zilongwang/ReadingBank huggingface dataset:
Booster Meeting Agenda August 23, 2018 Call to Order: 6:17pm Meeting End: 8:01pm Attendees: Don, Selena, Anna, Sara, Donna, Chris, Tina, Coach Knowles, Maggie CPI Sponsors: Tina reached out to Vans Coach Knowles met with Snails Pace; to provide bibs, t-shirts, fencing, shoes Sara/Coach Knowles continue to build relationship with Nike Don is speaking with ooho re water bottles Kinetic tape Snails Pace / Finish Line No arch this year from Snails Pace Don will call Finished Results for an arch Don will research finish line steel frames Don will buy white flags Volunteers Stacey Ferris – Volunteer Coordinator Selena – Needs to talk to the vendor coordinator Donna – Snack Bar Anna – T-shirts Need nurses Coach Knowles pick up from Rainbow FVHS XCTF Website Upload SC 2018/2019 schedule Update Booster contact list Motion: Support Bivens 5/20 Rule for 2018 CPI *Bivens 5/20 Rule: divide proceeds from CPI in to 5 categories, each category gets 20% of profit. Categories (1) Boys XC (2) Girls XC (3) Boys TF (4) Girls TF (5) CPI fund. 2nd Motion: Donna Motion passed (5) with (1) abstention
FVHS JV ROSTER J. Chandler A. Cohoon H. Dabrowski G. Dolan C. Elaya E. Guevara E. Jones K. Junkin H. Mason A. Mudgula A. Riley M. Roach J. Rocha A. Smyers T. Stevens D. Swann M. Tavira H. Thompson N. Villanueva B. Zhang FVHS MEN’S VARSITY ROSTER E. Abshure J. Amey T. Anderson L. Baier B. Blanchard M. Carlin C. Chapman A. Escamilla A. Goble A. Hevener N. Laprad J. Leder E. McAlonen K. Morrison A. Naylor A. Payne E. Perales J. Ramos C. Sasa W. Scheidt W. Schneider L. Taylor
CONSTITUTION Of Forth Valley Men’s Shed CONTENTS GENERAL Type of organization, Scottish principal office, name, purposes, powers, liability, general structure Clauses 1 - 10 MEMBERS Qualifications for membership, application, subscription, register of members, withdrawal, transfer, expulsion Clauses 11 - 25 DECISION-MAKING BY THE MEMBERS Members’ meetings, power to request members’ meeting, notice, procedure at members’ meetings, voting at members’ meetings, written resolutions, minutes Clauses 26 - 52 BOARD (CHARITY TRUSTEES) Number, eligibility, election, retrial, termination of office, register of charity trustees, office bearers, powers, general duties, code of conduct Clauses 53 - 80 DECISION-MAKING BY THE CHARITY TRUSTEES Notice, procedure at board meetings, minutes Clauses 81 - 96 ADMINISTRATION Sub-committees, operation of accounts, accounting records and annual accounts Clauses 97 - 105 MISCELLANEOUS Winding up, alterations to the constitution, interpretation Clauses 106 - 111 GENERAL registration,
UPC_A EAN_8 EAN_13 CODE_128 CODE_39 CODE_93 CODABAR ITF RSS14 PDF417 RSS_EXPANDED iOS QR_CODE DATA_MATRIX UPC_E UPC_A EAN_8 EAN_13 CODE_128 CODE_39 ITF Feature and Enhancement Requests FVSMobile 1.6.0.0 is in Evaluation Status. If you have questions, comments or feature requests please send them to subject: FVSMobile
Below the daily summary is the current track activity, It displays the last known activity on the track. If a string has been built on the track it will show it’s loading status, if there is no pending string, it will show the last departed string’s information. Damage Prevention Vehicle Inspection Search To view a vehicle’s inspections from DP (Damage Prevention) select Damage Prevention from the root menu and then click the magnifying glass icon on the top right menu bar. Transit History Vehicle Possessor Information combined with our FVSCMS Supply Chain information for drive away events and non-inspection loads. CSX21 Report VASCOR Sign-Off VASCOR CSX21 Report Signoff can be managed through the FVSMobile app, from the damage prevention menu, the option for CSX21 Pending VASCOR Sign-Off shows the user the report of items that are pending supervisor sign off. Clicking into the report, the user can manage the report, view images associated, email the report to other FVS Users and also approve/reject the report. Inspection Exceptions (PDT Rejects) For locations assigned to the user account, the summary details the number of exceptions for each location. Clicking on the name will detail what the error list is, and further breakdown allows the user to reprocess, edit or delete the inspection (with correct security privileges).
