zilongwang/ReadingBank huggingface dataset:
fairness and respect, through a variety of PE activities. Pupils learn to work individually and in groups. An established ethos in PE with regard to how to win and lose fairly and understand good sportspersonship. Competition against oneself is encouraged in addition to competition against others. Pupils can understand the need for rules, adhere to them and can develop rules for activities that they create. Pupils adhere to and understand the rules of safety. All pupils can solve problems on their own or with others. Pupils demonstrate good social skills. Pupils know and adhere to the rules and social etiquettes related to any type of competition. Individual Liberty PE recognises individual differences. There is an ethos where the views of individual pupils are listened to and respected within an acceptable framework. Pupils are taught safely and about safety. There is a buddy and mentoring system in PE. Pupils respect individual differences and are confident to express their opinions and respect others’ views. Pupils are able to make judgements about their own and others’ performances. Pupils feel safe in and activities and during off site visits. Pupils use the buddy and mentoring system to build confidence and this is apparent in how they work together. Mutual Respect and Tolerance Pupils are taught about historical, cultural and religious differences, through a variety of PE activities. The culture in PE respects cultural differences. Pupils are taught about the environment and different activity contexts. There are appropriate rewards and sanctions in PE for inappropriate behaviour. The school engages in competition and encourages competition Pupils will know, understand and be able to articulate different styles of dance and the historical aspects of various activities. Pupils avoid stereotyping groups. Pupils can articulate their own beliefs. Pupils respect PE equipment and school buildings/facilities. Pupils respect the countryside and venues during off site visits. Pupils know the values of the school and PE, contribute to their
current strengths and weaknesses, opportunities and threats. At the University of South Australia the policy direction relevant to this research has been to develop, then to define more closely the Program Director role as a multifaceted leadership role with a large administrative load. At the same time various reward systems have been put in place to nurture a research culture. These external conditions and the University’s responses have jointly led to a disjuncture at the Program Director level. The focus on research output as defining for academic careers, coupled with the administrative load of the Program Director role (which consumes any time for research) means this role is not attractive to most academics, particularly senior academics with successful research programs, and indeed has been described as “a career killer”. At the same time, in response to direct competitive pressures, the University offers both specialist degrees and greater flexibility in entrance into, transfer within and composition of degree. This means that more programs (degrees) are on offer and their management is more complex, demanding more Program Directors, who must have a specialised knowledge as well as general knowledge of their field and the University’s bureaucratic structures. There are informal and formal organisational responses to this contradiction between the disincentives associated with the Program Director position, and the need for more Program Directors. On the informal side, the Program Director role is sometimes treated as something of necessary evil, and at times Heads of Schools will need to use their authority to get academic staff to take it on. On the formal, side there are a number of support resources in the form of workshops and written materials. Most importantly, there is the tangible reward for academics at Levels A and B to act at Level C for the period they hold the Program Director position. This response has a number of unintended outcomes. The role in the Division attracts academics who are less experienced. Many Program Directors are reluctant and disgruntled. As they lack any defined authority they need to rely on informal authority, which as junior academics they do not usually possess. They may gravitate towards administrative tasks that are relatively straight-forward over bold, creative and inherently risky changes they do not
115. The financial statements for Jode Inc. and Lakely Corp., just prior to their combination, for the year ending December 31, 2010, follow. Lakely's buildings were undervalued on its financial records by $60,000. On December 31, 2010, Jode issued 54,000 new shares of its $10 par value stock in exchange for all the outstanding shares of Lakely. Jode's shares had a fair value on that date of $35 per share. Jode paid $34,000 to an investment bank for assisting in the arrangements. Jode also paid $24,000 in stock issuance costs to effect the acquisition of Lakely. Lakely will retain its incorporation. Determine consolidated Additional paid-in Capital at December 31, 2010. AACSB: Analytic AICPA FN: Measurement Blooms: Apply Difficulty: 2 Medium Learning Objective: 02-04 Describe the valuation principles of the acquisition method. Learning Objective: 02-05 Determine the total fair value of the consideration transferred for an acquisition and allocate that fair value to specific subsidiary assets acquired (including goodwill); and liabilities assumed; or a gain on bargain purchase. Learning Objective: 02-07 Prepare a worksheet to consolidate the accounts of two companies that form a business combination if dissolution does not take place.
