zilongwang/ReadingBank huggingface dataset:
1) Data Controller contact details Farnham Dene Medical Practice Farnham Centre for Health Hale Road Farnham GU9 9QS 01252 730100 2) Data Protection Officer contact details Annette Clayson 07980 976748 Annette.clayson1@nhs.net 3) Purpose of the processing Direct Care is care delivered to the individual alone, most of which is provided in the surgery. After a patient agrees to a referral for direct care elsewhere, such as a referral to a specialist in a hospital, necessary and relevant information about the patient, their circumstances and their problem will need to be shared with the other healthcare workers, such as specialist, therapists, technicians etc. The information that is shared is to enable the other healthcare workers to provide the most appropriate advice, investigations, treatments, therapies and or care. 4) Lawful basis for processing The processing of personal data in the delivery of direct care and for providers’ administrative purposes in this surgery and in support of direct care elsewhere is supported under the following Article 6 and 9 conditions of the GDPR: Article 6(1)(e) ‘…necessary for the performance of a task carried out in the public interest or in the exercise of official authority…’. Article 9(2)(h) ‘necessary for the purposes of preventative or occupational medicine for the assessment of the working capacity of the employee, medical diagnosis, the provision of health or social care or treatment or the management of health or social care systems and services...” We will also recognise your rights established under UK case law collectively known as the “Common Law Duty of Confidentiality”* 5) Recipient or categories of recipients of the processed data The data will be shared with Health and care professionals and support staff in this surgery and at hospitals, diagnostic and treatment centres who contribute to your personal care. We are currently preparing detailed privacy notices for each of the ways in which we use your information. These will be available in the practice and on the website. 6) Rights to object You have the right to object to some or all the information being processed under Article 21. Please contact the Data Controller or the practice. You should be aware that this is a right to raise
Accommodation for FE Students with private landlords in the Falmouth area T: 01326 310302 Cathy Hendriks E: W:www.cornwall.ac.uk This list is updated weekly and available from £400 p.c.m all inclusive of bills. Will not include meals. 1 months deposit 1 1 shower just for use 0 1 Self-catering room in family home. Five minutes’ walk from Falmouth Marine School Joanne Jones 07792 482634/07425 149173 47 Kimberley Park Road, Falmouth TR11 £340 p.c.m. all inclusive. 1 month’s deposit. 1 1 Shared 0 Self-catering room in family house, with double doors leading out to garden. Use of washing machine. Elly Fairs 01326 314270 11 Albany Place, Falmouth TR11 3BZ £395 p.c.m. inc. water. Electric on a key meter. No deposit but 2 month’s rent in advance. 11 With bed-sit with 0 1 bedsit Large double room with kitchenette and shower and loo. Adjacent to Falmouth Marine School. 5 mins from town & 10 mins from beaches. Andrew and Juliette Grubb 07971784708 The Old Marine House, 2-4 Trelawney Road, Falmouth TR11 3LU £520 including laundry and meals 1 & eve Shared 1 from Sept 2018 Double room in family home, 5 mins walk from Falmouth Marine School. 10 mins from the town and beaches. Clive and Gina Sutton 01326 314415/Gina 07432518012 Upper Flat, 2 Albany Road, Falmouth TR11 3RP £110 per week (smaller room) £120 larger room) including breakfast, evening meal and laundry 2 & eve Shared 0 from Sept 2018 2 rooms in family home. 15 mins walk from Falmouth Marine School, beaches, town, cinema. Helen Mitchell Tel: 07780713059 13 Robert Hitchens Road, Falmouth TR11 2NU meal
Name: ………………………………………………………………………………………… Signed: …………………………………………..…………………. Dated: ……… Employee Name: ………………………………………………………………………………………… Signed: …………………………………………………….………… Dated: ……… Head of People (On behalf of The Education and Training Foundation) PERSON SPECIFICATION FE Education Advisor The Education and Training Foundation is committed to making appointments on merit by fair and open processes; taking account of equality and diversity. Essential Desirable Qualifications, Education and Training Teacher training qualification at Level 5 or above √ Skills, Experience and Technical Requirements Considerable recent practical and relevant experience as a practitioner in the FE sector as a teacher educator √ Proven ability to provide information and advice (covering both academic progression routes and employment opportunities) to a range of sector clients √ Good knowledge and understanding of the current and historic Teacher Qualifications Frameworks √ Good knowledge of current developments in the education and training qualifications infrastructure √ Ability to source and collate appropriate sector wide information as necessary √ Excellent written and oral communication skills and ability to handle effectively all types of correspondence √ Excellent telephone skills √ Confident, clear and effective oral communication skills √ High degree of self-motivation with the ability and confidence to work both independently and proactively within a team √
T: [student] said something, did y’all notice that on the other pages too? There’s kind of like a line…. One side is this, the other side is this. S: Opposite! S: (inaudible) T: What do you mean by insecure? Can you say more about that? S: … This side is the poor insecure cat. This side is the rich, comfortable cat. CT: And one like looks more difficult, I like that word. S explains which side looks more difficult. T continues reading. Ss wonder if the cat is a cat or a kitten. One student points out that the poor cat is smaller than the big cat, and the teacher wonders if there’s any significance to that. Some students say yes; others say no. T: Maybe the poor cat feels small. Have y’all ever felt small? … You feel small when people don’t pay attention to you. They discuss Scat, and a student notes that it’s multi-meaning word. [CT] says they need to add that to their chart later. 10:07 AM [transcript continues] T: So everybody point to this dog bowl. (Ss point) … When she got taken home, y’all were like “Yay!” (several students call out) … So, what we’re going to do with this dog bowl is fill it up with dog food. … So we’re going to write down ideas that we have that we could use to help the animals. So here’s a question: What is our responsibility to these pets? (T writes down student responses) Student responses: Make them safe and take care!; Feed them; Take care of them; Make sure they get plenty of rest; make sure they know that they’re safe; Make sure to give them a lot of healthy food and give them a little love; Take care of them and don’t let them out of the house; Make sure they have a place to sleep; Treat them the way that your mom used to treat you (act like a parent); clean them; treat them like you would treat your own child 10:34 AM The class discusses what to title their bowl. T says they’ll keep thinking and decide on something.
