zilongwang/ReadingBank huggingface dataset:
9 Sylvia Road, Natick, Massachusetts HOME FEATURES Exterior Grounds Driveway – Paved Asphalt, 12’ wide Front Walk – 3x4 Dropped Blue Stone Front Steps – Pressure treated framing with composite material with granite step Exterior Lighting – Supplied by Builder Exterior House Foundation – Poured concrete, damp proofed with perimeter drain running to daylight Basement Floor – 4” poured concrete Insulation – Walls: 3 ½” fiberglass with vapor barrier/R-21; Ceiling: 9”/R-38; Basement Ceiling: 6”/R-38 House Wrap – Tyvek or equal Siding and Trim – Architectural vinyl siding with accents Windows – Vinyl, low E, double hung tilt-out, awnings or casement where applicable, integrated grilles and screens Deck (Homes with walkout basements only) – 12’ x 12’ deck constructed of pressure treated framing with composite deck and rail system, crushed stone under deck. Bluestone Patio – (Homes without walkout basements only) – 12’ x 12’. Water Spigots – Two in total, with one each placed in the front and rear Exterior Electrical – Two in total, double weatherproof outlet on deck and front of house. Frame Construction – 2” x 6” exterior wall construction and 2” x 4“ interior wall construction with ½” sheathing on walls and roof. ¾” tongue and groove sheathing on floors. Roof – 30-year architectural fiberglass-based roof shingles over asphalt paper and ½” sheathing, ice and water shield placed 36” around perimeter, and all valleys and cheek/dormer walls. Front Door – Thermo Tru Fiber classic entry door, side lights where applicable. Interior
Faucets: Chrome Shower: Ceramic Tile Walls and Seat, White Acrylic Base Shower Tub: White Powder Room: Toilet: White Toilet Seat: Elongated Pedestal Lav: White Faucet: Chrome Kitchen: Sink: Single Undermount Stainless Steel Faucet: Pullout Disposal Appliances – Provided by builder. Kitchen Aid Stainless Steel Gas Range, Microwave and Dishwasher Mirrors – Provided by homeowner. Exterior Lighting – Supplied by Builder. Recessed Lights – Placed as per plan. Heating – One unit two-zone high efficiency forced hot air by propane. Digital thermostat. Air Conditioning – Central Air Smoke and Carbon Monoxide Detectors – As required by code. Electrical Service – 200 AMP Hot Water Heater – Tankless Pre-wire for Telephone – Kitchen and Master Bedroom Pre-wire for Cable TV – All Bedrooms, Kitchen, Family Room, and Living Room Garage Door Opener – Electric eye openers, external keypad Closets – Vinyl coated wire Builder’s Plans – All dimensions shown on plans are approximate and subject to change. Omissions or dimensions may vary. Builder will have final determination. Plans may change. The marketing and architectural floor plans may show certain features and/or options that are not standard and may result in an additional charge.
HOME HEALTH CARE AUTHORIZATION REQUEST FORM PLEASE FAX THIS FORM ALONG WITH REQUIRED INFORMATION TO: 844-834-2908 Questions? Call 844-411-9622 Date of Request: Standard Request: Retro Request: Urgent Request: Note: Urgent request should only be submitted if waiting for a decision under the standard time frame could place the enrollee’s life, health, or ability to regain maximum function in serious jeopardy. If member’s condition does not meet this description and the authorization is submitted as an Urgent Request, delays in processing may occur. Member Name: DOB: Referral Source: Required for Authorization Notification Phone: Fax: Member ID# (Required): Referral Source: Hospital SNF/Rehab MD Office HH Agency Date of D/C from facility or office visit: Preferred HH Provider: Branch NPI (required): Phone: Has home health care already begun? Yes No Start of Care Date/ Requested start of care date: Diagnosis: (incl. Codes) HIPPS Code: Ordering MD (required):________________________________________ Ordering MD NPI (required): ____________________________________ Phone: Fax: HOMEBOUND STATUS: Yes No: CMS Definition: Homebound status certified by MD; there is a normal inability to leave home and leaving the home is a considerable and taxing effort. Able/willing/teachable caregiver? Yes No If no, please explain: What is Being Requested: Reason for visits: MD Home Healthcare signed order (Including signed verbal MD order) Supporting Clinical Documentation At least one of the following is required: History and Physical Facility Discharge Summary Progress Notes from Hospital or SNF MD Office Notes Wound Care Pictures and Measurements Skilled Nursing (include wound measurements, name/dosage frequency of medications if applicable) Wound Care Foley or PEG care Access Care (port/PICC) Teaching/Compliance Other: PT (all therapy requests should include current level of function and care goals) Evaluate and Treat ST Communication Other Cognitive Swallowing MSW HHA OT To avoid potential please include the completed initial assessment and qualifying service Care Plan with all Dependent Service visits requests. Comments/ Notes:
DRAFT The Honorable Seema Verma, Administrator Centers for Medicare and Medicaid Services U.S. Department of Health and Human Services Attn: CMS-1869-P P.O. Box 8013 7500 Security Boulevard Baltimore, Maryland 21244-8013 Submitted via: regulations.gov. Re: CMS–1689-P: Medicare and Medicaid Programs: CY 2019 Home Health Prospective Payment System Rate Update and CY 2020 Case-Mix Adjustment Methodology Refinements; Home Health Value-Based Purchasing Model; Home Health Quality Reporting Requirements; Home Infusion Therapy Requirements; and Training Requirements for Surveyors of National accrediting Organizations Dear Administrator Verma: The Centers for Medicare and Medicaid Services (CMS) and the U.S. Department of Health and Human Services have proposed a number of reforms in the Medicare home health benefit along with setting out CY 2019 payment rates in the Notice of Proposed Rulemaking (NPRM). 83 Fed. Reg. 32340 (July 12, 2018). The changes include a completely new payment model that would take effect in CY 2019 and much more. The National Association for Home Care & Hospice (NAHC) respectfully submits these comments regarding the proposals contained within the NPRM. NAHC is the largest trade association
Nationality Marital status ◻ Married / civil partnered ◻ Single ◻ Divorced ◻ Legally separated ◻ Widowed Religion or belief ◻ Buddhist ◻ Hindu ◻ Muslim ◻ Some other religion or belief ◻ Christian ◻ Jewish ◻ Sikh ◻ No religious belief Ethnic origin (Census 2011 Ethnicity Categories) A White ◻ English/Welsh/Scottish/Northern Irish/British ◻ Irish ◻ Gypsy or Irish Traveller ◻ Other White Background (write in) B Mixed/multiple ethnic groups ◻ White and Black Caribbean ◻ White and Black African ◻ White and Asian ◻ Any other mixed/multiple ethnic background (write in) C Asian/Asian British ◻ Indian ◻ Pakistani ◻ Bangladeshi ◻ Chinese ◻ Any other Asian background (write in) D Black/African/Caribbean/Black British ◻ African ◻ Pakistani ◻ Caribbean ◻ Any other Black/African/Caribbean background (write in) E Other ethnic group ◻ Arab ◻ Any other Black/African/Caribbean background (write in)
The children can choose any six of these, they will be due in every week on a Thursday. The learning will be displayed and celebrated in class. Create a shopping list of as many inventions you could buy at your local supermarket. Write down the price of each and find the total cost. If you could meet any inventor, who would it be and why? Make your own musical instruments – simple drums, guitar, shakers – from everyday household objects like plastic bottles, elastic bands, rice etc. If you could meet any inventor, who would it be and why? Find as many digital images of watches through time, as you can and create a collage of them. (This can be done with any invention.) Draw/paint a picture of the future as you imagine it. Draw and label a design for a product of the future. What problem does it aim to solve? Label all its working parts. Research some scientific arguments about time travel – do you think it will ever be possible? Why? How to hand it in: Children can be independent in how they hand in their home learning. They can use: Hwb J2e Microsoft 365 Hand it in Home learning log – If they would like one. Whatever method they choose. Enjoy!
Name Associate Professor: Ms. Karuna Chandana Class &Section:- B.Sc. IIIrd Home Science Subject-Therapeutic Nutrition Subject Lesson Plan: 14 weeks (from January 2018 to12 April 2018) Week 1 Chapter___: Prerequisites Assignments Month January 2018 Week 1 UNIT 1 Principles of Diet Therapy Week 2 Assignments on the topic Modification of normal diet for therapeutic purposes Week 3 Assignments on the topic Full diet soft diet ,fluid diet, Bland diet Week 4 Class test - 1 Dietician and the role of a dietician Month February 2018 Week 1 –UNIT 11 Assignment on the topic Causes, types, Nutritional management in following diseases – GI tract disorders Week 2 Assignment on the topic Diarrhoes
Week 3- Class test – 1 Service areas- Location & planning Week 4 - Assignments on the topic Menu planning -Planning and writing menus Month March 2018 Assignments on the topic Week 1 Types of menus, use of menu Week 2 Class test – 2 Food service -Various styles of service Week 3- Assignments on the topic Food Cost Control – Why control food costs, costing of dishes Week 4- Assignments on the topic Food Cost Control – Meals and events Month April 2018 Week 1- Assignments on the topic Pricing----Methods of pricing
• Earrings and watches must be removed for PE/games lessons. • Do not allow your child to have pierced ears if they are unable to take the earrings out and put them in easily • Please have your child’s ears pierced at the beginning of the summer holidays so they do not miss any PE lessons. Headteacher Mrs S Dorban Birdsfoot Lane, Luton, Beds, LU3 2DN 595150 Dear Parents and Carers, At Warden Hill Infant School we believe that children make the progress if parents, carers and teachers work closely together. We appreciate how important the partnership is between home and school and the need for us to work together to provide the best education for your child. Our Home-School Agreement sets out the school’s responsibilities towards it’s pupils, the responsibilities of the pupil’s parents and carers and what the school expects of it’s pupils. It is hoped the agreement will strengthen the partnership between home and school and make it clear the roles and expectations of the school, parents and carers and pupils.