Difficulty: Easy Gradable: automatic Learning Objective: 01-01 Describe Various Organizational Forms and Business Decision Makers. Phillips - Chapter 01 #51 Topic: 01-04 Corporation 52. Internal financial statement users include: Accessibility: Keyboard Navigation Blooms: Knowledge Difficulty: Easy Learning Objective: 01-01 Describe Various Organizational Forms and Business Decision Makers. Phillips - Chapter 01 #52 Topic: 01-06 Accounting For Business Decisions 53. Investors are often interested in the amount of net income distributed as dividends. In which section of the financial statements would investors look to find this amount? Accessibility: Keyboard Navigation Blooms: Comprehension Difficulty: Medium Learning Objective: 01-02 Describe the Purpose; Structure; and Content of the Four Basic Financial Statements. Phillips - Chapter 01 #53 Topic: 01-13 The Statement of Retained Earnings 54. A company's quarterly income statements show that in the last three quarters both sales revenue and net income have been growing. Which of the following statements is not true? Accessibility: Keyboard Navigation Blooms: Comprehension Difficulty: Medium Gradable: automatic Learning Objective: 01-03 Explain How Financial Statements are used by Decision Makers. Phillips - Chapter 01 #54 Topic: 01-12 The Income Statement 55. Investors and creditors look at the balance sheet to see whether the company: Accessibility: Keyboard Navigation Blooms: Comprehension Difficulty: Medium Learning Objective: 01-02 Describe the Purpose; Structure; and Content of the Four Basic Financial Statements. Learning Objective: 01-03 Explain How Financial Statements are used by Decision Makers. Phillips - Chapter 01 #55
72. Ina purchased 800 shares of Detroit Motors stock at a price of $55 a share. The initial margin requirement is 65 percent and the maintenance margin is 30 percent. The effective interest rate on the margin loan is 4.69 percent. How much margin interest will she pay if she repays the loan in seven months? Margin interest = [(1 + .0469)7/12 - 1] × [800 × $55 × (1 - .65)] = $417.29 Accessibility: Keyboard Navigation Blooms: Apply Learning Objective: 02-03 How to calculate initial and maintenance margin. Level of Difficulty: 1 Easy Section: 2.3 Topic: Margin Interest 73. Today, you are purchasing 100 shares of stock on margin. The purchase price per share is $35. The initial margin requirement is 70 percent and the maintenance margin is 30 percent. The call money rate is 4.5 percent and you are charged 1.6 percent over that rate. What will your rate of return be if you sell your shares one year from now for $37 a share? Ignore dividends. Initial investment = (100 × $35 × .70) = $2,450 Loan repayment = [100 × $35 × (1 - .70)] × [1 + (.045 + .016)]1 = $1,114.05 Rate of return = [(100 × $37) - $1,114.05 - $2,450]/$2,450 = 5.55 percent Accessibility: Keyboard Navigation Blooms: Apply Learning Objective: 02-03 How to calculate initial and maintenance margin. Level of Difficulty: 2 Medium Section: 2.3 Topic: Hpr with Margin Interest
Activity 40-42 Cluster 9: Financial Literacy (2) Activity 45-47 Math Little Books & Mathology.ca Lots of Dots! Dan’s Doggy Daycare Let’s Play Waltes! Paddling the River That’s 10! Hockey Time! Cats and Kittens! Buy 1 -- Get 1 Canada’s Oldest Sport Family Fun Day Array’s Bakery Marbles, Alleys, Mibs and Guli! A Class-full of Projects The Money Jar The Great Dogsled Planting Seeds Sports Camp Calla’s Jingle Dress • Developing mental math skills: Doing calculations in the mind, with little or no use of paper and pencil or calculator. Mathology Resource Kindergarten Grade 1 Grade 2 Grade 3 Professional Resources What to Look For: Chapters 2, 4, 5, Teacher’s Math Kit; Elementary and Middle School Math: Chapters 12, 13 (pp. 197,234) Activity Kits & Mathology.ca Cluster 3: Comparing and Ordering (4) Activity 9-12 Cluster 5: Composing and Decomposing (5) Activity 18-21,23 Cluster 6: Early Place Value (1) Activity 24 Cluster 7: Operational Fluency (6) Activity 28,29,31,32,34,35 Math Every Day Cluster 1: Counting (4) Card 1A, 1B Cluster 2: Number Relationships 1 (4) Cards 2A, 2B Cluster 3: Grouping and Place Value (4) Cards 3A, 3B Cluster 7: Operational Fluency (4) Cards 7A, 7B Intervention Cluster 2: Number Relationships 1 (1) Activity 4 Cluster 6: Conceptualizing Addition and Subtraction (1) Activity 11 Teacher Cards Cluster 2: Number Relationships 1 (4) Activity 7,9,11,12 Cluster 5: Number Relationships 2 (3) Activity 23-25 Cluster 6: Conceptualizing Addition & Subtraction(6) Activity 26-31 Cluster 7: Operational Fluency (5) Activity 32-36 Cluster 8: Early Multiplicative Thinking (1) Activity 40 Math Little Books & Mathology.ca Lots of Dots! Dan’s Doggy A Family Cookout How many is too many? What would you rather? Ways to count Fantastic Journeys Math Makes Me Laugh
Daycare Let’s Play Waltes! That’s 10! Hockey Time! Cats and Kittens! Buy 1 -- Get 1 Canada’s Oldest Sport Array’s Bakery Marbles, Alleys, Mibs and Guli! A Class-full of Projects The Money Jar The Great Dogsled Race The Street Party Planting Seeds Sports Camp Calla’s Jingle Dress • Developing proficiency with operations: Performing calculations with ease, precision, and consistency and with a general understanding of number and operations, number properties, and their appropriate application in problem solving. Mathology Resource Kindergarten Grade 1 Grade 2 Grade 3 Professional Resources What to Look For: Chapters 2, 3, 4, 5, Teacher’s Math Kit (students build to proficiency, Phase 4 in each continuum; Elementary and Middle School Math: Chapters 9, 12, 13 Activity Kits & Mathology.ca Cluster 7: Operational Fluency (8) Activity 28-35 Teacher Cards Cluster 6: Conceptualizing Addition and Subtraction (6) Activity 26-31 Cluster 7: Operational Fluency (5) Activity 32-36 Cluster 8: Financial Literacy (3) Activity 45-47 Math Little Books & Mathology.ca Lots of Dots! Dan’s Doggy Daycare Let’s Play Waltes! That’s 10! Hockey Time! Cats and Kittens! Buy 1 -- Get 1 Canada’s Oldest Sport Array’s Bakery Marbles, Alleys, Mibs and Guli! A Class-full of Projects The Money Jar The Great Dogsled Race Fantastic Journeys Math Makes Me Laugh The Street Party Planting Seeds Sports Camp Calla’s Jingle Dress
