zilongwang/ReadingBank huggingface dataset:
Gallery Assistants: a written application form and a group interview/workshop Duty Managers: a written application form, a gallery based task (verbal) and a panel interview. Operations Supervisor and Building Technician: a written application form, a gallery based task (verbal) and a panel interview. If you will require any special arrangements at any stage of the selection process please advise us below, or contact Cathy Hirschmann at or telephone 020 7703 6120 Rehabilitation of Offenders Act 1974 Candidates are required to disclose details of all criminal convictions, cautions or bind-over orders that are not You must disclose all such matters but you can be assured that only those deemed relevant to the appointment will be considered. I declare below details of convictions, cautions or bind-over orders as follows: Eligibility to work in the United Kingdom Do you need a work permit to work in the UK? Yes No If yes, please give details: All successful applicants will be asked to provide us with documentary evidence to support their entitlement to work in the UK prior to taking up employment. Data Protection Information provided by you as part of your application, including any special category data, will be used in the recruitment process and is held and processed by the SLG for legitimate interests pursued by us in the recruitment process, and as your employer if you are the successful candidate. Any data about you will be held securely with access restricted to those
Goal-Setting Conference Content Standards/Skills Assessments Category 1 _________________________________________________________________________ Category 2 __________________________________________________________________________ Context/Students Baseline Data Student Growth Goal (Targets) Rationale Strategies Professional Learning and Support SLG GOAL 2 Content Standards/Skills Assessments Category 1 _________________________________________________________________________ Category 2 __________________________________________________________________________ Context/Students
Resources | Center for Service – Learning & Community Engagement The Center Service – Learning & Community Engagement was created to support, enhance and promote service –learning faculty, students, courses, and community partners. We provide many resources for faculty including: One on one consultation for planning and executing a service-learning course Resources for contacts within community organizations for community partners Intro to Service- Learning presentations to classes Service- assessment – evaluation for classes (reported to TBR) Coordination of SL designation with registrar SL planners provided for students – covers liability and insurance coverage SL finale presentation opportunity for students at the end of each semester classroom space with skype access for conference calls/ presentations by reservation (only for SL courses) Service - Learning tracking system (optional for faculty to use) Service – Learning training Assistance with recruiting students for SL courses Alexandra Wills Director, Center for Service – Learning & Community Engagement Resources | APSU SL courses & faculty COMM 2400 – Writing (Nichols) COMM 4020 – Communications in Organizations (Nichols) COMM 3910 – Media Relations (Hicks-Goldston) COMM 1010 – Public Speaking (Nichols, Burke, Morris) HIST 2020 – American History (Tanner) SOC 3750 – Population Dynamic ( SOC 4850 – Sociology of Food (Butterfield) WS 2060 – Intro to LGBTQ (Gray) WS 2050 – Women & Culture (Eichhorn) ENG 1020 – Composition 2 (Atkinson) ENG 1010 E – Composition 1 (Spofford) ENG 1010 – Composition 1 (Atkinson) ENG 3010 – American Literature LDEV 3200 – Community, Leadership, Strategy, Social Change (Kenney, Lyle- SW 3530 – Social Work and Military (Thomas)
