zilongwang/ReadingBank huggingface dataset:
FORM 2 (Optional) Appropriate for stratified simple or systematic random sampling designs. Calculation of Weighted Retailer Violation Rate State: FFY: 2016 (1) Stratum Name (2) N Number of Outlets in Sampling Frame (3) n Original Sample Size (4) n1 Number of Sample Outlets Found Eligible (5) n2 Number of Outlets Inspected (6) x Number of Outlets Found in Violation (7) p=x/n2 Stratum Retailer Violation Rate (8) N’=N(n1/n) Estimated Number of Eligible Outlets in Population (9) w=N’/Total Column 8 Relative Stratum Weight (10) pw Stratum Contribution to State Weighted RVR (11) s.e. Standard Error of Stratum RVR Total N - number of outlets in sampling frame n - original sample size (number of outlets in the original sample) n1 - number of sample outlets that were found to be eligible n2 - number of eligible outlets that were inspected x - number of inspected outlets that were found in violation p - stratum retailer violation rate (p=x/n2) N’ - estimated number of eligible outlets in population (N’=N*n1/n) w - relative stratum weight (w=N’/Total Column 8) pw - stratum contribution to the weighted RVR s.e. - standard error of the stratum RVR
New allocation amount for Title II, Part A $ Budget FFY 2017 Title II, Part A Categories Total Amount Budgeted Category One: Recruitment, Retention, Incentives, and Differentiated Pay $ Category Two: Professional Development $ Category Three: Class-size Reduction $ Nonpublic Equitable Share: $ Administration (Optional; maximum 3% of total original allocation) $ Indirect Cost (Optional) $ TOTAL $
Describe the selected activities within the applicable categories and explain how they address the prioritized needs; include associated costs (e.g., travel, substitutes, and stipends) as well as the number of teachers, principals, and other school leaders impacted Include the total amount allocated for each activity are aligned with Indiana’s college- and career-ready academic standards; address the learning needs of all students (including children with disabilities, English learners, and gifted and talented students); and will be coordinated with other Federal, State, and local funds Identify the data sources and measures that will be used to support continuous improvement and to ensure evidence-based implementation Activity 1: Class size without teacher: Class size with teacher: Activity 2: Class size without teacher: Class size with teacher: Activity 3: Class size without teacher: Class size with teacher: Activity 1: $ Activity 2: $ Activity 3: $ TOTAL: $ Indiana Academic Standards Learning Needs of All Students Coordination of Funds Nonpublic School List and Budget On the following page, please list all nonpublic schools in your district and whether each will be participating in Title II, Part A equitable participation funding for the 2017-2018 school year. If any changes in nonpublic school participation take place within the FFY 2017-19 period of availability, a “Request for Amendment to Title II, Part A Grant Application” must be submitted for IDOE approval.
Workforce Services Representative IV (WSR) Job Development Team: In the upcoming biennial budget, the DSU is including a request for 5 additional WSR IV positions. These positions, based on the model for the DSU’s only WSR IV, who was hired in FY 2014, will serve as in-house job developers in support of program employment goals. The current WSR IV has achieved 52 attributable successful job placements in her first 9 months on the job.
Explanation: [State’s response…] SPR Services for Adults SPR Data Element FFY2017 FFY2018 % Diff. Self-Directed Care Persons Served Self-Directed Care III Expenditure Self-Directed Care Total Expenditure Explanation: response…] SPR Services for Older Adults SPR Data Element FFY2017 FFY2018 % Diff. Other Services Persons Served Other Services Title III Expenditure Services Total Expenditure Explanation: response…] Service and Expenditure Summary: Caregivers Serving Older Adults SPR Services for Caregivers of Older Adults SPR Data Element FFY2017 FFY2018 % Diff. Counseling/Support Groups/Caregiver Training Persons Served Counseling/Support Groups/Caregiver Training Units of Service Counseling/Support Groups/Caregiver Training Title III Expenditure Counseling/Support Groups/Caregiver Training Expenditure Explanation: response…] SPR Services for Caregivers of Older Adults SPR Data Element FFY2017 FFY2018 % Diff. Respite Care Persons Served Respite Care Units of Service Respite Care Title III Expenditure Respite Care Total Expenditure
Evidence* Curriculum Audience E Plan, Shop, Save, Cook Adults, Seniors Older Youth, Grades 9-12 E Rethink Your Drink - Older Youth Lessons Older Youth - Grades 9-12 and Pregnant Teens E Super Tracker Older Youth – Grades 9-12 E CHFFF: Choose Health, Food, Fun & Fitness Youth – Grades 3-6 and Outside of Classroom E Choose Health Action Teens Older Youth – Grades 9-12; Outside of Classroom E Eat Healthy, Be Active - Community Workshops Seniors E Eat Smart, Live Strong Seniors E Eat Well Play Hard in Childcare Settings Childcare Providers E Exercise Your Options Older Youth - Grades 6-7-8 E Growing Healthy Habits Youth – Grades K-5 E Kids in the Kitchen Youth – Grades 1-10; Outside of Classroom E MyPlate in Practice Youth – 3 E Nutrition in Me Youth – Grades 3-4 E Read for Health - WSU Edition Youth - Grades 1-2 E Show Me Nutrition Youth – Grades K-8 and outside of classroom Evidence* Curriculum Audience EM Grazin’ with Marty Moose 2016 WSU Edition Youth – 2 EM - not tested Energize Your Life! Garden for a Healthier You Adults, Seniors * Definitions for evidence category are taken from the SNAP-Ed Toolkit, Glossary Terms.