The project is neat, organized, and readable The project looks professional, has great organization, and is able to be easily read; The project is a nice piece of work that would be suitable to display ---- The project is somewhat organized and is still readable The project has little/no organization and the viewer has trouble reading and/or understanding the project Student used class time wisely and followed classroom rules The student was always on task, politely asked for help, and did not disturb others The student was usually on task and did not disturb others The student was often off task, did not wait patiently for help, and/or often disturbed others The student was usually off task and disruptive or refused to participate in the completion of the assignment Total Points: ______/20 Percentage ______ Grade ______ How to Insert Clip Art How to Resize Your Picture How to Change the Font’s Style and Color
TASK A You will watch a video featuring the main people you would meet in a courtroom. You will watch the video twice. As you watch, answer the questions. You have 30 seconds to read the questions before you listen. Questions What are the main roles mentioned in the video? What does the crown prosecutor do? Defends the person on trial. Attempts to prove the person on trial is guilty. Decides on the punishment for the accused. The defense lawyer __________________________. sits in the prisoner’s box during the trial. chooses the jury members. questions the evidence of the crown prosecutor. The judge makes sure __________________. the jury members are welcomed. the rules of the law are followed. the visitors have clear instructions. The ________ decides the punishment for the accused. crown prosecutor
NAME CHARADES RELAY DESCRIPTION Students are placed into four separate teams. This can be done by numbering off or by asking students to line up in height order. Another method is to ask students to line up in order of their birthdays and number off The four teams line up behind each cone On signal from the teacher, the first student runs to the cone at the other end of the court They must pick up the first card face down on the floor next to their cone and read it After running back to their teams cone, the students must act out the word written on their card without speaking All the cards have different sports written/drawn on them Once their team mates have guessed the sports they are acting out, the student must tag the next student in line, then sit down in their original position This is repeated until all students have had a turn Adequate running technique must be maintained during the relay
In developing strategies to minimise harm and to protect their own and others’ health, students consider health resources, products and services, and the influences of the law, public health programs, their conscience, community attitudes, and religious beliefs. They begin to clarify a cohesive set of personal values and how they could be used to improve their health. Outcomes: Students master the overhand throw. Students cooperatively work with each other in team games. Students are encouraging and supporting towards each other. Game: Clean up the Yard Divide students into 2 roughly even numbered groups Each group will have their own territory on the court which will be 10m away from each other (outline which lines will be each groups with 4 cones) Groups will be facing each other and have 1 ball each in their hand. On my command each group bombards the other (using overarm throw only), trying to get as many balls in the other groups as possible. When the whistle blows (after 2 minutes or longer), each group must stop where they are and count how many balls are in their area. If the balls are outside their territory they are not counted. Start again, which each student having 1 ball each, for a time frame. Whistle blows, students stop and count the balls in their territory. Alterations: Re Adjust the cones to make them 15m apart to make it further to throw for each team. Can also make the territory slightly smaller to make it harder to the opposite team to throw accurately into the space. Can use small bean bags instead of soft balls. Use non preferred hand. Equipment:
PART B Table 2 BUILDING REGISTER S/N Name of Building Or Block Number Room Number Drawing Plan Approved Number Walling Materials Roofing Materials Year Completed Total Cost of Contract (If known) Building Contractor (Reference) From To 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
Field Name Type Use Definition Business Rule SERVICE_CODE VARCHA2(2) Mandatory Service and Agency Code. Designates the military service or other government element of ownership or sponsorship. The code is used to identify the service or agency monitoring the fund code. • Per MILSTRIP Appendix 2.2, the service and agency (S/A) code is a one or two character alphanumeric. SIGNAL_CODE VARCHAR2(1) Mandatory Signal Code. A code designation identifying the intended consignee and activity to receive and effect bill payment. Allowed values are A, B, C, J, K and L Refer to MILSTRIP Appendix 2.10 for an explanation of signal code. FUND_CODE VARCHAR2(2) Mandatory Fund Code. Designation of the fund account to be charged (disbursed) or credited (refunded). When used with Signal Code C or L also designates the Billed Office DoDAAC. • Must be unique per SERVICE_CODE and SIGNAL_CODE. • A fund code of ** is an indicator of the default account. One per S/A + Signal code. *When used with Signal Code C or L an entry is required on the Fund Code to Billed Office DoDAAC Table. APPROPRIATION VARCHAR2(11) Constructed/ *Conditional Appropriation/Fund Account. Constructed line of accounting • Constructed from: Last 2 characters of DEPARTMENT_REGULAR_CODE + FISCAL_YEAR_INDICATOR + MAIN_ACCOUNT_CODE + APPROPRIATION_LIMIT_SUBHEAD. (NOTE that DEPTARTMENT_REGULAR_Code is actually 3 characters, but the leading zero is concatenated for purposes of this element.) • Blank appropriation data displays as NONINTERFUND on reports AGENCY_NARR VARCHAR2(20) Optional Agency Narrative. Name or common acronym for further agency delineation from the Service code. Generally, a breakdown for H-series fund code assignments. Web Application input is limited to 5.This is to conform to report format limitations.
