zilongwang/ReadingBank huggingface dataset:
TOPIC 1: Partitive Genitive / Genitive of the Whole Key vocabulary: pars, partis, f. – part satis, ---, n. – enough nihil, ---, n. – nothing plūs, plūris, n. – more paulum, -ī, n. – a little nēmō, nullius – no one, nobody multitūdo, multitūdinis, m. – crowd, a large number aliquid, alicuius (n. pronoun) – something mīlium, n. pl. – thousands multī, -ae, -a – many nūllus, -a, -um – none, not one superlative adjectives, e.g. densissimus (the thickest), fortissimus (the strongest/bravest), etc. The partitive genitive occurs because words such as nihil, pars, satis, plūs, etc. usually denote some part of a larger concept or group, the “whole,” which is expressed in the genitive. In other words, the genitive case denotes the whole of which a part is mentioned. Note: For the pronouns nōs and vōs, the partitive forms are nostrum and vestrum (remember Mr. Chang’s mnemonic: “some” rhymes with –um)
Superintendent, principal or designee with evaluators and educators to explain evaluation process September 15 Evaluator meets with first-year educators to assist in self-assessment and goal setting process Educator submits self-assessment and proposed goals October 1 Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year) October 15 Evaluator completes Educator November 1 Evaluator should complete observation of each Educator November 15 Educator submits evidence on parent outreach, professional growth, progress on (and other standards, if desired) * or four weeks before Formative Assessment Report date established by Evaluator January 5* Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans February 1 Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator February 15 Educator submits evidence on parent outreach, professional growth, progress on (and other standards, if desired) *or 4 weeks prior to Summative Evaluation Report date established by evaluator April 20* Evaluator completes Summative Evaluation Report May 15 Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory June 1 Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator June 10 Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt June 15 Educators with PTS on Two Year Plans Activity: Completed By:
Growth Plan, if the Evaluator determines that the Administrator is making substantial progress toward proficiency, the Evaluator shall place the Administrator on a Directed Growth Plan. In cases where the Administrator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Growth Plan, if the Evaluator determines that the Administrator is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent that the Administrator be dismissed. If the Evaluator determines that the Administrator’s practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Administrator be dismissed. 20. Timelines (Dates in italics are provided as guidance) Activity: Completed By: Superintendent meets with evaluators and administrators to explain evaluation process Start of school year, but no later than September 15 Evaluator meets with first-year New Administrators to assist in and goal setting process Administrator submits self-assessment and proposed goals September 10 September 10 Evaluator meets with Administrators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year) September 15 Evaluator completes Educator October 1 Evaluator should complete first observation of each Administrator November 15 Administrator submits evidence on parent outreach, professional growth, progress on (and other standards, if desired) * or four weeks before Formative Assessment Report date established by Evaluator January 5* Evaluator should complete mid-cycle Formative Assessment Reports for Administrators on one-year Educator Plans February 1 Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Administrator February 15
Evaluator meets with first-year educators to assist in self-assessment and goal setting process Educator submits self-assessment and proposed goals October 1 Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year) October 15 Evaluator completes Educator November 1 Evaluator should complete observation of each Educator November 15 Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) * or four weeks before Formative Assessment Report date established by Evaluator January 5* Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans February 1 Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator February 15 Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) *or 4 prior to Summative Evaluation Report date established by evaluator April 20* Evaluator completes Summative Evaluation Report May 15 Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory June 1 Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator June 10 Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt June 15 Educators with PTS on Two Year Plans Activity: Completed By: Evaluator completes unannounced observation(s) Any time during the evaluation Evaluator completes Formative Evaluation Report June 1 of Year 1
Part 3B: Effort(s) by bizSAFE Partner The write-up below shall be supported by evidence(s). For applicant’s Official Use A. Recruitment Efforts: Any initiative in place to enroll Business Partners into the bizSAFE programme (within 250 words) B. Nurturing Efforts: Any initiative in place to help Business Partners progress to a higher bizSAFE level (within 250 words) C. Participation Efforts: Any participation in external WSH activities E.g. offer support for WSH events/ forums/ dialogues/ site visits. (within 250 words) D. Bonus initiatives Any other innovative programmes involving business partners aimed at improving safety management and performance that is not covered in the above E.g. Involving business partners in WSH activities, winning WSH Awards, participating in CultureSAFE programme (within 250 words)
77 [6.1.5] Has the Cluster undertaken advocacy activities? No [skip to question 6.1.7] Yes Don’t know [skip to question 6.1.7] Not applicable [skip to question 6.1.7] [If Yes to 6.1.5] 78 [6.1.6] Did your organization participate in advocacy activities? Not at all A little Quite a lot Very much Don’t know Not applicable 79 [6.1.7] Write here any other comments and information you wish to add on the Cluster's role in advocacy activities.
4. Estimated Costs Refer to Section 3.3 of the Incentive Guideline € Registration fees for event. 0 Costs for participation in trade event (rental of exhibition space / stand and/or stand construction services). 0 Stand improvements costs, including display aids and graphics but excluding any other promotional material. 0 Freight expenses for shipping materials and exhibits required to setup and run the stand. 0 Travel costs (of one representative only). 0 Per Diem Rate / day (€) : 0 0 Number of days 0 Total 0 The Per Diem list may be accessed by .