Home Country: Program: Special Award Name: Category of Grant: Lecture Research Research/Lecture Title: Gender: Family Name/Surname: Given Name: Country of Citizenship: Country of Permanent Residence: Do you have or are you applying for US permanent residency (ie: green card) or are you a US Citizen? Yes No Date of Birth: Place of Birth (City/Country): US Social Security Number: Current Position: Start Date: Department Name: Institution Name: Check here if you are an independent of unaffiliated scholar (please enter your residence address below) Address: Work Email: Phone: Academic credentials (Degrees: list three highest degrees): Name of Institution City, State/Province, Country Website Discipline, Diploma, Date Received Most significant professional accomplishments, honors, and awards and up to three significant publications: Previous Fulbright Grants: Yes No If yes, list most recent first and include the year and visa category:
Functional mobility Personal device care Personal hygiene and grooming Sexual activity Rest and Sleep Rest Sleep preparation Sleep participation Financial management Health management and maintenance Home establishment and management Meal preparation and clean up Religious / spiritual activities and expression Safety and emergency maintenance Shopping Work Employment interests and pursuits Employment seeking and acquisition Job performance Retirement preparation and adjustment Volunteer exploration Volunteer participation Play Leisure Social Participation Play exploration Play participation Leisure exploration Leisure participation Community Family Peer/friend Activities: Designed and selected to support the development of skills, performance patterns, roles, habits, and routines that enhance occupational engagement Practicing an activity Simulation of activity Role play Examples: Preparatory Methods and Tasks: Methods, adaptations and techniques that prepare the client for occupational performance Preparatory tasks Exercises Physical agent modalities Splinting Assistive technology Wheelchair mobility Examples: Education: describe Training: describe Advocacy: describe Group Interventions: describe Method of Intervention Direct Services/Caseload for OT One-to-one: Small group(s): Large group: Discharge/Outcomes of Clients (% clients) Home Another medical facility Home health Outcomes of Intervention Occupational performance improvement and/or enhancement Health and Wellness Prevention Quality of life Role competence Participation OT Intervention Approaches Create, promote health/habits Establish, restore, remediate Maintain Modify, facilitate compensation, adaptation Prevent disability Theory/Frames of Reference/Models of Practice Acquisitional Biomechanical Cognitive/Behavioral Coping Developmental Ecology of Human Performance Model of Human Occupation (MOHO) Occupational Adaptation Occupational Performance Person-Environment-Occupation (PEO) Person-Environment-Occupational Performance (PEOP) Psychosocial Rehabilitation frames of reference Sensory Integration Other (please list): Please list the most common screenings and evaluations used in your setting: Identify safety precautions important at your FW site Medications Postsurgical (list procedures) Contact guard for ambulation Fall risk Other (describe): Swallowing/choking risks Behavioral system/ privilege level (locked areas, grounds) Sharps count 1 to 1 safety/suicide precautions Performance skills, patterns, contexts and client factors addressed in this setting (check all that apply): ACOTE Standard C. 1.12
FW II month/ day/ year Site Information city / state / type of facility (LTAC, o/p peds, etc) FW client age range, diagnosis, OT evaluations and tx techniques MOTS FW II Email Date: month, day , year (Press “Enter” 1 time) Inside Address (person to whom the letter is addressed) First and last name, followed by … PhD, LOTR, OTD, CHT, Sequence properly … highest academic degree first. Look in FW files or on the internet to help you find the most current information. Name of Facility (spell out) Street Address City, State, Zip Code (Press “Enter” 1 time) Body: Paragraph I: Introduction This letter is to confirm my FW II experience from ____, ____ (months, dates and year)
V. INTERVENTION ___Articulates a clear and logical rationale for intervention process. ___Chooses therapeutic occupations, exercises, and activities that motivate and challenge clients to facilitate meeting established goals. ACOTE B.5.3 ___Able to modify task, approach, occupations, and environment to maximize client performance. ACOTE B.2.7 ___ Demonstrates ability to engage client in occupation-based therapeutic activities. VI.MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES ___Demonstrates through practice or discussion ability to assign appropriate responsibilities to the occupational therapy assistant and occupational therapy aide. ___Demonstrates through practice or discussion ability to actively collaborate with OTA and other professionals. ACOTE B.5.25 ___ Collaborates with team throughout the OT process. FW Educator PLEASE CIRCLE OVERALL RECOMMENDED GRADE: PASS FAIL MOTS Strengths MOTS Areas for Improvement Signature’s
FW II month/ day/ year Site Information city / state / type of facility (LTAC, o/p peds, etc) FW client age range, diagnosis, OT evaluations and tx techniques MOTS FW II Email Date: month, day , year (Press “Enter” 1 time) Inside Address (person to whom the letter is addressed) First and last name, followed by … PhD, LOTR, OTD, CHT, Sequence properly … highest academic degree first. Look in FW files or on the internet to help you find the most current information. Name of Facility (spell out) Street Address
Authorities are looking for the impact on the receiving waters of the discharge. The distance stated may be shorter or longer depending upon aspects such as; Flow characteristics of receiving water Flow characteristics of discharge Mixing zones Case study To work effectively with this unit, you will need to work with a case study. This could be something that you are involved with at work, or you can use the TAFE program (mentioned above). Either way, you will need to gain first hand practical experience with sampling and testing of surface water samples. Assessment Task After reading the theory above, answer the questions below. Note that; Marks are allocated to each question. Keep answers to short paragraphs only, no essays. Make sure you have access to the references (last page) If a question is not referenced, use the supplied notes for answers Answer the following questions What is a water quality monitoring program? 2 mk List the five main objectives of a monitoring program. 1 mk What is the key objective of sampling? 1 mk