Butler County United Way 2015 Funded Partner Agencies Agency Contact Address Phone Envision Partnerships Thomas Kelechi 2935 Rd Hamilton, OH 45011 513-868-2100 Boys & Girls Club of Hamilton, OH Karen Miller 958 East Avenue/2020 Grand Blvd. Hamilton, OH 45011 513-893-0071 Boys & Girls Club of West Chester/Liberty Michelle Seither 4845 Smith Road West Chester, OH 45069 513-860-1923 Big Brothers, Big Sisters of Butler County Carolyn Winslow 5539 Eureka Drive Hamilton, OH 45011 513-867-1227 Catholic Charities of Southwest Ohio Ted Bergh 1910 Fairgrove Avenue, Suite B Hamilton, OH 45011 513-863-6129 Cincinnati Association for the Blind and Visually Impaired John Mitchell 2045 Gilbert Avenue Cincinnati, OH 45202 513-221-8558 Butler County Every Child Succeeds Margaret Clark 3333 Burnet Avenue MLC 3005Cincinnati, OH 45229 513-636-0064 Girl Scouts of Western Ohio Roni Luckenbill or Erin Horsley 4930 Cornell Rd. Cincinnati, OH 45242 513-489-1025 Hope House Rescue Mission, Inc. Dr. Mitchell Foster 34 S. Main Street Middletown, OH 45044 513-424-4673 Hamilton Living Water Ministry Cathy Hester 510 South Eighth St Hamilton, OH 45011 513-894-9892 Lighthouse Food Pantry Pastor Sonny Hurd 626 Ridgelawn Avenue Hamilton, OH 45013 513-867-9463 LifeSpan, Inc. Bill Staler 1900 Fairgrove Ave Hamilton, OH 45011 513-868-3210 Mercy Franciscan at St. Raphael Tami Adams 610 High St Hamilton, OH 45011 513-603-8200 PARACHUTE: Butler County Chris Schultz 284 North Fair Ave Hamilton, 513-867-5010
Creativity in Care £30,000 Would like to deliver a Creativity at Home project which would allow people with long term conditions to be able to undertake some creative activities at home to improve their mental health and wellbeing and overall ability to self manage and to allow their carers to have some respite if they wish Highland PAMIS £29,260 Will deliver postural care training in conjunction with family carers and AHPs to deliver and train the trainer across Scotland. Will also be working to raise the importance of postural care in self management to encourage carers and healthcare professionals to be aware of this. Glasgow City and Edinburgh City Darcy’s Equine Assisted Learning £25,125 A new “Live Well” programme and associated qualification for young people with mental health conditions (5 10 week programmes for a total of 25 young people) South Lanarkshire, North Lanarkshire, Renfrewshire and Glasgow City Love and Light Recovery £29,860 The employment of the project manager to design and develop a programme of groups with the attendees, to empower and build the self management of not only recovering addicts but also of their families North and South Lanarkshire Waverley Care £17,841 Would like to develop a self management and peer mentoring programme for young people aged 19 – 30 living with HIV providing one to one and group support. Young people who have been through Waverley Care’s Poz Youth service have identified that there is a gap in provision for this age group and would like more support to manage the transitions. Scotland Wide £666,881.72
Organisation Amount Allocated Project Overview IJB Area GCVS Community Connectors £29,927 Would like to develop and deliver bespoke lifestyle management sessions and support with people living with long term conditions to improve the community provision on discharge from hospital and improve people’s ability to self manage. Glasgow City Visibility £25,218 Will work with people with sensory loss to develop bespoke self management courses in their communities across Dumfries and Galloway as well as providing 1:1 support to anyone who wants it who cannot attend the courses. Dumfries and Galloway Support in Mind £28,226.48 Would like to work with carers of individuals who are in long term secure psychiatric units due to crimes committed while unwell. They will develop a carers peer support network to manage the trauma and challenges that they face through this process. Scotland Wide Lorn and Oban Healthy Options £29,655.64 Would like to develop a partnership approach to delivering self management support across Argyll and Bute to ensure it is sustainable. Argyll and Bute AIMS Advocacy £23,950 The aim is to coproduce a piece of drama about people with a long term mental health condition would most like to be supported to self manage. The drama will be the centre piece of a conference about the development of recovery based mental health services, along with partner workshops and discussion sessions. This will culminate in a film of the drama and the production of a workbook/conversations starters resource that could be used for training, as well as a report on the project to share its learning North Ayrshire Buddy Beat £29,573 A successful drumming group for people with mental health conditions have been approached by a number of other areas wanting to develop their own groups. The group are looking to pilot a member led training programme to establish two new Currently based in Renfrewshire but will be a Scotland wide project
Requested funding amount from United Way: Total annual program cost: Portion of total program cost that is United Way request: (Right-click gray fields, “Update Field”) Total number of persons to be served: Average United Way cost per person: (Right-click gray fields, “Update Field”) Average program cost per person: (Right-click gray fields, “Update Field”) To qualify for this funding cycle, applicants must demonstrate a funding match of 25% the requested amount from other sources. The match must be in the form of cash or cash equivalents (e.g., financing, grants from organizations other than United Way, etc.). Non-cash matches (e.g., unrealized revenue or in-kind support) are not acceptable funding sources for this match. Using the grid below, list other funding sources that will constitute the required 25% cash match. Name of Funding Source Type of Support If Other, describe: Amount of Support Describe how the proposed program will remain financially sustainable after Year 2 of United Way funding. Limit answers to 250 words. Relevant Experience How is your organization qualified to solve this problem in our community? Limit answers to 250 words.