Partner Kit Assets: Please provide links to assets we can use for promotion including: Game Logo Download Game Logo: Videos Hyper Sentinel Mixer YouTube Trailer: Hyper Sentinel Mixer Developer Interview: Game Artwork Artwork with logo: Artwork without logo: Strategy Guide A digital strategy guide is available here: A printed A5 version is also available on request. Mixer Promo Schedule Tuesday 24th April – Hyper Sentinel Mixer Mode Announcement Press release and Mixer Promo Video “The World’s First Interactive Livestream Arcade Game” Live broadcast on Tips & Tricks: developer interview followed by live gameplay Mixer article on Gamasutra / Gamesindustry.biz Monday 30th April – Mixer Partner Broadcasts Begin Supported by social media campaign “Kill the streamer” versus “Save the streamer” Monday 8th May – Developer Broadcasts Supported by social media campaign “Kill the devs” versus “Save the devs” Friday 11th May – Launch Day Hyper Sentinel content take over of Mixer tab on Xbox dashboard Tuesday 14th May – Game Fest Hyper Sentinel featured in Game Fest promotion throughout the Xbox dashboard, highlighting Mixer mode
Colors When you need to use color, select from the following color palette. R: 242 G: 165 B: 44 R: 178 G: 36 B: 145 R: 0 G: 124 B: 188 R: 139 G: 201 B: 66 R: 0 G: 0 B: 0 R: 166 G: 166 B: 166 R: 89 G: 89 B: 89
_________________________ ______________ Signature of Top Management Date Part 3 Application Submission Checklist No. Item Tick Here I Part 1 – Eligibility Checklist and General Information (hardcopy, completed and signed) Part 1A – RM 2.0 (completed with write-up and evidences) II Part 2 – Details of Direct/Indirect Contractor/Supplier/Vendors and Write-Ups (hardcopy, completed and signed) III Thumbdrive containing Application Form – Part 1, Part 1A and Part 2, and all supporting documents in softcopy Note: 1. Please submit the application in an envelope to: bizSAFE Partner Award 2017 Workplace Safety & Health Council 1500 Bendemeer Road, #04-01 Ministry of Manpower Services Centre (Central Mailroom) Singapore 339946 2. The application must reach us by 22nd Aug 2016, 4.00pm. Do not submit the application on Saturdays or Sundays.
Quadratic Functions Standard Form <-> Vertex Form Partner Activity Vertex Form Standard Form y = -2(x - 2)2 - 3 y = 4x2 + 16x + 14 y = 2(x + 4)2 - 2 y = 2x2 - 4x + 3 y = -2(x + 4)2 - 1 y = -x2 - 6x – 5 y = -(x - 1)2 + 2 y = -3x2 + 24x – 52 y = (x + 8)2 - 3 y = x2 - 10x + 35 Quadratic Functions Standard Form <-> Vertex Form Partner Activity Vertex Form Standard Form y = -2x2 + 8x – 11
5. 6. Partners, Communication Purpose(s), Format(s), and Purpose of Communication Audiences Possible Formats Person(s) Responsible Due Date Notes Decide on evaluation design/ activities (consensus building) Partners Meeting agenda Upcoming evaluation activities (recruit) Population of interest Advertisements Progress of the evaluation (report) Funders Progress report Present initial/interim findings (influence) Policy- and Policy brief Present findings (recommend) All Infographics, Summary report
Partner Performance Assessment (PPA) (EXAMPLE ONLY – PDFs are downloaded from AidWorks) Summary Agreement name Agreement name Partner’s name Name of NGO, commercial supplier or multilateral organisation Agreement number Agreement Number Agreement start date Date of Agreement Agreement End Date End Date of Agreement Reporting period start date Start date of the reporting period covered in this PPA Reporting period end date End date of the reporting period covered in this PPA Total value $AUD Country/Region Country / Region Name Report drafted by Name Sector Sector Name Approved by Counsellor / Director Name Date approved Partner type ○ NGO ○ Commercial Supplier ○ Multilateral Organisation ○ Other Agreement type ○ Procurement ○ Grant Australian Aid – Rated Performance Criteria Rate each statement using the following six point scale as a guide. Satisfactory Less than satisfactory 6 Very good; satisfies criteria in all areas 3 Less than adequate; on balance does not satisfy criteria and /or fails in at least one major area 5 Good; satisfies criteria in almost all areas 2 Poor; does not satisfy criteria in several major areas 4 Adequate; on balance satisfies criteria; does not fail in any major area 1 Very poor; does not satisfy criteria in any major area Deliver Lasting Results and Impact - Is the delivery partner achieving agreed objectives and results and promoting sustainability? Results focused and delivers on time, ensuring deliverables are of high quality, accurate and meet the defined requirements 1 2 3 4 5 6 Undertakes monitoring and evaluation reporting that includes quantitative and qualitative evidence of progress against objectives 1 2 3 4 5 6 Promotes sustainability and where applicable, is prepared for transition in/out of the activity 1 2 3 4 5 6 Assessment Text is required for all ratings (1 – 6). Provide evidence and analysis to support the overall assessment and indicate the extent to which we are achieving the results expected at this time. (no more than 300 words) Overall rating 1 2 3 4 5 6