Saturday, July 19, 2014 1:00 – 1:15 PM, PT (all times listed in Pacific Time (PT)) Welcome and Opening Remarks Speaker: Dr. Maulik Joshi, DrPH Senior Vice President of Research, AHA; President, HRET Objectives: Provide the framework for an in-depth discussion on eliminating patient harm across the board with patients, experts and hospitals who have achieved success. 1:15 – 2:15 PM Becoming a Highly Reliable Organization Speaker: Gary Yates, MD President, Sentara Quality Care Network (SQCN) Objectives: Dr. Yates will provide participants with detailed, step-by-step examples and instructions to become a high reliable organization. This session will build off of the content discussed during the 2013 inaugural Roadmap. 2:15 – 3:00 PM The Role of Patient and Family Engagement (PFE) in a High Reliability Organization Moderator: Bev Johnson President and CEO, Institute for Patient and Family Centered Care (IPFCC) Panelists: Dr. Mark Rumans, MD Chief Medical Officer, Vidant Health Dorothea Handron, Patient Advisor, Vidant Health Dr. Mary Cooper, MD Vice President and Chief Quality Officer, Connecticut Hospital Association (CHA) Objectives: Speakers will provide a overview of how their PFE initiatives have helped drive high reliability at their organizations. Panelists will also react to discussion and audience questions. 3:00 – 3:45 PM BREAK AND STORYBOARD SESSION 3:45 – 4:45 PM Governance Lessons from High-performing Hospitals Moderator: Dr. Maulik DrPH Panelists: Dr. Fred Goldberg, MD Chief Medical Officer, Nathan Littauer Hospital Beth Daley Ullem Patient Advisor and Trustee, Theda Care Tammy Dye, MSN, RNC Vice President of Clinical Services and Chief Quality Officer, Schneck Medical Center Objectives: Speakers will reflect on how they were able to engage their fellow Board members to track the reduction of patient harm (across the board). Participants will also view a sampling of AHA Governance videos and a discussion will follow focused on topics presented. 4:45 – 5:00 PM Patient and Family Advisor (PFA) Debrief Moderator: Dr. Tanya Lord, PhD, MPH Patient Engagement Consultant, Foundation for Healthy Communities New Hampshire (FHCNH)
Why do you want to work for the CDF Freedom Schools program? What special skills or talents will you draw upon and incorporate in your work if selected as a CDF Freedom Schools servant leader intern? What are your expectations as a result of your participation with a CDF Freedom Schools site? Why should you be selected as a CDF Freedom Schools servant leader intern? Are there any factors that will prevent or affect your ability to fully participate in daily program activities? Emergency Contact 1. Parent/Guardian Primary Phone 2. Emergency Contact Person Relationship Primary Phone Secondary Phone 2017 Ella Baker Child Policy Training Institute • Administrators Manual • 91
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body First Name: Surname: Section B – Education & Training (continued).
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body First Name: Surname: Section C – Employment Record
ACADEMIC Goals/Objectives/Strategies/Activities SAMPLE Worksheet Goal: All students at St. Elsewhere Elementary School will be proficient writers. Measureable Objective: of will by as measured by proportion who what when Strategy 1: Writing Across the Curriculum – Teachers in all disciplines will on writing. Activities: Activity – Relevant Writing Activity Type Begin Date End Date Resource Assigned Source of Funding Staff Responsible Students will write monthly about information learned in each academic subject, receiving grades for writing as well as content. Direct Instruction 8/10/2015 5/20/2016 $350 All teachers Activity – Activity Type Begin Date End Date Resource Assigned Source of Funding Staff Responsible
October 6 10:30 AM – 12:15 PM Alternatives for Content Uniformity Acceptance Criteria and Stratified Sampling Moderators: Geoffrey Wu, FDA and Lisa Tan, GPhA Speakers: Jon Clark, USP James Drennen, Duquesne University Alex Viehmman, FDA October 6 1:15 – 5:00 PM The Science of Tech Transfer/Scale-up Moderators: Grace McNally, FDA and Ilgaz Akseli, Boehringer-Ingelheim Speakers: Implementing Fundamental Pharmaceutical Science and Materials/Engineer Expertise in Scale-Up - Ecevit Bilgili, New Jersey Institute of Technology Stephen Conway, Merck Alberto Cuitino, Rutgers University Mitigating Product Risk in Manufacturing or During Formulation Development and Identify Opportunities to Maximize Efficiency -Ilgaz Akseli, Boehringer Ingelheim San Kiang, Independent Consultant Manufacturing, Risk Management and Quality Assurance October 5 10:30 AM – 12:15 