The governing body agreed Summer term – Thursday, 14 June, 2018 at 6:00 pm GB/22/18 Determination of confidentiality of business It was resolved That the governing body membership list, Headteacher’s report and specific items where noted are confidential. The meeting closed at 7:32 pm. Signed .................................................................(chair) Date ........................................ DS/SS
DECLARATION In signing this application, I /We certify that: I/We have read and agree to all the terms and conditions outlined in this application form. I/We understand that if approved for funding I/We: understand that monthly financial, activity and statistical information is due to the HPS Coordinator/John Howard Society of PEI by the 15th of the month for the previous month, understand that fiscal financial, activity and statistical information is due to the HPS Coordinator/John Howard Society of PEI by April 15th for the previous year, understand that any materials or reports produced through this funding will be submitted to HPS Coordinator/John Howard Society of PEI, represent the group named in the application and to the best of my/our knowledge, the information provided is true, will carry out the activities when/as described in the application including program monitors, agree that a funding contribution agreement will be entered into with the John Howard Society of PEI. understand that at the time of contract, documentation will be required including, and not limited to, a Certificate of Insurance and if applicable Charitable Status, and/or a Clearance Certificate from WCB/PEI, and agree that the John Howard Society of PEI is not responsible for carrying out the activity and assumes no responsibility for such.
2UP Tel: 01706 510 836 Email: Website address: Salford CVS and Volunteer Centre The Old Town Hall, 5 Irwell Place, Salford, M30 0FN Tel: 0161 787 7795 Email: Website address: Voluntary & Community Action Trafford (VCAT) Oakland House, Talbot Road, Old Trafford M16 0PQ Tel: 0161 872 8563 Email: Website address: Wigan & Leigh Council for Voluntary Service Tel: 01695 733737 Email: Website address:
Successful applications will also demonstrate strong ties and support in its local community and with local governmental bodies. Proposals are due on March 1, 2016. Funding typically begins in August. If you have questions or need assistance with submitting the proposal, please call or email the Self-Help Office. Send completed proposals to: Physical location: Self-Help Office US Embassy Government Enclave Gaborone Postal address: Self-Help Coordinator US Embassy PO Box 90 Gaborone Contact details: Tel: +267 373-2265 Fax: +267 395-6947 SSHBotswana@state.gov PEPFAR SMALL GRANTS Proposal Instructions for 2016 Funding Contact Information Name of Organization: Landline (if any): ________________ Fax (if any):_________________ Website (if any): ____________________
SECTION A – DETAILS OF THE ORGANISATION Full name of organisation: Size of the organisation: 1-49 employees 50 – 149 employees 150 + employees Is your organisation exempt from paying tax? YES NO If YES, Please provide tax exemption number: Company registration no: Physical Address Postal Code: Postal Address: Postal Code: Province & Nearest Town: Province (Please tick) Kwa-Zulu Natal Municipality (Please specify Local Municipality) CONTACT DETAILS OF PERSON RESPONSIBLE FOR THIS PROPOSAL Full name Position in organisation Telephone numbers: Office (include area code) Cell Phone Fax (include area code) Email address: REGISTERED ORGANISATIONS Is your organisation registered with the HWSETA? Please provide us with your Skills Development Levy NO: Have you submitted the WSP to the HWSETA on the due date for 2012-2013 (30 June 2012)? SECTION B – DETAILS OF THE PROPOSAL
Improving the Quality of Life for people in Perth and Kinross In addition to the Inspiring Young People theme (see page 3), we will fund the following strands within the current local authority area of Perth and Kinross: Funding Strands Supporting disadvantaged and vulnerable people Making Perth and Kinross a better place to live and work Increasing the availability or quality of facilities for wide community use Target Group: People of all ages who are disadvantaged and/or vulnerable within Perth and Kinross Residents of Perth and Kinross Local communities within Perth and Kinross The outcomes that we hope to achieve with our funding are: Positive change Raising aspirations and realising full potential Developing talent Enhancing social, personal and leadership skills Developing training, skills and knowledge to increase employability Increased participation as active citizens Providing advice, support, mentoring or advocacy Increased participation in sport, recreation, culture and heritage Communities have more sustainable services and facilities that reflect their local priorities The type of organisation that we want to work with: Organisations that are focussed on overcoming isolation and fragmentation and encouraging inclusion and integration with a strong focus on supporting and empowering people. Community led organisations which support positive change who can demonstrate that they listen to and are responsive to their community/community of interest. Organisations that are or seek to be embedded in their local community and able to make connections – village halls, church halls, community centres and facilities aimed at community provision, recreation, sport and arts.