Universal Learning Streams 10025998 01/08/13 - 31/07/14 ASB Classroom Based £32,389.18 £27,530.81 £4,858.37 - 15% WMC Training 10038165 01/08/13 - 31/07/14 Apprenticeships £177,349.65 £141,879.72 £35,469.93 - 20%
Acronyms ACAC – Aboriginal Children in Aboriginal Care program ACCO – Aboriginal Community Controlled Organisation BSIM – Behaviour Support and Intervention Meeting CASES21 – Computerised Administrative System Environment for Schools CCYP – Commission for Children and Young People CECV – Catholic Education Commission of Victoria COAG – Council of Australian Governments CP – Child Protection, a unit of the Department of Health and Human Services CPP – Child Protection Practitioner CRIS – Client Relationship Information System (DHHS) CRISSP – Client Relationship Information System for Service Providers (DHHS) CSO – Community Service Organisation CYFA – Children, Youth and Families Act 2005 DET – Department of Education and Training DHHS – Department of Health and Human Services ECEC – Early Childhood Education and Care ENA – Educational Needs Analysis FLO – Flexible Learning Option HEAC – Health and Education Assessment Coordinator (DHHS) IEP – Individual Education Plan ISV – Independent Schools Victoria KEC – Koorie Education Coordinator (DET) KESO – Koorie Engagement Support Officer (DET) KEW – Koorie Education Workforce (DET) LIG – LOOKOUT Implementation Group (DET) NCCP – Nationally Consistent Collection of Data (Catholic schools) OOHC – Out-of-home care PLP – Personalised Learning Plan (Catholic schools) PSD – Program for Students with Disabilities PSG – Program Support (Catholic schools) SSG – Student Support Group
IEP/PLP or Transition Learning and Development Statement (for children entering Foundation year at a government school), the SSS Department Confidential Student File/s if these exist and student information in CASES 21. Inform the Designated Teacher. Provide advice to the OOHC carer/Case Manager about their eligibility for support from the Camps, Sports and Excursions Fund. (government schools). programs for Aboriginal students, to support the student’s learning and wellbeing. Inform the DET Regional Director or Diocesan Director of Catholic Education in advance in all cases when expulsion is being considered. Track and ensure any school-aged child or young person that exits school, is connected to an education program. Track the student’s destination for six months following their exit from school (post compulsory school age). Review ENA yearly at SSG.
and the carer, as appropriate, to ensure ECEC services complete a Transition Learning and Development Statement for every child entering Foundation year at a government school. For a child in OOHC, who has not attended an ECEC service, contact the enrolling school as early as possible to work with the school and carer to develop a transition plan tailored to the needs of the child and establish what support is required has the Care Manager’s details. Work with the carers to ensure that the child or young person has access to everything required to be able to participate in a timely manner including materials, textbooks, technology, transport to school, excursions and camps. impacting on attendance or behaviour.
FOR FAMILY MEMBERS Practices (What I Do…) I… N/A Not at All Rarely Sometimes Frequently Very Frequently 1. Participate in problem solving with teachers when there are academic or behavior concerns, then assist with setting goals and developing a plan. 0 1 2 3 4 5 2. Have resources, training and support to help me with the following: encouraging my child in school; providing resources, time and space for homework; talking to my child about school and learning. 0 1 2 3 4 5 3. Use information from home when I discuss my child’s progress, needs, problems, and possible solutions with the school. 0 1 2 3 4 5 4. Know the following for my student’s school, classes and activities: rules, how progress is reported, and homework expectations for students and families. 0 1 2 3 4 5 5. Communicate regularly (two-way) with teachers for positive reasons, routine matters, progress updates, and concerns if needed. 0 1 2 3 4 5 6. Share my student’s strengths, challenges, interests, and attitudes about school with the teachers. 0 1 2 3 4 5 7. Ask teachers what I can do to support my student’s learning in our home or through the community. 0 1 2 3 4 5 8. Have visits in my home from school staff. 0 1 2 3 4 5 9. Feel valued and respected by teachers and school staff. 0 1 2 3 4 5 10. Visit my child’s school. 0 1 2 3 4 5 11. Participate with teachers in the Response to Intervention (RtI) problem-solving process. 0 1 2 3 4 5
First-time Login Instructions Website: Date of use iLearn Login iLearn Password What to do next I’ve used iLearn before! Use your iLearn ID Use your iLearnOregon password Go to Page 4 I used the Learning Center (LC). Use your LC login temp1234 (all lowercase) *unless you’ve already logged into iLearn and reset it. Go to Page 4 for next I never used the Learning Center or iLearnOregon Create a new account in iLearn. Create a new account in iLearn. Go to Page 18 to create an account. Use the table below to get started in iLearnOregon (iLearn). NOTE: Do you have more than one account? Email to have them combined.
