zilongwang/ReadingBank huggingface dataset:
a Excludes 176 Indigenous students (1 per cent) and 3325 nonIndigenous students (1 per cent) who either had no defined region, no information on school attendance rate or were in a grouping with less than 30 students. Source: Commission estimates based on ACARA data (unpublished). References (Australian Curriculum, Assessment and Reporting Authority) 2015, 2015 National Protocols for Test Administration, www.nap.edu.au/ verve/_resources/National_protocols_for_test_administration_2015_-_web _version.PDF (accessed 16 November 2015). APMRC (Australian Population and Migration Research Centre) 2015, ARIA (Accessibility/Remoteness Index of Australia), www.adelaide.edu.au/apmrc/research/ projects/category/about_aria.html (accessed 17 February 2016). Dockery, A.M. and Colquhoun, S. 2012, ‘Mobility of Aboriginal and Torres Strait Islander people: A literature review’, CRC-REP Working Paper CW004 Alice Springs: Ninti One Limited, www.crc-rep.com.au/resource/CW004_MobilityOfAboriginalandTorres StraitIslanderPeople_ALiteratureReview.pdf (accessed 20 April 2016). T. and Prout, S. 2012, ‘Indigenous student mobility, performance and achievement: Issues of positioning and traceability’, International Journal of Educational Research, vol. 54, pp. 41–49. Holmes-Smith, P. 2012, Using NAPLAN Summative Data to Identify Instructional Successes and Challenges, School Research Evaluation and Measurement Services, www.sreams.com.au/naplan.html (accessed 16 November 2015). Jones, R. 2004, Geolocation Questions and Coding Index, A technical report submitted to the Performance Measurement and Reporting Taskforce of the Ministerial Council on
a Vertical lines represent 95 per cent confidence intervals (box 1). b Relationships for categorical variables should be interpreted relative to the default category (box 1). Source: Commission estimates based on ACARA data (unpublished). The analysis suggests that Year 5 students who attended the same school in Year 3 perform better than those who changed schools, but the size of the association is small — for reading, there is about an 8point difference in scores for Indigenous students, and a 6point difference for nonIndigenous students. This suggests that student mobility, or
a The edges of the boxes represent school effects between the 25th and 75th percentiles. The ‘whiskers’ extending out from the boxes show the values for the 5th and 95th percentiles. b Estimated school effects are adjusted by the level of uncertainty in the estimates (annex A). Source: Commission estimates based on ACARA data (unpublished). Overall, school effects are reasonably large (according to the interpretation of effect sizes in box 2). This suggests that unobserved school characteristics do play a role in student achievement. However, the reason why some schools outperform others after their observed characteristics are taken into account cannot be identified in this analysis. The study also examined the consistency of schools identified in the top and bottom five per cent of the distribution for Indigenous and nonIndigenous students. For reading, only about 17 per cent of the top five per cent for nonIndigenous students were in the top five per cent for Indigenous students. For the bottom five per cent, the degree of overlap was 12 per cent. (Further details are provided in annex A.) The reason for the lack of consistency across Indigenous and nonIndigenous students could partly be because unobserved school characteristics that contribute to high achievement for nonIndigenous students may not necessarily work the same for Indigenous students, and vice versa. This highlights the importance of tailoring instruction to the needs of individual students (chapter 4). What are the observed characteristics of achievement outlier schools for Indigenous students? The following analysis defines achievement outlier schools as those that perform much better or much worse than expected, given their observed characteristics. Schools identified as achievement outliers can differ between analyses. The results indicate that some schools that perform within the top five per cent for a particular test domain in one year level are
Maralinga-Tjarutja Land Rights Act 1984 Created the Maralinga-Tjarutja Body Corporate and granted it title over land in west of the state. Amendments were made to the Act upon the declaration of the Mamungari National Park in 2004. Another amendment to the Act in 2009 granted further lands to the body corporate. Tasmania Aboriginal Act 1995 The Act established the Aboriginal Land Council of Tasmania and granted it title to a number of land parcels to be held and managed for the benefit of all Aboriginal people in the state. The Act was amended by the Aboriginal Lands Amendment (Wybalenna) Act 1999 and the Aboriginal Lands Amendment Act 2005, to grant additional land parcels to the Land Council, which included some lands that were previously National Parks. Victoria Aboriginal Lands Act 1970 Created the Framlingham Aboriginal and granted it title of the Framlingham reserve. Also created the Lake Tyers Aboriginal Trust and granted it title of the Lake Tyers reserve. These parcels were previously held by the state government as temporary Aboriginal Reserves. Aboriginal Lands (Aborigines’ Advancement League) (Watt Street, Northcote) Act 1982 This Act granted ownership of a land parcel in Northcote to the Aborigines’ Advancement League (an existing Aboriginal organisation). Conservation, Forests and Lands Act 1987 This Act, as amended by the Traditional Owner Settlement Act 2010, enables Land Management Co-Operative Agreements to be made between Aboriginal groups and the state government over state-owned National Parks and reserves and Aboriginal title lands. Aboriginal Land (Northcote Land) Act 1989 This Act granted ownership of a land parcel in Northcote to the Aborigines’ Advancement League. This parcel is adjacent to the parcel previously granted to the League under the Aboriginal Lands (Aborigines’ Advancement League) (Watt Street, Northcote) Act 1982. Aboriginal Lands Act 1991 This Act granted ownership of three land parcels, which were previously Aboriginal mission cemeteries, to the relevant Aboriginal Indigenous community council/cooperative. Aboriginal Lands (Manatunga Land) Act 1992 This Act granted ownership of a land parcel in Robinvale to the local Aboriginal community cooperative. Traditional Owner Settlement Act 2010 This Act provides a framework for out-of-court settlements of Native Title claims between the Victorian government and Native Title claimants. Under the Act, the state government can enter into a ‘recognition and settlement agreement’ that recognises the Traditional Owners rights to