Europe for Citizens - Second 2017 Town Twinning | €25,000 | 1 September The Europe for Citizens Programme funds schemes and activities in which citizens can participate to promote Europe’s shared history and values and foster a sense of ownership for how the Union develops. The Programme has an overall budget of €187,718,000 for the 2014-2020 period. Part of Strand 2 of the programme, Democratic Engagement and Civic Participation, the Town Twinning measure aims at supporting projects bringing together a wide range of partner towns in a town twinning event around topics in line with the objectives of the Europe for Citizens Programme. By mobilising citizens at local and European Union levels to debate on concrete issues from the European political agenda, the measure will seek to promote civic participation in the EU policy making process and develop opportunities for societal engagement and volunteering at EU level. The maximum eligible grant for a project is €25,000 and applications are accepted from the following: Towns/municipalities or their twinning committees. Other non-profit organisations representing local authorities. Projects must involve municipalities from at least two eligible countries of which at least one is an EU Member State. More information: Crerar Hotels Trust | N/A | N/A Crerar Hotel Trust donates to local community, sport, medical, educational and children's charities. For information on each specific charity please see the links at: Carnegie Dunfermline Trust | £300 - £10,000 | N/A The Trust funds projects, activities and schemes with social, community, educational, cultural, sport and recreational purposes for the benefit of those within the defined geographic area of the operation of the Trust. They are also interested in active partnerships where organisations decide to work together and adopt a joint approach. Start-up funding is offered on a one-off basis. Grants of between £300 and £10,000 area available. Eligibility: community or charitable organisations More information: Charles Hayward Foundation - Small Grants | £7,000 | N/A Grant are made in the following categories for charities with an income of less than £350,000: criminal justice, heritage and conservation and older people. Grants of up to £7,000 area available. See for information on each of the above eligible themes. Eligibility: community or charitable organisations
opportunity). All or part of the cost of delivering an in-house capacity building activity for staff, volunteers or management committee/board members. Applicants must be able to show how funding will build the knowledge, skills and expertise of volunteers, staff or management committee or board members, and demonstrate how this will make a positive difference to their food and health activities. The deadline for applications is 8 December 2017 (or earlier if all the funding is allocated before then). More information: Big Lottery Fund Awards for All (Updated Guidance) | £300-£10,000 | N/A The Big Lottery Fund is now offering grants of between £300 and £10,000 to voluntary and community organisations, schools and statutory bodies in order to help improve local communities and the lives of people most in need. To be eligible for funding projects must meet at least one of the following priorities: Bring people together and build strong relationships in and across communities. Improve the places and spaces that matter to communities. Enable more people to fulfil their potential by working to address issues at the earliest possible stage. In addition, the programme has announced recently that it will give priority to: Arts projects that: Engage people from areas of high deprivation. Remove financial barriers to access creative activities. Address rural isolation and encourages activity in rural areas. Engage older people, people in care homes and carers. Engage care leavers. Support integration of refugees and asylum seekers. Sports projects that: Engage young people from our most deprived areas. Engage girls and young women. Engage disabled young people. Communities should be involved in the design, development and delivery of projects. Examples of eligible costs include: Training costs. Volunteer expenses.
Museums Galleries Scotland Museum Development Fund | £5,000 - £40,000 | 27 April The Museums Galleries Scotland Museum Development Fund is designed to support museums to make strategic steps towards becoming more resilient organisations, in line with the aims of the funder's National Strategy. Projects must demonstrate one of the following: An enterprising approach – either with an innovative way of solving a problem or involving income generation. Skills development (for staff and or volunteers). Advocacy – helping to raise the museum’s profile. Museums can apply for between £5,000 and £40,000 and up to 75% of the total project costs. Those that care for Recognised Collections can apply for up to £60,000 for projects relating to those collections, and for up to 100% of the total project costs. Any organisation that runs an Accredited Museum in Scotland can apply. More information : Deadline : 27 April 2018. Employment and Training Ernest Cook Trust (UK) Small Grants Programme | £1,000 - £1,500 | N/A Supports state schools and small registered charities which would like to undertake projects which meet the Trust’s objectives and require a small amount of pump-priming in order for such projects to take place. Although the full range of the small grants programme is up to £4,000, due to the huge pressure on the available resources most awards are in the region of £1,000 to £1,500. Further information at: No application form, post a covering letter on official headed paper of the applicant organisation & include: •up to 2 sheets of A4 describing the organisation, outlining the project & specifying its educational elements and the way in which it fits in with the interests of the ECT •a simple budget for the project, outlining the way in which the grant would be spent •a list of any other funding applications •the latest annual report & accounts for the organisation (schools are not required to send one)