APPENDIX A Oklahoma Rehabilitation Council Members From left to right, back row: Linda Jaco, Terrisha Osborn, Brenda Fitzgerald, Becky Bradshaw, William Ginn, Melinda Fruendt, Noel Tyler. Left to middle row: Renee Sansom, Suzanne Williams, Melinda Bunch, Lori Chestnut, Katie Woodward, Rick DeRennaux, Audrey Farnum. Front row: Haley George, Diana Garrett, Ekutan Dannelley, Jane Ciorba. Not pictured: Bill Dunham, Lisa Graven, Ginger Jaggers, Elizabeth Reeve. Becky Bradshaw Sr. HR Manager Cintas Corporation 45 N.E. 42nd St. Oklahoma City, OK. 73105 (405) 525-4717 Melinda Bunch VR Specialist, Department of Rehabilitation Services 300 Northeast 18th Oklahoma City, OK. 73105 (405) 521-3899 Lori Chestnut Special Education Coordinator State Department of Education Oliver Hodge Building 2500 North Lincoln Boulevard Oklahoma City, OK 73105 (405) 521-2820 Jane Ciorba CEO, Council for Development Disabilities d/b/a ABLE 303 E. Tonhawa Norman, OK 73069 (405) 329-3922 Ekutan Dannelley Current Consumer / Client 5204 SE 53RD ST Oklahoma City, OK. 73108 (87) 832-5269 DeRennaux President / CEO, Tech-Now Inc. 621 Brookwood Dr. Oklahoma City, OK 73139 (405) 640-7606
Thirty failed for the following reasons: Thirteen failed because a closure notice was not sent when appropriate, or the 60 day period following the mailing of the notice was not observed. Six cases were closed inappropriately for loss of contact with the CP, three of which were still active Temporary Assistance for Needy Families (TANF). Four cases failed because there was no written request for closure from the custodial parent (CP). Two cases were closed inappropriately for CP non-cooperation. Two cases were closed inappropriately when the debts were under $500 but there was additional debt for the family unit on other cases. One case was closed because the CP and non-custodial parent (NCP) both moved out of state. The Uniform Interstate Family Support Act allows for working these cases. One case was closed because the NCP claimed disability, but there was no required documentation. One case was closed because the CP reported the NCP was in Mexico, but there was no documentation. Case Closure Summary: The 92 percent compliance rate is less than last year’s rate of 96 percent, but is within the compliance standard. The 321 cases found to be in compliance show that DCS staff have a good understanding of the rules regarding case closure and are diligent in pursuing cases with collection potential. should be reminded to make sure closure notices are sent and proper timeframes observed before closing cases, to ensure written notices are received when closing cases due to CP requests, and not close cases inappropriately when TANF/medical assistance still active.
Current Vehicle Inventory Year/Model Vehicle Type Vehicle ID # (VIN) Vehicle License Plate # Passenger/ Wheelchair Capacity Current Mileage Special Equipment Original Funding Source Replacing vehicle w/ this application? 2009/Example SB 2FDEE1234U567S890 SB14392 10/2 125,000 Lift-ramp Section 5310/DSS Yes No Vehicle 1 / Yes No Vehicle 2 / Yes No Vehicle 3 / Yes No Vehicle 4 / Yes No Vehicle 5 / Yes No Vehicle 6 / Yes No Vehicle 7 / Yes No Vehicle 8 / Yes No Vehicle 9 / Yes No Vehicle 10 / Yes No Vehicle 11 / Yes No Vehicle 12 / Yes No Vehicle 13 / Yes No Vehicle 14 / Yes No Vehicle 15 / Yes No Vehicle 16 / Yes No Vehicle 17 / Yes No
Vehicle 18 / Yes No Vehicle 19 / Yes No Vehicle 20 / Yes No Current Vehicle Inventory – Continued Year/Model Vehicle Type Vehicle ID # (VIN) Vehicle License Plate # Passenger/ Wheelchair Capacity Current Mileage Special Equipment Original Funding Source Replacing vehicle w/ this application? 2009/Example SB 2FDEE1234U567S890 SB14392 10/2 125,000 Lift-ramp Section 5310/DSS Yes No Vehicle 21 / Yes No Vehicle 22 / Yes No Vehicle 23 / Yes No Vehicle 24 / Yes No Vehicle 25 / Yes No Vehicle 26 / Yes No Vehicle 27 / Yes No Vehicle 28 / Yes No Vehicle 29 / Yes No Vehicle 30 / Yes No Vehicle 31 / Yes No
Lifelong Faith Formation Network Plan People - Age Group - Family - Generation Life Tasks, Religious & Spiritual Needs Formation Program, Activity or Resource Faith Formation Model - on your own - at home - small group - large group - congregation - community & world and Times Location - physical/ facility - online/ website Faith Formation 2020 Inventory
Discuss any accessibility you have and any concerns or anxieties Ensure relevant personnel know when your placement is taking place so any necessary cover can be arranged Research your host’s role and organisation Plan your journey to your host’s workplace After the placement Reflect on the experience and what you have learned Share good practice with your team and apply what you have learned in your own workplace Complete an evaluation form this will enable us to improve the workforce shadowing scheme and ensure it meets future needs. Please complete the Consider the health and safety and confidentiality practices you need to inform your shadow of Ensure your shadow will have a safe and appropriate from which to participate Make sure your line manager and team know you are being shadowed and discuss any impact this may have on them If you work directly with clients, don’t forget to ask for their consent for your shadow to be present Put together a plan for the placement After the placement Reflect on the experience and what you have learned Share your shadow’s feedback with your team and apply what you have learned in the workplace Complete an evaluation form this will enable us to improve the workforce shadowing scheme and ensure it meets future needs. Please complete the