A particle moving up and down the y-axis has position . Find its acceleration when t = 4. The velocity of a particle is by . Find the minimum acceleration of the particle on the interval 0 < t < 5. The velocity of a particle is given by . Find all values of t where the acceleration is zero. Station #6 NO CALCULATORS
Code" from "Vessel Master" 3 User from LOV LOV to select from "Carrier Master" "Line Type" is equal to "Service Partner" 3 User from LOV Display Partner Name as per "Partner Code" from "Carrier Master" (In MT) 6 User User will manually enter the Vessel Capacity (In MT) Out (In 5 User User will manually enter the Vessel Out Capacity (In Teus) IN (In 5 User User will manually enter the Vessel IN Capacity (In Teus) 5 User User will manually enter the Reefer Plugs AR 10 User LOV to select 'AR Customer Code' from 'AR Master'. LOV to show AR
Code and 'AR Name' AP 10 User LOV to select 'AP Vendor Code' from 'AP Master'. LOV to show AP Code and 'AP Name' TSL Allocation on Partner Vessel Data Type Code 3 User from LOV LOV to select "Vessel Code" from "Partner Vessel Details" 20 Auto Display Vessel Name as per "Vessel Code" from "Vessel Master" Code 3 User from LOV LOV to select "Partner Code" from "Partner Vessel Details" Code 3 Always "TSL" and cannot be changed TEUs Out 5 User User will manually enter 'TEUs Share Out' TEUs In 5 User User will manually 'TEUs Share In'
MT Out User User will manually enter 'MT Share Out' MT In User User will manually enter 'MT Share In' Out 5 User User will manually enter 'Reefer Share Out' In 5 User User will manually enter 'Reefer Share In' TSL Vessel Allocation Upload User should prepare the csv file as per attached template and upload the file through LOV linked with ‘File Name’ field. Partners Allocation on TSL Vessel Data Type Code 3 User from LOV LOV to select "Vessel Code" from "Partner Vessel Details" 20 Auto Display Vessel Name as per "Vessel Code" from 2 2
"Vessel Master" Code 3 User from LOV Always "TSL" and cannot be changed Code 3 LOV to select "Partner Code" from "Partner Vessel Details" TEUs Out 5 User User will manually enter 'TEUs Share Out' TEUs In 5 User User will manually enter 'TEUs Share In' MT Out User User will manually 'MT Share Out' MT In User User will manually enter 'MT Share In' Out 5 User User will manually enter 'Reefer Share Out' In 5 User User will manually enter 'Reefer Share In' Partner Vessel Allocation Upload
HC Slot Loss By default details will be fetched from CON Move, But If auto fetched figures are not matching with actual then provision is there to edit the record ODC Slot Loss By default details will be fetched from CON Move, But If auto fetched figures are not matching with actual then provision is there to edit the record - Actual Full Teus By default details will be fetched from CON Move, But If auto fetched figures are not matching with actual then provision is there to edit the record Full Weight Empty Teus Empy Weight Teus Refer Weight Total Teus Sum of 'Full Teus' + 'Empty Teus' Total Weight Sum of 'Full Weight' + 'Emtpy Weight' ROB on Full Teus System to auto calculate based on 'Rob On Arrival'+'Loading Actual'-'Discharge Actual' FullWeight Empty Teus Empy Weight Refer Teus Refer Weight Total Teus Sum of 'Full Teus' + 'Empty Teus' Total Weight Sum of 'Full Weight' + 'Empty Weight' Short Total Teus System to auto calculate as per formula given in attached sample file Weight Teus as per Excess WT
% YES _________ Disease Surveillance Staff Profile for ____________ County (at time of visit) # CS or PA Full Name Assigned which payam: Current Location of residence On Working? (Yes/No) Paid up to what Total # of Key Informants Date of last AFP Case Staff met? (Yes/No) Remark 1 2 3 4 5 6 7 8 9 10 CS= County Supervisor; PA= Payam Assistant
PARTNERSHIP INFORMATION SHARING REPORT This form should be used by partner agencies to share information with the Police which has been gathered during the course of their work and may be of interest to the police. It can be used to share information regarding potential criminal offences, conduct or behaviour, including but not limited to; child sexual exploitation, honour based violence and abuse, drug related information etc. The information will be recorded on the Police Intelligence System and used to support the Police and, where appropriate, partner agencies. This form must not be used to share concerns regarding individual children/young people. This information should be shared by using the Safer Referral Form available on www.teescpp.org.uk Date/time of report: DETAILS OF PERSON SUBMITTING Name Post/job title Agency Tel No. Work: Mobile No (if available): Email: Witnessed Incident Yes No SOURCE DETAILS IF NOT REPORTING PERSON These are details of the person who witnessed the incident or supplied the reporting person the information Name; Agency and job title; Address Telephone (if available): Email: Is the source willing to engage with Police? Yes No Would the source of this information be compromised if police acted upon the information provided? Yes No TO BE COMPLETED BY THE REPORTING PERSON SOURCE EVALUATION A. Always reliable B. Mostly reliable C. Sometimes reliable D. Unreliable E. Untested source INFORMATION EVALUATION 1. Known to be true without reservation 2. Known personally to the source but not the person reporting 3. Not known personally to the source but corroborated 4. Cannot be judged 5. Suspected to be INFORMATION
Collaborative Provision Teach Out Proposal Form NB: this form should only be completed once UEC has approved the Termination of the Partnership 1. Programme Overview Name of Programme to be withdrawn [also include combinations] Exit Award(s) School Faculty Date of last Intake Name of Partner Institution Proposal to Withdraw or Suspend If suspension, what is the intended period of suspension Numbers of Students currently enrolled FY Level 4 Level 5 Level 6 Level 7 Level 8 Number of Students currently holding offers 2. Rationale Please provide a summary of the rationale for the termination of the provision from the partner. 3. Teach Out Oversight