Summary This was developed by the Australian Government’s Department of Families, Housing, Community Services and Indigenous Affairs with input from all state and territory governments, and was endorsed by all Housing Ministers at the 28 March 2013 meeting of the Select Council on Housing and Homelessness. The purpose of the paper is to explore available information regarding Indigenous home ownership and to identify opportunities in housing and broader policy which could better enable Indigenous people to purchase a home. The paper sets out five recommendations which encourage jurisdictions to take forward the findings of this paper. Recommendations The Australian Government and and territory governments to work collaboratively to improve Indigenous home ownership outcomes by identifying potential target groups, including but not limited to: Indigenous social housing tenants who are in a position to transition to home ownership. Indigenous employees by targeting major employers of Indigenous Australians, where there is support from jurisdictions. The Australian Government and state and territory governments to engage with the finance sector to explore options for targeted work around supporting Indigenous home ownership (e.g. Indigenous Business Australia’s split loan product, equity loans etc.). On Indigenous land, state and territory governments to facilitate the establishment of Indigenous home ownership markets, to enable opportunities for Indigenous Australians who aspire to and are able to sustain home ownership, and develop policy and strategic plans appropriate to their respective jurisdictions including through the possible use of place-based approaches. Key features may include: The provision of suitable land tenure conditions to enable: security of tenure and transferability of an interest in land, with a transfer process that is procedurally simple and comparable to other land transfers in established markets, and access to equity for the purposes of financing purchase or construction activity. Sale to tenant and valuation procedures in relation to social housing assets, robust land administration, consumer protections and town planning. Recommendations (continued) The Australian Government and state and territory governments to work together to support home owner aspirants to enter into home ownership in established markets and on Indigenous land by exploring: Where there is interest from jurisdictions, innovating and refining existing state and territory based home ownership products such as shared equity schemes, rent to buy schemes and other subsidised home loan products, financial management education and intensive case management services.
Contents Privacy Notice Personal information is collected during this public consultation for the purposes of gaining stakeholder insights and comments, and is protected by the Privacy Act 1988. Your submission, along with any personal information you provide as part of that submission, will be published on IP Australia’s website. Information published online may be accessed world-wide, including by overseas entities. Once the information is published online, IP Australia has no control over its subsequent use and disclosure. If you would prefer that your submission, or any part of your submission, not be published on our website, please notify IP Australia in writing, clearly identifying that the whole submission is confidential or the particular parts of the submission you consider to be confidential. IP Australia will not publish any submission or part of a submission that you have marked as confidential. Your submission, including any personal information you provide, may be disclosed to the relevant Ministers and offices, the Department of Industry, Innovation and Science and other Commonwealth government agencies, for the purpose of briefing on the results of the consultation in general and/or about specific issues on which you have commented. This disclosure may occur whether or not your submission has been marked as confidential. Where contact details are provided, IP Australia may also contact you by telephone or email to discuss your submission. A request made the Freedom of Information Act 1982 for access to a submission marked confidential will be determined in accordance with that Act. IP Australia will not otherwise use or disclose your personal information without your consent, unless authorised or required by or under law. IP Australia retains sole discretion to decide not to publish a submission or part thereof, or to remove any defamatory or offensive content from a submission before publishing it on IP Australia’s website. All personal information you provide is handled in accordance with IP Australia’s Privacy Policy. The Privacy Policy contains relevant information, including: how you may seek access to and correction of the personal information we hold; how you may make a complaint a breach of the Privacy Act and how we will deal with your complaint; and IP Australia’s privacy contact officer details. By making a public submission, you provide your consent to your personal information handled in accordance with this privacy notice and the IP Australia Privacy Policy. For further information visit: .