Week 4 Class test –, types of curtains Hanging of curtain – pelmet, swags, valances. Month March 2018 Week 1-UNIT IV Design – definition & types. Principles of design – harmony, balance rhythm, proportion & emphasis. Week 2- Flower arrangement – Types of flower arrangement & basic shapes Week 3- Use of principle of design in flower arrangement. Week 4- CLASS TEST- Principles of design – harmony, balance rhythm, proportion & emphasis. carpet and rugs (types and care) Type of lighting suitable for different areas of the house Month April 2014 Week 1 ASSIGNMENT Flower arrangement – Types of flower arrangement & basic shapes Week 2 Revision
Home Stretch Document Flow Diagram Outreach and Referral Home Stretch Staff Housing Navigation – helping people obtain permanent housing Housing Match – Housing Locator and PSH Service Providers Home Stretch Referral Documents: Fax Cover Sheet and Checklist Home Stretch/HMIS Release of Information Form HMIS Standard Intake Form Priority Assessment – 2.0 (Family, Single, or TAY) or verification of frequent contact with health/law enforcement or medical diagnostic verification Contact Information Form Workflow: Referral review and feedback Eligibility determined by HMIS Standard Intake Eligible individuals entered into HMIS Prioritization of Home Stretch clients and linkage with housing navigators based on priority and capacity Document Readiness- Required Forms: Housing Profile Form Government- issued photo ID Social Security Card Vets verification (if applicable) Disability verification (specific type, if applicable to client) – serious mental illness, HIV/AIDS, developmental disability, substance use disorder Homelessness Verification Document Readiness- Recommended Forms: Income Verification Tenant Resume/Sample Housing Application Tenant/Credit History Report Other Documents from Household Members or Special Needs (see Home Stretch Documentation Checklist for further info) Home Stretch Staff: Match “document ready” clients to available housing based on criteria and prioritization. Documents Required at Match: Income verification (<60 days) Homelessness verification (<60 days) Program Specific Applications and Forms Housing Locator: Works with landlord to finalize move-in agreements PSH Service Providers: Housing retention, health, increase assets, positive transitions
The City Fanstore, situated at King Power Stadium, is the flagship for all official lines of Leicester City Football Club merchandise – many of which can now be purchased globally via www.lcfc.com and throughout Thailand at all King Power Duty Free outlets. Open seven days a week, the City Fanstore aims to provide top quality, official Club merchandise at affordable prices for supporters. The opening times of the City Fanstore are as follows: - Monday – Friday: 9am – 6pm - Saturday: 9am – 5pm (non-matchdays) - Sunday: 10am – 4pm - Bank Holidays: 10am – 4pm (Please note opening times are subject to change. For latest opening times please visit www.lcfc.com) The City Fanstore will remain open up to 45 minutes after the final whistle on matchdays Whether you’re making a purchase online at www.lcfc.com or in the City Fanstore, the Club want to provide you with an unparalleled shopping experience and to guarantee you a first class service. In addition to providing a first class shopping service and experience, the Club want supporters to be 100% satisfied with products purchased, and to reaffirm this a full refunds policy is in place. Refunds If you’re not satisfied with your purchases, please feel free to return them for an exchange or refund within 28 days of purchase Items with proof of purchase will be exchanged, or refunded in full by the original method of payment Items returned without proof of purchase will be exchanged, or refunded by a gift voucher or at the latest price Faulty items must be returned clean. Items worn or being worn will not be accepted No exchange or refund will be given on worn or damaged goods, unless items are of a manufacturing fault The Club also strongly advises supporters to check their shirts and shorts before personalisation, as refunds will not be given on printed items. Your statutory rights are not affected. LCFC COMMUNITY TRUST LCFC Community Trust is currently enjoying a period of expansion as it continues to forge effective links between the Club and local communities, which the Trust and Club are proud to represent. Specific emphasis has been placed on key areas of delivery which harnesses the power of football to inspire people to strive to achieve their potential and beyond. Partnerships with the Premier League, Leicestershire County Council, Leicestershire Police and corporate backers enable the LCFC
Term 2 Home Tasks 2017 This term your home tasks will be in the form of a journal. You will decide with your parents what home tasks you will complete for the week. Reading and spelling (Soundwaves) are compulsory. Remember also to have your Big Talk on weeks we have a Big write. You may even have some ideas of your own. When you complete each task, write about it your journal. Remember to use to separate each section. Use your best joining writing and present to impress. It is up to you and your parent to decide what and how much you do. Home Tasks should be fun, fun fun. Mathletics Study Ladder Soundwaves Research: Facts and details about our topic or a topic of your choice. Compulsory Reading: My thoughts and feelings about what I am reading, the characters, my predictions, a new word etc. My Thoughts and feelings about the world. Comment on a news event. Happy Home How I helped out this week. Make Something creative and write about it. Take a photo and include it in your journal. Something Mathematical Measure Weigh Make a graph Tables Number Facts Etc You can bring your journal to school each Friday to share. Write a Poem Write a Story My Choice Your journal might look like this:
Property Address: Property Comments Exterior Comments Size Style Footage Patio Interior Comments Pool of Bedrooms of Bathrooms Exterior Condition Room Location Comments to Work Room to Shopping Room to Schools to Day Care Recreational Facilities of Home Appearance of Houses in the Area Interior Condition Value Relative to the Area
Adams County Referral Checklist Nurse Family Partnership (NFP) Parents as Teachers (PAT) Home Instruction for Parents of Preschool Youngsters (HIPPY) SafeCare Colorado Offered at no-cost to families X X X X Home visits X X X X Serves first-time moms only X Meetings with other families X X Prenatal-30 days postpartum (age at referral) X Prenatal-36 months (age at referral) X Birth-36 months Age 3-5 years (age at referral) X X X Parenting support X X X X Health checks/developmental screenings X X X Early learning games X X X X Referrals to other services X X X X Job development coaching X How often Weekly 2 times per month Weekly Weekly Visitor Registered Nurse Certified Parent Educator Certified Home Visitor Certified Home Visitor Eligibility Criteria Any first-time parent (includes any live births). Must be referred during pregnancy or up to 30 days postpartum. Must have income fall below 200% poverty level. *Only counts mother’s income not family 90% of families must be 10% families if other child/family risk factors are present. Child must be 3 or 4 on or before October 1st Low-income families Families must have at least one child ages 0-5 Must meet at least 3 high-risk criteria (see SafeCare referral form) Cannot have an open court-involved child welfare case or open assessment
ACT ONE FADE IN EXT.ACADEMY OF ARTS.CAMPUS-DAY The campus is full of students talking with each-other. It seems like it’s the first day of college. We notice ROSANNA MCNEIL (19) in the middle of the crowd of the students. She’s got black long hair, dark eyes and a well-built body wearing a brown jacket and a pair of jeans. She is beautiful enough to study acting here. She is holding a map guide of the campus and it’s clearly the first day for her here. She looks at the students and at the building in front of her. Then she smiles to herself and walks toward the building. Here we go! SARAH IVANKOV (19) is seated on a bench. She has covered her face with her hands and is crying desperately. We can see her blond hair and her casual outfit. It’s not that she is familiar with this place. Rosanna notices this girl crying. What is wrong with her? She decides to walk toward her. Hi. Are you ok? Sarah looks at Rosanna. We see her face. She has blue eyes and a sweet face. It looks like she’s been head of the cheerleaders back in high school. Her eyes are wet from crying. I just need my mum. Sarah bursts in tears again. (CONT’D) She forgot to give me my teddy bear. Rosanna sits next not knowing how to comfort this girl. Your teddy bear?! Aren’t you a bit old for that? ROSANNA A SARAH SARAH
Home Based Wandering Response System Please note the documents and records which will be required for the Consumer files and/or Employee files to be reviewed at the time of On Site Evaluation EMPLOYEE Records Review Provider Date Monitor Start Date & Termination Date, if applicable Number of reference checks Check Orientation: Date Job Description(s) Licenses/Certificate of Training, if applicable. Current/expired? Ongoing training: dates CPR: latest dates, if applicable First Aid: latest dates, if applicable Current/expired? Physical: latest date, if applicable (if applicable) Performance Appraisal Date: OIG monthly check TB: latest date Comments
public or private school in accordance with the provisions of the Code of Virginia (COV). This instruction may also be termed home schooling. (COV § 22.1-254.1, 8 VAC 20-80-10) Home Tutoring – instruction by a tutor or teacher with qualifications prescribed by the Virginia Board of Education, as an alternative to attendance in a public or private school and approved by the division superintendent in accordance with the provisions of the Code of Virginia. This tutoring is often used as an alternative form of home schooling but is not home instruction as in 22.1-254. Interim Homebound – homebound services that start and stop, based on pre-defined triggers for students with chronic illnesses that may “flare up” necessitating shorter, more frequent periods of time away from school. Licensed Clinical Psychologist – a psychologist licensed by the Virginia Board of Psychology. For the purposes of eligibility, the licensed clinical psychologist must either be in a treatment relationship or establishing a treatment relationship with the student to meet requirements for requesting homebound services. Licensed Physician – an individual who has been licensed by his/her state Board of Medicine to practice medicine. In regard to the provision of homebound services, it is expected that the physician will only certify those conditions that fall within their documented experience and training. Licensed Teacher – an individual who has met all the current requirements for a teacher in the Commonwealth of Virginia and holds a license from the Virginia Board of Education, or, if teaching online, a license from Virginia or another state. Medical Certificate of Need for Homebound Instruction – physician or licensed clinical psychologist’s written documentation of the medical need for homebound instruction. The certification shall include, but not be limited to, the current illness requiring the student to be confined at home, estimated date of return to school, and the plan of treatment. Nurse Practitioner – a registered nurse who has met the requirements for licensure as stated in 18VAC90-30-60 et seq. Nurse practitioners are registered nurses with additional education and are jointly licensed by the Boards of Nursing and Medicine. Psychiatrist – an individual who has been licensed by the Virginia Board of Medicine and trained to practice in the science of treating mental diseases. A psychiatrist is a medical doctor (M.D.). Regular School Year – the period of time between the opening day of school in the fall and the closing day of school for that school term.