PM How to Prevent, Detect, and Respond to Data Integrity Events Moderators: Paula Katz, FDA and Joseph Famulare, Genentech Speakers: Paula Katz, FDA Building Business Processes that Optimize Accurate and Reliable Data - Monica Cahilly, Mountain Quality Assurance Benefits of Combining Quality Risk Management (Q9) with Pharmaceutical Quality System - Joseph Famulare, Genentech October 5 1:15 – 5:00 PM Continuous Manufacturing Moderators: Thomas O’Connor, FDA and Diane Zezza, Novartis Speakers: Scientific Considerations for the Assessment of Continuous Manufacturing Processes - Thomas O’Connor, FDA Yanxi Tan Cain, Novartis cGMP and Regulatory Considerations for Continuous Manufacturing Processes - Patric Klotzbuecher, FDA Hayden Thomas, Vertex Quality and Regulatory Considerations for Continuous API: A Case - Douglas Mans, GlaxoSmithKline
Review instruments for RQ2 Create draft of instruments for RQ2 Pilot test instruments for RQ 2 Request from Advisory Board on RQs 2 & 3 Operationally define creativity and engagement with materials January 2011 February 2011 March 2011 April 2011 May 2011 June 2011 School Observations Access school data (6th – 10th graders’ CRCT, EOCT, and GPA) Second test of instruments for RQ 2 (if needed) Complete instruments for RQ 2 Evaluate SLIDER teacher training and curriculum Create/locate instruments to measure creativity and engagement with materials Pilot test instruments Complete instruments Future Work. Next year, we will pilot test modules in our participating schools with 8th grade students and collect data on the 7th graders who, as 8th graders, will participate in our first full-year SLIDER program. The five-year plan is provided in Table 4. Table 4. SLIDER Project Activities and Goals Five-Year Plan Project Activities and Goals Curriculum Assessment Years 1 & 2 -Teachers receive professional development in inquiry science (PBIS) and LEGO robotics -Teachers integrate PBIS into their classroom activities -Teachers use LEGO data logging activities to enhance classroom instruction -SLIDER team develops LEGO robotics curriculum and data logging drop-in activities (Year 1) -SLIDER team evaluates teacher professional development -SLIDER team operationally defines all dependent variables and finds/develops measurement instruments and data collection strategies -SLIDER team pilot tests instruments -SLIDER team makes initial classroom/ school observations
13 Click the picture to navigate to this parent guide. It contains valuable information for students, teachers and parents. Click magazine has lots of good information too. 14 Click the picture to navigate to the course. Registration The course is registered with NSW Institute of Teachers and its completion will contribute five hours toward Institute Registered professional learning for those participants who are new scheme teachers and have achieved accreditation at Professional Competence. These hours will contribute to maintenance of accreditation requirements. Information regarding accreditation is contained within the course. Access Access is simple once you’ve logged on using your DET portal user name and password. The first time you access the course you’ll need to create a profile. 15 Parents can find the digital citizenship material by entering the Parents & community section of the Teaching and Learning exchange. Care has been taken to add logical key words so that TaLe searches will result in links to appropriate resources. 16 *** Add your information here. ***
Sliding Fee Scale and No-Cost Counseling and Psychiatric Centers in the Greater New Orleans Metropolitan Area Algiers‐Fischer Behavioral Health Center (504) 568‐3130, www.mhsdla.org 4422 Gen. Meyers, Ste. 203, Algiers M‐F 8‐4:30 Mental health services provided for adults, including medication, crisis counseling, outpatient mental health services for adults, addictive disorders counselors. Sliding scale based on income, call for info; Walk‐ins from 10‐3 or Appt. Spanish Spoken? N Assurance Care Provider 504‐472‐0068, fax 504‐472‐0078 2145 Rev. Richard Wilson Dr., Kenner M‐F 9‐5 Mental health services for adults, adolescents and children (6+). Medicaid; Call or Walk‐in. Spanish Spoken? N Beacon Behavioral Health 504‐581‐4333 3200 Ridgelake