"Premises" means the offices particularly described in clause 4 and such other locations owned or controlled by the Firm from time to time and for the time being; "The Partnership Business" means the business referred to in clause 2.1; "Profit" for any Partnership Year means the profit of the Partnership as shown by the Partnership Accounts for that Partnership Year, and "Loss" has a corresponding meaning; * Unless the context otherwise requires, each reference in this Agreement to:- * "Writing", and any cognate expression, includes a reference to any communication effected by facsimile transmission or similar means; * A statute or a provision of a statute is a reference to that statute or provision as amended or re-enacted at the relevant time; * In this Agreement:- * Any reference to the parties includes a reference to their respective personal representatives, heirs, successors in title and permitted assignees; * Any reference to a person includes anybody corporate, unincorporated association, partnership or any other legal entity; * Words importing the singular number include the plural and vice versa; and * Words importing any gender include any other gender. -|- Formation and Name * The Partners hereby to form a Partnership for the purpose of engaging in the [<Insert type of Business>] and conducting all types of business incidental thereto. * The name of the Firm be [<Insert name of Firm>]. -|- Commencement and Duration * The Firm shall begin on the [<Insert start date>]. * Subject to the provisions for retirement, expulsion and dissolution hereinafter contained the Firm shall continue during the joint lives of the Partners and the survivors of them. * If any Partner ceases to be a Partner by reason of his or retirement or expulsion in accordance with the provisions of this Agreement the Firm shall not determine as regards the surviving or continuing Partners. * The Partnership shall continue until terminated at the end of any Partnership Year by a Majority of the Partners giving to all other Partners not less than [<Insert notice period of termination>] written notice of their intention to do so.
Be thorough with costs; list all possible expenses in order to give a true idea of the cost of the event. Possible costs could include: Site Venue Fees Labor Equipment Table/chairs equipment Decorations Flowers Lighting Supplies Promotion Web Design Posters/flyers Media/advertising Printing/copying Postage Catering Food Drinks Gratuities Labor Program Speakers/ Facilitators Travel Lodging & meal Prizes Gifts Plaques/trophies Fees /Honoraria Door Prizes Partnership Application Checklist The completed Partnership Application A complete, tentative MacEwan Conference & Event Centre contract for the event (including any pre-established discounts provided to your group) Please forward your completed application to: Attention: Michael Hedgecock 251 MacEwan Student Centre 2500 University Drive NW Calgary, Alberta T2N 1N4 403-220-2901 Email:
1 – LIST OF PARTNERSHIP APPROACH DATA ITEMS Data Data items SCORE Recorded at the Session Circumstances Age-appropriate development Community participation & networks Education and skills training Employment Family functioning Financial resilience Housing Material wellbeing and basic necessities Mental health, wellbeing and self-care Personal and family safety Physical health Goals Changed behaviours Changed impact of immediate crisis Changed knowledge and access to information Changed skills Empowerment, choice and control to make own decisions Engagement with relevant support services Satisfaction I am better to deal with issues that I sought help with I am satisfied with the services I have received The services listened to me and understood my issues Community Community infrastructure and networks / community knowledge, skills, attitudes and behaviours Organisational knowledge, skills and practices Social cohesion Referral source and reasons Recorded at the Case Referral source Health Agency Community services agency Educational agency Internal agency Employment / job placement agency Centrelink / DHS Other agency Self Family Friends General Medical Practitioner My Aged Care Gateway Linkages Program CoS Program Humanitarian Settlement Program LAC Referral NDIS referral Other party Not stated / inadequately described Reasons for seeking assistance Physical health Mental health, wellbeing and self-care Personal and family safety Age-appropriate development Community participation and networks Family functioning Financial resilience Employment Education and skills training Material wellbeing and basic necessities Housing Extended demographics details Recorded at the Client Homeless indicator Household compostion Highest level of education / qualification Employment status Main source of income Approximate gross income (income whole dollars only) Per (income frequency) Year of first arrival in Australia In month of … Visa type Ancestry Is client a NDIS eligibility
June 15, 9 – 10 ET June 15, 1 – 2 ET June 15, 4:30 – 5:30 ET June 16, 10 – 11 ET June 16, 12 – 1 ET June 19, 12 - 1 ET June 19, 2 – 3 ET June 19, 4 – 5 ET June 20, 10 – 11 ET June 20, 12 – 1 ET June 20, 2 – 3 ET June 20, 4 – 5 ET June 21, 10:30 – 11:30 ET June 21, 12 – 1 ET June 21, 2 – 3 ET June 21, 4 – 5 ET June 22, 9 – 10 ET June 22, 11:30 – 12:30 ET June 22, 2 – 3 ET June 22, 4 – 5 ET Once all conference calls are completed, IAP will notify the selected states in July 2017. Selected states are expected to attend the in-person kick off meeting scheduled for August 2017. We anticipate that there will be funds available to support state travel to the kick-off meeting. Additional information about this program support opportunities can be found on the Medicaid.gov . For questions about this Medicaid IAP opportunity, contact Melanie Brown at , using the subject line “Medicaid-Housing Partnerships.”