What do you want your neighbourhood to look like in 25 years? This report presents a detailed overview of the community feedback for each question. The feedback will form the basis of upcoming neighbourhood forums in October 2016, where participants will be asked to validate the draft goals and vision, and to explore the key issues in more depth. What We Did Between June 18 and August 31, 2016, residents and businesses from Fairfield and Gonzales neighbourhoods were asked to provide input to help build the vision and goals for the future of their neighbourhood. Feedback was received from: Community meeting at Fairfield Gonzales Community 100 participants Online survey: 354 responses 11 sounding boards placed at 12 locations within the two neighbourhoods resulting in over 1190 sticky notes 3 citizen-led meetings: 25 participants 1 block party What We Heard: What Do You Love About Your Neighbourhood? Residents and businesses love many things about their neighbourhoods. The most common themes were: Fairfield: Walkability Easy access to the ocean, downtown, Beacon Hill Park Bikeability Friendliness Great restaurants and cafes Older homes The mix of housing in the neighbourhood Local shops and services within walking distance Cook Street Village Green yards Tree-lined streets, Neighbourhood Coastline Beacon Hill Park Dallas Road “Remain the same, only better”. Safe People know their neighbours. Great recreational facilities Meadows Natural areas Unique character Historic Moss Street market Gardens Tranquility Scenic views Gonzales: Beautiful older homes Friendly feel Safe Quiet Fairfield Plaza Oak Bay Avenue There are all the shops and services I need Local businesses and business owners Trees Tree-lined streets Neighbourhood parks feeling Easy access to the water and shoreline Beaches Kids roam free Block parties
INTERNATIONAL TELECOMMUNICATION UNION TELECOMMUNICATION STANDARDIZATION SECTOR PERIOD 2017-2020 FG-DPM-I-XXX Focus Group on Data Processing and Management to support IoT and Smart Cities & Communities Original: English WG(s): WGX or N/A Place, dd-dd mmm yyyy INPUT DOC Source: Insert Source(s) Title: Insert title (always in English) Purpose: Insert Purpose Contact: Insert contact name Insert contact organization Insert country Tel: +xx Fax: +xx Email: a@b.com Contact: Insert contact name Insert contact organization Insert country Tel: +xx Fax: +xx Email: a@b.com Keywords: Insert keywords, separated by semicolon (;) Abstract: Insert an abstract, under 200 words, that describes the content of the document, including a clear summary of any proposals it contains. [[Your text starts here. Before submitting this document: – Update the information highlighted in yellow above: document number (n), Question(s), source, title, and contact information. – If you need more contact information rows, insert them by copy-and-pasting existing rows. – Make sure that “Track Changes” is turned off. – Remove any remaining yellow highlighting. Summary This technical report ... (complete).
201 – 201 Porterville High School 465 559-793-3400 www. Bell Schedule Period 1 – 8:15 – 9: Period 2 – 9:1 – 10:0 Period 3 – 10: – 1 Break 1: – 11: Period 4 – 11:1 – 12:0 Lunch 1: – 1:3 Period 6 – 1: – 2: Period 7 – 2:3 – 3:2
GRADUATE COURSES TAUGHT Psychological Assessment Psychoeducational Assessment School-Based Psychological Interventions Single Case Experimental Design Research Methods in Applied Behavior Analysis School-Based Consultation Measurement of Behavior (Advanced Psychometric Theory) Emotional and Behavioral Disorders of Children and Adolescents Principles of Applied Behavior Analysis Multivariate Statistics Child Behavior Therapy Behavioral Assessment Principles of Social Behavioral Intervention UNDERGRADUATE COURSES TAUGHT Life Span Developmental Psychology Educational Psychology Exceptional Children Psychology of Learning Psychological Tests and Measurement REFEREED BOOKS, BOOK CHAPTERS, AND PUBLISHED TESTS Gresham, F.M. (1984). Social skills assessment and training. In J. Ysseldyke (Ed.), School psychology: The state of the art (pp. 57-79). Minneapolis: National School Psychology Training Network. Gresham, F.M. (1985). Best practices in social skills training. In A. Thomas &I J. Grimes (Eds.), Best practices manual (pp. 191-192). Cuyahoga Falls, OH: National Association of School Psychologists. Gresham, F.M. (1986). Conceptual issues in the assessment of social competence in children. In P. Strain, M. Guralnick, & H. Walker (Eds.), Children’s social behavior: Development, assessment, and modification (pp. 143-179). New York: Academic Press. Gresham, F.M., & Cavell, T. (1986). Assessing adolescent social skills. In R.G. Harrington (Ed.), Testing adolescent (pp. 93-123). Kansas City: Test Corporation of America. Gresham, F.M. (1986). Strategies for enhancing the social outcomes of mainstreaming: A necessary ingredient for success. In J. Meisel (Ed.), The consequences of mainstreaming handicapped children (pp. 193-218). Hillsdale, NJ: Lawrence Erlbaum.
APPENDIX 7 TO ANNEX B BEST PRACTICE GUIDANCE –BASED ON LESSONS LEARNT- POST UNDERGROUND PIPELINE LEAK - EXAMPLE Serial (a) Incident / Action (b) Lead (c) Comments / responders (d) 1 Unexplained loss of product from bulk storage tank X53. BFI Operators Operators (& assistance from RPC) to identify source of leak. Oily water apparent in OWS Ser No I22 Aquatrine Service Provider Initially apply PCS at OWS outlet. Close off outlet Vv Dependant on quantity of oil ASP may need to call out gully sucker 2 Initiate USRP Incident Commander then PCO a. Commence spill prevention plans. (PRT) b. BFI operators to decant / isolate tank X53 underground pipeline to Bowser loading point 3). 3 Spill assessed as Tier 2 spill. Underground leaking pipeline between Tank X53 and Bowser issue point 3. Create Task Force O/C DEPOT to be chair of Task Group (supported by PCO). Group members to include Subject Matter Experts (meetings are NOT to stop spill response activities) Group Members TORS DIO Facilities Manager – SME for the procedures that are adopted by all RPCs maintaining the establishment infrastructure RPC – SME on the infrastructure. Aquatrine Service Provider ASP- Responsible for all water infrastructure on the establishment. USHEA- Ensuring that all contactors / personnel are complying with 4Cs.