Dr., Ste 100, Metairie 70002 Outpatient therapy for adults, including elderly, to improve or maintain an individual's ability to function as well as alleviate symptoms that may significantly interfere with functioning in at least one life domain (familial, social, occupational and/or educational). Insurance, Medicare; Call clinic to schedule assessment Spanish Spoken? N Celebration Hope Center 504‐833‐HOPE; www.celebrationhopecenter.org 1901‐B Airline Dr., Metairie Faith‐based program offering group, individual and couple counseling sessions; various support groups. Sliding No One is turned away; Spanish Spoken? Y, one Spanish‐speaking counselor, no interpreters Central City Behavioral Health Clinic (504) 568‐3130, www.mhsdla.org 2221 Philip St., next to Edna Pillsbury, New Orleans M‐F, 8‐4:30, Emergency Services 24/7 Mental health services provided, including medication, crisis counseling, outpatient mental health services for adults, addictive disorders counselors, and developmental disorders counselors. Preliminary screening visit required for each new patients before psychiatrist or counseling visit scheduled. Same day psychiatrist visits can sometimes be arranged for acute patients. Insurance, Medicaid, Medicare, or otherwise free or "flex pay" for low‐income individuals; no one turned away; Appt. and walk‐in OK Spanish Spoken? N
ELP Benchmarks: Prior ACCESS/Alt ACCESS* level and year__________________ Difficulty (ACCESS only) ___________ ACCESS/Alt ACCESS* target (ACCESS only) ____________ *Alt ACCESS takers will have demonstrated progress if they increase proficiency level in one or more subdomains of the Alt ACCESS. They will not receive a Difficulty Index or ACCESS target as both are calculated only for ACCESS. Quick peek: MCAS Math and year ____________ MCAS ELA and year _______________ MCAS Science and year _______________ Assessments/measures and when given: School Interventions: Interventions for ELs include tiered systems of support - small group instruction, literacy instruction, etc. ESL is not an intervention. Subject Specific Goals Intervention / Strategies Intervention Monitoring Date Monitoring Status Sufficient Progress Comments
Curriculum and Instruction The SLIFE component of the ELE program may require a consideration of the educational gaps in the students’ academic background to best meet the linguistic needs of SLIFE students. It requires a specially designed rigorous ESL curriculum, taught by ESL teachers who understand the students' culture, with carefully selected opportunities for inclusion. (Robertson & Lafond, date unknown; 3. USED & USDOJ, 2015; Castañeda v. Pickard, 1978.) Offer intensive English language development courses and sheltered content instruction and offer literacy and/or academic instruction in the native language. Sheltered content‐area instruction for SLIFE focuses on English language development through the medium of academic content, so that students can work on language learning and subject learning simultaneously. Most importantly, instructors are familiar with the specific needs of SLIFE and their families. (Council of Chief State School Officers, 2004.) SLIFE Student Success Plan (SSP) “…teachers and schools need to build complete portraits of English language learners with interrupted education. A portrait can include the student’s academic history, linguistic history, and family and cultural history. This information can inform decisions in regard to programming, course selection, and instructional needs of the student.” (WIDA, 2015.) A SSP identifies the SLIFE’s language and academic goals and establishes how to monitor academic and ELP progress. The SLIFE SSP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will provide to ensure the student meets his/her educational goals. The SLIFE Guidance Document provides a sample SSP that can be adapted to local requirements4. High School, College and Career Pathways Research conducted by the Council of Chief State School Officers recommends that schools/districts “create structures that transcend high school academic departmental divisions to support simultaneous linguistic and academic development. Align high school programs with higher education and adult education.5” (CCSSO, 2004.)