Specified Personnel (see clauses 1.1 and 6) Project Provider shall ensure that the services prescribed in this Agreement shall be undertaken by: Names of Chief Investigators… F. Insurance (see clause 15) Project Provider maintains, where it is reasonable to do so: workers’ compensation insurance or self-insurance for an amount required by the appropriate State or Territory legislation; and public liability insurance or equivalent protection for a minimum of $10 million dollars; and professional indemnity insurance or equivalent protection for a minimum of $10 million dollars; and, on request, must promptly provide to the ANU certificates of currency for inspection. G. Liaison & Notices (see clauses 7 & 26) Name of Liaison Title Address Phone: Fax: E-mail: SCHEDULE 2 — APHCRI Obligations AA. The Australian Primary Health Care Research Institute (see clauses 1.1 and 25) APHCRI The Australian National University Building 63 Cnr. Mills & Eggleston Rd Acton, ACT 0200
Employee Name Employee # School/Section Campus Proportion of award funds $ Employee signature Date Employee Name Employee # School/Section Campus Proportion of award funds $ Employee signature Date Enquiries Once completed, forward to Email: Phone: 03 5327 9756 Human Resources Federation University Australia MT HELEN CAMPUS Authorisation for payment As the Vice-Chancellor’s nominee and Chair of the Award Panel, I hereby authorise distribution of the award funds as detailed in the Award recipient details (above). John Blair Chief Operating Officer/Chief Financial Officer Date
Program Name: ____________________________________________ Applicant Name: ___________________________________________ Equity Advisor/ SOLE Advisor/ SD&C Representative Name: ______________________________________ Organization/Department Name: _______________________________ The Office of Equity, Diversity and Inclusion will consider impact, leadership, planning, and fulfillment of its mission in deciding whether to partner with programs. Quality of Proposal/ Program (16 points total) Promptness of submission: Complete proposal was submitted on time to the correct location a. Mission: Supports EDI’s mission by advancing UCLA’s commitment to inclusive excellence. 0 1 2 3 4 5 6 b. Impact: Will help the campus community address an unmet need. 0 1 2 3 4 c. Leadership: Demonstrates leadership and effective planning. 0 1 2 d. Planning: Provides adequate justification for funding for requested items. 0 1 2 e. Numerical computations are clear and accurate, with documentation for price quotes . 0 1 2 Bonus (1 point total) Innovation: A bonus point may be awarded for unique or exceptional programs. 0 1 TOTAL SCORE: _________/17 pts total
FUNDING LEVELS FOR KEY WATER APPROPRIATIONS (Dollars in Millions) (updated November 21, 2017) FY15 Enacted P.L. 113-235 FY16 Enacted P.L. 114-113 FY17 Omnibus P.L. 115-31 FY18 President’s Budget Request FY18 House Appropriations Bill H.R. 3354 FY18 Senate Appropriations Recommendations Difference FY18 House vs. Senate Bill Overall EPA Budget 8,140 8,140 8,060 5,655 7,530 7,910 380 I. Infrastructure Clean Water SRF 1,448.8 1,394.00 1,394.0 1,394.0 1,394 1,394 0 Drinking Water SRF 906.89 863.23 863.23 863.23 863.23 864 0.13 WIFIA - - 10.0 20.0 30.0 30.0 0 II. Categorical Grants Section 106 230.8* 230.81* 230.81* 161.26 230.81 235.81* 5 Section 319 NPS 159.25 164.92 170.92 0 170.92 170.92 0 Wetlands Prog. Dev. 14.66 14.66 14.66 10.24 14.66 14.66 0 Public Water Supply 101.96 101.96 101.96 71.24 101.96 101.96 0 Beaches Protection 9.55 9.55 9.55 0 9.55 9.55 0 III. Regional Programs Great Lakes Restoration 300.00 300.00 300.00 0 300.00 300.0 0 Chesapeake Bay 73.00 73.00 73.00 0 60.00 73.0 13.0 Puget Sound 28.00 28.00 28.00 0 25.0 28.0 3.0 Long Island Sound 3.94 3.94 8.00 0 6.0 8.0 2.00 Gulf of Mexico 4.48 4.48 8.54 0 6.0 12.54 6.54 Lake Champlain 4.39 4.39 4.39 0 4.39 8.40 4.0
Funder Welfare Sport Elders Heritage Culture Arts Housing Community Building Capital Advice Advocacy Core Funds Capacity Building Reg as Charity Value Up to Allen lane Foundation √ √ √ No 15,000 Arts Council Capital Large Grants √ √ √ No Unstated Arts Council Capital Small Grants √ √ √ No Unstated Arts Council Ambition for excellence √ √ √ √ No Unstated Arts Council Creative People and Places √ No Unstated Arts Council Catalyst Evolve √ No Unstated Arts Council Sustained Theatre Fund √ No Unstated Awards for all √ √ √ √ √ √ √ √ No 10,000 Andor Charitable Trust √ √ √ 10,000 Balcombe Charity Trust √ Yes 160,000 Basil Samuel Charitable Trust √ √ √ Unstated 50,000
Funder Welfare Sport Elders Heritage Cult Arts Housing Community Building Capital Advice and Advocacy Core Funds Capacity Building Reg as Charity Value Henry Smith Charity √ √ √ √ No No limit Heritage Lottery Fund √ √ √ √ No 5m Heritage Lottery Fund Start-up Grant √ √ √ √ √ No Heritage Lottery Fund Sharing Heritage √ √ √ √ No 3,000 – 10,000 Ireland Fund for Great Britain √ √ √ √ √ Unstated Unstated Irish Youth Foundation √ √ √ Unstated £10,000 Landfill tax credits √ √ No 50,000 Lloyds Bank Foundation Invest √ √ √ √ √ Yes 25,000 Multi Year Lloyds Bank Foundation Enable √ Yes 15,000 Over two years Local Community Foundations √ √ √ √ √ No Variable Paul Hamlyn Foundation √ √ No 300,000 Power to Change √ √ √ √ √ √ √ √ √ No 300,000 - Entrust