Having Knowing what makes you feel good Having a supportive family Knowing when to ask for help Negative Influences on Emotional Wellbeing Bullying The death of a family member Exam stress Peer pressure Loneliness Feeling like you don’t fit in Sibling rivalry Low Feeling worthless Parents arguing Having no one to talk to Having no hobbies Worksheet 2 Stress Activity: Read Sarina’s story below. Think about the feelings she might be experiencing and some of the thoughts that might be triggering these feelings. How are these affecting the way she behaves? Imagine you are in Sarina’s position. Think of at least one thought, one feeling and one behaviour and complete the stress circle below. See 6.1 for full details. Discuss: Once the class have created Sarina’s stress circle ask them to feedback some of their ideas for the different stages. Ask them to think about ways that Sarina might work to break down the stress circle they have created by tackling particular thoughts or feelings before these affect her behaviour. Teaching tip: As this is the first time that you are introducing the concept of a stress circle, it may be difficult for the class to know how to break it down to prevent behaviour from escalating. If they
“Youth Power”-On-Level article_ Session 3_ NTI_ 051514 “Youth Power”-On-Level Notecatcher_ Session 3_ NTI_ 051514 “Youth Power”-Above-Level article_ Session 3_ NTI_ 051514 “Youth Power”-Above Level Notecatcher_ Session 3_ NTI_ 051514 “Enduring Understanding notecatcher_ Session 3_ NTI_ 051514 Live a Module Lesson Part 2 50 min Participants will experience the second part of the 4th grade Module 4 lesson. In this lesson, participants will anticipate criteria for a writing rubric and then analyze a writing rubric. Participants will also analyze models of strong opinion statements, and they will craft their own opinion statements based on the research from part one of this lesson. Public Service Announcement about the Importance of Voting Rubric_ Session 3_NTI_ 051514 Why Voting is Important Graphic Organizer_ Session3_ NTI_ 051514 Video 20 min Participants will view a video of a classroom in action where students are working independently and in groups. Participants will hold their thinking on a notecatcher, especially noticing how the teacher supports through accommodations and scaffolds the rigorous work of students and how this work supports research writing. Participants will realize that research is embedded throughout the 3rd-5th grade module Video notecatcher_ Session 3_ NTI_ 051514 Synthesis and Reflection 22 min Participants will synthesize their learning in this session by participating in concentric circles protocol. Half of the elementary participants will travel to the middle school participant room, and half of the middle Participant Notebook Facilitators need to scout out space beforehand and confer with other facilitators of the same session in order to coordinate transitions to the concentric circles debrief.
signed by the client. The client’s car must meet all licensing, insurance and safety regulations listed in the handbook. Volunteers who drive their clients in the client’s vehicle without having a signed waiver may be subject to corrective action or dismissal. Political and Religious Activity Volunteers may not engage in the following political activities while on duty or while off duty but presenting themselves as Senior Companions, Foster Grandparents, or volunteers through the Missoula Aging Services Senior Corps: Influence the outcome of any election for public office Influence the passage or defeat of legislation or proposals Use any program resources for the purpose of attempting to promote or defeat a candidate for public office, ballot measure, or other legislation Directly or indirectly use the name Missoula Aging Services, the Senior Companion Program, or the Foster Grandparent Program in the endorsement of political candidates, initiatives, referenda, or in supporting or opposing a position on other political issues Engage in voter registration activity while on duty as a volunteer Transport voters (including clients) to polls or similarly help with an election Participate in any unlawful demonstration or civil disorder Engage in lobbying activities However, volunteers may be involved in legitimate group activities of their Volunteer Station that may involve conducting a legal petition. Volunteers who wish to campaign for public office should request a leave of absence if the candidacy will prevent them from being able to perform their service as a Senior Companion or Foster Grandparent. Per Client Care Plan & Letter of Agreement Companions may drive a client to Bible Studies. Foster Grandparents may serve in faith-based schools. Volunteers may not, at any time, give religious instruction, conduct worship services, or attempt to influence a client’s or children religious beliefs. Volunteers may be involved in political and/or religious activity when they are not serving or representing themselves as a Senior Companion or Foster Grandparent volunteer. Volunteers who do not comply with the political and religious policies stated above may be subject to corrective action or dismissal.
