zilongwang/ReadingBank huggingface dataset:
"spontaneous generation" appeared to occur primarily in decaying matter. For example, a seventeenth century recipe for the spontaneous production of mice required placing sweaty underwear and wheat in an open-mouthed jar, then waiting for about 21 days, during which time it was alleged that the sweat from the underwear would penetrate the husks of wheat, creating mice. Experiment #4: The first serious attack on the idea of spontaneous generation was made in 1668 by Francesco Redi, an Italian physician and poet. At that time, it was widely held that maggots arose spontaneously in rotting meat. Redi believed that maggots developed from eggs laid by flies. Place yourself in the role of Francesco Redi. Design an experiment that will test this idea. Remember, you are challenging an idea that has been accepted for hundreds of years! You must follow the scientific method closely, account for all variables, and carefully document your procedure to have a chance at disproving this theory! State a hypothesis. Remember to include the variable you are testing and a prediction of the effects of this variable. Write a step-by-step procedure for this experiment. Include an experimental group and a control group. Remember that every variable should be held constant between your two groups except the one you are testing. This even includes exposure to air!
7. (ballet) 8. (astronaut) 9. (West Side Story) 10. 11. 12. (Selena actor) 13. (US Surgeon General) 14. (band leader) 15. 19. (Civil War hero) 20. (opera) 21. 22. (designer) 23. (ballet) 24. 25. 26. 27. 28. 29. 30.
Famous Hispanic Research Overview You will be researching the life and contributions of a famous Hispanic; living or dead. This will result in oral presentation. Purpose Learning another language extends much further than simply learning the grammatical structure. This project gives you the opportunity to learn about the culture and history of Spain or Latin America. You will choose an individual from a list that includes writers, painters, poets, activists, politicians, musicians, athletes, and actors. With this project, you will gain a basic understanding and appreciation of another culture other than your own. You will share your research findings with your classmates through communication in English. I. Students will investigate and report on the following information: Overview / Introduction Full name at birth Celebrity name (if different) Biography Date of birth Place of birth labled with star on map of birth country Country or countries of family origin Current place of residency (if you can find it) or means of death, death date, and place Occupation Family Information Accomplishments Any hardships overcome (sickness, poverty, loss, learning difficulties) or causes they championed (donated money, effort, or time as spokesperson or activist) Personal reflection and opinion of topic (most interesting fact learned, what did you enjoy about the research) Picture C. Conclusion (sum it all up) TYPED Bibliography (2 sources—one print, one computer)
Pintores Musicos, Compositores, etc. Escritores Politicos, etc. Francisco de Goya y Lucientes el Greco (Domenico Theotocopulos) Pablo Ruiz de Picasso Joan Miró Dalí Diego Velázquez Isaac Albeniz Enrique Granados Manuel de Falla Pablo Casals Andres Segovia Monserrat Caballe Placido Domingo Jose Carreras Julio Iglesias Manolete ( matador) Alfonso X, el Sabio Miguel de Cervantes de Saavedra (OR Don Quijote) Federico Garcia Lorca Ana Maria Matute Francisco Franco Fernando e Isabel Juana la Loca La Pintores Musicos, Compositores, etc. Escritores Politicos, etc. Diego Rivera Frida Kahlo Jose Clemente Orozco Rufino Tamayo Wilfredo Lam Fernando Botero El Greco Francisco de Goya Carlos Chavez Agustin Lara Cantinflas Desi Arnaz Ruben Blades Celia Cruz Gloria Estefan Ricky Martin Jimmy Smits Bernal Diaz Castillo Simon Bolivar Jose Marti Nicolas Guillen Pablo Neruda Octavio Paz Gabriel Garcia Marquez Oscar Romero (Salvadoran hero and martyr) Fidel Castro () Benito Juarez (Mexico) Rigoberta Menchu (Nobel Peace Prize - ) Daniel Ortega () Eva (Evita )Peron (Argentina)
Look like an Inventor! Connecticut Invention Convention Options for Famous Inventors Inventor Invention Picture Thomas Edison light bulb phonograph Galileo Galilei telescope thermometer Leonardo da Vinci parachute armored car diving suit Orville & Wilbur Wright fixed-wing aircraft Alexander Graham Bell telephone George Washington Carver crop rotation products using peanuts Samuel Morse Morse code Henry Ford Ford Model T Mary Anderson windshield wiper blade Louis Braille Braille Garrett Morgan Chemical for Hair Straightening
traffic light Margaret E. Knight paper bag George Eastman roll film Cai Lun paper Benjamin Franklin Bifocals Stove lightning rod Tim Berners Lee World Wide Web Steve Jobs iPod iPhone Macbook Marie Curie X-Rays Richard Drew Scotch tape Ruth Wakefield chocolate chips Levi Strauss blue jeans Georges de Mestral Velcro George Crum potato chips James E. West microphone