Alignment of the reforms and innovation with issues to be addressed Level of stakeholders who report that barriers to change and uptake of reform are identified and addressed Intermediate Outcome 3: Enhanced capacity among government agencies and research institutions to design and conduct qualitative and quantitative policy analysis. Reported change in knowledge, skills and application by GoI and research institutes as result of capacity strengthening by program Alignment of capacity strengthening activities conducted by program with expressed needs of GoI and institutes Stakeholder perceptions of the quality, appropriateness and timeliness of the technical assistance provided Intermediate Outcome 4: Improvements in the quality and availability of data required for poverty analysis and policymaking. Increased frequency, timeliness and accessibility of and labor data. Reported change in knowledge, skills and application by GOI as result of capacity strengthening by program Alignment of capacity strengthening activities conducted by program with expressed of GoI and institutes Evaluation plan 2: Key evaluation questions and data methods Key evaluation questions Second level questions Data methods What we will explore To what extent is the AusAID funding enabling the program to meet its objectives? Have the interventions and instruments produced the desired effects? Could other interventions achieve better results? Document reviews, including: design documents; scale up proposal; peer reviews of scale up proposal; results framework; monitoring and evaluation framework; baseline report; progress reports; workplans; and standard operating procedures A rapid clarification of the program’s theory of change to check for alignment of activities and direction with intended goals (as part of workshop with program staff) Evaluation of a small sample of briefing papers (3-4) Brief analysis of where work of the program is being published A citation analysis User ‘surveys’ (as part of interviews) of perceptions and reactions to the program’s products and services A modified episode study by ‘tracking back’ (as part of interviews and reviewing documents) of a small sample of policy changes suggested by stakeholders as having been influenced by the work of the Knowledge-Based Poverty Reduction program Individual and group interviews The desired effects. The underlying theory of change. The underlying assumptions The mix of intervention and activities. The activities that have been undertaken. How these are determined and why. Progress to date. Enablers. Barriers to achievement. Satisfied of direct indirect program beneficiaries with the results (expected and unexpected) Reach of program Who research is done for, purpose, usefulness The policy initiatives the research has supported. The uptake and outcomes
PROJECT FORM Project Title: Claim No. PF number Total Project Costs (from application) £ Total match-funding (from application) £ Total in-kind contributions (from application) £ Total grant offer & % intervention from Partnership Fund (from application) £ ( %) Project Details Claim Details Approved activities / works Invoice Refs (copies attached) Costs incurred VAT (if being claimed) costs for this claim £ £ Match-funding (this claim) £ In-kind contributions (this claim) £ Claim to Partnership Fund £ Signature & Date:
Project (PF ): Date: Funded Activities Progress (Not started/ In progress/ Completed) Description / Comments (for interim reports please provide a brief description of progress. For Final reports please indicate actions completed and measures of success – if you have a separate project report feel free to indicate work is completed & to refer us to that document) Please reference any supporting evidence (photos, press cuttings, detailed report etc.) and whether attached or sent to ENPA Any project changes / issues to highlight Is the project on track to meet the completion date? (ignore if project completed) Yes / No If No above please indicate any revised deadlines Signature:
NATIONAL PARK PARTNERSHIP FUND Grants Application Form To be used by applicants seeking up to £2500 Office use only PF - It is recommended that this form should only be completed on the advice of staff within Exmoor National Park Authority’s Sustainability and Economy team. Please use the ‘Guidance Notes for applicants – completing and submitting a small grants application’ when completing this form. Should you require further advice please contact the Funding Officer on 01398 322237. A – PROJECT SUMMARY Project title Brief project aim do you hope your project will achieve? Project location Project duration From: To: B – YOUR DETAILS B1 – Contact details Name of Applicant Name of Organisation Contact Address Phone no. Email Website B2 - Type of applicant (please mark all boxes that apply) Voluntary organisation or community group Registered charity (Please provide charity no.) Private company Public Sector Private individual (please specify below) B3 - Please briefly describe the aims of your organisation (N/A for individual applicants): C – PROJECT DETAILS what
Partner Head of HE/Centre Director Program Managers Head of Quality University Head(s) of School Academic Partnership Manager (Chair) Link tutors Invited members AGC SELE Off-Campus Division (University) Head, Off-Campus Division Nominated partner staff Document request The following documents will be requested from those identified in the table as papers for the meeting. Document request to be circulated three weeks to the meeting (and will be loaded onto the Quality Portal (QP) by UoB staff – with any updates collected on the day of the meeting) In brackets, and emboldened indicates the member of staff to supply the data/document. Meeting 1 Sept/Oct Meeting 2 Feb/March Meeting 3 June Documents to be reviewed at meeting (Agenda item 4) and uploaded onto QP Programme Survey Data (e.g. NSS data, UPSS) (APM) Latest SSLC minutes (Partner) Latest SSLC minutes (Partner) EE report(s) and responses (Link tutors/programme leaders) Enrolment data (Partner) Enrolment data (Partner) Latest SSLC minutes (Partner) Retention data (APM or link Retention data (APM or link tutor) Enrolment data (Partner) Attainment data (APM or link tutor) Attainment data (APM or link tutor) Retention data (APM or link tutor) Programme (Link tutors) PQEP (Link tutor) Attainment data (APM or link tutor) PQEP items (Link tutor) Draft programme plans (Link tutors)
PQEP items (Link tutors) Documents requested for QP upload only Programme handbooks (Partner staff) Link tutor report (after meeting) Link tutor report (after meeting) Link tutor report (after meeting) Documents to be returned to the meeting secretary in time for the meeting and upload onto QUALITY PORTAL.