SECTION FOUR REPORTS 4.1 REPORTS Providers will be required to prepare, maintain, and provide any statistical reports, program reports, other reports, or other information as requested by DCS relating to the services provided. 4.2 MONTHLY REPORTS A generic monthly report has been developed for all service standards. It is titled “Monthly Progress Report”. These monthly reports are due by the 10th of the month following service. See Attachment J for templates of: Monthly Progress Report
PO6 Development must not compromise the safety of the neighbourhood and its residents. AO6 Development does not store or use flammable and combustible liquids on site for the conduct of the in amounts greater than what is permitted for a residential dwelling under . PO7 Development ensures that the nature and scale of the home-based business does not result in vibration, odour, dust, other air pollutants, light, glare or radio or electrical emissions that cause unreasonable impacts on the occupiers of nearby . Note—The matters considered in assessing unreasonable impacts include the characteristics, nature, amount, intensity, frequency and duration of the emissions and whether the emissions could be reasonably expected in the area. AO7 Development does not adversely impact upon the of the residential neighbourhood by: emitting vibration, odour, dust or other air pollutants, light or glare that is detectable and disturbing within a sensitive use; or causing radio or electrical interference. PO8 Development does not contaminate land or pollute water. AO8 Development does not involve an industry. If for a bed and breakfast or farm stay PO9 Development providing bed and breakfast or farm stay provides acceptable levels of privacy and amenity for residents in adjoining or nearby . AO9 Development involves: no more than 6 paying guests accommodated at any one time; the total number of residents and paying guests does not exceed 10 persons at any one time; serving of meals only to paying overnight guests. PO10 Development ensures paying guests are accommodated for a short-term stay and the is not the usual residence of the guest. AO10 Development involves guests staying for a maximum of 14 consecutive nights. If outside a sewered area Note—Sewered area is defined in the and means a service area for a sewerage service under the . PO11 Development ensures that effluent disposal and treatment minimise odour and impacts on the natural environment. AO11 Development provides an on-site effluent treatment system that is adequately sized to effectively treat effluent from the dwelling house and any additional persons occupying the premises as paying guests in a farm stay. Note—This requirement is in addition to any requirements for effluent disposal for any rural activity undertaken on the development site.
Editor’s note—For a proposal to be accepted development subject to compliance with identified requirements, it must meet all the identified acceptable outcomes of this code and any other applicable code. Where it does not meet all identified acceptable outcomes, the proposal becomes assessable development and a development application is required. Where a development application is triggered, only the specific acceptable outcomes that the proposal fails to meet need to be assessed against the corresponding assessable acceptable outcomes or performance outcomes and relevant overall outcomes. Other identified acceptable outcomes that are met are not assessed as part of the development application.
Description of the Project Provide a detailed description of the proposed design, construction, rehabilitation, site development and/or other project related improvements (including any plans for existing structures on-site that may be demolished or rehabilitated): Rehabilitation- Acquisition/Rehabilitation Projects For acquisition rehabilitation programs, describe the types of repairs and improvements that will be undertaken. Summarize your rehab standards, including the projected life span of rehabilitated homes: Plans Please attach conceptual design drawings showing the size and character of the proposed development including primary construction materials. Drawings must include the following: A site plan showing the building footprint, parking, and location of curb cuts. A cross section showing a typical structure’s relationship to the site grades. At least elevation drawing, or image of the type of structure proposed. A typical unit floor plan. Non-Residential Space/ Market Rate Units This section is not required for down payment assistance programs with no construction or rehab. Yes No Does the project contain any non-residential space not dedicated for the sole use of the homeowners? If so, will this space generate any income for the project? Please provide a description of the non-residential space, including for what purpose the space is to be used and the intended specific of type of tenant. If the non-residential space is to be treated as a condominium separate from the residential project, or if it is long-term master leased, please explain the ownership structure.
White √ Mixed √ Asian or Asian British √ Black or Black British √ Chinese or Other Ethnic Group √ British White & Black Indian Chinese Irish White & Black African Pakistani African White & Asian Bangladeshi Any Other White Background Any Other Mixed Background Any Other Asian Background Any Other Black Any Other Disability: Do you consider yourself to have a disability? YES/NO Day to day activity affected, please specify ……………………………………
Evidence of need in the region/geographic location for home care places for the special needs group/s. Organisational experience and/or expertise in the provision of care to the special needs group/s. Any tailored approaches you plan to take to meet this group’s particular care needs. Word limit 500 for each special needs group identified APPLICANTS NOT DEMONSTRATING EXCEPTIONAL NEED – GO TO SECTION C APPLICANTS DEMONSTRATING EXCEPTIONAL NEED – GO TO PART 5 PART 5: DEMONSTRATION OF EXCEPTIONAL NEED NOTE: Only applicants seeking an allocation of home care places in the regions listed on page 13 of Section 2 of the Essential Guide are required to complete this part. 5.1 Describe how your organisation has identified the: future care recipients that your service will provide home care places for; and complex care needs and/or challenging behaviours of these recipients. Word limit 500 5.2 Detail relevant evidence that this group has been unable to gain access to a home care place. Word limit 300 SECTION C