Famous Historical Figure Project: Historical Figures Frida Kahlo Fidel Castro Cesar Chavez Carlos Fuentes Ellen Ochoa Pablo Picasso Simon Bolivar Diego Rivera Maria Eva Peron Harriet Tubman Muhammad Ali Jackie Robinson Maya Angelou Langston Hughes Ella Baker Rosa Parks Malcolm X Ida Bell Wells-Barnett Bill Cosby Morgan Freeman Oprah Winfrey Booker T. Washington Patricia Bath Thurgood Marshall Clarence Thomas Stevie Wonder Louisa May Alcott Susan B. Anthony Cleopatra Marie Curie Amelia Earhart Elizabeth I Ella Fitzgerald Helen Keller Mother Theresa Sandra Day O’Connor Eleanor Roosevelt Lillian Smith Margaret Thatcher Babe Didrikson Zaharias Pocahontas Sacagawea Meriwether Lewis William Clark Frederick Douglass William Marbury Tecumseh William Seward Sojourner Truth Santa Anna Juan Seguin Sequoya Crispus Attucks Jefferson Davis Osceola Dolley Madison Abigail Adams James Beckwourth Stephen Austin Casimir Pulaski Marquis de Lafayette Benjamin Banneker Phillis Wheatley Harriet Beecher Stowe Dorothea Dix Mary Jane Patterson Elizabeth Cady Stanton Dr. Seuss Nelson Mandela Dred Scott John Brown
People who have made artistic contributions: Ansel Adams Leonardo DiCaprio Walt Disney Robert Frost Helen Hunt Jackson Angelina Jolie Dorothea Lange Jack London George Lucas Edward James Olmos William Saroyan John Steinbeck Shirley Temple People who have made political contributions: Cesar Chavez Pio Pico Ronald Reagan Richard Nixon Edmond Brown, Sr. Earl Warren Leland Stanford Explorers James Beckwourth John C. Fremont People who have made scientific contributions: Luther Burbank Steve Jobs Dian Fossey Sally Ride People who have helped build our state: John Bidwell Bridget “Biddy” Mason Junipero Serra William Mulholland Henry Kaiser John Sutter Col. Allen Allensworth William Randolph Hearst Phoebe Apperson Hearst Other Famous Californians: Ishi Michelle Kwan Julia Child Tiger Woods
People who have made artistic contributions: Ansel Adams Leonardo DiCaprio Walt Disney Robert Frost Helen Hunt Jackson Angelina Jolie Dorothea Lange Jack London George Lucas Edward James Olmos William Saroyan John Steinbeck Shirley Temple People who have made political contributions: Edmond Brown, Sr. Cesar Chavez Richard Nixon Pio Pico Ronald Reagan Leland Stanford Earl Warren Explorers James Beckwourth John C. Fremont People who have made scientific contributions: Luther Burbank Dian Fossey Sally Ride Steve Jobs People who have helped build our state: Col. Allen Allensworth John Bidwell Phoebe Apperson Hearst William Randolph Hearst Henry Kaiser Bridget “Biddy” Mason William Mulholland Junipero Serra John Sutter Other Famous Californians: Ishi Michelle Kwan Julia Child Tiger Woods
You don't have to know much about the hotel business to be a hotel magnate, evidently. Conrad Hilton once said the only thing he'd learned about hotels was that the shower curtain should be placed inside the bathtub. (L. M. Boyd) Although he graduated from Caloundra State in 1979, Steve Irwin never had any formal education in dealing with animals. His learning came from daily contact and experiences with the animals at the park, as well exposure to the creatures that were brought in for his mother to rehabilitate. Shortly before his untimely passing, the University of Queensland’s School of Integrative Biology had chosen to name Steve an adjunct professor at the college. (D. L. Nashton, in Tidbits) Peter Jennings was a high school dropout. (Don Voorhees, in The Essential Book of Useless Information, p. 15) Did Jesus have credentials? Jesus was a healer without a medical license; he spoke of law without a law degree; he ministered to others without a Reverend or Father before his name; he counseled with no certificate hanging on his wall; he was a king without a crown or an earthly kingdom. To many, in today's world, he would have no obvious credentials. (Sandra Radhoff) Steven Jobs, founder of Apple Computer, dropped out of Reed College in Portland, Oregon, after one semester. The bright and audacious entrepreneur had a sixth sense for what sort of technology he wanted to see and use, so he launched the Apple computing empire. The kid without a college degree became a household name and a star of the information technology hall of fame. (Jim Romeo, in Business’ Most Wanted, p. 64) As breaks go, this is one of the biggest. Tommy Lee Jones won his first Broadway acting role only 10 days after arriving in New York. And Tommy Lee had never taken an acting lesson. He went on to star in the movie Coal Miner's Daughter. (Ripley's Believe It or Not!: Book of Chance, p. 4) After leaving school when he was thirteen years old, Henry J. Kaiser, industrialist and entrepreneur, became a photographer’s apprentice and bought the business at age twenty. After some career stints in
Famous Psychologists Gallery Walk NAME: For each, make note of the following: (A) their contributions/historical impact, (B) their importance to modern psych., and (C) the fun/unique fact about them included on the poster. Alfred Adler (A) (B) (C) John Watson (A) (B) (C) Sir Francis Galton (A) (B) (C) Karen Horney (A) (B) (C) Jean Piaget (A) (B) (C) Anna Freud (A) (B) (C) Abraham Maslow (A) (B) (C) Wilhelm Wundt (A) (B) (C) Carl Jung (A)
X Family Name: ________________ Family Members: ____________________________________________________________ Fiscal Year: 2017 X Last Updated: X What does your family want to become? Life Verse: What is your family mission statement? Who are you? Theme Verse: What are your family’s goals? SMART Goals: Specific, Measurable, Attainable, Realistic, Timed What strategies will you use to accomplish your goals, mission & vision? What are your specific plans of action that you need to start doing to accomplish these?