Ability to manage own clinical work autonomously, but with supervision. variety of different professionals. Experience of working with adults with a forensic history. Qualifications/ Training First Level registered Nurse; RNMH/RNLD/RMN. Evidence of continuing practice development in area of specialty. First level registered nurse: RNMH or RNLD. Post qualification study/training in area of specialty. Application Form Qualification Certificates Interview Knowledge In the areas of: Assessment, delivery and evaluation of safe, effective and person centred care to those with a learning disability Policies, procedures, health and safety. Medication administration Risk Management Mental Health Act Leadership skills and qualities Communication barriers and effective solutions. Familiarity with relevant NHS policies and clinical guidelines. Familiarity with Risk Assessment and Risk Management for adults with a learning disability. Familiarity of the Good Lives Formulation Model. Application Form Interview
Skills Experience in a range of therapeutic and clinical approaches relevant to working with people with a learning disability. Ability to promote positive working practices. Capacity to communicate with a wide variety of groups and individuals. Effective organisational skills. High level skills. Demonstrate ability to creatively use resources. IT competence. The ability to prioritise and manage own clinical workload. Supporting, teaching or training other staff or client groups. Conflict resolution. Interview Aptitude Demonstrate high levels emotional intelligence. Ability to work on own initiative and as part of a team. Ability to participate in service developments and evaluations. Effective time management skills. Ability to challenge thinking and current nursing practice, utilising an approach. Utilise reflection as a means of developing Ability to interpret a range of clinical behaviours and situations providing and evaluating solutions . Interview
RECRUITMENT AND SELECTION STANDARDS PERSON SPECIFICATION FORM Post Title/Grade: Staff Nurse Band 5 Department/Ward: Fife Wide Inpatient Services Directorate Mental Health Date: April 2015 ESSENTIAL DESIRABLE MEASURE Experience Experience of working in mental health Application form Qualifications/ Training RN3 / RN4 Degree/working towards it Evidence of continuous professional development Moving and handling Management of aggression/violence Application form + Interview Knowledge Ability to demonstrate an understanding of current nursing issues and developments Knowledge of various specialties Application form + Interview Skills A level of English language competency and communication skills to perform this role safely and effectively Good oral and written communication skills Effective listening and interpersonal skills Demonstrate caring and compassionate skills Experience in nursing procedures/techniques Application form + Interview Aptitude Able to cope with stressful situations Adaptable to working in different environment and situations Interview
County of Santa Cruz Fish and Game Advisory Commission GRANT APPLICATION GRANT CONTACT INFORMATION This information will not be posted on-line as part of the public notification process. Application Date _________ Name of organization or individual submitting the proposal Contact Person – Name, address, phone and email Fund Recipient: Name on the check and mailing address: Have you received a grant from the Fish and Game Advisory Commission previously? If you receive grant funding as a first-time applicant, the fund recipient will be required to register as a vendor with the County of Santa Cruz and to submit a W-9. If you have received grant funding previously, you will need to either confirm that the name and address of the fund recipient is the same or you will need to resubmit a new W-9. NOTE: If your request is approved for funding, you will be required to report back to the Commission with a ½ - 1 page summary of the project, including how the funds were expended and the success of the project. If the grantee submits a new request for funding, a progress or completion report must be submitted by November 15th of that year. If the grantee does not plan to request other funding, a progress or completion report must be completed within a year of receiving the funds. County of Santa Cruz Fish and Game Advisory Commission GRANT APPLICATION 2015 Project name
Australia’s Multicultural Access and Equity Policy: Respecting diversity. Improving responsiveness obliges Australian government agencies to ensure that cultural and linguistic diversity is not a barrier for people engaging with government and accessing services to which they are entitled, for example, by providing access to language services where appropriate. Grant applicants should consider whether services, projects, activities or events may require the use of professional translating or interpreting services in order to communicate with non-English speakers. If your Application Form states that a budget is required, costs for translating and interpreting services should be included in your application. Assessment The Assessment Team may be comprised of Department of Social Services (DSS) officers from each state/territory and national offices. Teams will undertake training to ensure consistent assessment for all applications received. The Assessment Team will be bound by the APS Code of Conduct and the Department’s Chief Executive Instructions. Probity The selection of funding recipients for the Activity must be fair, open and demonstrate the highest level of integrity, consistent with the public interest. The following probity principles will be applied through all stages of the selection process. fairness and impartiality consistency, accountability and transparency of process security and confidentiality of information identification and resolution of conflicts of interest, and compliance with legislative obligations and government policy. These principles are intended to achieve an equitable, justifiable and sound process. Adherence to the probity principles means that everyone involved with the selection process will act: impartially, and with integrity, including avoiding actual or perceived conflicts of interest. A Probity Advisor has been appointed for the Activity. The role of the Probity Adviser is to assist DSS meet its probity obligations in relation to the Activity by ensuring that the selection processes are defensible and will withstand external and internal scrutiny. The role of the Probity Adviser is to independently monitor procedural aspects of the selection process to ensure compliance with the published relevant Programme Guidelines Overview and to advise DSS in relation to such matters. The Probity Adviser plays no part in the assessment of applications. Programme Guidelines Overview The Programme Guidelines Overview provide the key starting point for parties considering whether to participate in the Activity and form the basis for the business relationship between the Department and the funding recipient. Applicants are strongly advised to read the Programme Guidelines Overview prior to completing an Application Form. The Programme Guideline suite comprises of the following documents: FWC Programme Guidelines Overview Funding Round Summary Application Form