10:40 Cue to start to gain attention Transition to floor – quietly and safely return to the mat for your next instructions Advise the students are to either read, remember story, or ask teacher or indigenous story teller about each season. From the information they are to draw a picture or symbol that will represent a part of the season. For example Fire can represent Birak. Demonstrate drawing a picture or symbol. Check for understanding Transition to to complete task – quietly and safely return to your desks and draw the picture or symbols for each season. Cue to start – Ask class for attention and stop what they are doing eyes forward. Advise and demonstrate how students are to glue their strips of coloured paper onto the worksheet. Emphasize to make sure they have to correct months for each Noongar season. Check for understanding Cue to start – Ok return to your work and finish the worksheet. Birak was a hot and dry month where the Noongar people burnt the bush. What symbol or picture could I draw on my red piece of paper? If I was talking about Makuru which is in July, what symbol or picture could I draw? can I read about each season? Answer = Smart board Who can I ask if I am unable to read or understand what is written on the smart board? Answer = teacher or Noongar representative. Where can I look to check the months for each noongar season? Answer = smart board 10:50 10:57 Conclusion: Cue to start – Gain attention Transition – Students are to return to the floor quietly and safely, leaving your work at your desk Discuss with students about what the current season is for the Noongar tribe – Djeran season Discuss with students what season it is in Australian seasons Ask 3 students to present their work to the class and share their symbols and pictures. Ask students to thank and give a round of applause to the Noongar representative Transition back to desks, quietly and safely to clean up your desk and hand in your completed worksheet to the teacher. What are we in now? Answer = May What season is may for the Noongar tribe? Answer = Djeran The description says “cooler weather”, do you think that weather has been getting cooler? Why do you say that? How do you know?
Any amount of CDEP allowance, than CDEP leave allowances, where the CDEP organisation verifies that the leave allowance is properly payable and will not continue for more than 2 months. 2.1.2 Ex-Offenders Indigenous ex-offenders are eligible for IWS immediately on release from prison, despite not being active job seekers and not being on eligible income support. A letter from prison or parole authorities is proof of just released status. 2.1.3 Reduced Work Capacity Employers may seek special consideration for Indigenous employees with a reduced work capacity of between 8 and 15 hours a week. A job seeker’s reduced work capacity must be confirmed through either a jobseeker capacity assessment or through provision of a recent medical report. 2.1.4 Supporting Indigenous Australians with a disability Indigenous Australians with a disability receiving benefits may be eligible to access IWS. Incentives paid through IWS will be commensurate with work capacity and once combined with other government benefit will not exceed 100% of the salary paid to an employee. IWS will only be payable for the duration of the IWS period – i.e., a total of 26 weeks. 2.2 Eligible positions Positions are eligible if they: Involve a normal employer/employee relationship subject to the applicable industrial arrangement and Are expected to be ongoing at the time of application, that is, the employer knows of no reason why the position will not continue indefinitely and Are full-time, as defined in the applicable industrial arrangement, or for a minimum of 35 hours per week if not specified or Are part-time and provide a minimum of 15 hours work per week. 2.2.1 Conditions of employment The job seeker must be employed under a legal industrial arrangement, made under Commonwealth, State or Territory law for example an award or a collective agreement. If an employer is unsure about the appropriate terms and conditions for the employment of the job seeker, they should contact the relevant industrial relations authorities for advice. 2.2.2 Workers compensation coverage Employers must ensure that an IWS employee injured at work is entitled to the same workers compensation benefits as other employees in that business or industry. 2.2.3 Positions which are not eligible Positions are not eligible are: Commission-based positions and positions paid at "piece rates", that are not expected to be ongoing such as seasonal or fixed term positions, School Based Traineeships or Apprenticeships, Paid work experience, Receiving wage subsidy funding from an Indigenous Employment Program Self-employment or sub-contracting opportunities,