Why the proposed project is significant and will be of benefit to ACI and / or the NSW Health System How the design, aims, methods and / or collaborative processes are novel and innovative How the project will be translated into improved clinical practice and policy 8. What are the expected start and completion dates for the proposed project? 9. What is the estimated total budget for the proposed project? 10. Please list the main budget items, including a rationale for inclusion? 11. What funding has been secured or is being sought for the project? Include if relevant any requests being made of ACI for financial support of the proposed project Source of funds / grant type Amount Status of funding Indicate one option per line Confirmed Under negotiation Still to be sought □ □ □
Creating effective partnerships to deliver public services Improving partnership working - discussion session two Factors which influence partnership effectiveness The transparent and equitable distribution of power within partnerships is arguably the most important factor shaping partnership effectiveness. Research has identified a range of systemic barriers to the equitable distribution of power, including the dominance of local and central government within many partnerships. These factors in turn shape the links between strategic and operational levels of partnerships and the engagement of third sector organisations. Talking points How are power differentials experienced in your partnership? What are the processes by which the power of different partners is shared or reinforced? What can be done to ensure that all partners have a voice in decision making and ownership of the outputs and outcomes of the partnership? How is the effectiveness of your partnership shaped by the context within which it operates? (E.g. relationships between partners, funding arrangements, statutory responsibilities, demography and environmental issues. Improving partnership working Successful approaches to partnership improvement engage with complexity, support staff to reflect critically on policies and practice and develop enhanced understanding. Learning with peers from different partner organisations supports staff to develop understanding of the cultures and contributions of different partners and increases their confidence in working across agencies. Talking Points How does your partnership currently support staff to develop the skills to work and lead in partnership? How could you use the evidence from the review to help you improve your partnership?
Training and qualifications A minimum of four years fundraising experience at a middle or senior level ideally gained in corporate partnerships, major gifts, events or similar fundraising or business development role. Educated to degree level (or equivalent). Post graduate training and qualifications relevant to the post. record of securing six figure partnerships or major gifts Membership of Institute of Fundraising CV, references and certificates Experience Proven track record of cultivating and winning new corporate partnerships and influential relationships with a value of £100k+. Evidence of building a personal pipeline of high partnerships including success in making cold approaches. Demonstrable evidence of personal impact on the growth of this income. Evidence of a high level of ability to meet targets and work to deadlines in a environment while managing multiple relationships and activities one time. Proven creativity and ability to devise and develop innovative partnerships with successful staff and customer fundraising activities. Demonstrable willingness and confidence to adapt to challenges and changes whilst keeping income and activity on track. Major Donor, Community, Corporate and Events Fundraising Digital fundraising Brand partnership creation and experience of commercial partnership working Experience of compiling and negotiating Partnership Agreements Experience of account managing and delivering complex partnerships CV interview and references Knowledge and Skills Excellent influencing, sales and networking skills – with good communication and listening abilities. Budget & target planning. Strong creative and commercial acumen. Proven team player and contributor. Proven strategic planning skills. A with strong team-working skills. Strong organisational skills with the ability to remain focused within a dynamic environment. Experience with databases Proven leadership skills. Thorough knowledge of Fundraising Regulation pertaining to Corporate Partnerships Legal knowledge relating to Partnership Agreements CV, references, interview and selection procedure exercises paced
Scoring Matrix for Health Workforce Classification Framework Rating Service Need Public Profile Supply Operational flexibility Operational Capacity 1 Service is stable and there are no anticipated major changes to service delivery or demand in the short term No current issue of public confidence or political/policy factors. No distribution or supply issues No current workforce flexibility issues No significant recruitment and retention issues 2 Some instances of demand pressure on service but stable overall Some Public confidence issues/policy issues appearing which may impact on the workforce Some Distribution issues emerging and wider issues with supply Some Sector requirements to begin looking at alternative models of care and roles for this workforce Some recruitment and retention issues are occurring 3 Service demand progressively increasing impacting on service level or peak demand periods increasing Public confidence/political context/policy change is directly impacting on the workforce Distribution and supply issues increasingly impacting on wider