Play exploration Play participation Leisure exploration Leisure participation Community Family Peer/friend Purposeful Activity- therapeutic context leading to occupation, practice in preparation for natural context Practicing an activity Simulation of activity Role Play Examples: Preparatory Methods- preparation for purposeful & occupation-based activity Sensory-Stimulation Physical agent modalities Splinting Exercise Examples: Therapeutic Use-of-Self- describe Consultation Process- describe Education Process- describe Method of Intervention Direct Services/case load for OT One-to-one: Small group(s): Large group: Discharge Outcomes of clients (% clients) Home Another medical facility Home Health Outcomes of Intervention * Occupational performance- improve &/ or enhance Client Satisfaction Role Competence Adaptation Health & Wellness Prevention Quality of Life OT Intervention Approaches Create, promote (health promotion) Establish, restore, remediation Maintain Modify, compensation, adaptation Prevent, disability prevention Theory/ Frames of Reference/ Models of Practice Acquisitional Biomechanical Cognitive- Behavioral Coping Developmental Ecology of Human Performance Model of Human Occupation (MOHO) Occupational Adaptation Occupational Performance Model Person/ Environment/ Occupation (P-E-O) Person-Environment-Occupational Performance Psychosocial Rehabilitation frames of reference Sensory Integration Other (please list): Please list most common screenings and evaluations used in your setting: Identify safety precautions important at your FW site Medications Post-surgical (list procedures) Contact guard for ambulation Fall risk Other (describe): Swallowing/ choking risks Behavioral system/ privilege level (locked areas, grounds) Sharps count 1:1 safety/ suicide precautions Please list how students should prepare for a FW II placement such as doing readings, learn specific evaluations and interventions used in your setting: Target caseload/ productivity for fieldwork students: Documentation: Frequency/ Format (briefly describe) : Productivity % per 40 hour work week: Caseload expectation at end of FW: Productivity % per 8 hour day: # Groups per day expectation at end of FW: Hand-written documentation: Computerized Medical Records: Time frame requirements to complete documentation: Administrative/ Management duties or responsibilities of the OT/ OTA student: Student Assignments. Students will be expected to successfully complete:
Activities of Daily Living (ADL) Instrumental Activities of Daily Living (IADL) Education Bathing/showering Bowel and bladder mgmt Dressing Eating Feeding Functional mobility Personal device care Personal hygiene & grooming Sexual activity Sleep/rest Toilet hygiene Care of others/pets Child rearing Communication device use Community mobility Financial management Health management & maintenance Home establishment & management Meal preparation & clean up Safety procedures & emergency responses Shopping Formal education participation Exploration of informal personal education needs or interests Informal personal education participation Work Employment interests & pursuits Employment seeking and acquisition Job performance Retirement preparation & adjustment Volunteer exploration / participation Play Leisure Social Participation Play exploration Play participation Leisure exploration Leisure participation Community Family Peer/friend Purposeful Activity- therapeutic context leading to occupation, practice in preparation for natural context Practicing an activity Simulation of activity Role Play Examples: Preparatory Methods- preparation for purposeful & occupation-based activity Sensory-Stimulation Physical agent modalities Splinting Exercise Examples: Therapeutic Use-of-Self- describe Consultation Process- describe Education Process- describe Method of Intervention Direct Services/case load for OT One-to-one: Small group(s): Large group: Discharge Outcomes of clients (% clients) Home Another medical facility Home Health Outcomes of Intervention Occupational performance- improve &/ or enhance Client Satisfaction Role Competence Adaptation Health & Wellness Prevention Quality of Life OT Intervention Approaches Create, promote (health promotion) Establish, restore, remediation Maintain Modify, compensation, adaptation Prevent, disability prevention Theory/ Frames of Reference/ Models of Practice Acquisitional Biomechanical Cognitive- Behavioral Coping Developmental Ecology of Human Performance Model of Human Occupation (MOHO) Occupational Adaptation Occupational Performance Model Person/ Environment/ Occupation (P-E-O) Person-Environment-Occupational Performance Psychosocial Rehabilitation frames of reference Sensory Integration Other (please list): Please list most common screenings and evaluations used in your setting: Identify safety precautions important at your FW site Medications Post-surgical (list procedures) Contact guard for ambulation Fall risk Other (describe): Swallowing/ choking risks Behavioral system/ privilege level (locked areas, grounds) Sharps count 1:1 safety/ suicide precautions Please list how students should prepare for a FW II placement such as doing readings, learn specific evaluations and interventions used in your setting: Target caseload/ productivity for fieldwork students: Documentation: Frequency/ Format (briefly describe) :
FLEXIBLE WORKFORCE DEVELOPMENT FUND (FWDF) APPLICATION FORM company eligibility information (ALL FIELDS ARE MANDATORY) Name of employer Company registration number Number of employees Company O (please tick) Registered Charity O Operate across Scotland? *Please circle YES/NO* Operate across more than one college region? *Please circle YES/NO* Address Company website Postcode Telephone number Contact person Email address COMPANY LEGAL STATUS (select one option only) O Private Limited Company O Public Limited Company O Partnership O Other (please specify): Demonstrate proof of levy contribution Documentation used as proof of eligibility, supplemented with a signed copy BUSINESS SKILLS GAP AND TRAINING Do you have a current skills gap analysis? O Yes O No Does your organisation require a skills gap analysis? O Yes O No If yes, what needs have been identified?
