower leaves, middle leaves, upper leaves, flowering parts Broad scale observation notes: Example: Between point 1 and 2, 21 Brome observed, some mice damage Between point 1 and 2: ___________________________________________________________ Between 2 and 3: ___________________________________________________________ Between point 3 and 4: ___________________________________________________________ Between 4 and 5: ___________________________________________________________ Harvest Details Harvest date: Harvested for hay? Delivered t: t Protein / Oil: % Screenings: % Map obtained Post Harvest soil sample details Sampling date: ZONE A ZONE B (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) Depth (cm) Grav Water (%) NO3 (ppm or mg/kg) NH4 (ppm or mg/kg) 0 – 10 0 – 10 10-40 10-40 40-70 40-70 70-100 70-100 INPUTS: List all applications - fertilisers, herbicides, insecticides and fungicides since harvest 2014 Type Name Rate Rate units Date eg. Fertiliser Urea 100 kg/ha 4/7/2015
Contact can be made in person or via npsfete@gmail.com Food Snacks and Drinks BBQ – Duncan McKenzie Coffee – Katherine Forrest Souvlaki – Maria Papazolou Bar – Miles Callaghan Salads & Snacks – Rochelle Pennefather Cake Stall – Violetta Elizabeth Pete’s Poffertjes – Tahlia Dyson Kids Café – Ange Moutoulas Handmade Stalls Secondhand Stalls Plants – Kylea Clarke Clothes – Julie Todaro Craft Stall – Amanda O’Donnell Book & music Stall – Catherine Hart Helens Harvest (Jams &preserves) – Emily Nance Toys – Vanessa O’Neill Homewares & Bric-a-brac – Sally Swan Fundraising Silent Auction – Karen McWilliam Loud Auction – Susan Callaghan Mystery Bottle – Sue Lawson Lucky Dip – Jennifer Arnold Tombola – Kirsty Teague Activities Organisation Treasure Island – Chris Mitchell Facebook/ Instagram – Pauline Sendejo Side Show – Louise Brown & Sarah Pollitt Fete Collective – Bronwyn Wickett Amazing Race – Sandra Palmer Volunteers – Susan Callaghan Kids Craft & Secret garden – Susan Callaghan Fete Setup – Ian Taylor Crazy Hair, Nails & Face paint – Kylie Kilgour Sustainability - Martin Bush Kids Stage – Adrian & Miryana Stojanovska Washing up – Nicole Oke Main Stage – Chris Wheatley & Anthony Shortte Wristbands & Ticketing – Marnie Daphne& Narelle Frazer Commercial Rides – Brooke van der Hoeven
9. Liability and Vehicle Insurance: Provide proof of insurance. The CUA operator must maintain General Liability insurance naming the United States of America as additional insured. Minimum coverage amount is $500,000 per occurrence. Some activities will require increased coverage; see Park-Specific CUA Insurance Requirements (“Attachment A”). Auto Liability insurance is required, if applicable, in the minimum coverage amounts described below. COMMERCIAL GENERAL LIABILITY INSURANCE Single Purpose Activities (includes day and overnight hiking, photography and art classes, bicycling, and group camping) $500,000 Commercial Vehicle Insurance – Passenger Transport (bodily injury and property damage) Minimum per Occurrence Liability Limits* Up to 6 passengers $1,000,000 7 – 15 passengers $1,500,000 16 – 25 passengers $3,000,000 26+ passengers $5,000,000 * Indicated minimum per occurrence liability limit or minimum State liability requirement (for intrastate operations only). Will your business operate vehicles (car, truck, van, bus, taxicab, vessel, aircraft, etc.) within NPS boundaries? Yes No If “Yes,” please give a description of each vehicle. Use additional paper, if necessary. All vehicles are required to be registered and the operators are required to have the proper licenses to operate them commercially, as required by law or regulation. Make/Model of Vehicle License Number Year Max # Passenger Capacity Own/Rent Make of Aircraft Tail Number Max # Passenger Capacity Own/Rent Make/Model of Vessel Registration Number or USCG Documentation Length Max # Passenger Capacity Own/Rent 11. Employee Licenses and Certifications: Parks typically require proof of applicable licenses, registrations and certificates of training, such as; valid driver’s or pilot’s license, fishing license, vessel registration, dive certification, CPR certification, or others. Provide copies of licenses and certifications required by “Attachment A”. 12. NPS Employment: Are you, your spouse, or minor children employed within the National Park Service? Yes No If “Yes”, please provide information below: Employee Name: Title: Park and Office Where Employed: 13. Violations:
Some parks have additional requirements for businesses that offer services to visitors relating to the safety and welfare of the visitors and protection of the resources. These requirements may include applicable operating licenses, certificates showing proof of training, operating plans, emergency response plans, group size limitations, etc. 1. Service for which you are applying: [attach diagram, attach additional pages, if necessary, include locations within the park, frequency, estimated number of participants (per trip and annually), number of vehicles, support equipment (trailers, generators, etc.)] 2. Will you be providing this service in more than one park? Yes No If “Yes”, list all parks and services provided. 3. Applicant’s Business Name: [Include any additional names (DBA) under which you will operate.] 4. Authorized Agents: (Name and title of owner, and any onsite person authorized to manage the operation or service.) 5. Mailing Addresses PRIMARY CONTACT INFORMATION to contact you at this address, if seasonal. ) Address: City, State, Zip: Website: Day Phone: Evening Phone: Fax: ALTERNATE CONTACT INFORMATION to contact you at this address, if seasonal. ) If same as “Primary Contact Information, check here and go to question 6. Address: City, State, Zip: Email: Website: Day Phone: Evening Phone: Fax: 6. What is your Business Type? (Please check one below) Sole Proprietor Partnership (Print the names of each partner. If there are more than two partners, please attach a complete list of their names.) Name: Name: Corporation: (State: Entity Number: ) Non-Profit (Please attach a copy of your IRS Ruling or Determination Letter) 7. State Business License Number: Expiration Date: 8. Employer Identification Number (EIN):
National Park Service Sequoia and Kings Canyon National Parks Commercial Use Authorization Monthly Activity Summary CUA Permit Number: Additional Use Planned Within Permit Term (Yes/No): Animal Type: A commercial service day (CSD) is one visitor spending part or all of a day in the parks as a client of a commercial service provider. Trip Number Client Name Wilderness Permit Number Trip Type Date Destination or Forage Area Name Forage Area Number/ Wilderness Travel Zones MWMA Zone (Yes or No) # of Staff # of Clients # Commercial Service Days (day x clients) #Animals (Pack and Saddle) # Animals Grazed Comments
National Park Service Sequoia and Kings Canyon National Parks Commercial Use Authorization Monthly Activity Summary Additional Reporting Page Trip Number Client Name Wilderness Permit Number Trip Type Date Destination or Forage Area Name Forage Area Number/ Wilderness Travel Zones MWMA Zone (Yes or No) # of Staff # of Clients # Commercial Service Days (day x clients) #Animals (Pack and Saddle) # Animals Grazed Comments
National Park Service Sequoia and Kings Canyon National Parks Commercial Use Authorization Monthly Activity Summary National Park Service Sequoia and Kings Canyon National Parks Commercial Use Authorization Monthly Activity Summary Additional Reporting Page Trip Number Client Name Wilderness Permit Number Trip Type Date Forage Area or Meadow Name Forage Area Number/ Wilderness Travel Zones MWMA Zone (Yes or No) # of Staff # of Clients # Commercial Service Days (day x clients) #Animals (Pack and Saddle) # Animals Grazed Comments