Curriculum What are the learning expectations for my child? Know your school’s curriculum, standards, and expectations for your child. Instruction What lessons and materials are going to be used? Volunteer in the school and attend events. Ask the teacher about what your child is learning and how you can support his/her growth. Assessment What does my child know and how is my child doing? What areas should we focus on for improvement? Give the school feedback on demonstrations made outside of school about what children know and are able to do. This is sometimes sought through parent questionnaires. Regularly request to see your child’s assessment data or, if available, log in to the school’s parent portal. Professional Development How are teachers and leaders prepared to serve my child? How can I support their professional development with what I know? Participate in trainings and professional development opportunities for parents/parent leaders. Leadership What leadership roles can I play to support education? Do I know who the school leaders are and what decisions they’re making? Build relationships with school administrators, teachers, and other support personnel. Family & Community What opportunities exist for me to get involved in different ways and at different levels in the school? Connect to the community by establishing relationships, participating in activities, and reaching out to others for support and/or giving support to others. Reach out to services and resources in the community that can help you and other families as needed. Conditions for Learning How does the school environment support my child and how can it be improved to support all aspects of my child’s education, including language and culture? Share information about your family and child’s strengths and needs with the school. Adapt to challenges by working together on problems as a family. Establish and maintain clear expectations that are fair; define what your child can or cannot do; encourage communication about tough topics; and help meet the needs of the family. The following resources are available to help families start conversations with their child’s teachers and school leaders and stay up to date on current education initiatives: Illinois Learning Standards and
East Jackson Elementary School Friday, May 13, 2016 Rotation Schedule Grade 8:15-9:30 9:30-10:45 12:15-1:30 Pre-K K-1 Class Games (Run by Teachers) Pre-K-K 9:30-10:05 Class vs. Class Relays Pre-K-K 10:10-10:45 OMC Lunch Blow-Ups & Concessions 1st 9:30-10:05 OMC 1st 10:10-10:45 Class vs. Class Relays 2-3 Blow-Ups & Concessions Class Games (Run by Teachers) 2nd 12:15-12:50 Class vs. Class Relays 2nd 12:55-1:30 OMC 3rd 12:15-12:50 OMC 3rd 12:55-1:30 Class vs. Class Relays 4-5 4th 8:15-8:50 Class vs. Class Relays 4th 8:55-9:30 OMC Blow-Ups & Concessions Class Games (Run by Teachers) 5th 8:15-8:50 OMC 5th 8:55-9:30 Class vs. Class Relays ALL EVENTS WILL BE HELD AT THE EJCHS SOCCER FIELDS!
Form of consumption Examples Provider business model Source of revenue Organisational mobility and mortality Post 1980s public policy Tradeable, competitive Economy (aspirational) private purchase: cars, electronics, new kitchens + bathrooms, private housing IS high risk, high return, short time horizon Market income from wages (state subsidy for R and D, training etc.) High mobility as footloose under free trade; cyclical demand Business friendly, structural reform Foundational Economy Daily essentials via infrastructure of networks and branches: Material eg food, + utilities; Providential, health and care, education, social housing WAS low risk, low return, long time horizon for public and private providers Tax revenue for free at point of use or subsidized; or regulated private purchase Low mobility + mortality as networks and branches ground firms, stable demand Privatisation, outsourcing and shareholder value = a new business model Overlooked Economy Occasional purchases of mundane, cultural necessities take away food, sofas, central heating, holidays Financialised corporates vs SME + micro pro life style +getting by Discretionary from market income High mortality in small firms + structural shifts eg streaming not dvd Below the policy radar if firms too small to take outside capital Core economy Non- economic because “we must love one another and die” parenting, voluntary action etc. Gifting: no charging or recovery of cost Goodwill Re-invented forms eg divorce + marriage in our generation When state retreats, try volunteers
a student’s experience during their time at the College members of the public, where they have a complaint about matters which are (or which were at the time the issue arose) the responsibility of the College; and members of the public who are applying for admission to the College and whose complaint does not relate to academic judgement. While this guide focuses on complaints from students, the basic processes for investigating complaints are the same for students, members of the public and applicants to the College. What can I complain about? A “complaint” is defined as an expression of dissatisfaction by one or more individuals about the College’s action or lack of action, or about the standard of service provided by the College or on its behalf. You can complain about any specific concern you have about the provision of your course or related service, or the behaviour of staff or fellow students towards you or any other person. You can complain about the assessment process except where the complaint is simply a disagreement with an academic judgement for example a grade you receive for an academic assessment or exam. Academic appeals are dealt with by the Academic Standards and Quality Regulations. Who should I complain to? In the first instance complaints should be raised with those directly involved. If you are a current student you should seek advice from your Personal Academic Tutor, the Course Leader, Student Support Services Staff, your QA Class Rep or the Depute President of HISA. If you are a member of the public or an applicant you should seek advice from Reception or Student Support Services Staff. Further information on making ca complaint is available here Academic Appeal A student may wish to appeal against a result notified to him / her by a member of the lecturing staff. Without prejudice to the outcome of the appeal, a student may continue to attend classes and to make use of the facilities whilst their appeal is being heard. A student should not be disadvantaged in any way or prevented from progressing to the next level of their course while their appeal is being considered. However students, having completed their studies, who have grounds for an appeal and have submitted a request for a review of an assessment result by a lecturer will be unable to receive their award until the matter has been fully resolved.