MONTHLY BUDGET LINE ITEMS Monthly Income from Jobs: $ Taxes: $ Description taxes: 13.6% of monthly income Tithe: $ Description of the tithe budgeted: Comfort level of the family given how they are handling tithe (not how much spent): very very comfortable comfortable neutral uncomfortable uncomfortable ☐ ☐ ☐ ☐ ☐ Reason for rating: Rent:** (make sure landlord would rent to a family of three) $ Description of apartment/house rented: Comfort level given the housing they have (not how much spent): very very comfortable comfortable neutral uncomfortable uncomfortable ☐ ☐ ☐ ☐ ☐ Reason for rating: Renter’s Insurance:** $ Description of insurance (coverage and deductible): Comfort level given the level of insurance they have (not how much spent): very very comfortable comfortable neutral uncomfortable uncomfortable ☐ ☐ ☐ ☐ ☐ Reason for rating: Health Insurance (medical only):** $ (include 1/12 of the annual deductible and the coinsurance cost of one doctor visit and the coinsurance for one prescription into your monthly budgeted amount) Description of insurance purchased: Comfort level given the level of insurance they have (not how much spent): very very comfortable comfortable neutral uncomfortable uncomfortable ☐ ☐ ☐ ☐ ☐ Reason for rating: Car Payment: $ (If you forgo a car, explain why) (If you only use 1 car, explain why)
Grade_____/35 Fan letter rubric.docx Excellent Strong Proficient Developing Beginning Ideas & content Clever. Strong. Detailed. Interesting. Appropriate. General. Limited detail. Cluttered. Irrelevant detail. No main idea Organization Heading Your address Date Celeb address Greeting + punc Body Closing + punc Signature Precise order. No missing parts. One part is out of order or missing. Two parts are out of order or missing Three parts are out of order or missing Four or more parts are out of order or missing Voice The letter is formal, respectful and sounds like you. Formal register and sounds like a kid wrote it. Formal register. Informal register. Intimate register. Word Choice Precise, strong, descriptive, carefully chosen words Several (5+) creative big words A few creative big words Ordinary small words Inappropriate words. Sentence Fluency Long, short, and in-between sentences. Periods, commas, and semicolons are used correctly. Short and medium sentences. Periods and commas are used correctly. Short sentences. Periods are used correctly. Short sentences with the same beginnings. Short disjointed and/or rambling sentences. Conventions Exceptional. Well proofread multiple times. No colored underlines. Errors are minor and few. Proofread. No colored underlines. Occasional errors. Not enough proofreading. Colored underlines. Frequent errors. Not proofread. Multiple colored underlines. Multiple obvious errors. Not proofread. Multiple colored underlines. Presentation Impressive. Artwork is Neat. Fonts are too Messy.
May include original artwork. Creative. Neat. copied or traced. Creative. Neat. small, large, or difficult to read Letter is wrinkled or torn. Great Good Do over Ideas & content Clear, interesting, strong support and details Main idea, general support Cloudy, unclear, cluttered with irrelevant detail Organization Business letter format Clever intro, body, and conclusion Attempt at intro, body, and conclusion Hard to follow, confusing or out of correct order Missing or weak intro or conclusion Voice Your personality comes through. It sounds like you. Not enough detail to sound like you. Your personality is missing Word Choice Strong, fresh, vivid words Words are correct but ordinary Choppy Repetitious Inappropriate Words misused Sentence. Fluency Both long and short sentences (they aren’t all the same length) Lacks variety in length and structure (Sentences are all the same length.) Many similar sentence patterns and beginnings Disjointed, rambling Conventions Correct punctuation and capitalization A few errors Too many errors make it hard to read
FUSCO’S SCHOOL, BANGALORE FANCY DRESS COMPETITION RESULT 2017-18 09/12/2017 PRE – KG SL. No NAME PLACE 1 ETHAN NOEL ALVARES I 2 P YARON PAUL II 3 HANNAH V JOSEPH III LKG – ‘A’ SL. No NAME PLACE 1 MARIA INFANTA KAREENA LEA DIXI TH I 2 AALIN SNOWFER I 3 ALVINA SEHRISH II 4 L JUDITH BLESSY II 5 ALICIA LOBO III 6 SAANVI SAHA III LKG – ‘B’ SL. No NAME PLACE 1 JOHN THOMAS I 2 SAMEER II 3 ARSH IBRAHIMPASHA VORUBAI III UKG – ‘A’ SL. No NAME PLACE 1 V TAMANYA I 2 ANANYA II 3 ANVITA C III
UKG – ‘B’ SL. No NAME PLACE 1 D ADORA I 2 MITHUNA REDDY V II 4 EVAN KENNEDY III UKG – ‘C’ SL. No NAME PLACE 1 KAVIN PRANAVI P I 2 PRATYAKSHA TIWARY II 3 NURITA RAJ III UKG – ‘D’ SL. No NAME PLACE 1 S POORANI I 2 MAUREEN RAMONA M II 3 ARUN VARSHAN P III
Preparing Your Child to Participate in Communion At Gateway, we believe it is the parent’s job to disciple their child. It is the Church’s job to help the parent in this journey. This Sunday we will be taking communion as families. The plates will be passed with the elements and the parents will be asked to lead their family in communion. This handout is purposed to get you, the parent, ready for Sunday. Remembering Jesus Together Communion is a meal of remembrance. Jesus said, “Do this in remembrance of me...” (Lk22:19) The two elements of bread and juice represent Jesus’ body and blood. Jesus took our punishment for sin (1Pt2:24) and forgave us (Eph1:7). The purpose is to remember and celebrate the life, death and resurrection of Christ. It is because of His rescue we can have new life and are able to have relationship with God today. The Bread Symbolizes Jesus’ Body “He (Jesus) took some bread and gave thanks to God for it. Then He broke it in pieces and gave it to the disciples, saying, ‘this is my body, which is given for you.” (Lk22:19) Jesus lived, died and rose again physically taking our punishment. We can remember His life and be grateful for His gift. The Juice Symbolizes Jesus’ Blood “After supper he took another cup of wine and said, ‘This cup is the new covenant between God and his people—an agreement confirmed with my blood, which is poured out as a sacrifice for you.” (Lk22:20)
Meeting date Submission date Family Conversation Record for Statutory EHC Assessment This must be completed face-to-face with parents prior to the Transfer Review CHILD’S / YOUNG PERSON’S DETAILS: First name: Surname: Preferred name: M / F: Date of birth: Religion: First language: Other languages: Home address: Parent(s) / Carer(s) first language: Contact number: Email address: Contact number: Email address: Current School / Setting Address Telephone: email: Unique Pupil Number: Key Worker for Statutory Assessment Name Profession Contact details All correspondence will be sent to the email address(es) above unless parents / carers indicate otherwise