8:45- 8:50 5 Engage Use the “Oh Deer!” activity from the Project WILD K-12 Curriculum and Activity Guide (original version) Oh Deer! could support several NGSS PE’s: HO: Project Wild Activity – “Oh Deer!” 8:50- 9:20 30 Engage Distribute copies of “Oh Deer!”, Project WILD K-12 Curriculum and Activity Guide, pp36-39 Ask participants to preview the activity. An open space will be needed for participant to move through during the game. Guide participants through the activity as it was originally designed. (Note: Do not modify the procedure. The point is to model a teacher directed/centered activity typical of pre-NGSS thinking.) You will need a colleague to chart the annual deer population during the game. Data Chart– Deer Population Markers Time & Duration Presenter Topic/PPT Slide Description/Process/Facilitation Notes Materials & Handouts 9:20- 9:40 10 Engage Ask participants to think about and identify what teachers and students really do in this activity. Participants will individually create a T-Chart to analyze what teachers and students do. During the Oh Deer! Activity. Ask participants to share their comparison of teacher and student activity with a partner. Popcorn responses from the room about teacher & student activity. Let participants know that we will play the game again after the break, however the teacher role will modified or optimized (a term from the engineering concepts of the NGSS). Forecast that we will be regrouping after the break. Journals 9:40- 9:55 Break Place “Sharing Your Ideas Cards” on tables or distribute randomly “Sharing Your Ideas Cards”
9:20- 9:23 3 Explore Introduce the task and the use of SEP #8 9:23- 9:30 7 Explore See slide prompt Four people for Expert Groups! Time & Duration Presenter Topic/PPT Slide Description/Process/Facilitation Notes Materials & Handouts 9:30- 9:40 10 Explore Ask participants to read their column to understand how their students should perform Practice #8. Ask participants to look at other columns to get a sense of the progression of SEP#8 Set out Phenomena Activity handouts. Participants should observe those expectations as Practice #8 is utilized during the activity. HO:SEP #8 9:40- 9:45 5 Explain Remind participants that a Frayer Model is a Formative Assessment Classroom Technique from “Science Formative Assessment – 75 Practical Strategies for Linking Assessment, Instruction, and Learning. This “FACT” is designed to help students activate prior knowledge and clarify what they think the concept is. It also enables learners to communicate an operational definition of the concept. Start with white board - create a draft Transfer the draft Frayer Model to a poster Whiteboards, markers, erasers 9:45- 9:55 5 Explore Quickly describe each resource. Groups decide which member will examine a Phenomena resource. Show participants what the resources look like. The Frayer Model will provide the scaffold for processing the phenomena resources. Chromebooks Whiteboards, markers, erasers Phenomena resources
5 Ask groups to report progress to the room. Whip around the room to get responses Time & Duration Presenter Topic/PPT Slide Description/Process/Facilitation Notes Materials & Handouts 2:15 2:20 Message to themselves or colleagues/Admin Postcards should include talking points, meeting date, agenda. SLN Winter Postcards 2:20- 2:30 Closing Revisit Learning Targets Survey Thank participants for attending Lap Tops & Chrome Books HO: AESD Survey Info
Clearly labelled house keys should be returned to the main Council offices by 12 noon on the Monday the tenancy ends. Keys should be returned on a Friday or a Monday if possible, as we have staff available on these days to accept keys. You can the return keys early but please be aware that our maintenance contractors may start work in the property immediately. Recharges Below are examples of approximate costs that may be charged to the deceased tenants’ estate if the property is not returned clean and in a good state of repair and decoration (except for any repairs that are the responsibility of East Kent Housing). This list does not cover all of the things that may be recharged but gives examples of the most common issues. Replacing internal doors, if the doors were changed or damaged £118 per door Removing a garden shed or greenhouse which you put up £94 – minimum, depending on the size and amount to be cleared Filling in a pond £48 per square metre Clearing rubbish, furniture or other belongings from your property. If there are large items or a large amount of items left this charge will increase. £94 – minimum, depending on the amount of items to be cleared Clearing rubbish from your garden. If the clearance needs to be removed in a skip, you will also be charged this cost £94 – minimum £198 – per skip Clearing a loft £58 Clearing an outside store £29 – per store Removing wall lights, non-standard DIY electrical fittings, for example: metal light switches, plug sockets, down lighters and any non-standard light fitting £19 – per light fitting £12 – per double socket Removing shelving £4 – per shelf Removing wall cabinets £6 – per cabinet Floor covering can only be left with the agreement of your neighbourhood manager, if EKH have to remove floor covering that you have left, the costs are: Floor tiles Other types of floor coverings £5.82 – per square metre £56 Removing graffiti £6 – per square metre
Noadswood School Governing Body Full Governing Body Committee Meeting 27 November 2017, at 7pm MINUTES Governors Present: Sarah Balson – SB Chris Blake - CB Jane French - JF Elaine Huttly - EH Kathryn Marshall (Head) - KM Alan McElevey - AMC Tammy Newey - TN Kevin O’Brien - KO Jackie Rapson - JR Mike Roberts - MR Di Smith – DS Paul Uglow The meeting opened at 7.00pm and was quorate at all times. Agenda Item Action 1 Apologies Received from those listed above. 2 Declaration of Pecuniary Interests and Completion of Annual Register None declared 3 Safeguarding The Head confirmed she would cover this later in the meeting. 4 Health and Safety No issues to report 5 Approval of Committee Terms of Reference School Improvement Committee – Governors approved this in its current format. Further changes are due to be made and the document will be brought to FGB again at a later date. Pay and Personnel Committee – this was approved by Governors. SIC Clerk for next Agenda
Plot the points (1, 5) and (-4, -2). Then find the slope of the line that goes through these two points. Plot the points (1, 5) and (4, -2). Then find the slope of the line that goes through these two points. Write 5 ordered pairs that lie on a line that has a slope of 3. Calculate the slope of the line that goes through the ordered pairs (0, -7), and (-2, -27). Draw a line that has a negative rate of change; then write the equation of that line. Draw a line that has a rate of change of zero.