HOMECOMING T-SHIRTS $15 (2x-4x $17) Cash or Check. Make checks payable to Crestwood Student Activities Fund. When: Thursday, September 13th – Wednesday, September 19th during lunch periods Red “Ringer” Tee with Black Cuffs Front: “Trample the Trojans” Back: “Crestwood Homecoming 18”
last race which shows all of them giving 100 % and comments of how happy but tired they were from working hard after the race had finished. The above expected learner responses are indicative only and relate to just part of what is required. Assessment schedule: – Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit Evidence/Judgements for Achievement with Excellence The learner demonstrates knowledge of an individual’s nutritional needs by: planning food and liquid that meets the nutritional needs of a physically active waka ama youth For example, the learner: uses a recognised food classification model, e.g. the Food and Nutrition Guidelines, to plan the food and liquid intake. The food plan includes a description of all of the meals, snacks, and liquids for one day (including the type and serving quantities or volumes of all planned food and liquid) adjusts the number of serves for some of the food groups (from the Food and The learner demonstrates in-depth knowledge of an individual’s nutritional needs by: planning food and liquid that meets the nutritional needs of a physically active waka ama youth For example, the learner: uses a recognised food classification model, e.g. the Food and Nutrition Guidelines, to plan the food and liquid intake. The food plan includes a description of all of the meals, snacks, and liquids for one day (including the type and serving quantities or volumes of all planned food and liquid) adjusts the number of serves for some of the food groups (from the Food and The learner demonstrates comprehensive knowledge of an individual’s nutritional needs by: planning food and liquid that meets the nutritional needs of a physically active waka ama youth For example, the learner: uses a recognised food classification model, e.g. the Food and Nutrition Guidelines, to plan the food and liquid intake. The food plan includes a description of all of the meals, snacks, and liquids for one day (including the type and serving quantities or volumes of all planned food and liquid) adjusts the number of serves for some of the food groups (from the Food and
HomeFirst LLV Rapid Response Referral **Please complete both sides of form** Date Time information received Referrer name, position & contact no. for next 60 minutes EXCLUSION CRITERIA Medical Emergency Life threatening illness Serious injury Call 999 Psychiatric crisis Actively suicidal or self-harming Refer to HPFT SPA 0300 777 0707 Pregnancy Refer to maternity services End of life Refer to ICT and/or Hospice services Supported discharge Hospital to complete safe discharge NAME DOB Address including postcode Will client be at this address? Tel. number NHS No. GP surgery Reason for Referral Working Diagnosis Presenting problem Plan of care / Aim of Home First Has client seen GP in last 24hrs? If not why not? Last medical assessment date
Significant past history Please arrange to fax medical summary, current medication, recent clinic reports and discharge letters. If AIHVS or ambulance please fax consultation or leave summary in house. Has client consented to Home First involvement? YES NO - Please seek informed consent Is client confused? If YES - Is this normal? For how long? YES NO Next of Kin & Contact no. Does client live alone? If NO - Who else in home? Are they main carer for someone else? YES NO Is client mobile and able to open front door? If NO, how is access gained? Keysafe number? YES NO Does client have current input from: ICT (DN, Therapy) HCS (SW) HPFT (CPN, EMDASS) Care package Details of any pets in the house. Details of any safeguarding issues. Details of known risks to staff. Most appropriate discipline to lead on this referral? Nursing Therapy Social Care Mental Health Telephone details taken by…………………………….
Local FSNE nutrition educator [YOUR NAME] will be doing [EVENT NAME] with [SCHOOL NAME] students to celebrate MD Homegrown School Lunch Week. Ask your kids about it! @MdFarm2School #FSNE Happy Maryland Homegrown School Lunch Week! We’re celebrating “farm to school.” Farm to school is: kids cooking, gardens growing, and supporting local farmers. Help us celebrate by visiting farmtoschool.org. @MdFarm2School #FSNE This week is Maryland Homegrown School Lunch Week! Locally grown [INSERT LOCALLY GROWN FRUITS/VEGETABLES ON SCHOOL’S LUNCH MENU FOR THIS WEEK] are on the school lunch menu. Check the school lunch menu and help your child pick a local fruit or veggie to include with lunch each day! @MdFarm2School #FSNE [ACTIVITY] celebrates fresh, healthy foods with kids at [SCHOOL NAME] on [DAY]. [ACTIVITY] shows how Farm to School helps us and our communities! @MdFarm2School #FSNE Twitter Messages Celebrate MD Homegrown School Lunch Week! #farmtoschool is: kids cooking, gardens growing & supporting local farmers. #mdf2s #FSNE [SCHOOL NAME] kids are [ACTIVITY – e.g., doing X, learning about Y, tasting Z] to celebrate MD Homegrown School Lunch Week! #FSNE Kids + real food from local farms = a healthy nation! Celebrate MD Homegrown School Lunch Week with us! @MDFarm2School #mdf2s #FSNE Locally grown [INSERT LOCALLY GROWN FRUITS/VEGETABLES ON SCHOOL’S LUNCH MENU FOR THIS WEEK] are on [SCHOOL NAME'S] lunch menu this week for Maryland Homegrown School Lunch Week! #mdf2s #FSNE Visit the local farmers’ market to celebrate #farmtoschool! Ask the farmer how fruits & veggies are grown! @MDFarm2School #mdf2s #FSNE