necessary to complete a specific research project. Program website: Smithsonian Fellowships Year-round Various fellowships available at Smithsonian facilities and locations. Program website: Bat Conservation International Student Research Scholarship April Up to $5,000 available to students whose research will contribute new knowledge essential to conserving bats. Only projects that show direct conservation relevance and that documents roosting and feeding habitat requirements of bats, their ecological and economic roles, or their conservation needs will be considered for funding. Program website: Amphibian Conservation Alliance Seed Grants Rolling Ranging from USD $500-$1,000 to help kick start projects or allow teams to try new innovative approaches to address conservation, research and educational challenges. Program website: Rotary International Scholarships Year-round From scholarships to a local music camp to full graduate fellowships, Rotary offers many ways to support your education. Many local Rotary clubs provide academic scholarships for undergraduate, graduate, and even international study to students in their area. Program website: Novus Biologicals Scholarship Program July, December The Novus Biologicals Scholarship Program is awarded to students pursuing a degree in a science field twice a year. A $1500 (or international currency equivalent) scholarship will be awarded to one student for the fall and spring semesters. Program website: Udall Undergraduate Scholarship March The Udall Foundation awards scholarships to college sophomores and juniors for leadership, public service, and commitment to issues related to American Indian nations or to the environment. Key requirements: be nominated by a faculty, be of American Indian descent. Program website:
Say: Today we’ll hear about a friend of Jesus named Philip. This friend knew he needed to LISTEN TO GOD. And when God told him to talk to an Ethiopian man, he did. We’ll learn from Philip that listening to God is one of the best things we can ever do. KEY VERSE ACTIVITY How God Teaches Us What You’ll Do Have children form a circle and sit down. Open your Bible to John 14:26, and show children the words. Tell kids the Bible is God’s special book. Say: Our Key Verse from the Bible says, “But the Counselor, the Holy Spirit, whom the Father will send in my name, will teach you all things and will remind you of everything I have said to you” (John 14:26). This means that the Holy Spirit will teach you. Let’s say our Key Verse together. Lead children in saying the adapted Key Verse with you: The Holy Spirit will teach you (John 14:26). Say: Let’s listen to each other to help us learn what it means to listen to the Holy Spirit. Group the children into pairs, and have the pairs line up at one end of the room. Have one partner in each pair close his or her eyes. Then have the sighted partner gently hold the arm of the non-seeing partner. When you say “go,” have the sighted partner slowly lead the other child around tables and chairs and across the room. Have the partners switch roles and play the game again. Say: Just as you trusted your friend to lead you around the room even though you couldn’t see him or her, we can listen to God and trust him even though we can’t see him like we see people in the room. The Holy Spirit teaches us by leading us as we listen to him. Let’s say our Key Verse once more. Lead children in saying the adapted Key Verse with you: The Holy Spirit will teach you (John 14:26). Talk With Kids Lead children in this discussion. Ask: • What was it like to be led by your partner? • What are some ways you know God can lead you? • What will you do to listen to the Holy Spirit this week? How God Teaches Us Supplies Bible
We are calling for your commitment and support in developing the most cost-effective integrated way to deliver a holistic family-centred services aiming to improve health and wellbeing of the Island’s residents and to reduce the medium- and long-term costs to the NHS and the Council’s Social Care services for all age groups. Let’s work together to: develop effective co-production and joint commissioning for all lifestyle services within the system; promote the development of the Family Wellbeing Platform (FWP) amongst your staff, clients and partners; encourage your staff to engage with the FWP workforce development programme and start delivering services in a new way to use every opportunity to improve health and wellbeing of the Island’s residents; Encourage your staff to become the FWP ambassadors, to influence the change of family behaviour and embed “healthy lifestyle norms” within local communities; focus on innovation, integration and high cost effectiveness/high Return on Investment (ROI) of all interventions across the system. For all matters relating to the Family Wellbeing Platform please contact: Zoryna O'Donnell, Head of Systems Transformation (Public Health) Tel: (01983) 821000 Ext 6178 E-mail:
Interact with others use modes of communication suitable to purpose to confirm and clarify understanding communicate and report operational and safety information to personnel Get the work done recognise and respond to routine problems plan and organise own work activities and resources Unit Mapping Information Code and title current version Code and title previous version Comments Equivalence status FWPHAR3229 Operate single grip harvester FWPHAR3214 Operate a single grip harvester Significant changes to reflect industry requirements for a safe appropriate and efficient operation, including value recovery and product quality. A new element and new PCs were added, most PCs were edited and PE and KE increased in content to map against the revised PCs. Additional foundation skills identified. Code and title change for consistency with other machine operation units. No equivalent unit Links Companion Volume Implementation Guides are found in VETNet - TITLE Assessment requirements for FWPHAR3229 Operate single grip harvester Performance Evidence An individual demonstrating competency must satisfy all the elements and performance criteria of this unit. There must be evidence that, on at least one occasion, the individual has: planned, prepared and safely and effectively operated a single gip harvester to cut and produce log products with optimal length, quality and diameter in line with log cutting instructions, quality specifications or production plan checked risks associated with the operation and applied standard operating procedures
Save The Food [0:44] Check out this culinary creation! Better on a plate than headed for waste! #SaveTheFoodCA #FeedPeopleNotLandfills #GoFurtherWithFood #SaveTheFood Your Organization’s Leadership Video Message, if available. (Page 7 in the guide) DRAFT Local Jurisdiction Proclamation WHEREAS the month of March is National Nutrition Month; and WHEREAS the theme for 2018’s National Nutrition Month is “Going Further with Food”; and WHEREAS the U.S. is losing up to 40% of its food from farm, to fork, to landfill; and WHEREAS nearly 5 million Californians are food insecure, lacking consistent access to enough food for an active, healthy life; and WHEREAS food is not nutritious unless it is eaten; and WHEREAS Californians throw away nearly 12 billion pounds of food; and WHEREAS that unused food ultimately represents about 18 percent of all the material in landfills, turning into methane and contributing to climate change; and WHEREAS the average family of four spends $1,500 on uneaten food every year; and WHEREAS we all lose out on shared resources, like water and energy, used to produce and transport food that ultimately goes uneaten; NOW, THEREFORE DO I/WE, [name of elected/body of electeds], HEREBY PROCLAIM the week of March 5th – 9th FOOD WASTE PREVENTION WEEK in [jurisdiction], and I/we encourage all residents to consider all options to prevent food from becoming waste in their homes, workplaces and communities. If your jurisdiction will issue a formal local proclamation, please share a copy with us at . Thanks! Tuesday, March 6, 2018 – Find Food Waste Activities: Encourage photos documenting where food waste is happening at their homes, worksites and communities.
3. Shut down and clean equipment 3.1 Coordinate shutdown with other line operators according to workplace health and safety procedures 3.2 Strip, clean and replace gluing equipment, rollers, cauls, screens and handling equipment 3.3 Check cutters or blades for bluntness or damage and remove and replace in line with manufacturer recommendations 3.4 Keep machine clear of dust and debris in line with workplace health and safety procedures 3.5 Record and report production outcomes, equipment faults and maintenance requirements to appropriate personnel Foundation Skills This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria. Skill Description Reading interpret safety data sheets for glue Numeracy identify quantities of required material within work orders and count numbers of engineered wood panels and other materials read basic numerical machine settings to set temperatures and glue feed rate Navigate the world of work understand main tasks, responsibilities and boundaries of own role Interact with others use modes of communication suitable to purpose to confirm and clarify understanding Get the work done recognise and respond to routine problems Unit Mapping Information Code and title current version Code and title previous version Comments Equivalence status FWPWPP3XXX Laminate and veneer engineered wood panel surfaces FWPWPP3206 Laminate and veneer board surfaces Updated industry terminology, workplace health and safety requirements and foundation skills; clarified intent of the unit and assessment requirements; changed unit title and code for compliance and consistency with the updates Equivalent unit Links Companion Volumes, including Implementation Guides, are available at VETNet:
Table 5: FWQGs Audits Completed by Area for Each Ownership Group Ownership Number of Sites Audited Bear River Wasatch Front Northeast Central Southeast Southwest Total NIPF 2 1 1 8 7 3 22 SITLA 0 0 0 0 6 1 7 Total 2 1 1 8 13 4 29 Statewide Application of FWQGs The proper application of the FWQGs by landowners, operators, and resource managers requires the selection and installation of the appropriate FWQGs that collectively prevent or minimize impacts to forest, soil, and water resources. Audit teams rated a total of 1,072 practices to assess how landowners and operators applied the FWQGs during timber harvesting activities. The application of the FWQGs measures whether they were applied correctly and were applied in the proper locations in the harvested area. Tables 6-8 display statewide results relevant to FWQGs application. Table 6: FWQGs Practices Rated by Ownership Group Practices Rated Application/Effectiveness Ownership NIPF SITLA Streamside Management Zone 63 14 Planning for Roads 89 29 Road Construction 71 33 Stream Crossing 50 0 Road Maintenance 61 16 Skid Trails 103 49 Landings 83 30 Timber Harvesting 134 53 Site Prep, Regen, & Revegetation 55 32 Chemical Management 22 1 Prescribed Fire 31 2 Forested Wetlands 51 0 Total Practices Rated 813 259 Table 7: Statewide FWQGs Application – Percent (%) Practices Rated Ownership # Rated Practices Meet or Exceed Minor Departure Major Departure Gross Neglect