Find the f(3) and f(20) of the sequence in which f(1) = 12 and the arithmetic sequence is 12, 7, 2,… . Interpret the y-intercept and rate of change of the graph in context . Given f(x) = 7x + 2 and g(x) = 6 – 4x, find the following: a. h(x) = 2g(x) b. h(4) c) j(x) = f(x) – g(x) d) j(2) e) g(x)-f(x) Solve. Solve. Solve.
slope) 19. answers will vary 20. m= 10 21. answers will vary (negative slope) 22. answers will vary (horizontal line) 23. 24. 25. 26. 27. 28. starts at -2 on the y-axis, then has a positive slope of up 1 and right 4 29. Starts at 1 on the y-axis and then has a negative slope of down 4 and right 1 30. a horizontal line through the y axis at 4 31. 32. y= - 4 33. x=4 34. y=x 35. a. y=2.50x+125 b. 44 trees 36. Point Slope Slope Intercept Standard 38. 39. a. b. 10 coupon books 42. 43. 44. x >-4 is open circle & shaded to the right is closed circle & shaded to the right 45. a. $3 b. 6 phone cases c. 46. a.
f(n)=18+6(n-1) or a(n)=18+6(n-1) f(n) = 17-3(n-1) f(3) = 2 f(20)=-83 52. y-int =cost of bracelet rate of change=cost per dozen every dozen (12) bracelets, it will cost $30 a. 12-8x b. -20 c. 11x-4 d. 18 e. -11x+4 (-1, -1) 55. (-2,5) 56. (2, 4) (-1,-2) Infinite Number of Solutions No Solution 60. (8, 4) 61. (-8, 7) 62. 64. Kim will have to attend 7 weeks of school this quarter before she will have taken a total of 35 quizzes. 65. x-intercept: x= -9 or (-9,0) y-intercept: y= -2 or (0, -2) Slope: - 66. }
Act reference: Farm Household Support Act 2014 section 8(b) Farm Enterprise – Assessment of significant commercial purpose or character The farm enterprise to which a person or their partner contributes a significant part of his or her labour and capital must have a significant commercial purpose or character. This requirement prevents ‘hobby farmers’ from qualifying for payment. The intention of FHA is to support farmers and their partners who do not have an alternative source of income on which to draw for self-support. When determining if a farm enterprise has a significant commercial purpose or character the following matters must be taken into account: whether a business plan has been drawn up for the farm enterprise; if the person or the person’s partner (where the person is not a farmer) is not an expert in respect of the farm enterprise: whether relevant expert advice has been sought about the farm enterprise from a relevant authority, an experienced farmer or an agent; or whether relevant technical literature on the farm enterprise has been obtained; whether it has been established that the land that is used for the purposes of the farm enterprise is suitable for the farm enterprise, including by analysing soil and water samples; whether the person or the person’s partner (where the person is not a farmer) has: considered if there is a commercial market, or a potential commercial market, for the farm enterprise; and investigated the capital requirements of the farm enterprise, including by planning how capital for the farm enterprise will be obtained and used; and conducted research into the farm enterprise confirming (based on market prospects, the expected level of production, and the running costs, of the farm enterprise) that profits can be expected; and ensured the size and scale of the farm enterprise is sufficient for a commercial enterprise; whether legal requirements required to operate the farm enterprise on a commercial basis have been, or could at the appropriate time be, complied with; whether there is: an intention to make a profit in respect of the farm enterprise; and a reasonable belief that the farm enterprise is likely to generate a profit. Act reference: Farm Household Support Act 2014 section 8(c); Farm Household Support Secretary’s Rule 2014 section 5
EVENT/DATE DESCRIPTION TASK Volunteers Needed Open House Thursday, August 23, 2012 5:00pm - 7:00pm Welcome Students and Parents back to school by Coordinating and hosting Open House. Help with set up from 5:00pm -5:30 pm Enroll/Register Members from 5:00pm - 7:00pm Provide refreshments/snacks Clean up 7:00pm - 7:30pm Spirit Week Sept 17-Sept 22 1 Plan/design float to reflect the theme of Francis Howell Central Homecoming to represent the Sophomore Class. Coordinator to work with Class Sponsor Provide vehicle to use to create float (truck, trailer) Acquire materials needed Help decorate Clean up Spirit Day/Week TBA (September) Setup/teardown and staff one day of Spirit Merchandise Sales during Lunch Period. Day of Sale Parent/Teacher Conferences (Fall) (October 2 & 3, 2012) Prepare side dish (i.e. Dessert/Salad) by Junior Class. Provide a Sweet Snack. Deliver to School by 1:30pm Provide Side Dish Provide Salty Snack Snack Sales TBA Freshman are required to setup/tear down and staff 4 full weeks of Snack Sales during Lunch Period. (9:30am - 1:00pm) Monday Tuesday Wednesday Thursday Friday Parent/Teacher Conferences (Spring) (March 6 & 7 2013) Prepare side dish (i.e. Dessert/Salad) by Sophomore Class. Provide a Sweet Snack. Deliver to School by 1:30pm (SECOND day of conferences) Provide Side Dish Provide Fruit Snack Teacher Appreciation Week First FULL week in May Prepare snack for Teachers Lounge on MONDAY. Deliver to school by 9:00am Provide Snack. Prom May 4, 2013 Sell Prom Tickets week of Prom during Lunch Period. (9:30am - 1:00pm) Monday Tuesday Wednesday Thursday Friday 2016 Contact me at the phone/email listed. I cannot commit to a specific date at this time, but please make my information available to all committee chairs. We are looking for a Parent Club President who shall preside at all general and special meetings of the FHC Club, the Board, Parents’ Forum meetings, the Executive