Sources of information, advice and support This section sets out the range of free resources and support materials that are currently available to further education providers as they prepare to implement the new system of SEN support. They include a range of voluntary and community sector organisations funded by the Department for Education to support implementation of the reforms. Support for workforce development To help the FE sector to develop their capacity to support students with SEN, the Government is providing funding for bursaries to attract high calibre graduates to train to be specialist teachers of students with SEN. A guide for ITT applicants is available on this page: The Association of Centres of Excellence in Teacher Training (ACETT) is linking to and facilitating a range of FE networks where messages and information about the evolving SEN policy is shared and where the implications for practice are discussed and emerging practice is disseminated. Further information is available at: Nasen have been funded by the Department for Education to develop the SEN Gateway, enabling education providers to access high quality information, resources and training in relation to the reforms. The Gateway will be launched in spring 2014 and will include links to the Excellence Gateway for access to FE resources. Nasen will also be running regional implementation events in June / July 2014, providing a pack of information to 0-25 education providers on best practice approaches to implementing aspects of the reforms. Further information is available at: The Excellence Gateway provides easy access to thousands of resources to support professional development in the FE and Skills sector: Achievement for All provides support and resources to education settings (including early years, schools and currently being piloted in colleges) on implementation of the SEN reforms to improve progress and outcomes for children and young people. Achievement for All also provides training and support for education settings, local authorities, Clinical Commissioning Groups, parents and carers in engaging parents and
Undertake other duties and responsibilities commensurate with the post and grade as directed by the Head of Division. Person Specification for Lecturer – English Criteria for Selection Essential Desirable Qualifications Graduate or equivalent in a relevant subject area PGCE or Cert. Ed. Post graduate qualification. Experience Successful record of curriculum development and team leadership Recent and successful track record of delivering A level English in a school or college environment Evidence of excellent classroom practice Evidence of continuous professional development Experience of delivering A level Media or Drama provision Skills and Abilities Good oral and written communication skills Ability to lead teams effectively and set, achieve and maintain high performance standards Commitment to valuing learners and staff Ability to use Microsoft PowerPoint or equivalent presentation packages Experience of using a Virtual Learning Environment to support teaching and learning delivery Good organisational and administrative skills. Specialist Knowledge Extensive knowledge of English Language and Literature Good understanding of student support in a school or college environment Understanding of wider educational developments nationally and their implications for the college e.g. Welsh Baccalaureate. Understanding of school or college funding environment. Other Requirements Awareness of equality and diversity in context of employment and learning. Working knowledge of health and safety regulations.