conferences has announced that the next closing date for applications is the 1st June 2018. The Association will consider applications for summer schools and to institutions offering courses in Greek, Latin and classical civilisation; and bursaries for teachers attending courses abroad to support their professional development. The Association will also support school teaching and outreach work such as Greek and Latin reading competitions, regional Greek/Roman days and school conferences; etc. The Grants Committee meets four times a year to make awards for up to £2,000. Applications which exceed this amount are passed to Council for decision. Schools and other organisations that are applying for more than £2,000, must submit their application in time for either the March or September deadlines. Funding for Biodiversity Projects and Community Buildings (England, Wales and Northern Ireland) Biffa Awards which are part of the Landfills Communities Fund has announced that grants of between £10,000 and £75,000 are available to not for profit for community buildings and biodiversity projects. Under the Re-building Biodiversity funding stream grants are available to support site-based projects that protect and enhance biodiversity across the UK, particularly those concentrating on species and habitats that have been identified as a priority in Biodiversity Action Plans as well as green spaces; woodland walks; play areas; sports facilities; and community gardens; etc. To be eligible the project site must be within 15 miles of a significant Biffa operation. Through the Community Buildings Funding Stream grants are available to provide and improve community buildings such as village halls, community centres and church halls to act as mechanisms for community involvement. Priority is given to those projects that enhance, maintain or introduce real community led social, economic or environmental improvements. To be eligible projects must be within 5 miles of a significant Biffa Operation and 10 miles of an active Biffa landfill site. There is a two-stage application process and the closing date for submitting an Expression of Interest the 15th July 2018. Projects successful at this stage will have until the 15th August 2018 to submit a full application. Biffa Awards will fund up to 90% of eligible project costs. Funding to Grow Community Tennis (GB)
Deliverables The required Deliverables for the Services are the ‘Quantities’ specified in item 6.1. Service Delivery Requirements It is a Service Delivery Requirement that the Services must be delivered in accordance with and meet the requirements set out the documents specified below, published on Our Website. Document name Document sections [insert name and version in Title Case, italics] [insert] REPORTING REQUIREMENTS The Reporting Requirements for the Funding and the Services are specified below. Data, statements and reports You are to submit You must submit the data, statements and reports specified in the table below, in each case by the due date and in accordance with the details, standard of reporting and lodgement requirements specified in the table. Reporting period and due date Details and standard of reporting Lodgement [Delete any prepopulated reports that aren’t relevant. DELETE THIS ROW] DS NMDS Transmissions Reporting period: quarterly Due date: within 28 days after the end of each quarter You must provide for each Service User, all the information requested in the Service User section of the Disability Services NMDS Data Guide, published on Our Website. On-line (ODC) – website: or Electronic (own system) – Email: Directors’ Certification Reporting period: quarterly Due date: within 28 days after the end of each quarter You must complete and submit* the form titled ‘Directors’ Certification’ available on Our Website. * Note: If the Service Agreement includes more than one Funding Schedule or You have more than one Service Agreement with Us, You are only required to complete and submit one organisational-level Directors’ Certification for each reporting period. Emailed to: or Faxed to: Funding Services 3224 8103 or Posted to: Funding Services Department of Communities, Disability Services and Seniors GPO Box 806 BRISBANE QLD 4001 Service Report (only if required at Item 6.1) Reporting Period: in accordance with the template provided at Attachment 1 Due date: In accordance with the template provided at Attachment 1. Emailed to: or Faxed to:
Hello ______, In an effort to raise awareness for PRISMS (Parents and Researchers interested in Syndrome) we are planning a Book Sale! Here are the details: Location:___________________ Date: ______________________ Time: _____________________ Price: $.50 for paperback and $1.00 for hardback We hope that you are able to attend! If you aren’t and would simply like to make a donation, you can do so by going to our website and clicking on tab “how to help” then “make a donation”. PRISMS is a non-profit organization dedicated to providing information and support to families of persons with Smith-Magenis Syndrome (SMS), sponsoring research and fostering partnerships with professionals to increase awareness and understanding of SMS. Our Federal Tax Identification Number is 54-1652029. Thank you for your time and we hope to see you there! Dear _____________,
To assist at fundraising events as required. Undertake any other reasonable duties as required by the line manager. This job description is not exhaustive and will be subject to review. Fundraising Administrator PERSONAL SPECIFICATION ATTRIBUTES ESSENTIAL DESIRABLE QUALIFICATIONS Good general education including good GCSEs in English and Maths Qualification in marketing KNOWLEDGE AND SKILLS Highly organised showing good attention to detail Previous working knowledge of databases Excellent IT skills and knowledge Fully competent in the use of Microsoft Word, Outlook, PowerPoint, Access and Publisher Accurate data entry Good communication skills, both written and oral, and ability to deal effectively with colleagues and supporters Understanding of fundraising environment Knowledge of Raisers Edge database Understanding of hospice/charity sector. Basic analytical and statistical skills Accessing and updating websites Experience of using Indesign software.