Click “Next”. The “Invoice Information” tab will appear. Enter the following information into the appropriate fields: NYC Department of Education Attn: NPS Payables (Group 55) 65 Court Street, Room 1001 Brooklyn, NY 11201 o (718) 935-3250 Click “Next”. The “Delivery Information” tab will appear. Provide/update information as necessary including any special delivery instructions (e.g., requested delivery dates, etc.). Click “Next”. The “Add Spending Account Line” box will appear. Enter the following: Quick Code: 012129 Object Code: 0338 Activity Code: (your school’s unique four-character code) Start Date End Date Click “Retrieve Balance”. Your available balance to spend on library materials will appear in the “Balance” field. Enter the maximum dollar amount you would like to apply to library expenses. Note: It is recommended that librarians create a list that exceeds the amount of money they wish to spend by 10% to 20%. This will take into account for items that become unavailable or on back order. For example, your purchase order may reflect $2,000 worth of books; however, you may wish to only spend $1,500. The purchase order should be created for a “do not exceed” limit of $1,500. The vendor will fill your order with available titles. If a title is unavailable, the vendor will choose another title on your list until the entire $1,500 is used. Vendors do allow librarians to prioritize items to be filled first. Click “Add Accounting Line” and then click “Close”. The “Account Detail Information” tab will appear for you to review. Click “Next”. The “Items Details” tab will appear. Library orders are usually accompanied by a separate printed list of library books and reference materials created by the school librarian. The quantity reflected should be reasonable to accommodate your student population’s library needs and not reflect classroom quantities. To order with a list prepared in advance (preferred for more than 5 titles), please enter the following: Item #: N/A Description: See attached list Quantity: 1 Net Price: The maximum you would like to spend with this vendor Check the box: I have a printed list of Items Enter any additional information, if applicable (e.g., your Quote ID, Customer Number and List Number from your printed list created online). To order individual titles:
Burger Republic 11th Ave South The Gulch 30 Taps & Variety Bottles, Great Burgers and Milkshakes & Spiked Shakes Bars – Sometimes you just want to go someplace where nobody knows your name Santa's Pub 2225 Bransford Ave, Nashville, TN 37204 (615) 593-1872 Melrose – Close to NPT Revered as the best karaoke in town, Santa's pub is inside of a double wide trailer airbrushed with Christmas designs. Better yet, beers start at $2 Acme Seed & Feed 1st & Broadway Downtown Live and more. Music – They don’t call us “Music City” for nothing! Here’s where we like to go: Bluebird Café 4104 Hillsboro Pike, Nashville, TN 37215 (615) 383-1461 Green Hills As seen on the TV show Nashville, it is a place where patrons can enjoy listening to song writers perform their original music. 3rd & Lindsley 818 3rd Ave S, Nashville, TN (615) 259-9891 Downtown Food and live music 7 nights a week. Roberts Western World 416 Broadway, Nashville, TN 37203-3931, 615-244-9552 Downtown Downtown Honky Tonk for that Nashville Country Music experience Family Wash 2038 Greenwood Ave. Nashville, TN 37206 615-226-6070 East Nashville Great food (starting 6pm) & music (starting 8pm). Station Inn 402 12th Ave S., Nashville, TN 615-255-3307 The Gulch (near Downtown) Bluegrass fans, welcome to mecca. Coffee Alternatives – Up early? Need your specialty coffee to start the day? Looking for someplace that’s not a bar to hang out at night? Check these out: Bongo Java 2007 Belmont Boulevard Nashville, TN 37212 (615) 385-5282 Behind Belmont campus This converted pet shop features gourmet espresso drinks, elevated food & a funky coffeehouse vibe. Fido 1812 21st Avenue South Nashville, TN 37212 Hillsboro Village (Near Belmont Campus) Good strong coffee, good food in a comfortable atmosphere, between Belmont & Vanderbilt campuses. 7 am – 11 PM The Jam Coffeehouse 1210 Wedgewood Avenue Nashville, TN 37212 Belmont Wedgewood Ave, right across the street from Belmont campus. 50’s décor, unique specialty lattes, welcoming staff (Open 7 AM - 3 PM).