Alabama Next Generation Emergency Network AL911.net User Training WHAT User Training This training course is designed to be a train-the-trainer session on using the AL911.net dashboard. WHEN December 4, 2018, 10:00 am – 4:00 pm Agenda: 10:00a MEVO 11:15a 12:15p Lunch provided by INdigital 1:15p Toolkits/MSAG 2:30p WHERE Jasper Civic Center 204 19th Street E, #100 Jasper, AL WHO SHOULD ATTEND Training Officers, Line-level and Center Supervisors, Operations Managers, & Database Administrators COST The course materials and lunch are provided by INdigital in partnership with the Alabama 9-1-1 Board. REGISTRATION Deadline to register: November 23, 2018 FOR MORE INFORMATION Dana Grubbs – Office: 334-440-7911 1 Commerce Street, Ste 620 Montgomery, AL 36104 • LinkedIn • Twitter • • • •
Equalities monitoring How would you define your gender? Female Male (please specify) Don’t Know Is your current gender different to the gender you were assigned at birth? Yes No Don’t Know The 2010 Equality Act defines disability as ‘a physical or mental impairment which has a substantial and long term adverse [negative] effect on their ability to carry out normal day to day activities’ on the definition above, do you consider yourself to have any kind of disability? (please tick any that apply) Physical Learning Mental Health Deaf/ hearing impaired Blind/ visually impaired Other (please specify): Don’t Know How would you describe your ethnicity? White British White Irish White Gypsy or Irish Traveller Any other White background Asian British Asian Indian Asian Pakistani Asian Bangladeshi Any other Asian background Chinese Arab White and Black Caribbean White and Black African and Asian Any other mixed/ multiple background Black British Black African Black Caribbean Any other Black background Other (please specify): Don’t Know Do you have a faith/ religion? No religion Buddhist Christian Hindu Jewish Jain Muslim Shinto Sikh Zoroastrian Other (please specify): Don’t Know What is your sexual orientation? Heterosexual/ straight Gay woman/ Lesbian Bisexual Other (please specify): Don’t Know
Email Current address (inc. postcode) to post Safe contact notes Next of kin – who can we contact in an emergency? Name Relationship Contact information Safe contact notes Access requirements Does this woman have any access requirements (for example, braille documents) Yes No Don’t Know If yes, please provide details: Does this woman require an interpreter? Yes No Don’t Know If yes, please provide details: Equalities monitoring How would this service user define their gender? Female Male Other (please specify): Don’t Know
Unmet need for GP services due to lack of childcare Definition need for GP services due to lack of childcare is defined for children (aged 0–14 years) as having had a medical problem but not visiting a GP because their parents or caregivers lacked childcare for other children, in the past 12 months. Question C2.29 In the past 12 months, was there a time when [child’s name] had a medical problem but did not visit a GP because you could not arrange childcare for other children? Yes / No / Doesn’t apply Unmet need for after-hours services due to cost Definition Unmet need for after-hours services due to cost is defined for children (aged 0–14 years) as having had a medical problem outside regular office hours but not visiting an after-hours medical centre because of cost, in the past 12 months. Question C2.49 In the past 12 months, was there a time when [child’s name] had a medical problem outside regular office but you did not take him/her to an after-hours medical centre because of cost? Didn’t have a medical problem outside regular office hours / Yes, didn’t go because of cost / No Unmet need for after-hours services due to lack of transport Definition need for after-hours services due to lack of transport is defined for children (aged 0–14 years) as having had a medical problem outside regular office hours but not visiting an medical centre due to lack of transport, in the past 12 months. Question C2.50 In the past 12 months, was there a time when [child’s name] had a medical problem outside regular office hours but you did not take him/her to an after-hours medical centre because you had no transport to get there? Yes, didn’t go because had no transport to get there / No Unfilled prescription due to cost Definition Unfilled prescription due to cost is defined for children (aged 0–14 years) as being when parents got a prescription for their child but did not collect one or more prescription items because of cost, in the past 12 months.