Gender ◻ Male ◻ Female Date of birth (dd/mm/yyyy) Nationality Marital status ◻ Married / civil partnered ◻ Single ◻ Divorced ◻ Legally separated ◻ Widowed Religion or belief ◻ Buddhist ◻ Hindu ◻ Muslim ◻ Some other religion or belief ◻ Christian ◻ Jewish ◻ Sikh ◻ No religious belief Ethnic origin (Census 2011 Ethnicity Categories) A White ◻ English/Welsh/Scottish/Northern Irish/British ◻ Irish ◻ Gypsy or Irish Traveller ◻ Other White Background (write in) B Mixed/multiple ethnic groups ◻ White and Black Caribbean ◻ White and Black African ◻ White and Asian ◻ Any other mixed/multiple ethnic background (write in) C Asian/Asian British ◻ Indian ◻ Pakistani ◻ Bangladeshi ◻ Chinese ◻ Any other Asian background (write in) D Black/African/Caribbean/Black British ◻ African ◻ Pakistani ◻ Caribbean ◻ Any other Black/African/Caribbean background (write in) E Other ethnic group ◻ Arab ◻ Any other Black/African/Caribbean background (write in)
MANUAL Business and statistical professionals Health professionals Legal professionals Information and communication technology professionals Public service professionals Architects, town planners, surveyors Science professionals Engineering professionals Teaching professionals Librarians and related professionals Therapists Functional managers Production managers Protective service officers Corporate managers and senior officials Financial institution and office managers Managers in distribution, storage and retailing Managers and proprietors in hospitality and leisure services Managers and proprietors in other service industries Transport associate professionals Protective service occupations Artistic and literary occupations Business and finance associate professionals Sales and related associate professionals Public service and other associate professionals Social welfare associate professionals Science and engineering technicians Sports and fitness occupations Health associate professionals Design associate professionals Media associate professionals Administrative occupations: government and related organisations Leisure and travel service occupations Sales related occupations Draughtspersons and building inspectors Administrative occupations: finance Administrative occupations: records Administrative occupations: communications Secretarial and related occupations Electrical trades Printing trades Metal machining, fitting and instrument making trades Metal forming, welding and related trades Building trades Textiles and garments trades Vehicle trades Skilled trades nec Food preparation trades Construction operatives Mobile machine drivers and operatives Plant and machine operatives Process operatives Transport drivers and operatives Assemblers and routine operatives Elementary administration occupations Elementary process plant occupations Elementary goods storage occupations Elementary cleaning occupations Elementary personal services occupations Elementary agricultural occupations Healthcare and related personal services Childcare and related personal services Housekeeping occupations Sales assistants and retail cashiers Hairdressers and related occupations Personal services occupations nec Customer service occupations Elementary security occupations Elementary sales occupations Elementary construction occupations Construction trades Agricultural trades
Please mark/annotate all Hindu festivals, rituals, and traditions in the text. Keep a list for each chapter with your reading questions. Chapter 1 Describe Koly’s family at the beginning of the novel. How old is Koly? Her brothers, etc. What is the family’s economic status? How does Koly spend her days? How do her brothers spend their days? Do they get to choose? How does Koly’s father make a living? How does Koly’s mom get money for the family? What goes into her work? Explain the symbolic meaning of the lotus flowers that Koly’s mother embroiders on her Sari. What is a dowry? What does Koly construct for her own dowry? Why was this important for Koly? Why does Koly’s family need money? Why was her marriage considered a good one? What would Koly’s role be? What did Koly take with her to her marriage? How do they decide the date and time of the wedding? How does this fit with what you know about Hinduism?
What is Koly’s favorite poem about? Why is this her favorite? How does Chandra describe her mother? Why? Chapter 5 (67-78) What job does Chandra’s future husband have? How does Chandra respond when Koly asks her if she loves her future husband? Why does Koly refuse to loan her earrings to Chandra? What is a widow’s pension? What was the family doing with Koly’s pension? How does Chandra explain her family’s actions to Koly? What would you do? What does Koly contribute to Chandra’s dowry? Why is Koly kept from helping Chandra prepare for her wedding day? Chapter 6 (79-87) List some of the daily chores that Koly does now that Hari and Chandra are gone.
Legal reasoning should be explicit about the social and economic considerations it embraces—so much so that lawyers and judges would benefit from being trained in economics and statistics. [1] Some information in this section of notes comes from Brian Leiter, “Legal Realism,” in A Companion to the Philosophy of Law and Legal Theory, ed. Dennis Patterson, Blackwell, Malden, MA, 1996, 261-279. [2] This section incorporates ideas from Susan Haack, “On Legal Pragmatism: Where Does the Path of the Law Lead Us?” The American Journal of Jurisprudence 50, 2005, 71-105. [3] Online at . [4] Oliver Wendell Holmes, Jr., “The Path of the Law” (1897), in Philosophy of Law and Legal Theory: An Anthology, ed. Dennis Patterson, Blackwell, Malden, MA, 2003, 9-21, p.9; emphasis added. [5] Leiter, ibid., p.263. [6] Holmes, ibid., p.9, emphases added. [7] Peirce, Collected Papers 5.401, 1878. [8] Holmes, ibid., p.10, emphasis added. [9] Holmes, ibid., p.10, emphasis added. [10] Holmes, ibid., p.11, emphasis added. [11] Karl Llewellyn, The Bramble Bush: Our Law and Its Study, Oceana, New York, 1930, p.5. Quoted in Haack, ibid., p.85. [12] Holmes, ibid., pp.13-14, emphasis added. [13] Holmes, ibid., pp.14-15, emphasis added. [14] Holmes, ibid., pp.15-16. Holmes’ reference to the “blackletter man” refers to so-called blackletter law, i.e., enacted (posited, positive) law, including statues and case law, exactly as it appears in print.