ChangeAbout consists of evidence based modules identified as critical to reducing the risk of family violence. These factors include: attitudes and beliefs supportive of family violence emotional abuse and regulation problems substance abuse relationship skills. The program aims to reduce recidivism by identifying deficits in these areas and minimising their impact of such, while also focusing effort on developing and strengthening protective factors. The Family Safety Contact Support Service accompanies the delivery of ChangeAbout. Further information on that service can be found in Table 2 under Principle 2. Culturally and linguistically diverse perpetrator programs and services The Royal Commission identified that there is a lack of culturally appropriate MBCPs for perpetrators of family violence from CALD communities, particularly for those who do not speak English. Corrections Victoria is developing a number of CALD-specific perpetrator programs and services with specialist providers, to build further capacity within the corrections system to respond to the needs of CALD perpetrators. The response to CALD perpetrators of family violence includes: family violence information sessions development of resources for CALD perpetrators piloting the delivery of CALD MBCPs in prison development of cultural guidelines. CALD male offenders Principle1 and 2 4 Preventing and responding to family violence is systemic and enduring The Strategy and Action Plan includes a number of initiatives that focus on embedding appropriate responses to victim survivors and perpetrators of family violence and ensuring that the changes which are introduced are systemic and enduring. Many of these initiatives build on the work undertaken as part of the Family Violence Service Reform Strategy 2015-16. A summary of the programs and initiatives being implemented in this Action Plan that are aligned to this principle are outlined in Table 4. Table 4: Programs and initiatives to embed responses to family violence Program or initiative Target group Other relevant principle/s Review of family violence victim survivor support programs and services Given the expansion of Out of the Dark and Specialist Trauma Counselling that was undertaken in response to recommendation 184 from the Royal Commission, a review of family violence victim survivor support services will be Female prisoners and offenders Principle 2
FAO and biodiversity for food and agriculture Biodiversity for food and agriculture is among the earth’s most important resources. Crops, livestock, aquatic organisms, forest trees, micro-organisms and invertebrates – thousands of species and their genetic variability –make up the web of biodiversity upon which the world’s food production depends. Biodiversity is indispensable: be it the insects that pollinate plants, the microscopic bacteria used for making cheese, the diverse livestock breeds used to make a living in harsh environments, or the thousands of varieties of crops that sustain food security worldwide. Biodiversity is essential for achieving nutritional diversity in diets – a diverse food basket – which is important for human health and development. However, biodiversity for food and agriculture, and in particular at the genetic level, is being lost at an alarming rate. FAO’s work on biodiversity mainly through the implementation of Global Goal 3 of its new Strategic Framework “sustainable management and utilization of natural resources, including […]genetic resources for the benefit of present and future generations”. FAO’s Strategic Framework recognizes biodiversity as a critical element of the organization’s main strategic objectives. This is particularly true with respect to biodiversity’s relevance and importance to the long term sustainability of agriculture (farming, livestock, forestry, fisheries, aquaculture, etc..) and to enhancing resilience. This strategic level of importance provides many entry points for financing to be directed towards biodiversity. FAO’s Biodiversity related instruments and processes FAO hosts a number of intergovernmental bodies that, inter alia, develop and adopt a number of biodiversity-related instruments, conventions and agreements. These are: ) FAO is involved in a number of partnerships with the CBD. The main ones are: Aichi Biodiversity Targets Task Force . , International Pollinators Initiative, Cross-cutting initiative on biodiversity for food and nutrition, International Initiative for the Conservation and Sustainable Use of Soil Biodiversity, Global Partnership on Forest Landscape Restoration FAO holds databases and information and publishes several periodic assessments of natural resources and biodiversity for food and agriculture, such as
Annex V Materials and Equipment Annex VI Working Hours and Holidays for FAO Experts FAO Experts will follow FAO’s procedures in the duty station country ( In this Annex FAO officers should provide the specific hours and holidays for the Country) Annex Reports and Documents to be Submitted by FAO Annex VIII Form of Semi-Annual Payment Request Name of Project: __________________________________________________ IBRD Loan/ Credit No ___________________________________________ Claim for Calendar Period Beginning ………… and ending ………… Please pay _______________ (currency name) __________________ (amount to be paid in figures) 1 Total amount of funds received from IBRD/ USD__________________ 2 Total amount paid by [UN Agency] for goods and/or services provided to the client Staff costs ________ Consultants ________ Travel ________ Training ________ Material and equipment ________
between THE GOVERNMENT OF [country name] and the FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS (FAO) Country logo FORM OF AGREEMENT THIS AGREEMENT (together with all Annexes hereto, this “Agreement”) is entered into between THE GOVERNMENT OF [name of country] by and through its [Ministry of/implementing entity] (the “Government”), and the FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS, a specialized agency of the United Nations, having its headquarters at Viale delle Terme di Caracalla, 00153 Rome, Italy (“FAO” or the “UN Partner”, together with the Government, the “Parties” and each a “Party”). WHEREAS FAO, as is a specialized agency of the United Nations system established in 1945 to raise levels of nutrition and standards of living for all people in FAO member countries; to secure improvements in the efficiency of production and distribution of food and agricultural products; and to contribute towards expanding world economy and ensure humanity’s freedom from hunger. FAO and the Government have agreed to cooperate respect of the formulation, adoption and implementation of the Government’s agricultural, nutritional and food security policies of [name of country]. The Government, working with its development partners, including FAO and the World Bank (the “Bank”), is implementing [insert Project’s name] (the “Project”). The Government has received funds from the Bank (the “Financing”) towards the cost of the Project pursuant to a legal agreement for the Project (the “Financing Agreement”). As part of Project implementation, the Government has asked FAO, and FAO has agreed, to deliver the outputs, as set forth in Annex I to this Agreement (the “Outputs”).