Taupo District Plan (Residential Environment Area) 8.3.3 Example of the rule structure of an activity-based plan Rules Structure - Selwyn District Plan (Living Zone Rules) 8.3.4 Research question 2 - findings If were any common structure features for effects based plans, is this structure similar to or different from other more activity-based plans? All that were reviewed used a similar rule structure when determining activity status for proposals, this approach was: To specifically list an activity; and To list performance standards and assessing ability of an activity to meet these. The effects based plans relied heavily on performance standards but also specified specific activities, albeit to a lesser extent than activity-based plans. The activities based plans listed more specific activities but also relied on performance standards. The listing of specific activities meant that the definitions of these activities had to be clearly stated to ensure that the rules were applied correctly e.g. “work from home” activity, “non-residential” activity all require clear definitions. 8.4 Format 8.4.1 Structure There was no clear overall structure evident in the effects-based plans that were researched. There was however some consistency in the workings of the rules of the plans as noted in the previous section. Given that effects-based plans rely more heavily on ‘performance standards’ and less on ‘specific activity listings’, an exercise was undertaken to reformat the content of an effects-based plan into the format of an activities based plan. For the purposes of this activity the content of the Otorohanga District Plan Content (Land Use chapter, sections 1, 5, 6 and 7) was rewritten into the format of the Ashburton District Plan, Section 4 – Residential Zone layout. The full results are shown in Appendix 1 of this report. The main findings of this exercise are:
(vi) the of the relocated building must certify to the Council that the reinstatement work will be completed within twelve (12) months of being relocated onto the site. Appendix 2: Examples of different language used in plan provisions Example of positive language: Ashburton District Plan Example of negative language: Tasman Resource Management Plan Example of neutral approach: New Plymouth District Plan Appendix 3: Tools and resources A number of resources and tools have been used to undertake this research: Websites Quality Planning Website: Internal Reports Submissions on the Ministry for the Environment’s (MfE’s) public consultation on the “Improving our resource management system. A discussion document”, dated 2013. External Reports Cooper, Z. (2007). vs activity-based planning.” Planning in London, Issue 61, April-June 2007, pp 19-20. Douche, M. (2008). “Zoning and the Resource Management Act – an investigation into the zoning approaches of local authorities”. Bachelor of Planning Research project, School of Architecture and Planning, The University of Auckland. Contains further references to: Auton, L. (1992). “How will District Plans affect your company?” in Managing the impact of the RMA”. Conference notes, 4-5 March 1992, Auckland, pp 4-6.
Service Areas 14/15 Budget 15/16 Forecast 16/17 Forecast 17/18 Forecast Virtual Servers - - £125,000 - Network Storage £272,110 - - - Back-up Technology £70,000 - - - IP Telephony/Online Conferencing £20,000 £70,000 - - Corporate Internet/Email Filtering £75,000 - - £80,000 Corporate Desktop Replacement £60,900 - - £225,000 Office Software £158,000 £198,180 £201,962 £205,817 Network Infrastructure £35,000 - - £100,000 School Desktop Equipment £40,000 - £25,000 £10,000 School based Internet Filtering - - £55,000 - This results in a total renewals fund commitment of: 14/15 Budget 15/16 Forecast 16/17 Forecast 17/18 Forecast ICT Renewals Reserve £731,010 £268,180 £406,692 £620,817 BUSINESS AIMS AND OBJECTIVES The Context for ICT Planning Before describing the Council’s ICT Objectives and outlining the Council’s ICT Strategy it is important to understand the overall Corporate context from which these have been derived. System Thinking As a fundamental aspect of its’ transformation and modernisation programme, the Council has adopted ‘systems thinking’ to transform its’ service delivery by putting citizens at the
To ensure that the ICT Service maximises the available funding to create a portfolio provides value for money, performs efficiently and is environmentally sustainable in operation. To provide an ICT portfolio which is safe to use, secure in access and supports high service productivity. To work closely with Council Managers and to investigate potential solutions and demonstrate how ICT can support them in transforming their services. Objective 1: To have a portfolio capable of meeting the Council’s needs today and which also supports the organisation in the effective forward planning of its services 1.1 To anticipate future ICT needs by supporting the effective forward planning of Council services. 1.2 To ensure that all of our core asset resources (property, ICT, human resources and finance) work in harmony in an efficient and effective manner. 1.3 To recognise the opportunities to innovate service delivery, lever benefits and share risk, through strategic partnering with other public sector partners, and through of public service provision. 1.4 To monitor the performance of the ICT service by measuring progress in terms of the Council’s Improvement Objectives and its business drivers, as well as service designed performance and improvement measures. Objective 2: To have a “lean” ICT Service which understands the needs of its Customers and is fully committed to delivering its purpose. 2.1 To deliver “What Matters” to the Customer in a way that minimises waste, follows identified Value Steps and is carried out under Corporate and Service specific Operating Principles. 2.2 To regularly review ICT performance against service derived measures and to use these measures to continually improve the service.