Radio Show Notes Overview 8.00 - 8.05 - Welcome to the show 8.05 - 8.25 - Intro and e-mails 8.25 - 8.30 - 2 songs 8.30 - 8.55 – Interview with Willy from Greener Cleaner 8.55 - 9.00 - 2 songs 9.00 - 9.25 - Answer questions and Discussions with Darryl 9.25 - 9.30- 2 songs 9.30 - 9.40 – Further discussions with Darryl 9.40 - 9.45 - 1 song 9.45 - 9.55 – Discuss products, ASF, Facebook group, mention websites, donations etc. 9.55 - 10.00 - 1 Song Total - 2 hours Good evening everyone and welcome to the Know Your Rights show streaming live on the internet on RAT FM. Our show is proudly sponsored by WebGate IT Solutions - stretching your IT dollar further. If you are looking for any IT experts please contact the guys at www.webgate.net.au and, we now have a new sponsor for our show Greener Cleaner, and we’ll be talking about them a little more, later in our show. As always, my name is Mike and I’m joined again this week by Darryl. (Say Hi to Darryl)
any drug or drugs], the defendant operated the motor vehicle in a manner that caused the deaths.10 In order for you to find the defendant guilty of this crime, the People are required to prove, from all the evidence in the case, beyond a reasonable doubt, both of the following three elements: That on or about (date) , in the County of (county) , the defendant, (defendant's name), operated a motor vehicle: Select appropriate alternative(s): while the defendant had .08 of one per centum or more by weight of alcohol in his/her blood as shown by chemical analysis of his/her blood, breath, urine or saliva. or while the defendant was in an intoxicated condition. or while the defendant's ability to operate such vehicle was impaired by the use of a drug; or while the defendant’s ability to operate such motor vehicle was impaired by the combined influence of drugs or of alcohol and any drug or drugs. That the defendant operated such motor vehicle in a manner that caused the death of more than one person, and That the defendant did so as a result of that intoxication [or impairment by the use of a drug, or by 10 Penal Law § 125.12. See People v. Mojica, 62 A.D.3d 100 (2d Dept. 2009). See also Legislative Memorandum in support of this statute, which states that “the addition of the rebuttable presumption provision would create a causal link between a driver who causes serious physical injury or death and a presumption
vehicle.” The additional statutory language should, however, be inserted if that type of vehicle is at issue. 5 The term “public highway,” used twice in the definition of “reckless driving,” is separately defined to include “[a]ny highway, road, street, avenue,
Expected benefits (2-3 paragraphs maximum): Content areas addressed: Length of program: Dates of program: Time of day program will occur: E. Describe the selected population and discuss why they were selected. Include the number of students, reporting group(s), and grade level(s): Describe the community the school(s) serves: F. Use the space below to enter the Goal of the program and up to three Objectives with related strategies, metrics, and assessment instruments. If additional space is needed, please attach an appendix. REQUIREMENT: For an Extended School Year program, at least one objective must be tied to the metric “Student Achievement.” For a Year-Round School program, at least one objective must be tied to the metric “Student Achievement” and one objective must be tied to the metric “Chronic Absenteeism.” Definitions of Terms: Goal - “What do you hope to accomplish through the program overall?” Objective - “What is your SMART objective?” SMART = specific, measureable, attainable, relevant, and time bound Strategies - “What specific steps will you take to meet your objective?” Metric - “What are you measuring?” Assessment instrument - “What tool will you use to assess the outcomes?” Overall goal for the program: Objective 1:
3 Penal Law § 10.00(10). 4 See Penal Law § 15.05(1). If necessary, an expanded definition of "intent" is available in the section on Instructions of General Applicability under Culpable Mental States.
That on or about (date), in the county of (County), the defendant, (defendant’s name), caused the death of (specify); That the defendant did so by recklessly engaging in conduct which created a grave risk of death to (specify); and That the defendant engaged in such conduct under circumstances evincing a depraved indifference to human life. If you find the People have proven beyond a reasonable doubt each of those elements, you must find the defendant guilty of this crime. If you find the People have not proven beyond a reasonable doubt any one or more of those elements, you must find the defendant not guilty of this crime. 6
3 “Similar fashion” is not defined by statute. And, the Court of Appeals has declined to “fashion a set of criteria to define the requirements of the statutory phrase,” stating that “[t]o do so . . . would ignore the relative nature and contextual considerations inherent in any analysis and application of the ‘similarity’ element.” People v. Mateo, 93 NY2d 327, (1999). The Court has, however, explained that “[w]hat counts is the similarity of the conduct, not whether it occurred before or after the victim’s death. People v. Shulman, 6 NY3d 1, 16 (2005).
Course Calendar* *The instructor reserves the right to alter course content and adjust the pace in order to accommodate class progress, current events, and unforeseen developments. All assignments are to be delivered electronically to the instructor before 6:00 pm on the due date. There will be no exceptions to this without prior written agreement with the instructor. Date Topic In Class Assignments Due Today After Class - To Do After Class - To Read Class 1 Introduction and core concepts Prepare for and negotiate Biopharm-Seltek Debrief Read Getting to Yes, Chapters Email resume and answers to three questions in instructor’s email Prepare for Les Florets Galinsky: Should you make the first offer? White & Neale: Reservation prices, resistance points, and BATNAs Class 2 Introduction to integrative negotiations Negotiate Les Florets Debrief Les Florets Memo for Les Florets Prepare for New Recruit Do Analysis Putnam: Are you asking the right questions? Bazerman: The mythical fixed pie Class 3 Intermediate integrative negotiations Negotiate New Recruit Debrief New Recruit Memo for New Recruit Post-Negotiation Analysis of Biopharm or Les Florets Prepare for Outside Offer Galinsky et al.: The view from the other side of the table Malhotra: Risky business Optional: Medvec & Galinsky: Putting more on the table Class 4 Relationships and email negotiations Negotiate Outside Offer over email Debrief Outside Offer Memo for Outside Offer Prepare for Moms.com Three online negotiation articles Class 5 Advanced integrative negotiations Negotiate Moms.com Debrief Moms.com Memo for Moms.com (graded) Prepare for Bullard Houses Allred: Distinguishing best and strategic practices Raiffa: Post-settlement settlements Optional: Susskind: Don’t like surprises? Class 6 Agents and ethics Negotiate Bullard Houses Debrief Bullard Houses Memo for Bullard Houses Prepare for Social Services Shell: When is it legal to lie in negotiations? Reitz et al.: Ethics in negotiation