Grant No: Name of Project and FAO Project Symbol: Financial Report (in USD) as at: BL Description Prior Period Contribution Received (as at xx/xxxx) Current Period Contribution Received (as at xx/xxxx) Cumulative Contribution Received (as at xx/xxxx) 3051 Contribution Received 3052 Interest Earned Total Funds Received BL Description Total Budget ( A) Prior Period Expenditures (as at xx/xxxx) (B) Current Period Expenditures (as at xx/xxxx) ( C) Cumulative Contribution Received (as at xx/xxxx) (D = B+C) Balance (A - D) Output 1: 5011 Salaries Professional - 5012 Salaries General Services - 5013 Consultants - 5014 Contracts - 5020 Locally Contracted Labour - 5021 Travel - 5023 Training -
5024 Exp. Procurement - 5025 Non Exp. Procurement - Subtotal Deliverable 1 - - - - Deliverable n: 5011 Salaries Professional - 5012 Salaries General Services - 5013 Consultants - 5014 Contracts - 5020 Locally Contracted Labour - 5021 Travel - 5023 Training - 5024 Exp. Procurement - 5025 Non Exp. Procurement - Subtotal Deliverable n: - - - - 5027 Technical Support Services and General Operating Expenditures 6111 Reporting Costs - 6116 Project Evaluation Costs - 6120 Technical Assistance to Field Projects 5028 General Operating Expenses 5040 General Operating Expenses - External Services 5050 General Operating Expenses - Internal Services Chargeback - Subtotal Technical Support Services and General Operating Expenditures - - - - TOTAL - - - -
Sample of Financial Report Template Grant No: Name of Project and FAO Project Symbol: Financial Report (in USD) as at: BL Description Prior Period Contribution Received (as at xx/xxxx) Current Period Contribution Received (as at xx/xxxx) Cumulative Contribution Received (as at xx/xxxx) 3051 Contribution Received 3052 Interest Earned Total Funds Received BL Description Total Budget (A) Prior Period Expenditures (as at xx/xxxx) (B) Current Period Expenditures (as at xx/xxxx) (C) Cumulative Contribution Received (as at xx/xxxx) (D = B+C) Balance (A-D) Deliverable 1: 5011 Salaries Professional - 5012 Salaries General Services - 5013 Consultants - 5014 Contracts - 5020 Locally Contracted Labour - 5021 Travel - 5023 Training -
Local Operations services (as defined above) P3 G7, H53, H113, P32 Type A Services to be used in this category shall be limited to: Automatic Train Protection Automatic Train Operation; Network /Train Control 2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 14, 16, 18, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30 & 32 1, 6, 12, 15, 17, 22, 28 & 31 G7, H53, H113, P32 Type B Services to be used in this category shall be limited to: Shunting Operations Train Loading and Unloading Operations Yard Operations 1, 6, 12, 15, 17, 22, 28 & 31 H33 2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 14, 16, 18, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30 & 32 G7, H53, H113, P32 Type C Services in this category shall be rail operational functions that may include: Station Communications Trackside/Worksite/Maintenance Staff Security Local Facility Operations Third priority for all channels, excluding channels P3 and H33 Appendix B – RI Assignment Process
If Electronic Information Technology is used to process Financial Assistance Applications and/or implement presumptive eligibility criteria, this system shall be described (including the source of the system), along with a certification that each of the application requirements required under the Hospital Financial Assistance under the Fair Patient Billing Act requirements are met. Contact Person: For further information regarding this policy, please contact Pam Cassidy, Regional Director/Patient Financial Services at 630.312.7436. APPROVAL: Regional Executive Council (Date): 12/03/09; 12/02/10; 03/13/14, 12/01/15 Adventist Hinsdale Hospital Board of Directors 12/03/09; 12/02/10; 03/13/14; 12/01/15 Adventist La Grange Memorial Hospital Board of Directors 12/03/09; 12/02/10; 03/13/14; 12/01/15 Adventist GlenOaks Hospital Board of Directors 12/03/09; 12/02/10; 03/13/14; 12/01/15 Adventist Bolingbrook Hospital Board of Directors 12/03/09; 12/02/10; 03/13/14; 12/01/15
QUANTITY DURATION (months) TOTAL VALUE QUANTITY DURATION (months) TOTAL VALUE QUANTITY DURATION (months) TOTAL VALUE 11. TECHNICAL TRAINING FELLOWSHIPS – FAPESP ARE YOU REQUESTING FAPESP TECHNICAL TRAINING FELLOWSHIPS? YES NO IF “YES", PLEASE SPECIFY THE LEVEL BELOW NUMBER HOURS DEDICATED PER WEEK DURATION (months) TOTAL REQUESTED (R$) TOTAL TT LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 4A LEVEL 5 12- GRANTS REQUESTED TO OR AWARDED BY OTHER FUNDING AGENCIES RELATED TO THIS PROPOSAL (please indicate currency) INSTITUTION AMOUNT REQUESTED AMOUNT AWARDED 13- TEAM MEMBERS (SÃO PAULO) NAME ACADEMIC TITLE INSTITUTION/UNIT ROLE IN THE PROJECT (PI, co-PI, AI, Fellow, etc.) TIME DEDICATED TO THE PROJECT (PER WEEK)
7) FAPESP SPECIAL PROGRAMS WISH TO JOIN THIS PROJECT TO FAPESP SPECIAL PROGRAMS: YES NO (BIOTA, BIOEN, PFPMCG, eScience) If YES, please fill in the specific Joining Form for the desired FAPESP Program available at: . 8) RESEARCH PROJECT SUMMARY IN PORTUGUESE IN ENGLISH 9) PROJECT’S KEY WORDS (up to six)
Slide 8: Regulatory Requirements – Termination for Material Failure to Comply - 2 CFR 200.339 – Enter Report in FAPIIS When Agency Terminates Award Prior to End of Period of Performance Due to Grantee’s Material Failure to Comply with Federal Award Terms and Conditions - 2 CFR 200.339 –Enter Report in FAPIIS After Grantee: - Has Exhausted Its Appeal Rights - Has Not, Within 30 Calendar Days After Being Notified of Termination, Informed Agency of Its Intent to Appeal Termination Decision - No Minimum Threshold for Reporting Termination for Material Failure to Comply in FAPIIS Slide 9: Record Retention - Records are retained for 5 years following Action Date Slide 10: FAPIIS Access Receive Access from Focal Point DoD Users or Federal PIV User ID Required PKI Certificate Required (CAC or PIV Card) Non-DoD or Federal (No PIV) User ID Required Password Required Government Only! Contractors DO NOT have access to FAPIIS Slide 11: Logging In Screenshot: CPARS Homepage 1 – Visit 2 – Select System Logon Slide 12: Logging In Screenshot: Notice and Consent Banner Click “Accept/Login with PKI” or “Accept/Login with Password” Slide 13: Logging In Screenshot: Password Login Page First Time Logging in? Use the Forgot Password button to receive an email with a temporary password Forgot your User ID? Use the Forgot User ID button to receive an email with your User ID The Forgot Password Button is the Preferred Way to Reset Passwords