Please provide any additional information relevant to your academic background which should include the name, location and dates for each relevant course listed. For major awards provide also equivalency of the degree to the . [maximum 300 Research Achievements Please describe your research achievements since beginning a career as a researcher (including PhD and post-PhD, if applicable). Please bear in mind this could be read by as well as peers, and should be written in order to communicate with them effectively: [maximum 500 words] Research Award 1: Title: Amount: Source: Award type: (i.e. prize, research grant, travel grant etc.) Duration: Research Award 2: Title: Amount: Source: Award type: (i.e. prize, research grant, travel grant etc.) Duration:
Aerial photograph of Big Thompson in vicinity of HWY 34 bridge Loveland near Glade Road. Excerpted from Ayres Associates Memorandum to Kevin Gingery, City of Loveland on October 8, 2013. Flows listed in red boxes were included in table from the memorandum Hand Computations, Graphs, and other Data/Notes Used to Compute the Indirect
LDR TLIF Lx Direct decompression ALIF Lumbar discectomy N/A List any subject your guideline fits into (see the Excel document under ‘Policies’ on Forms and Templates for list of options). Please replace all this text. 1st January 2017 e.g. NHSLA
Analysis % Sea-water concentrations used: 1)_____________ 2)_____________ 3)_____________ 4)_____________ 5)_____________ 6)____________ Type of oil used: ____________________ Type of Bacteria: ____________________ Questions 1) What well(s) turned pink? _______________________ Did they turn pink on the same day? ____________________________________ What can you say about their Bacterial activity? _________________________________________________________ _________________________________________________________ What wells remained clear? ______________________ What can you say about their Bacterial activity? _________________________________________________________ _________________________________________________________
Activity 7 A Comparison of Indirect Measurement Methods (continued) Questions in this format facilitate deeper thought, more informed discussion, and generate thoughtful extensions of this research. LIMMST Science Notebook Format Instruction: I claim that when _________________________________________________________, then ___________________________________________________________________. I know this because I observed ______________________________________________. Conclusion: Today, I learned _________________________________________________________. Originally I thought _______________________________________________________. Reflection: What really surprised me about this investigation was ____________________________. Extensions / Further Investigation
Child name: 40-60 Emerging 40-60 Developing 40-60 Secure Personal, social and emotional Development Making relationships Self-confidence and Managing feelings and behaviour Communication and Language Listening and Attention Understanding Speaking Physical Development Moving and handling Health and Literacy Reading Writing Mathematics Numbers Shape, space and measure
Child name: Emerging 1 Expected 2 Exceeding 3 Personal, social and emotional Development Making relationships Self-confidence and Managing feelings and behaviour Communication and Language Listening and Attention Understanding Speaking Physical Development Moving and handling Health and Literacy Reading Writing Mathematics Numbers Shape, space and measure Understanding the World People and communities The World Technology Expressive arts and design Exploring and media and materials Being imaginative
Child name: Emerging Target Emerging Working Emerging Secure Expected Target Expected Working Expected Secure Exceeding Target Exceeding Working Exceeding Secure Personal, social and emotional Development Making relationships Self-confidence and Managing feelings and behaviour and Listening and Attention Understanding Speaking Moving and handling Health and self-care Reading Writing Numbers Shape, space and measure Understanding the People and communities The World Technology
2. Additional significant achievements. 3. Distribution of effort (Should total 100%) Research and scholarly activities Teaching and mentoring activities Clinical activities Service and citizenship activities Leadership and management activities 4. Long-term career goals (3–5+ years) Goals Competencies/skills/knowledge needed (Areas you need to develop)
Individual Document Upload Standard NMLS Checklist Language Starting September 12, 2016, individual licensees, who submit the Individual Form (MU4), and control individuals, who submit the Individual Form (MU2), will be able to upload documents for regulator review in NMLS. Document Upload Types The following document types will be available to be uploaded by individuals who submit the Individual Form (MU4): Credit Report Explanations – General Legal Name/Status Documentation – General Memorandum of Tax Certification – State Specific Verification of Experience – State Specific The following document types will be available to be uploaded by individuals who submit the Individual Form (MU2): Credit Report Explanations – General Name/Status Documentation – General Memorandum of Tax Certification – State Specific Personal Financial Statement – State Specific Background Check Authorization – State Specific Verification of Experience – State Specific After updating your Individual Document Upload license settings in the License Settings and Fee System, use the language below to update the appropriate New Application, Transition and/or Amendment Checklist. If the checklist you need to update is in the “Old”/Brown Checklists format, . If the checklist you need to update is in the “New”/Blue Checklists format, . When you are ready for the updates checklist(s) to be reviewed by SRR and posted to the NMLS Resource Center, select to Request to Publish a Major Version of the document. SRR will not review/post the checklist updates until this step is completed. “Old”/Brown Checklist Format Add the appropriate document upload items below to the END of the existing checklist Do not add the document upload item for document types you do not permit or require to be uploaded.