What is the policy? Children between the ages of 5 and 17 must attend school per Maryland state law. Maryland recognizes home instruction as an alternative to public school enrollment as a means of meeting the compulsory attendance law. A child must be formally enrolled in home instruction. For Kindergarten students, state law allows for 3 exceptions to the attendance requirement: for immaturity; for attendance in a licensed child-care center; or for attendance in a registered family day-care home. What is the definition of Truancy? Truancy is defined as a student who has more than 20% unlawful or unexcused absences. Parents/guardians are responsible for their child’s attendance. What is a Lawful vs. Unlawful Absence? Each school’s responsibility is to record attendance for each student. A lawful or excused absence is considered under the following circumstances: Illness of student or student’s child Death in immediate family Observance of a religious holiday State emergency or hazardous weather conditions Court summons Suspension Work approved or sponsored by the school Failure of MCPS authorized transportation to eligible students Any absences for reasons than those specified above are considered unexcused or unlawful unless permitted at the discretion of the principal/designee. Normally, absences for travel are not lawful or excused. Importance of Good Attendance Regular school attendance is the key to high school graduation and future achievement. Poor attendance in elementary school has been identified as an early warning sign to What if my child has excessive absences? If a student’s attendance becomes a concern, they may be referred for interventions to increase regular school attendance. The following are possible interventions: Required doctor’s note for excessive or chronic absences Letters of notification informing parents of concern Home visits Parent phone calls/meetings School counselor support Attendance intervention plans/contracts Referrals to outside agencies Referrals to Attendance Matters Referrals to Truancy Review Board Referrals to court
2015 Financial Information Revenue Expenses 2014 Carryover 9,988 Salaries & benefits 65,000 Corporate/Foundation 21,800 Sub-grant contracts 9,070 Sponsorships 18,000 Training/Traveling 1,676 Tax Credit Donations 10,000 Rent & office expenses 7,642 Memberships 23,875 Forums/meetings 1,563 HUD Sec. 4 grants 16,717 Memberships/Subscriptions/Events 1,414 25th Anniversary Donations 4,800 Audit & Insurance 1,672 Other 2,581 25th Anniversary Event 9,900 Web/Computer 386 Miscellaneous 594 Total 107,761 Total 98,917 SLIHC Members Associate Supportive The Arc of Spokane Catholic Charities Common Wealth Agency Community Frameworks Habitat for Housing Authority of Grant County Inland Empire Residential Resources Inland Northwest Bank Pioneer Services Rockwood Retirement Communities Salem Arms Community Housing Spokane Housing Authority Spokane Housing Ventures SNAP Volunteers of America Aging and Long Term Care of Eastern Washington Better Health Together Building Changes Family Promise of Spokane Frontier Behavioral Health Impact Capital Inland Northwest Fuller Center for Housing Rebuilding Together Spokane Spokane Baptist Association Homes Spokane Urban Ministries The Salvation Army Transitions WA Community Reinvestment Assn. WA State Housing Finance Commission Whitman County CAC YWCA of Spokane AmericanWest Bank* Avista Utilities Bank of America* Banner Bank Beacon Development Group Campion Foundation* Foster Pepper PLLC JPMorgan Chase Bank* Molina Health Care Mountain West Bank Umpqua Bank United Health Care Washington Bank* ZBA Architecture Mary Jo Harvey Arlene Patton Tim Williams *Major underwriters and supporters Visit SLIHC’s website at to find out more about our members. Staff: Cindy Algeo, Executive Director, TEL 509-325-3235, FAX 509-325-3295, 907 W. Riverside, Spokane WA 99201
Method Independent and Dependent variables are both accurately and completely stated, showing evidence of in-depth understanding and inferences beyond project expectations. Independent and Dependent variables are both accurately and completely stated, showing. Independent or Dependent variables stated. However, minor errors are evident. Independent and Dependent variables stated with major errors evident. Summary Summary includes all of the following: skills learned applications to real life situations reflection on the engineering design process reflection on the strengths and weaknesses of the design Summary includes 3 of the following: 1 skills learned applications to real life situations reflection on the engineering design process reflection on the strengths and weaknesses of the design Summary includes 2 of the following: skills learned applications to real life situations reflection on the engineering design process reflection on the strengths and weaknesses of the design Summary includes 1 of the following: skills learned applications to real life situations reflection on the engineering design process reflection on the strengths and weaknesses of the design Appendix E: Engineering Design Process Name _____________________________ Appendix F: Slime Recipe