Slide 33: Retrieving Records (PPIRS) Access PPIRS to: () Support Source Selections Access Integrity and Performance Information Obtain Proceeding Information from the System for Award Management (SAM) For Contractors, enter Comments on FAPIIS Records. FAPIIS Public Website: () Excludes Performance Assessments Includes Data After April 15, 2011 14 Day Data Delay, Excludes Grant Records (per FAR 9.105-2) SAM Information Available Slide 34: Retrieving Record (PPIRS) Screenshot: Select PPIRS Application Logon 1 – Go to 2 – Select PPIRS-Report Card Application Logon Slide 35: Retrieving Records (PPIRS) Screenshot: Select An Application Screenshot: FAPIIS Main Page Slide 36: Retrieving Records (PPIRS) Screenshot: FAPIIS Report Search Search by DUNS is Recommended Slide 37: Retrieving Records (PPIRS) FAPIIS Records - Administrative Agreement - Defective Pricing - DoD Determination of Contractor Fault - Non-Responsibility Determination - Recipient Not Qualified Determination - Termination for Cause - Termination for Default - Termination for Material Failure to Comply Slide 38: Retrieving Records (PPIRS) Screenshot: FAPIIS Report Search
Is role clearly linked to goals and objectives for the directorate/ team/service? Build in the opportunity to provide regular clear feedback on performance 2 Control: Will staff have any say in how to do and plan their work? Can employee set own work speed? Can employee decide when to take a break? Where practicable, enable staff to exert autonomy within role Encourage delegation and empowerment of others Encourage training to support delegation (to individual and team) 3 Work Pressures – High: Are deadlines within role unachievable? Is employee required to work long hours? Offer support in prioritising tasks and cut out unnecessary work and bureaucracy Try to give warning of urgent jobs
6 Support: If work gets difficult are available to help and support? Is employee given the opportunity of supportive feedback on the work they do? Explain how to raise concerns and call on your support Ensure staff/managers attend the Stress Management Workshop Encourage enhance team working / support. Ask Staff Training and Development for support with this. Hold regular team meetings Be approachable and receptive to feedback Consider referral to occupational health, or confidential support line Can peer support be made available 7 Change: Are employees consulted / updated about changes at work that affects them? Ensure clear and appropriate communication on proposed changes Ensure individuals
Are employees clear about how the change will affect them in practice? Is there adequate consultation about workplace issues / changes? understand the reasons for change and the likely timescales Ensure adequate consultation wherever possible and provide opportunities for comment and input. Give support to individuals during the change process 8 Training: Is additional training required to support individuals in undertaking job/role? Provide training as required Ensure Staff Development and Appraisal is implemented Ensure and changes to role are supported with relevant training 9 Physical Demands and Work Environment Does role involve excessive physical demands such as heavy lifting; standing for long periods of time; repetitive Undertake a H&S Risk Assessment Remove excessive and unreasonable demands Check what Health Surveillance support can be provided by Staff
movements that may cause concern? Is the work environment adequate / comfortable? Is it free from hazards such as cigarette smoke and unacceptable levels of noise? Occupational Health Encourage suggestions on how to improve work environment – and give these due consideration. 10 Other Issues: Are there any other issues / stressors that need to be taken account of – e.g. difficulties at home, unexpected life changes, etc Support individuals where possible and signpost to other areas of support *The Possible Action/s column details some suggestions for consideration / action. This list is not exhaustive. *The Action/s column should include details of what the issues are, what measures are currently in place, what improvements can be made and what actions will be taken to make the improvements. Following completion of questions above it is suggested:
3. What about athletic programs at Denmark HS? Denmark HS is projected to open with varsity sports, including football. The Georgia High School Association (GHSA) will determine the school’s region classification this November. 4. How can I provide feedback on the drafts? Maps are posted at and also in schools that are impacted/feed directly to impacted schools. You may provide feedback by: Completing an online survey* from September 13-27, 2017 at Attending a public forum: Elementary School ONLY: October 23, 2017, 6 pm at North Forsyth HS cafeteria High School ONLY: October 24, 2017, 6 pm at West Forsyth HS auditorium View Public Participation Guidelines at *Please note that feedback submitted by phone, social media, LiveChat, letter or petition (emailed, mailed or hand-delivered) will not be accepted. PLEASE use the online form to ensure that all comments can be shared with FCS staff and board members.