Thank you for your interest in becoming an individual member of EMCN. Please fill out all the information below and return the form to: membership@emcn.ab.ca Personal Information Name Relationship to EMCN: (Employee, volunteer, client, other) Phone Email Mailing Address City Province PC Website Twitter Instagram Facebook Consent For Communications EMCN is committed to honouring and respecting the privacy of our Society members. We commit to ensuring that membership information is kept confidential and will not be disclosed to other parties outside of the Society without prior authorization from membership, as required by law. We will only collect and use your personal information to support and enhance our relationship with you, to notify you of meetings and events, to share EMCN's newsletter, to engage in fundraising efforts, and to otherwise further our vision and fulfil our core purpose. At any time, you may contact the EMCN with privacy questions or concerns you may have. You also may ask at any time to see the personal information you have provided us and request correction or deletion. We strive to maintain a reasonable level of security and confidentiality with respect to the storage of your personal information Do you give the EMCN consent to send you email communications? YES NO Please indicate how you prefer to receive notifications: Mail Other: of Engagement As a member of the EMCN Society, you are a voting member at our annual general meeting, but we encourage you to be more involved with other EMCN activities. Please indicate which areas of engagement interest you. Please note this is entirely voluntary, and members are under no obligation to participate in any of the options below: Becoming a Member Becoming a volunteer Participating in fundraising campaigns or events Becoming a donor Other (please state areas of interest) Declaration Applicants must express support for the vision, mission and values of EMCN. Members must be 16 years of age or older, and a resident of Alberta. Membership is approved by the board of directors and is valid for two years. I declare that I am eligible to become a member of the EMCN Society I agree to be a member in good standing for the two-year term I declare that I subscribe to the vision, core purpose, and core values of EMCN Name and Signature of Applicant Date Appendix EMCN Vision, Mission and Values
MOVEMENT (PERMIT) APPLICATION Please complete all* sections in full and return to : *Section 6: Stop Over Quarantine: Only if relevant – contact for enquiries as to the stop-over quarantine requirements that might be pertinent for your movement application 1 Horse details Name of Horse Microchip number Passport number 2 AHS Vaccinations AHS 1 Vaccination Date Batch AHS 2 Vaccination Date Name and contact number of administrating vet 3 Permanent Holding of Origin Name Physical Address Duration of resident stabling (months) GPS coordinates Date of departure 4 Movement reason Reason for Movement Application 5 Holding of Destination Name Physical Address GPS Coordinates Contact name and number at Destination Date of arrival Estimated period of residence at Destination 6 Stop-over quarantine Stop Over Quarantine Holding Name Arrival date Intended Departure date 7 Health Certification – Private veterinarian Private Veterinarian name Contact details Date of examination of the horse for the Health Certificate 8 Horse Transporter Name of company/private transporter 9 Relevant State Veterinarian at origin Name of State Veterinarian Contact details 10 Submitter (Person to make permit out to) Name Contact details Signed by and dated
IN THE UNITED STATES BANKRUPTCY COURT FOR THE EASTERN DISTRICT OF WISCONSIN In re Chapter 11 _____________, Case No. ________________ Debtor. NOTICE OF DEBTOR’S FINAL REPORT AND MOTION TO REOPEN CASE FOR GRANTING A DISCHARGE AND ENTRY OF FINAL DECREE PLEASE TAKE NOTICE that the Debtor, _______________, by his/her attorneys, has filed a Final Report and Motion to Reopen this Case for Entry of a Discharge and Final Decree, copies of which are enclosed. Your rights may be affected. You should read these papers carefully and discuss them with your attorney, if you have one in this bankruptcy case. (If you do not have an attorney, you may wish to consult one.) If you do not want the to grant the Debtor’s Motion, or if you want the Court to consider your views on the Motion, then no later than 14 days from the date of service of this notice, you or your attorney must: File with the Court a written objection at: Clerk, United States Bankruptcy Court 517 East Wisconsin Avenue, Room 126 Milwaukee, WI 53202-4581 If you mail your objection to the Court for filing, you must mail it early enough so the Court will receive it on or before the date stated above. You must also send a copy to: Office of the U.S. Trustee Debtor’s Attorney 517 E. Wisconsin Ave., Rm 430 Attorney’s Address Milwaukee, WI 53202 If you file an objection, the will set a hearing. You will be notified of the hearing, and you or your attorney must appear at it. If you or your attorney do not take these steps, the Court may enter an order approving the Motion without further notice or hearing. Date ____________________________ ___________________________________ Signature Block for Debtor’s Attorney