TABLE-8.4: ANNUAL FUND SHARING BREAK-UP FOR SEWERAGE PROJECTS(As per Table 2.3.2 of AMRUT guidelines) (Amount in Rs. Cr) S. No. Project GOI State ULB Others Total 14th FC Others 14th FC Others 1 Preparation of DPR,PMC 3.3 cr 3.78 cr - 3.78 cr 2.52 cr - 2.52 cr - - 12.6 cr 2 Sewerage System for Bhilai City- Network & Pumping Station 345 cr 207 cr - 207 cr 138cr - 138cr - - 690 cr 3 STP for Bhilai City- STP 55 cr 33 cr - 33 cr 22 cr - 22 cr - - 110 cr 4 Road Restoration Work 20 cr 12 cr 12 cr 8 cr - 8 cr - - 40 cr Total 81.75 cr 255.78 - 255.78 170.52 - 170.52 - - 852.6 cr. TABLE-8.5: YEAR WISE PLAN FOR SERVICE LEVELS IMPROVEMENTS(As per Table 2.5of AMRUT guidelines) Proposed Projects Project Cost Indicator Baseline AnnualTargets (Incrementfrom theBaselineValue) FY2016 FY 2017 FY 2018 FY 2019 FY 2020 H1 H2 Preparation of DPR,PMC 12.6 cr Quality & Coverage 0% 50% Sewerage System for Bhilai City- Sewer Network & Pumping Station 690 cr Coverage 40% 45% 50% 70% 80% 90% 100% STP for Bhilai City- STP 110 cr Quality 30% 40% 50% 70% 80% 90% 100% Road Restoration Work 40 cr coverage 0% 40% 50% 70% 80% 90% 100% Total 852.6 cr.
SLL GP Referral Please note, this form is for patients in Stevenage, North Hertfordshire and Rutland. Those looking to join Central Bedfordshire’s scheme, please disregard this form and contact the centres directly. First name: Surname: Gender: DOB: Mobile: Daytime tel: Address: GP: GP practice: Please if the patient has any of the following contraindications to physical activity, if yes the patient will not be eligible to join the scheme. Unstable Angina Uncontrolled Diabetes Recent acute soft tissue injury Systollic Blood Pressure 180mm/Hg at rest Diastolic Blood Pressure 100mm/Hg at rest Uncontrolled Tachycardia 100bpm at rest Unstable or acute heart failure Reason for referral: Inactive AND please tick at one of these other criteria Controlled Hypertension Osteoporosis Smoker Controlled Diabetes Unhealthy Weight (BMI>28) Stroke Osteoarthritis/Rheumatoid Arthritis High Cholesterol Levels Cancer Mild to Moderate Mental Health Condition Musculoskeletal Rehabilitation Heart Disease COPD Back Pain (please state) Medication: 1. 2. 3. 4. 5. 6. Blood Pressure: Systolic: Diastolic: Additional comments/ Relevant conditions:
Orientation consists of very specific learning objectives and an outline of clear expectations for pre-service training, the performance screening and program requirements, district and campus resources, expectations and participant evaluation. Below is the schedule for our orientation week. Monday Tuesday Wednesday Thursday Friday 8:00 a.m. – 9:00 p.m. 9:00 a.m. – 11:00 p.m. 11:00 a.m. – 12:00 p.m. Breakfast Compass Pre-Service Training Kick Off Training Overview Getting to know Dallas ISD (8-11) HCM Processing New Hire Experience Technology Training Report to Assigned SLL Campus for Staff Development – Teacher Work Day Independent Study Day Lunch Provided (12-1) On Your Own Provided (12 -1) TBD by Campus 1:00pm – 5:30 p.m. Training Modules (2-4) Summer Learning Lab Kick Off @ Molina High School 2355 Duncanville Rd Dallas, TX 75211 12:30 – 4 PM New Hire Experience Technology Training Report to Assigned SLL Campus for Development – Teacher Work Day Independent Study Day If you need further assistance or haven any additional questions, please contact us at alternativecertification@dallasisd.org
Constitution Template: Saving Londoners Lives SGUL Society Constitution Contents Name Aims and Objectives Membership Subscriptions and Finance Club/Society Officials Duties of Club/Society Officials Meetings Voting Constitutional Changes Complaints Procedure SGSU Commitments Discipline Declaration Name The Club/Society's name shall be Saving Londoners Lives SGUL 2.0 Aims and Objectives The aim of the Club/Society shall be to work as part of the SLL partnership project which aims to increase the number of people in London with emergency life support (ELS) skills. The aim shall be achieved by members of the society volunteering at schools throughout London to assist first aid teaching to the students. Membership Membership of the Club/Society will be open to all members of SGSU in accordance with SGSU Constitution and Policy.