KENDRIYA VIDYALAYA, PERAMBALUR ENGLISH WORKSHEET ‘FAIR PLAY’ CLASS:VI MARKS:10 1. Read the following passage taken from ‘Fair Play’ and answer the questions : The panchayat was held the same evening under an old banyan tree. Jumman stood up and said, “The voice of the Panch is the voice of God. Let my aunt nominate the head Panch. I will abide by her decision.” a. Under which tree the panchayat was held?___________ b. Jumman said “The voice of Panch is _____________. c. Whom did Jumman offer to nominate the head Panch?_________________________ d. Who is the writer of this lesson?_____________________________ e. Here in this passage there is a word which has opposite meaning of ‘Reject’. Find the word. _________________ 2. Who said? a. “My wife knows best how to run the house. Be patient,” ________________________ b. “The voice of the Panch is the voice of God.” ________________________ c. “Today I realised what it meant to be a Panch.” ________________________ d. “Your aunt is as dear to me as you.” ________________________ e. “Chachi, you are aware of my friendship with Jumman,” ________________________
South Carolina General Assembly 122nd Session, 2017-2018 S. 1251 STATUS INFORMATION Concurrent Resolution Sponsors: Senators Scott, Cromer, Alexander, Allen, Bennett, Campbell, Campsen, Cash, Climer, Corbin, Davis, Fanning, Gambrell, Goldfinch, Gregory, Grooms, Hembree, Hutto, Jackson, Johnson, Kimpson, Leatherman, Malloy, Martin, Massey, J. Matthews, M.B. Matthews, McElveen, McLeod, Nicholson, Peeler, Rankin, Reese, Rice, Sabb, Senn, Setzler, Shealy, Sheheen, Talley, Timmons, Turner, Verdin, Williams and Young Document Path: l:\council\bills\rm\1418sa18.docx Introduced in the Senate on May 9, 2018 Introduced in the House on May 9, 2018 Adopted by the General Assembly on May 9, 2018 Summary: Sharon Pair HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 5/9/2018 Senate Introduced, adopted, sent to House () 5/9/2018 House Introduced, adopted, returned with concurrence () View the latest at the website VERSIONS OF THIS BILL
Job Description Form Senior Planner 04000313 POSITION DETAILS Classification Level: Specified Calling Level 3 Award/Agreement: PSA 1992 / PSGOGA 2014 Position Status: Permanent, Full Time. Organisation Unit: Urban Planning, Design and Approvals Physical Location: East Perth JDF Review Date: 13 September 2016 Position start date: 1 February 2016 – Kate Rodoreda REPORTING RELATIONSHIP This position reports to: DHW02587, Manager Town Planning and Urban Design, Specified Calling Level 4. This position has no subordinates. ABOUT THE HOUSING AUTHORITY The Housing Authority is an affordable housing provider involved in land development, housing construction and property management. Working in partnership to build economic and social prosperity by enabling Western Australians to have a place to call home. ROLE STATEMENT Manages complex land planning projects throughout Western Australia and provides planning input into strategic land acquisitions. CORE DUTIES AND RESPONSIBILITIES LAND PLANNING PROJECTS Establishes objectives for land planning projects with consideration for suitable outcomes Assesses development constraints and opportunities Coordinates design inputs and planning requirements Prepares Board, Ministerial and Executive submissions
DESIRABLE Eligibility for Corporate Membership of the Planning Institute of Australia SPECIAL APPOINTMENT REQUIREMENTS Candidates possessing international qualifications must provide assessment by the Overseas Qualification Assessment Unit (OQU) from Department of Workforce Development and Training WA or OQU assessment from another state for approval as an equivalent by Executive Director, Department of Commerce. Possession of a current Western Australian 'C' or 'C-A' Class Driver’s Licence or equivalent. This requirement continues for the duration of employment in this position and from time to time production of the licence may be required upon request by the Housing Authority.
Case Manager - Position Description Home Care Packages - High Needs Disability Clients CALVARY COMMUNITY CARE Vision Statement With passion and expertise, to excel in enabling people to live as they choose in the community. Function To be responsible for Calvary Community Care’s relevant Program in the designated region. Responsible To Area Manager Qualifications and Experience Relevant Tertiary Qualification in related field Experience in Aged/Community sector Experience with people with dementing illnesses Experience in the provision of Case Management services Experience with people with disabilities Desirable – High Care Registered Nurse Criteria Commitment to: The organisation’s philosophy of providing responsive, flexible and customer focused services. The values of Calvary – hospitality, healing, stewardship & respect. Demonstrated ability to assess and develop strategies to support people requiring assistance at home, to understand the needs of people with dementing illnesses and /or complex care needs, and to provide ongoing case management to those in the designated program. Demonstrated ability to communicate effectively. Demonstrated ability to work within a funded project according to program guidelines regarding assessment, service purchase/provision, reporting and accountability. Demonstrated experience to work in a team, in collaboration with employees within the organisation and with external agencies and personnel. Demonstrated ability to ensure the service centre’s operations are completed in the timeframes required and according to organisation policy and procedures. Demonstrated ability to understand reporting requirements and to comply with them. Demonstrated ability to negotiate with a range of service providers and ensure that they are fully accountable for the service provided.