referring VR Counselor by the 5th of each month for the preceding month. Once the client is employed the Job Development Contacts Report is no longer required. The CRP shall complete and submit the IPS Career Match and Hire Report to the referring VR Counselor within ten (10) business days of the client starting employment. If the placement is different than the employment objective on the client’s IPE, the CRP initiates a meeting that includes the client, CRP, VR Counselor, and other appropriate individuals as approved by the client to ensure that the job meets the client’s abilities, capabilities and employment interests. If approved, the VR Counselor will amend the IPE. CRP shall be compensated for IPS Career Match and Hire services as verified and reported by the CRP using the IPS Career Match and Hire Report and the Client’s pay stub or other wage verification such as a wage verification statement from the employer. If the CRP is unable to provide verification through other means they may document those efforts and attest to the client’s wages in the Monthly Progress Report. CRP shall submit a vendor purchase order (VPO) for payment as defined in the Fees and Payment section. 11. Supported Employment: Career Stabilization and Maintenance Supported employment services begin at the time the client begins working and are furnished by VR until stabilization and transition to extended services, except under certain circumstances for youth. This includes all necessary training and job stabilization activities that occur between placement on the job and transition to extended services. The time frame for the provision of supported employment services is no longer than 24 months, unless, under special circumstances, the eligible individual and the VR Counselor agree to extend the time to achieve the employment outcome as identified in the IPE. A team meeting involving the Client, CRP (Employment Specialist), client’s legal guardian or conservator, and the VR Counselor shall be held prior to the client’s transition to the IPS SE Career Stabilization & Maintenance milestone. The client is considered stabilized when all of the following are met: The client achieved competitive integrated employment. The client has received personalized disability benefits counseling. The employer is satisfied with the work produced by the client. The CRP has a well-coordinated job retention support system in place that assists both the client and with the employer as appropriate.
Individual Resource Information Form Personnel Resources Name Mailing Address Phone Number Cell Phone Number Email Agency or Locality You Represent Emergency Contact Emergency Contact Relation Emergency Contact Number Name: A) Regular Salary Hourly Rate B) Fringe Benefit Hourly Rate C) Total Cost Estimate for Hourly Rate (A# +B#) D) Overtime Salary Hourly Rate E) Overtime Fringe Benefit Hourly Rate F) Total Cost Estimate for Overtime Rate (D# +E#) EXAMPLE John A. Doe $22.00 $4.00 $26.84 $33.00 $6.00 $39.00 Please keep this for your individual records. It does not need to be provided to anyone unless requested.
1 The learner will know that they have individual rights and responsibilities The learner must know: Assessment Requirements Evidence Location 1.a An individual which is relevant to them Learners should describe an individual right which is relevant to them The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Sources of support and/or information about rights and responsibilities Learners should identify sources of support and/or information about rights and responsibilities 1.c A responsibility that they have to themselves Learners should describe a responsibility that they have to themselves 1.d A responsibility that they have to others Learners should describe a responsibility that they have to others Tutor Feedback (Strengths and Areas for Improvement):
Supporting Working Parents: Pregnancy and Return to Work National Review Submissions from women and men who have experienced discrimination at work while pregnant, or while on or on return to work after taking parental leave Submission Number: 145 Part C Submission Response During my pregnancy, I had very little difficulties; in fact most people were very helpful and very accommodating. The one concern I had was when I advised my Principal that I was pregnant and intended to return to the workplace on a part time basis, he was very clear to point out that it was only if it was financially feasible for the school and he didn’t believe in shared classrooms. I had no information voluntarily provided to me regarding my entitlements or rights, I had to actively go looking for them. I had my first child in 2011 and at the end of 2011, after realising that I needed to return to part time work for financial reasons, my Principal said that there were no part time opportunities at my school for 2012. My union initially advised me that there was nothing they could do I therefore spent the next six months looking for part time work. I obtained a casual position at a [retail] store chain. This didn’t provide much relief as the hours were irregular. I advised my Principal that I would like to return to work in 2013, but again was advised, no part time positions. I then fell pregnant with my second child. Because I was working casually at a different workplace, I was not entitled to paid maternity leave. I did, however, after 3 months of negotiation with Centrelink, manage to gain access to paid parental leave from the Government. In early 2013, for the third time, I requested a return to work, part time for 2014. After receiving the same response, I decided to take advice from the Union again. This time, they were extremely helpful and very apologetic for the original, incorrect advice. After several months of negotiation, I lodged a grievance with the Merit Protection Board. Before the hearing, my Principal called a meeting to offer me a Part Time position for 2014.