The Club/Society Treasurer is responsible for overseeing the collection of subscriptions and managing any monetary aspects of the society. Making sure each member knows about reimbursement for travel forms. 7.0 Meetings 7.1 The Club/Society Committee meet regularly during term time. 7.2 Regular Committee meetings are required to discuss all Club/Society matters. Minutes shall be made available to SGSU for ratification. 8.0 Voting 8.1 This will take place for the election of Officials and any other issue that the Club/Society deems of importance. Only Club/Society members will be entitled to vote. The results of any election be passed to the Sports/Societies Officer and the General Secretary of SGSU at the earliest opportunity. 9.0 Changes to the Club/Society Constitution Changes can be implemented if a two-thirds majority is obtained at an annual or extraordinary general meeting of the Club/Society. Any changes be deemed provisional until passed to the Sports/Societies Officer and the General Secretary of SGSU at the earliest opportunity and subsequently ratified. Clubs/Societies Complaints Procedure Any complaints shall be dealt with in accordance with SGSU Constitution and Policy. SGSU Commitments The Club/Society shall adhere to SGSU Constitution and Policy
42nd Annual Wild Game Dinner Table Sponsors Our sincere thanks and appreciation go to the many businesses and individuals participating in tonight’s charitable event. Through your support and generosity our St. Luke Catholic Men’s Club is able to accomplish our benevolent mission. Please mark your calendar for our 43rd Wild Game Dinner – Saturday March 4, 2017 Ernst & Young, LLP Foxworth Consulting Group Fraternal of Eagles Frost Bank Galaxy Builders GCR Tires (x 2) Germaine Laboratories, Inc. Guns & Hoses # 1 Guns & # 2 Gunslingers Health Texas Medical Group Dr. Quinones Health Texas Medical Group Dr. Gabriel Ortiz Helpful Inc. Huebner Family Medicine Dr. Frank Mueller Ingram Builders JAG Public Safety (x 2) Jerry Merrill Joe Gonzalez Joe Pina - The Judges L2W Taxidermy Larry Benavides Lone Star A/C & Heating Los Compadres Mark Hanna, CPA Merida Health Care Group Miracle Body & Paint Munoz & Assoc. Allstate Ins. Mujica Enterprises Niemietz Properties Parker Trucking Phil Campos, CPA Quesada Investments S.A. Police # 1 S.A. Police # 2 S.A. Police # 3 Silver Eagle Distributors, Inc. Sorolas Outdoor Power Equip. Steve D. Lara The Boyz # 1 The Boyz # 2 Train T Training, Rehabilitation & Development Institute, Inc. TX Lawmen Security & Traffic Control Services, LLC Construction, Inc. Vince Ramirez Wedge Plumbing
TRI-BOROUGH TRADED SERVICES 2016/17 SIGN UP Please complete the following forms indicating the services you wish to buy into on an annual or basis. Please return both forms by email to for Friday May 6. Form 1: return of this form by May 6 will establish that you wish to purchase and contract with us on the delivery of the identified services. Following your return of this completed Annual Contract Registration form, a single contract will be drawn up and returned to you for signing. This contract will encompass all the services you wish to purchase on an Annual basis for the coming year. Alongside this you will be sent a single invoice for the total sum of the annual contracts you have entered in to. Form 2: Following your return of the completed Non Annual Contract Registration form, you will be contacted by the individual service areas. They will go through your requirements with you, and help arrange the purchase of any offer in keeping with your school’s needs. Signed (Name and Position): …………………………………………….. School: …………………………….. Local Authority: Other Key Contacts (Where you would like us to liaise with someone other than the above signatory): E.g. If buying-in to Education Psychology, Pupil Support or SDLNS Services please give details of your SENCO If you have any queries this process, please contact: E: T: 0207745 6444 FORM 1 Annual Contract Registration School Improvement