*Notes: A 70% non-EFT and 100 % EFT payments and most types of adjustments at the time of calculating the early draw B Any outstanding items not accounted for in early draw(s)for the accounting month C 70 %NON-EFT payments and most types of adjustments at the time of calculating the early draw D 100 % EFT payments posted to system For the accounting months of June and December the final payment will encompass more adjustments than usual since the early draw was run earlier in the month. Accounting month = Report month on the new ST locality reports Q: What does each Sales Tax distribution payment contain and how were the payment amounts calculated before and after the upgrade to a systematic determination of distribution on 4/1/2016? A: Effective Dates < 4/1/2016 >= 4/1/2016 (A)Early Draw (1) Accounting Months returns are not due: January February April May July August October November A percentage of Payments (70% of non EFT and 100% of EFT) for the month with a possible adjustment for material adjustments. This early draw was completed manually and not systemically. The same percentage of payments (70% of non EFT payments and 100 % of EFT) for the month and including real time systematic adjustments (i.e. return adjustments, refunds, bank adjustments, retargets, & credits forward) occurring on the ST processing system at the time the program for early draw runs. Note: Your money could be up or down depending on whether or not your adjustments are more positive or negative. Your total money for the
On behalf of the XXX organisation which is currently participating in implementation of the project within CSF programme, as a with another organisation, I would like to ask if it is possible for us to apply for a grant in a call CSF and Media Programme Ref. No. EuropeAid/154831/DD/ACT/RS: a) as a co-applicant organization b) as a lead organization Please note that in line with the Guidelines for Applicants, section 2.2.4., p. 20, “To ensure equal treatment of applicants, the contracting authority cannot give a prior opinion on the eligibility of lead applicants, co-applicants, affiliated entity(ies), an action or specific activities.” The Contracting Authority cannot prejudice the eligibility of the applicants or asses the merits/details of the specific proposal at this stage, i.e. decisions are taken only upon assessment of complete information provided by the specific applicant and/or application in the course of particular evaluation procedure. The requirements for the eligibility of applicants is described under the section 2.1.1 Eligibility of applicants (i.e. lead applicant and co-applicant(s)) of the Guidelines for applicants pages 7-9. In addition, please note that "actions which are already funded by other Community programmes and undertaken before the date of contract signature" are listed as ineligible types of action under this Call for proposals. Does the negative financial report for the previous year necessarily makes the applicant disqualified or are there any exceptions to this situation? Please note that in line with the Guidelines for Applicants, section 2.2.4., p. 20, “To ensure equal treatment of applicants, the contracting authority cannot give a prior opinion on the eligibility of lead applicants, co-applicants, affiliated entity(ies), an action or specific activities.” In line with the Guidelines for applicants, page (20 and 21), "A copy of the lead applicant’s accounts of the latest financial year (the profit and loss account and the balance sheet for the last financial year for which the accounts have been closed) must be uploaded in PADOR by the full application deadline. A copy of the latest account is neither required from (if any) the co-applicant(s) nor from (if any) affiliated entity(ies)). The financial and operational capacity is evaluated in line with the Evaluation grid as published in the Guidelines for applicants (page 27), section 1 Financial and
Frequently asked questions about recreational fisheries and sport fisheries at sea Where can I buy recreational fisheries at sea license or sport fisheries at sea license? Licenses can be bought at official web pages of Directorate of fisheries ( ) or in the offices of Directorate of fisheries after the payment was made. They can also be sold by dealers authorized by Directorate of fisheries. Sport fisheries licenses can also be bought at official web pages of Croatian association for sport fisheries at sea () and are also sold by member associations of Croatian association for sport fisheries at sea. Annual licenses can only be sold to citizens who have permanent residence in Croatia. What should I do if I bought the wrong license or entered wrong data? In case of buying recreational fisheries license, one should contact Directorate of fisheries, and in case of buying sport fisheries license, Croatian association for sport fisheries at sea should be contacted. How can I obtain a license if I buy it online? After completing a procedure of buying the license, confirmation of purchase and license number will be sent by e-mail. What kind of fisheries gear and equipment can be used by recreational fisheries license owners and sport fisheries license owners? License type Permitted gear and equipment Gear type Quantity Recreational fisheries license valid for 1, 3, 7 or 30 days Different kind of hook lines and rods for fish and cephalopods 2 Troll lines with ripping hooks for catching cephalopods 2 Sport fisheries license for sea valid for 1, 3, 7 or 30 days Different kind of hook lines and rods for fish and cephalopods 2 Troll lines with ripping hooks for catching cephalopods 2 Speargun 2 Annual licenses for recreational fisheries at sea Different kind of hook lines and rods for fish and cephalopods 2 Troll lines with ripping hooks for catching cephalopods 2 Pots (traps) 3 Gigging spear 1 Beach worms trap 2 Artificial light One source of artificial light up to 400 CD power in gigging and catching cephalopods with troll lines with