monitoring opportunities 11 HEAD TEACHER’S REPORT Including INSET and term dates for 2018-19 and budget update 15mins 12 Committees and Nominated Governor Reports Child Protection - 1 child Racial Incidents - none Children in Care – 0 children Link Governor Request from Resources Committee to have delegated power to approve deviations from the AEP that may arise for expenditure during the year. Sponsorship – local opportunities (KS) 5 mins 13 Safeguarding Governors to have the opportunity to ask Joanna any questions about her report. Joanna’s report 5 mins 14 Governor Training and Development A reminder of the Governors’ pledge to attend relevant training courses. Feedback from any courses attended since last meeting 5 mins 15 Schools Financial Value Statement (SFVS) Governors to approve the new SFVS, and COG to sign it prior to submission SFVS 5 mins 16 Policies Governors to approve the Pay Policy Pay Policy 5 mins 17 DATE OF NEXT MEETING 26th April 2017 Governors to consider: What have we done at this meeting that has improved the education of the children of the school? Effectiveness of Leadership and Management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils
As with the adult population in Hendry County, youth living in households with income levels near and below the Federal Poverty Level had the highest rates of being uninsured. Chart H-51: Uninsured Youth (Under 19 Years) Percentage by Income (based on Federal Poverty Level), Hendry County 2015 Source: The Census Bureau’s Small Area Health Insurance Estimates (SAHIE) Physicians and Facilities As of 2015, there were 19 licensed physicians in Hendry County. That works out to 49.9 doctors for every 100,000 residents. That is a significantly lower rate than the state average of 249 doctors for every 100,000 residents. The county also has a lower rate per 100,000 than the state for licensed pediatricians (15.8 Hendry vs. 18.0 State). The number of Hendry County Health Department employees per every 100,000 residents is higher than the state average. The Hendry County Health Department spent $3,934,037 dollars in 2015; that places the rate of expenditure per 100,000 residents at nearly triple the state average. However, it is typical for rural counties to have a significantly higher rate of expenditure than the state average. Table H-22: Health Resources Availability Hendry County & State 2015 County State Providers*† Number Rate per 100,000 Quartile** Rate per 100,000 Total Licensed Dentists 5 13.1 1 55.3 Total Licensed Physicians 19 49.9 2 249.0 Total Licensed Family Private Practice Physicians 1 2.6 1 14.3 Total Licensed Internists 2 5.3 1 49.6 Total Licensed OB/GYN 0 0.0 N/A 9.8 Total Licensed Pediatricians 6 15.8 4 18.0 Facilities Total Hospital Beds 25 65.7 1 314.5
Foothill-De Anza District Administrative Unit Review Report Follow-Up Year: Foothill-De Anza District Unit Name: Individual completing form: Date Submitted: Unit Report Objectives: 1. 2. Which strategies of the FHDA District Strategic Plan does each objective support? Refer to the District Strategic Plan document for district strategies. You may use numbers and letters here, such as “DS1.1” to identify the specific strategy the objective supports. 1. 1. 2. Specific Desired Measurable Outcomes related to objectives (Use 1a, 1b, etc. to link outcomes to objective 1) Results Recommendations/Improvement Notes/Comments
4. Referee One (internal) Name Job title Department and Faculty Email address Telephone number In what context does this person know you? 5. Referee Two (either internal or external) Name Job title Department and Institution Email address Telephone number In what context does this person know you?
6. Practice Examples (15 examples, maximum of 100 words each) Please write a short description of your practice under all the Dimensions of Practice of the UKPSF. Ensure that your examples are specific (e.g. particular module; type of assessment etc.) and show the full range of your practice. See Guidance section of the TALENT website for more information. Please include examples for each Dimension of Practice. UKPSF Dimensions of Practice Examples of Professional Activity A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices K1 The subject material K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s)
EMPLOYMENT HISTORY (Continued) 4th EMPLOYER’S NAME TELEPHONE NUMBER [ ] EMPLOYER’S ADDRESS POSTAL CODE NAME OF IMMEDIATE SUPERVISOR TELEPHONE NUMBER [ ] START DATE FINISH DATE POSITION HELD YYYY MM YYYY MM DUTIES/RESPONSIBILITIES REASON FOR LEAVING 5th EMPLOYER’S NAME TELEPHONE NUMBER [ ] EMPLOYER’S ADDRESS POSTAL CODE NAME OF IMMEDIATE SUPERVISOR TELEPHONE NUMBER [ ] START DATE FINISH DATE POSITION HELD YYYY MM YYYY MM DUTIES/RESPONSIBILITIES REASON FOR LEAVING IF YOU WERE ASKED TO RESIGN, OR WERE FIRED FROM A JOB, OR HAD A GAP IN EMPLOYMENT, PLEASE PROVIDE DETAILS AND EXPLANATIONS.