Application and Effectiveness of FWQG Practices Roads Roads (planning, construction and maintenance) accounted for 28% of the rated practices. There are seventeen (17) specific FWQGs practices associated with roads. A total of 299 FWQGs practices were rated across all ownerships statewide (Table I-1). Table I-1: FWQGs Practices - Roads Ownership FWQGs Practices NIPF SITLA Total Planning for Roads 89 29 118 Road Construction 71 33 104 Road Maintenance 61 16 77 Total 221 78 299 Tables I-2 and I-3 shows that the statewide FWQGs applications and effectiveness rating for roads, which includes planning, construction and maintenance. In this instance, FWQGs application was met or exceeded 85% of the time with a corresponding effectiveness rating of 82%. Table I-2: Statewide FWQGs Application (Roads) – Percent (%) Practices Rated Ownership # Rated Practices Meet or Exceed Minor Departure Major Departure Gross Neglect NIPF 221 81 14 5 0 SITLA 78 100 0 0 0 All Sites 299 85 11 4 0 Table I-3: Statewide FWQGs Effectiveness (Roads) – Percent (%) Practices Rated Ownership # Rated Practices Improved Protection Adequate Protection Minor/ Temporary Impacts Minor/ Temporary Impacts Major/ Temporary Impacts Major/ Prolonged Impacts NIPF 221 6 71 15 6 1 2 SITLA 78 1 98 1 0 0 0 All Sites 299 4 78 12 5 <1 1
Getting Started Overview The Federal Work Study Program (FWS) is a federally-funded financial aid program that provides subsidized part-time employment for eligible students in order to assist them with post- secondary financial needs. The University of Baltimore (UB) complies with the Department of Education’s regulations regarding the FWS program and allows students to benefit from this opportunity. The FWS program encourages students to gain experience in their prospective fields by placing them in areas and departments aligned with their area of study whenever possible. Students are able to use their wages towards educational and living expenses. FWS jobs are available in areas such as academic departments, laboratories, libraries, administrative offices, student centers and several off-campus locations. Eligibility Students must apply for financial aid and be eligible for FWS. The Office of Financial Aid determines a student’s eligibility. Students who demonstrate financial need are awarded FWS funds on a first-come, basis until funds are exhausted. In order to qualify, the applicant must also meet the following eligibility criteria: Student must complete a FAFSA Student must be 16 years or older Student must be eligible to work in the United States Student must be actively attending a minimum of 6 credit hours at UB during regular length semesters Student must be pursuing a UB approved educational credential, degree, or certificate Student must be in acceptable standing according to UB’s Standards of Academic Progress Student must have unmet financial need *Exceptions are made on a case-by-case basis. FWS Awards Limits and Periods A student is eligible for a FWS award if he/she has unmet need after all grants, scholarships, and other awards have been applied. Students may earn FWS wages up to their yearly award. If a student receives additional aid, his/her FWS award may be reduced as a result. Students may not begin working before their official start date. In limited circumstances, students may receive permission to work during scheduled breaks in the academic calendar. In order to maintain eligibility, the student must be enrolled in at least 6 financial aid eligible credit hours during a regular length semester and maintain acceptable academic standing. Please note, not all FWS eligible students are able to participate in the program due to funding constraints. UB cannot guarantee employment or the continuation of employment in the program. year
In addition to all ESRI mandatory shapefile attributes, Critical Habitat data submitted as a shapefile containing a single species must have the following attributes contained in the attribute table (.dbf) of the shapefile Name: SINGLMULTI Description: Single or Multiple Species Type: Text(10) Value Required: Yes Values: Enter one of the following values Value: SINGLE Description: Shapefile represents a single species Value: MULTIPLE Description: Shapefile represents multiple species Name: COMNAME Description: Legal common name of the species Type: Text (200) Value Required: Yes (for single species) Values: Open text Note: Enter "No common name" in the case that there is no legal common name for the species. Name: SCINAME Description: Binomial or trinomial scientific name Type: Text (200) Value Required: Yes (for single species) Values: Open text Name: SPCODE Description: Unique Species Code referencing the species for the critical habitat being submitted Type: Text (4) Value Required: Yes (for single species) Values: Open text Note: SPCODE (Species Code) for all listed species and populations can be found at: Name: VIPCODE Description: Unique Population Code referencing the species for the critical habitat being submitted Type: Text (3) Value Required: Yes (for single species) Values: Open text Note: VIPCODE (Population Code) for all listed species and populations can be found at:
Parish / church making the application: Archdeaconry: Deanery: Contact Person: Name: Address: Tel No: Email: Incumbent’s name (if different from above) Does the Incumbent support this application? If successful, where would you like this grant to be paid? Bank account name Bank account number Sort Code Parish / Church Details What need are you looking to meet? Brief description of your plans: How often will the FX / congregation meet?