8 Final Evaluation a. List number of final overall “yes” and “no” answers above (acceptable or not). Total answers should be five (5) unless a watershed plan is not available (in that case 4). Most steps must be acceptable for a mitigation proposal to be found environmentally acceptable; however, in some cases, a single “no” may render a proposal unacceptable. Number of steps that would be acceptable (“yes” answers at bottom of each step): ____ Number of steps that would not be acceptable (“no” answers at bottom of each step): ____ In summary, are activities in column A appropriate for this site?: yes / no PM Justification: Number of steps that would be acceptable (“yes” answers at bottom of each step): ____ Number of steps that would not be acceptable (“no” answers at bottom of each step): ____ In summary, are activities in column B appropriate for this site?: yes / no PM Justification: Number of steps that would be acceptable (“yes” answers at bottom of each step): ____ Number of steps that would not be acceptable (“no” answers at bottom of each step): ____ In summary, are activities in column C appropriate for this site?: yes / no PM Justification: 9 Overall conclusions:
ARTICLE VII: AMENDMENTS These bylaws of the Plantation Park Elementary SAF may be amended at any regular meeting by a two/thirds affirmative vote of those eligible voters in attendance, provided that the amendment has been submitted in writing at the previous meeting. Any amendment must conform to the Broward County School Board Policy for School Advisory Forums; Policy 1.3. ARTICLE VIII: PARLIAMENTARY AUTHORITY The rules contained in the current edition of Robert’s Rules of Order, Newly Revised shall govern the Plantation Park Elementary School Advisory Forum. Adopted Date
BEFORE THE PUBLIC UTILITY COMMISSION Pennsylvania Public Utility Commission : R-2013-2355886 Office of Small Business Advocate : C-2013-2364669 Office of Consumer Advocate : C-2013-2364471 Dawn D. Spielvogel : C-2013-2364680 Charles Glendening : C-2013-2369476 Neil Cooper : C-2013-2369509 Megan Rummel : C-2013-2370635 Susan Hilliard : C-2013-2370725 Carol George : C-2013-2370736 Kathleen Tack : C-2013-2371780 Lawrence Sumansky : C-2013-2371794 Amy and John Beiler : C-2013-2371818 Gertrude Blair : C-2013-2372633 Tim Oesterling : C-2013-2373589 : v. : : Peoples TWP LLC : RECOMMENDED DECISION Before Katrina L. Dunderdale Administrative Law Judge TABLE OF CONTENTS I. History of the Proceeding Introduction Public Input Hearing Description of the Company Base Rate II. SETTLEMENT TERMS AND CONDITIONS
1. That Peoples TWP LLC shall not place into effect the rates, rules, and regulations contained in the Original Tariff. 2. That the Joint Petition For Settlement submitted at Docket No. including all terms and conditions as clarified, is hereby approved. 3. That Peoples TWP LLC is hereby authorized to file the tariff supplement contained in Appendix “B” to the Joint Petition For Settlement to become effective on one day’s notice after entry of the Commission’s order approving the Settlement for service rendered on and after January 1, 2014, designed to produce $13.8 million in additional annual base rate operating revenue. 4. That Peoples TWP LLC shall allocate the authorized increase in operating revenue to each customer class and shall implement the rate design as set forth in Appendix “A” to the Joint Petition For Settlement. 5. That the Formal Complaints filed against the base rate proceeding by the Office of Consumer Advocate and the Office of Small Business Advocate at C-2013-2364471 and C-2013-2364669, respectively, are dismissed, consistent with the Joint Petition For Settlement. 6. That the Formal Complaints of the following eleven individual ratepayers are dismissed: Dawn B. Spielvogel at Docket No. C-2013-2364680; Charles Glendening at Docket No. C-2013-2369476; Neil Cooper at Docket No. C-2013-2369509; Megan Rummel at Docket No. C-2013-2370635; Susan Hilliard at Docket No. C-2013-2370725; Carol George at Docket No. C-2013-2370736;
A. Direct Testimony – Statement 8 and Appendix A - Exhibit JJS-1 - Exhibit JJS-2 - Exhibit JJS-3 10. Testimony – James I. Warren A. Direct Testimony – Statement 9 and Appendix A 11. Testimony – Dawn M. Folks A. Direct Testimony – Statement 10 and Appendix A - Exhibit DMF-1 - Exhibit DMF-2 - Exhibit DMF-3 - Exhibit DMF-4 - Exhibit DMF-5 - Exhibit DMF-6 B. Rebuttal Testimony – Statement 10-R - Exhibit DMF-7 - Exhibit DMF-8 - Exhibit DMF-9 - Exhibit DMF-10 - Exhibit DMF-11 - Exhibit DMF-12 - Exhibit DMF-13 - Exhibit DMF-1-REVISED - Exhibit DMF-2-REVISED - Exhibit DMF-14 - Exhibit DMF-1-REVISED (8-29-13) - Exhibit DMF-2-REVISED (8-29-13) 12. Testimony – Lynda W. Petrichevich A. Direct Testimony – Statement 11 and Appendix A - Exhibit LWP-1 - Exhibit LWP-2 B. Rebuttal Testimony – Statement 11-R
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for the Marietta Division, and those additional costs will be allocated to the Marietta Division. (Tr. at 115) Columbia MB at 29-30. The proposed adjustment is rejected. 13. Worker’s Compensation Insurance The OCA contends that Columbia’s claimed expense of $24,500 for worker’s compensation insurance should be adjusted to reflect an allocation of $2,938 to the Marietta Division. OCA St. 1 at 38-41; OCA St. 1S at 25-26. See OCA St. 1 at 38; CWC response to OCA III-55(App. B to OCA St. 1). The OCA recommends that 11.99% of the worker’s compensation insurance expense should be allocated to the Marietta Division. OCA witness Everette explained the 11.99% allocation as follows: The Marietta Division’s three employees are included in CWC’s claim for workers’ compensation insurance. This means that I must use total salaries in developing the allocation. The total salaries allocated to the Marietta Division, including the three employees who are allocated 100%, represent 11.99% of total salaries (shown on line 29 of Schedule 2S). Therefore, 11.99% of workers’ compensation insurance should be allocated to the Marietta Division. This is based on my acceptance of Mr. Lewis’ statement that “The amount to be allocated should be based upon the actual amount of time allocated to the Marietta Division” (CWC Statement No. 1R, Page 13, Lines OCA St. 1S at 25. Consequently, $2,938 (11.99% of $24,500) should be allocated to the Marietta Division. OCA St. 1S at 26; OCA Table II; AEE-1S, Sch. 1S. However, the Marietta Division does not carry its own workman’s compensation insurance for Marietta employees. The proposed adjustment is rejected. With respect to this particular issue, and because Columbia must provide worker’s compensation insurance for its employees, the total increase should be allowed. 14. Accounting Columbia claimed $28,300 for Accounting Contractual Services. GDS Exh. 1 at Ms. Everette recommended that a portion of this cost should be allocated to the Marietta