EDCI 6300 Multi-Cultural Education 3 Fall, Spring & Summer PSYC 6430 History and Systems of Psychology 3 Fall PSYC 6900 Role & Function of the School Psychologist 3 Fall PSYC 7136 Statistics & Computer Applications 3 Fall PSYC 7137 Advanced Statistics & Research Methods 3 Spring PSYC 7150 Change Process – Theory, Research, & Efficacy 3 Spring PSYC 7160 Pre-Practicum 1 Fall PSYC 7170 Social Psychology 3 Summer PSYC 7255 Psychopathology 3 Summer PSYC 7256 Assessment of Psychopathology 3 Fall PSYC 7260 Practicum 1 Spring PSYC 7465 Doctoral Practicum in School Psychology 3 Fall PSYC 7466 Doctoral Practicum in School Psychology 3 Spring PSYC 7555 Individuals: Assessment, Theory, & Intervention 3 Spring PSYC 7556 Couples, Families & Systems: Assessment, Theory, & Intervention 3 Summer PSYC 7557 Supervision: Assessment, Theory, & Intervention (PSYC 6470 Individual Assessment and Report Writing-PREFERRED) 3 Fall/Spring PSYC 6920 or PSYC 7730 Psychological Disorders in Children or Qualitative Research 3 Spring PSYC 7710 Psycho Educational Assessment 3 Spring PSYC XXX Specialty Guided Elective (PSYC 6940 Consultation in the School) Highly Recommended 3 Spring PSYC XXX Specialty Guided Elective (PSYC 6930 Alternatives to Standardized 3 Fall
18 85-90 19 91-95 20 96-100 If a teacher has more than one SLO, a point value for each of the SLOs will be calculated based upon the chart above and those point values will be given proportional weight based upon the number of students covered by each SLO. Q: What documentation needs to be completed for SLOs for 2013-2014? A: The State requires that SLOs be written on a State-approved form. The required State form will need to be completed for each SLO. The District has created SLO forms based upon the courses. A copy of SLO forms can be found at: Q: What information must be included in the SLO form? A: An SLO must include the student population covered (the students in the classes for which you create the SLO), the learning content (what will be taught in the class), the time interval (length of course), the evidence (what will be used will be used), baseline data (students’ prior academic history), target (to be developed in consultation between the teacher and principal), HEDI criteria (set by the Agreement), and teacher rationale. Q: What information are teachers responsible for completing on the SLO form? For 2013-2014, Central Office will prepopulate the learning content, time interval, evidence, and HEDI criteria fields in the SLO forms. Pre-populated forms for each grade/subject area are available at the link above. Teachers will be responsible for populating the student population, evidence, baseline data, target, and teacher rationale. The teacher’s targets for each student will be stored in LinkIT. If a teacher establishes a single data point for students’ baseline (i.e. my student knows 20% of the content), this may also be input into LinkIt. The teacher should print out a copy of the information from LinkIT and attach it to the SLO. Instructions on how to input target data into LinkIT will be published separately.
What happens if I am ready to return from FMLA leave and my doctor has restricted the work I can do? You must provide documentation from your doctor which states the restrictions that apply to your return to work. This information should be shared with your supervisor as soon as possible but always before your return to work. Your supervisor will review the restrictions with Personnel and a decision will be made as to whether the district will be able to accommodate the restrictions and allow you to return to work. If the restrictions cannot be accommodated, you will remain on leave. What happens if my leave is going to extend beyond 12 weeks? We encourage all employees whose leaves may extend beyond 12 weeks to contact the Payroll and Benefits Manager to determine what benefits they may be eligible for while disabled. You should discuss with them options available under Short Term Disability, Long Term Disability, and State Disability Retirement. The sooner you contact the Payroll and Benefits Manager the sooner you can determine eligibility for these plans. Are there provisions of FMLA that apply to military service? Yes, you may be eligible for FMLA if your family member is called to active duty. You must complete the Certification for Qualifying Exigency for Military Leave and submit with your request for a Leave of Absence. Are there provisions of FMLA that apply if a member of my family is injured during military service? Yes, you may be eligible for FMLA if your family member is injured while on active duty. You must complete the Certification for serious injury or illness of covered Service member for Military Family Leave. _______________ How many days do I have to work in a year to receive credit for my South Carolina teaching certificate or Teachers Initial for service for state bus driver compensation? You must be paid for 152 days in order to receive a year of credit. These days include actual days worked and sick days that are paid. I have received the FAQ’s associated with FMLA Leaves of Absence ____________________________________________________________________ __________________________________ Employee’s Signature Date