system. Issues with overall size of workforce available. Emerging requirements for more flexible workforce options Generalised recruitment and retention issues for specialised skills. Operational environment is affected by potential lack of this workforce due to higher of workforce specialisation required 4 Service operating at full capacity Peaks in service demand driving instability in service delivery. Public/political confidence in services is being actively impacted by absence of the workforce/or disruption to availability Significant distribution and or supply issues currently occurring, problems with small size of available workforce. Requirements for flexible workforce options, but very limited/no available substitute workforce that can perform the critical function of this workforce Significant recruitment and retention issues for specialised skills. Issues with gaining appropriately skilled individuals Score Health Workforce Classification Table 5-8 Stable Occupation WATCHING BRIEF 9-13 Transitional Occupation SOME INTERVENTION RECOMMENDED 14-17 Transitional/ Occupation Pressure INTERVENTION REQUIRED 18-20 Occupation Under Pressure INTERVENTION IMPERATIVE Aileone & Rimmer 2011
Good operational and theoretical knowledge of Sheep and Cattle management in the Uplands /Black Mountains Area Use of sheep Dogs and shepherding skills in Upland Areas (preferable to own dogs for work) Application Form and Interview Application Form and Interview An awareness of conservation and recreation issues Application Form & Interview Ability to communicate effectively and maintain records Application Form & Interview Self-motivation skills and the ability to work effectively in a team Application Form & Interview Numeracy skills to be able to calculate sizes for jobs Application Form & Interview & Test Current driving licence Application Form & of licence Good physical fitness Current Shotgun and Firearms Cert Ability to read and use maps Be prepared to work unsociable works Application Form & Interview Application Form & Sight of licence Application Form & Interview Application Form & Interview Desirable Method of Assessment 5 years relevant work experience in upland /countryside grazing and management Application Form & Interview Heather and ground nesting bird conservation and enhancement Application Form & Interview Chainsaw qualification Application Form & Interview Aid certificate Application Form & Interview Plant operating certificate Application Form & Interview Good knowledge and understanding of health and safety practices Application Form & Interview Basic knowledge and understanding of agriculture, sheep and cattle Application Form & Interview Use of basic MS Word/Excel software Application Form & Interview
Refinancing All refinancing consent requests are to be managed by DTF, in conjunction with the procuring agency. To the extent a refinancing results in a gain, the share in a PPP refinancing gain will be returned to the Consolidated Fund either as a lump sum or through a reduction to the ongoing quarterly service payments, and the procuring agency’s financial estimates adjusted accordingly. Additional guidance material Code of Conduct for Victorian Public Sector Employees for-employees/ Gateway Evaluation/Understanding-investment-planning- and-review/What-is-the-Gateway-review-process High high risk projects Evaluation/High-Value-High-risk Investment Lifecycle Guidelines Evaluation/Understanding-investment-planning- and-review/What-are-the-investment-lifecycle- Major Projects Skills Guarantee overview/strategies-and-initiatives/major- projects-skills-guarantee Market-led Proposals Guideline Delivery-publications/Market-led-Proposals- Guideline/Market-led-Proposals-Guideline National PPP Policy and Guidelines Partnerships Victoria Victorian Government Architect Victorian Government Purchasing Board Victorian Government Tenders
Partnerships Victoria Requirements November 2016 Version control Last Updated Updated sections Rationale 1 February 2009 Original publication 2 January 2010 Section 12 and Annexure 6 Public Sector Comparator (PSC) Requirements. The new requirement is for procuring agencies to conduct an internal quality assurance review PSC workshop. The workshop objective is to reduce the risk of error or inaccuracy by cross-checking the PSC outputs against the inputs and assumptions, prior to release of the request for proposal. Annexure 3 A change made to the related to Discount Rate Inputs. 3 May 2013 Material revisions throughout document Updates made to reflect reforms to the public private partnerships model introduced following industry and practitioner consultation. 4 November 2016 Material revisions throughout document Updates made to reflect best practice. Reforms will make it easier for private parties to participate and will improve project outcomes. The Secretary Department of Treasury and Finance 1 Treasury Place Melbourne, Victoria, 3002 Australia Tel: +61 3 9651 5111 Fax: +61 3 9651 2062 Website: www.partnerships.vic.gov.au Authorised by the Victorian Government 1 Treasury Place, Melbourne, 3002 Printed by Doculink, Port Melbourne © State of Victoria 2016 (Department of Treasury and Finance) You are free to re-use this work under a Creative Commons Attribution 4.0 licence, provided you credit the State of Victoria (Department of Treasury and Finance) as author, indicate if changes were made and comply with the other licence terms. The licence does not apply to any branding, including Government logos. Copyright queries may be directed to IPpolicy@dtf.vic.gov.au. ISBN 978-1-925551-03-7 (print) ISBN 978-1-925551-04-4 (online) Published November 2016 This document is also available in PDF and MS Word format at www.partnerships.vic.gov.au.