the universities code of practice in pursuance of the 1986 Education Act agreeing to the event. Exeter - Director of Communications and Corporate Affairs – Jane Chafer Cc – Head Student Support – Jamie Horsley Director of Brand Communications - Catherine Ogilvie, Cc COO – Peter Cox The potential for the event going ahead to cause the union to be in breach of its equal opportunities policy FXU The equal opportunities policy will be reviewed as part of the decision making process and agreed by CEO / SMT Agenda item at a Board meeting for approval (Emergecy Board meeting called if required) CEO / BoT The potential for the event going ahead to cause the union to fail in its wider legal duties FXU Advice and guidance will be requested from the appointed FXU Solicitors Agenda item at a Board meeting for approval Contact Follett & Stock 01872 245991 Truro Business Park Truro TR4 9NH CEO / BoT The potential for the event going ahead to cause reputational risk to the Union FXU Both Universities CEO & SMT will consider the reputation risk and the Board of Trustees will be informed. Agenda item at a Board meeting for approval CEO / BoT The potential for the speakers presence on campus to cause fear or alarm to members of the FXU Both Universities FX Plus FXU will consult the safe space policy and seek guidance and advice from: FX Plus security team, Falmouth & Written agreement from all parties. Agenda item at a Board meeting CEO / SMT /
student body Exeter Health and Safety Advisors, local PCSO for approval BoT The potential for the speakers presence on campus to give rise to breach of peace FXU Both Universities FX Plus Students Police FXU to seek guidance and advice from: FX Plus security team, Falmouth & Exeter Health and Safety Advisors, local PCSO Written agreement from all parties. Agenda item at a Board meeting for approval CEO / SMT / BoT Any Additional Risks: Risk Matrix reviewed and completed by: Name Signature Department Date
Section I: Introduction 3 A. Need for Assessment Policy 4 B. Purposes and Uses of Assessments 4 C. Summary and Overview 5 D. Resources for Information and Assistance 5 Section II: General Assessment Requirements 6 A. Students to be Assessed 6 B. Assessments Permitted 6 Pre-testing Guidelines 7 Post-testing Guidelines 8 C. Training for Administering Assessments 9 D. Accommodations for Assessment 10 Section III: Guidelines for Each Assessment 12 A. BEST Literacy 12 B. BEST Plus Version 2.0 15 C. The Test of Adult Basic Education (TABE) 9&10 18 D. TABE Complete Language Assessment System-English (TABE CLAS-E) 21 E. Quality Control Procedures 24 F. Contact and Purchasing Information 25 G. Test Security 25 GED® and GED Testing Service® are registered trademarks of the American Council on Education (“ACE”). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education. I. Introduction This manual outlines the Technical College System of Georgia (TCSG), Office of Adult Education (OAE), assessment policies and guidelines which have been designed to comply with local, state, and federal accountability and reporting requirements. All local adult education programs funded by OAE with federal and/or state dollars are required to adhere to these policies and guidelines to guarantee accurate and uniform assessment information. The assessment information provided in this manual will be invaluable when setting student goals, evaluating learner progress, providing instruction, appraising program performance, and informing public policy. The policies noted are taken from the comprehensive Office of Adult Education’s Policy and Procedure Administrative Manual ().
Only the entities selected in the grant application will show in the document. For example, if the county does not have a Court Recidivism Reduction Program and a Prosecutor’s Diversion Program those sections will remain hidden within the document. Only the line items needed within the budget will appear when selected. Please have the latest version of Adobe Acrobat Reader installed on your computer. The completed grant application MUST be submitted by 1/31/2017 along with a letter of approval from the Advisory Board and Commissioners, and an updated collaboration plan. No other attachments are needed.
Year 4 Budget (Full Implementation) Staff 2 $80,000 $160,000 Two reading coaches will be hired to model effective reading strategies teachers and to provide support to struggling teachers. State resources will be made available after Year 4 to support these positions if progress is being made w/ student achievement. Year 5 Budget (Sustainability Activities) Professional Development 1 $20,000 $20,000 Training for staff to sustain Turnaround efforts in school. Training will reinforce sustainability. Five Year Total $280,000 $680,000 Example: LEA Proposing to Implement a Model on the First Day of the Upcoming School Year BUDGET Year Category Number to Be Purchased Unit Cost Total Cost Description of Budgeted Item Sustainability Plan Year 1 Professional Development 1 $10,000 $10,000 All core instructional staff Will participate in one PD sessions on use of data to inform instruction prior to the implementation of the reform model. This is only a implementation cost. Additional PD will take place in Year 1. Year 1 (Full Implementation) Professional Development 1 $10,000 $10,000 All core instructional staff will participate in one PD This is only a and year 1 cost because teachers will have the capacity to perform this function after year 1. Year 2 Budget (Full Implementation) Staff 2 $58,000 $116,000 Social/emotional learning leader salary State resources will be made available after Year 4 to support this position. Year 3 Budget (Full Implementation) Staff 1 $58,000 $58,000 Social/emotional learning leader salary State resources will be made available after
Who (or what) What (desired effect) How (expected results) When (by when) Final outcome objective: Outcome #2 Objective components Who (or what) What (desired effect) How (expected results) When (by when) Final outcome objective:
Section 6) Career Experiences – If a student has more than one career experience during the year, list each experience separately. Student First Name & Last Initial Type of Experience* Primary Industry of Career Experience Business Name and City Hourly Wage or Stipend Indicate if Paid by: HSHT, VR, Employer, Career Source, Other Total Hours of Experience From DEAM Relationship (Y/N) *Types of Career Experiences: Internship (paid or unpaid), Job Shadow, Volunteer, School-Based Enterprise, Career-Based Exploration, Summer/Seasonal Camp Employment, Career Certification, Paid Employment