Lighting Equipment, accessories, audio visual, projection equipment and be competent in their operation Lighting Control Systems and communications equipment and be competent in their operation Be fully conversant in the operation and first line maintenance of all Lighting, video projection and special effects equipment Be able to understand, create and interpret ground/ rig plans and stage running ‘plots’ and que sheets across a wide variety of formats of Microsoft Office and be able to be trained to operate any new or specific programs that may become available in the future. Be able to be trained in AutoCAD, WISIWIG, Vector works or any other Lighting specific software program of Lighting related automated and motorised Lighting Units. Hanging, Rigging and setting of all lighting and video projection equipment Skills and Experience Have a local or internationally recognised professional qualification in the specific field / skill base and at least 5-years proven professional work experience in this specific field, being that of a theatre lighting technician / engineer. Or: Have a minimum of 7-years proven professional work experience in this specific field, being that of a theatre lighting technician / engineer, Additionally have worked professionally for at least in a middle management or lower management role in this specific field in a large theatrical /events venue. Excellent understanding of Lighting operations for a theatrical /events venue, international touring and their requirements in a receiving or repertoire venue primarily for the staging of productions and events Demonstrate a strong understanding of all stage related technical areas, particularly with a Lighting bias. Strong knowledge of pyrotechnics and stage lighting effects Good IT skills, competent in Microsoft Office and ideally AutoCad The drive and expertise to maintain up to date knowledge of developments in technical lighting, audio visual and video projection. Strong communication skills to ensure effective interactions at all levels across a and multi-cultural team Be able to closely liaise, advise and take direction from artistic teams Team player and well-motivated. Willingness to learn new skills and pass on skills to other work colleagues Job Requirements Flexibility to work varied long hours, weekends, public holidays, overnights and scheduled performances as required. To apply please send your CV to the email: rohm.jobs@rohmuscat.org.om
.11 Liens and lien releases Except as otherwise provided by law, an automatic lien for estate taxes, interest and penalties attaches to all Maine property (real and personal) owned by a decedent at death. The lien does not attach to any property passing by right of survivorship to a surviving joint tenant who was the decedent’s spouse on the decedent’s date of death. The lien continues until it is released by the State Tax Assessor, except that: A. The lien is automatically released by operation of law when the personal representative of the estate, the trustee of a trust or surviving joint tenant of the property, each acting in the capacity of a fiduciary of the estate, transfers the property for value as defined pursuant to 36 M.R.S., Chapter 575. However, the lien continues to attach to any property that is transferred for less than its value or when transferred by any other party. B. The lien is automatically released by operation of law ten years after the decedent’s date of death. When a personal representative of an estate files a completed Certificate of Discharge of Estate Tax Lien, the Assessor will release the lien upon a showing by the estate that all taxes, interest, and penalties have been paid or a determination by Maine Revenue Services that no tax is due. .12 Application date This Rule applies to estates of decedents dying on or after January 1, 2011. This Rule does not apply to estates of decedents dying on or after January 1, 2013. STATUTORY AUTHORITY: 36 M.R.S.A. §112 EFFECTIVE DATE: January 7, 2008 – filing 2008-3 AMENDED: October 27, 2008 – filing 2008-494 March 14, 2010 – filing 2010-79 December 5, 2010 – filing 2010-609 February 11, 2012 – filing 2012-15 October 20, 2013 – filing 2013-249 April 28, 2015 – filing 2015-077
This Rule applies to tax years beginning on or after January 1, 2011. STATUTORY AUTHORITY: 36 M.R.S.A. §112 EFFECTIVE DATE: December 5, 2010 – filing 2010-610 February 11, 2012 – filing 2012-17 February 8, 2017 – filing 2017-010
Comments may also be filed electronically through the Commission e-filing system, in which case no paper copy needs to be filed with the Secretary provided that the comments are less than 250 pages. 3. That this Tentative Order shall be served on all Electric Distribution Companies, all licensed Electric Generation Suppliers, the Bureau of Investigation and Enforcement, the Office of Consumer Advocate, the Office of Small Business Advocate, the Pennsylvania Department of Revenue and the Energy Association of Pennsylvania. 4. That the Secretary shall deposit a copy of this Tentative Order with the Legislative Reference Bureau for publication in the Pennsylvania Bulletin. 5. That a copy of this Tentative Order shall be posted on the Commission’s website at the Office of Competitive Market Oversight’s web page. 6. That the Office of Competitive Market Oversight shall electronically serve a copy of this Tentative Order on all persons on the contact list for the Committee Handling Activities for Retail Growth in Electricity. 7. That the contact person for technical issues related to this Tentative Order is Brent Killian, Technical Utility Services Bureau (717) 783-0350. That the contact person for legal issues related to this Tentative Order is H. Kirk House, Assistant Counsel, Office of Special Assistants, (717) 772-8495.