NAME GIVEN NAMES RELATIONSHIP FULL ADDRESS POSTAL CODE TELEPHONE NO. (RES.) [ ] TELEPHONE NO. (BUS.) [ ] OCCUPATION YEARS KNOWN NAME GIVEN NAMES RELATIONSHIP FULL ADDRESS POSTAL CODE TELEPHONE NO. (RES.) [ ] TELEPHONE NO. (BUS.) [ ] OCCUPATION YEARS KNOWN NAME GIVEN NAMES RELATIONSHIP FULL ADDRESS POSTAL CODE TELEPHONE NO. (RES.) [ ] TELEPHONE NO. (BUS.) [ ] OCCUPATION YEARS KNOWN NAME GIVEN NAMES RELATIONSHIP FULL ADDRESS POSTAL CODE TELEPHONE NO. (RES.) [ ] TELEPHONE NO. (BUS.) [ ] OCCUPATION YEARS KNOWN NAME GIVEN NAMES RELATIONSHIP FULL ADDRESS POSTAL CODE TELEPHONE NO. (RES.) [ ] TELEPHONE NO. (BUS.) [ ] OCCUPATION YEARS KNOWN
Name of Charge What this charge is for How much is the charge? If you change your mortgage NB if you change to a new mortgage product, the ‘before your first monthly payment’ fees may also apply at this stage. Early repayment charge (changing your mortgage) You may have to pay this if: You overpay more than your mortgage terms allow You switch mortgage product or lender during a special rate period (e.g. while you’re on a fixed or tracker interest rate). The fee will be a percentage of the amount repaid. Please refer to your Mortgage Offer or call 0344 770 8030 to obtain the details. Partial release of property fee We call this a Part Release of Security fee Payable if you want to remove part of the property or land from the mortgage. It covers administration costs, including sealing the relevant legal deed and issuing letters of consent. £100 Giving you a reference We call this a Lender’s Reference fee. Charged if another lender asks us for a mortgage reference, such as how you have managed your mortgage account with us. We will only supply this if you have given us permission. £50 If you are unable to pay your mortgage These are the most common charges you may have to pay if you fail to keep up with your mortgage payments. Some charges, for example those covering unpaid/returned direct debits or cheques, occur at the early stages of your inability to pay (arrears). Other charges, for example, relating to our repossession of the property, may apply later in the process and will be dependent on your circumstances. Unpaid/returned direct debit or cheque Payable when your nominated bank rejects a direct debit collection, or your payment by cheque is returned unpaid by your bank. £9 Arrears fee You may be charged an arrears fee on a monthly basis, or when specific events happen in the management of your account when you are in arrears. This covers charges in respect of your account if you fall behind with your payments. £39 Ending your mortgage term Early repayment charge (ending your mortgage) You may be charged this if you repay your mortgage in full before the mortgage term ends. The fee will be a percentage of the amount repaid. Please refer to your Mortgage Offer or call 0344 770 8030 to obtain the details. Deeds production fee You may be charged this when the deeds to your property are released for any reason. £50
the most recent ones, including the one issued October 16, 2015, reminds providers that if they are going to donate software or systems, such provider cannot engage in information blocking by not allowing such hardware/software to interact with other EHR systems or charging higher fees for interacting with other providers. Additionally, the June 9, 2015 document reiterated that physician compensation arrangements (in such instances medical directorships and office staff arrangements) which do not reflect fair market value constitute improper remuneration to physicians are subject to “criminal, civil, and administrative sanctions.” Thus, for persons intimately involved in fraud and abuse counseling regarding the recent issuances, there is typically rarely anything earth shattering in these fraud alerts but rather reinstatement of the existing safe harbors and other guidance, Set forth below is a list of the Fraud Alerts from June 25, 2014 – Special Fraud Alert: Laboratory Payments to Referring Physicians. March 26, 2013 – Special Fraud Alert: Physician-Owned Entities. January 1, 2013 – Updated Special Fraud Alert: Telemarketing by Durable Medical Equipment Suppliers. OIG Letter Regarding Updated Special Fraud Alert (03-02-2010): Telemarketing by Durable Medical Equipment Suppliers CMS Telemarketing Frequently Asked Questions March 3, 2003 – Special Fraud Alert: Telemarketing by Durable Medical Equipment Suppliers. February 23, 2003 – Rental of Space in Physician Offices by Persons or Entities to Which Physicians Refer.
Liquor Advisory Committee Update – Rufus Lusk reported the next LAC meeting is Tuesday 10/28/14. Rufus turned the presentation over to Len Homer, member and retired partner of Ober/Kaler, Attorneys-At-Law. He presented an update regarding the legal suite against Crossbar’s license validity question. The NA won at the latest Liquor Board meeting and the Crossbar license was declared invalid. However, there is still a long legal process that may not end until January 2015. Former Senator Della was a witness for the NA presenting testimony that clarified the original intention of the license extension aspect of the liquor law. Rufus believes Senator Della has done a great service for our and other neighborhood communities with his testimony. New Business: Carl Warner spoke about getting representation from different demographic populations from the neighborhood. We need to address the FB page issues regarding openness in information. Gayle: offered to do social media administration during the transition but she does not want to do it after transition. She asked for someone in the neighborhood to volunteer who is more social media knowledgeable. The Coat Drive is being organized by Diana Sugg coordinated with the Police Department Meeting Adjourned at 8:26 pm Rose moved and Aimee seconded. Minutes Approved On: Minutes Approved By: Vote or Board Members?
Oil pipeline for oil refining plant Solid waste collection is shown in [b-2] (vacuum pipes use suction of air to propel waste to a central waste processing unit-plasma gasification in this example). This is illustrated below as an example of a new service not present in most existing cities. An ICT management system is needed to support this. Figure 1 – Solid waste collection [Source: Nilesh Puery, b-2] Collective antennas for wireless systems [b-28] Ducted transport (e.g. pneumatic tubes [b-28] or automatic railway [b-10]) NOTE – Usually subway signalling systems (e.g., Leaky coaxial cable or rail transit wireless communication system) are not taken into consideration as these are most likely to be an independent underground service. [b-26] classifies the underground pipelines into 8 categories according to the functions, i.e. water supply, drainage, gas, heat, electricity, telecommunication, industry and other pipelines (Figure 2). Figure 2 Functional classification of underground pipelines [source: CJJ 61-2003, b-26] [b-26] also lists the buildings and their affiliated facilities for various underground pipelines (Table 1). Table 1 Buildings and their affiliated facilities for various underground pipelines [source: CJJ b-26] Pipeline type Buildings affiliations Water supply Water source well, water supply pump station, water tower, reservoir of clean water, purifying pond Valve, water meter, hydrant, air evacuation valve, mud valve, preserved joint, valve pit Drainage (rainfall, slops) Drainage pumping station, drain trap, septic tank, purification structures, ground outlet for covered drain Inspection pit, drop well, dry box with seal, flushing manhole, catch basin, inlet and outlet, water grate, effluent device Gas, heat, industry pipelines Pressure regulating house, gas station, boiler house, power station, gas tank, cooling tower Expansion joint, exhaust/drain/effluent device, condensate well, various cellar wells, valve Electricity Power substation, power distribution room, cable examine hole, electricity tower/pole Pole transformer, open ground transformer, various cellar wells, examine hole