Supporting Working Parents: Pregnancy and Return to Work National Review Submissions from women and men who have experienced discrimination at work while pregnant, or while on or on return to work after taking parental leave Submission Number 262 Part C Submission Response Tony Abbott's plan for 6 months fully paid maternity leave is discriminatory against low waged or unemployed mothers. Big business will transfer any costs straight onto the general public in a defacto tax as effective as the GST. So the question not asked is "Is this the most equitable way to distribute help for women to have equal opportunities for work/parenting life balance?" Under this scheme, if two mothers are pregnant, one unemployed, the other an executive, the richer mother will get paid by far the most for the contribution of having a child. Both government and business will pay them more, at the direct expense of the other poorer mothers, who will pay through the businesses shifting the cost onto consumers. Maternity leave should be provided and compulsory options should be provided for part-time re-entry without loss of superannuation and rank. Maternity insurance should be an option for women who want to be covered for time off. But the general community should not have to pay the cost of meeting the high wages of wealthier women. All mothers should receive a parenting allowance on the level of a modest wage, which could be used to live separately if need be and be a full-time mother or shared with co-carers, including fathers. Childcare, maternity leave and all other family payments (save a fortune! especially with forms about income no longer needed) could be rolled into this one equitably distributed payment - a Parenting Wage - then a better work/life balance would be possible for everybody.
Supporting Working Parents: Pregnancy and Return to Work National Review Submissions from women and men who have experienced discrimination at work while pregnant, or while on or on return to work after taking parental leave Submission Number 299 Part C Submission Response Challenges During pregnancy being told I didn't have to fill out a formal parental leave request I was told that I had to apply for 12 months parental leave, even though I made it know that financially I could only afford to be on 6months parental leave. The response was "it's easier to reduce employee's leave than to extend it" told by staff that "you won't be back" While on Parental Leave Meeting with my boss and being told that I couldn't have my old job back as my replacement was able to work full time and I wasn't (due to breastfeeding and not being able to afford daycare) Told by my boss that I did not need to fill out a formal 'return to work' request After repeatedly being assured by my boss that an alternative position would be found a few months before I was due to return to work he rang me and simply said that he didn’t have a role for me and that he couldn’t see a role opening until the end of the year or possibly even next year. He told me to let him know if my situation changed. Being told by my boss that a replacement position would be found in time before my parental leave ended - but no position was ever 'found' or offered. I had to constantly chase my boss for information. I tried to negotiate flexible work arrangements after receiving advice from Queensland Working Women’s Service. All these attempts were unsuccessful. I was told by QWWS that if no agreement was reached, I was able to make a complaint through Fair Work Australia or the Anti-Discrimination Commission. After I made my request my work e-mail account was immediately disabled (meaning I had no access to the evidence required for a discrimination case). Up until that point that e-mail address was the main e-mail my boss contacted me through.
Name______________________________________ Date_______________________________________ Individual Work Rubric Objectives 4 Points 3 Points 2 Points Needs Some 1 Point Needs Much Total Points Excellent Good Improvement Improvement N/A Follows directions Student completed the work as directed, following the directions given, in order and to the of quality indicated Time management Student used time wisely and remained on task 100% of the time Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved *Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Total Points (20 pts.) Comments:
Name: NCY: Date : Small Steps Year: Contextual Analysis Variation Reading Writing Maths Standard Expectation (A) 100% 100% 100% 100% Socio-Economic Circumstances If the child has any of the following, take off: Pupil Premium Low Attendance (less than 90%) Child in Need LAC / Special Guardianship LAC (in care) Child Protection Adopted -1% -1% -1% -1% -2-4% -2-4% -2-4% Prior Attainment 1 year behind 2 years behind 3 years behind 4 years behind 5 years behind -1% - 5% -10% -15% -20% Mobility If child moves school within KS2: (per move) Y6 Y5 KS 1 or Y3/4 -3% -2% -1% Gender (Girls) -0.5% Recognised Learning Difficulty / Disability SEN Support (Cycle 2) Outside Agency (Cycle 3/4) EHCP (Impact of disability on learning) - 2% - 4% -1-5% Total Adjustments (B) Target Progress by end of year (A - B) % of Small Steps Achieved at Review: Review Date: Actions following Review: % of Small Steps Achieved at Review: Review Date: Actions following Review: % of Small Steps Achieved at Review: Review Date: Actions following Review: Individual Contextual Analysis Small Steps Tracker (I-CASST) KS2 Guidance to Support I-CASST Calculations I-CASST = Individual Contextual Analysis of the Small Steps Tracker
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