The Voice of Behavior Analysis in Connecticut PO Box 138  Milford CT 06460-0138 www.ctaba.org CTABA Member Meeting Minutes December 6, 2016 Attendance Attended Executive Council Members Absent Executive Council Members Other Persons in Attendance Online Attendance Missy Olive (Interim President) Kate Cormier (Member at Large) Jaime Jensen (Student Rep) Melissa Saunders (Applied Rep) (Online) Michael Weinberg (Interim EC Member) James Diller (Interim EC Member) Stephanie Reinoso (Interim Secretary) Shelly Jones (intermin EC member) Steve Woolf (Treasurer) Lindsey Malchomn Sharri Langarin Emily Duffy Anton Yurack Emily Sullivan Kathy Guerei Victoria Ryan Kara Reagon Abigail Holt Krystina Gilhuly Mary Denos Laura Bunda Committee Chairs/Members Conference Melissa Saunder Kara Reagon Legislative Missy Olive, Kara Reagon Membership Gina Weiss & Katelyn Cormier Technology James Diller, Joe Dracobly Organizational Members/Sponsorship Melissa Saunders Stephanie Reinoso, Kristin Weglarz Student Support Jamie Jensen Family & Consumer Outreach Bylaw Revision Jim Hoko & team Workshop series: Fall workshop Pre-Conference Supervision&Ethics Melissa Hunsinger-Harris Shaughnessy Egan, Missy Olive Public Schools Special Interest Group Stephanie Reinoso & Victoria Ryan
POSSIBLE BOARD ACTION: INFRACTION EXPECTED BEHAVIOR CONSEQUENCES Continued and/or Willful Disobedience Students shall follow the rules and instructions set upon them by staff and administrators ASD, or Out of School Suspension/Expulsion/Administration Contract/Alt. Suspension Threatening the Safety or Intending to Harm Others/Sexual Harassment Students will respect each person’s right to a safe, secure learning environment free from danger, injury and damage. ASD, or Out of School Suspension/Expulsion/Administration Contract/Alt. Suspension Possession of Weapons Students shall not be in possession of any firearm, knife, or any other device which may be considered a weapon. ASD, or Out of School Suspension/Expulsion/Administration Contract/Alt. Suspension Any behavior that is in the judgment of the local Board of Trustees to be clearly detrimental to the education, welfare, safety or morals of other pupils. Students shall allow other students the opportunity to learn successfully without fear of their welfare, safety or morals. Alt. Suspension or Out of School Suspension/Expulsion/Administration Contract/Alt. Suspension Habitual Truant; Five or more unexcused absences in any school year All students are expected to attend school in order to maximize the effectiveness of the school’s curriculum program. Alt. Suspension or Out of School Suspension/Expulsion/Administration Contract/Alt. Suspension Alcohol/Controlled Substance use or sale of on school property Students shall not possess, use, be under the influence of, conspire to possess or distribute, or possess paraphernalia of alcohol, controlled substances, mood altering chemicals, etc. Discipline Steps: until parent conference for 1-5 days following conference Alt. Suspension for 1-20 Days Board Action or Administrative Contract TRUANCY: Truancy is defined as a student who is not in attendance without parent/guardian permission. According to Compulsory Attendance laws, a habitual truant is any student who accumulates five (5) or more unexcused absences in any school year. The principal of each school or his designee is the designated attendance officer for that school. The attendance officer shall monitor the attendance of all students. When a student has accumulated five (5) unexcused absences, it shall be the duty of the attendance officer to counsel with the student, parent or guardian in an attempt to improve attendance habits. Should an additional unexcused absence be recorded, the attendance officer shall provide written notice to the parent or guardian that law requires the student’s attendance in classes.