2-1-1 English and Spanish speaking operators available 24 hours a day. & (269) 673-7700 (269) 686-4703 NE 1808 MI (616) 681-4673 122 (269) 792-2870 122 (269) 792-2870 You may qualify for certain rights and protections under the federal McKinney Vento Act The McKinney-Vento Homeless Education Assistance Act The Act is a federal law that governs educational rights of children and youth in homeless situations. According to the McKinney-Vento Homeless Assistance Act, a homeless person is an individual, including
domestic violence. 4 There is little or no discussion concerning transportation to continue the homeless child’s or youth’s education in its school of origin. Transportation is mentioned in general, about continuing the homeless student’s education in the school of origin. Transportation services necessary to ensure continued education in the school of origin are clearly described; nonsubgrant funds will be leveraged to cover costs. Points Possible: 20 Points Awarded: Comments: Part Five: Evaluation - 15 points Program outcomes include at least one specific, measurable goal regarding academic achievement (reading and/or math) of students considered to be homeless. Program outcomes include a specific, measurable goal regarding school attendance. At least one other goal, both specific and measurable, is included in program outcomes. Scoring Rubric – For each attribute, circle the description most closely reflective of the grant proposal. Not Comprehensive (0 – 1 Point) Somewhat Comprehensive (2-3 Points) Most Comprehensive (4-5 Points) 1 There is no goal regarding student reading and math achievement. An academic goal exists, but does not include both reading and math and/or does not include a specific, measurable outcome. Both reading and math achievement are targeted, with specific, measurable outcomes. 2 Attendance is not targeted as a measurable outcome. Attendance improvement is an outcome, but the goal is not specific and measurable. A specific, measurable attendance goal is part of program outcomes. 3 Program outcomes do not include at least three specific, measurable outcomes. Outcomes lack specificity. At least three outcomes are included in program evaluation, each of which is specific and measurable. Points Possible: 15 Points Awarded: Comments:
Kansas State Department of Education Education for Homeless Children & Youth Competitive Grant 2018-2019 Budget Form Budget Categories Amount Requested (Use Whole Dollars) 1000 Instruction 100 Personnel Services Salaries $ 200 Employee Benefits $ 300 Purchased Professional and Technical Services $ 400 Purchased Property Services $ 500 Other Purchased Services $ 600 Supplies and Materials $ 700 Property (Equipment) $ 800 Other $ 2700 Student Transportation $ 2720 Vehicle Operations Services $ TOTAL $
Homelessness Unified Contract Overview Office oversees procurement process for 4 grants with the 27 Continuum of Care Lead Agencies statewide: Emergency Solutions Grant (HUD funding); TANF Homelessness Prevention; Challenge Grant (Housing Trust Funds); Staffing Grants (GR) Historically each grant has been: Four separate procurements with contracts managed regionally; Program Office has no regional staff. Each procurement was annually solicited with annual contracts At issue – a large contract profile; with limited program staff; protracted and lengthy solicitation to execution process; burden on regional contract staff; burden on provider [reference Causes and Solutions document] Key Solution: Unified Contracts Statewide Shift from annual to multi-year (3 year) contracts with lead agencies; Shift from separate contracts for each (4) funding sources with the (27) lead agencies to a standard unified contract for (27) Lead Agencies (with Incorporated Documents for separate funding sources) Key Results: Reduction in overall number of contracts (27 with Lead Agencies) Unified and standard contract templates Efficiency in getting funds on the street; increase time in provision of services Reduction in contract execution work load (efficiency in timeliness of execution) Reduction of burden on providers in solicitation applications; streamline application process Process: Restatement Amendment for Challenge, ESG, and TANF funds under Unified Staffing Contract From January 2017 to June 15, 2017: February/March: vet template through HQ and regional contract teams; February: CoC/Stakeholder meetings regionally with Program Office Staff June 15: execution of Unified Contract (restatement amendment)
Key selection criteria Qualifications Tertiary qualifications in social work or psychology and relevant work experience preferred. Specialist knowledge and competencies Demonstrates knowledge of the impacts of homelessness on women and children. Has familiarity and experience with current homelessness service system and the broader housing sector, including emergency and long term housing options and pathways. Applies feminist informed, evidenced based and trauma informed frameworks to practice. Position competencies Demonstrates capability in assessing client risk, making timely and appropriate decisions and tailoring information, options and resources to the needs of individual clients. Utilises high level interpersonal and communication skills, including the capacity to advise and consult effectively with clients, service providers and other professionals. Has experience in maintaining accurate, timely and comprehensive client and other records within relevant organisational requirements, standards and legislation/regulation. Personal attributes Demonstrates capability for reflection and self care, including the use of professional supervision. Demonstrates consistent practice in working collaboratively, sharing knowledge and information and contributing to team performance. Demonstrates a positive approach to change and learning. Additional requirements National police records check Working with children check (Victoria) Driver’s licence (Victoria) This is a description of the role and responsibilities of the case manager homelessness and does not specify the full range of duties required in the role.
To receive this publication in an accessible format, email <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, 1 July 2018. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the department’s <http://providers.dhhs.vic.gov.au/human-services-activity-search>