Full SLA Buy-In School capacity Tri-borough state funded school Cost Tick 150 or less £1,950 151 – 300 £3,500 301 – 700 £4,250 701 or more £5,000 Specific Services (for purchase separate from above SLA packages) Full SLA Buy-In Non-SLA Headteacher Performance Management: • 1 day (incl. preparation and report of outcome) • ½ day (attendance at meeting only) £500 per day £300 per ½ day (if beyond SLA time) £650 per day £350 per ½ day Tick: No of days: NQT All Tri-borough state-funded schools Level of Service Cost Tick Basic (per NQT) £250 Enhanced (per NQT) £1,300 Primary NQT Recruitment Pool Database 2015-16 for NQT Appointments 2016-17 Cost Tick Purchased Enhanced SLA Contract 2015-16 or 2016-17 Free Tri-borough state-funded schools £200 School Data Service Cost Tick Annual School LA Data Profile* £650 Annual FFT Aspire access* £250 Pupil Premium: Free school meal eligibility checking service (RBKC schools only) £250 *Schools buying in to the School Improvement Annual SLA will receive these services as standard Specialist Dyslexia Literacy and Numeracy Support Service Level of Service Tri-borough state funded school/org Cost Independent/Out of borough schools Tick Weekly hours
Lee (2010)99 Yes Yes Yes Yes Liu (2010)100 Yes Yes Yes Yes Wei (2012)101 Yes Yes Yes Yes Yeh (2011)102 Yes Yes Yes Yes Lin (2015)103 Yes Yes Yes Yes Wei (2012)104 Yes Yes Yes Yes Wang (2013)105 Yes Yes Yes Yes Zoguereh (2001)106 Yes Yes Yes Yes Bickler (2000)107 Yes Yes Yes Yes Naaeder (1999)108 Yes Yes Yes Yes Miller (1964)109 Yes Yes Yes Not specified in article Langenscheidt (1999)110 Yes Yes Yes Yes Koumare (1995)111 Yes Yes Yes Yes Galukande (2010)112 Yes Yes Yes Yes Ayoade (2006)113 Yes Yes Yes Yes Oguntola (2010)114 Yes Yes Yes Yes Griffiths (1981)115 Yes Yes Yes Yes (1986)116 Yes Yes Yes Yes Walker (1989)117 Yes Yes Yes Yes Rogers (2008)118 Yes Yes Yes Yes Kong (2012)119 Yes Yes Yes Yes α Data not published, but provided by the author Appendix 4: Systematic review of studies reporting the incidence of appendicitis or appendectomy stratified by geographic region between 1932 and 2014. OECD - The Organisation for Economic Co-operation and Development. First Author (Publication Year) Area Overall Incidence Study Period Appendicitis or Appendectomy Administrative Data or Other Medical Recordsα Age Group Northern America OECD (2015)3 Canada (Nationwide) 101 1990-2012 Appendectomy Administrative All ages Al-Omran (2003)4 Canada (Ontario) 75 1991-1998 Appendicitis Administrative All ages
Midget Out of provincials, down a few players Girls Won last 2 league headed to Chetwynd this weekend for 2 playoff games Exact Oilfield Award for Excellence Jerod read through the names of the nominees and the information submitted with their nomination. Board voted for Megan LaFrance and Calvin Beauchamp The January Nominees were: Initiation – Ethan Albert Novice 3 – Calvin Beauchamp Atom 1 – Jerzie Green Atom 2 – Calvin Beauchamp Peewee 1 – Herman Derksen Peewee 3 – Tyraine Ferguson Bantam – Deleavey Midget – Tyrell Barore Girls – Megan LaFrance Financial Review Financial report Rachael presented the financial report. Discussion on how to offset the loss each year. Motion by Tyler W to accept the financials as presented, 2nd Chris. PASSED New Business 6.1. President Update/ Review: REMINDER: Discipline is often a team issue and should be dealt with by the team. Contact Jerod if you have issues or questions. 6.2. and 6.3. Wind Up/ Plaque Ceremony Motion by Jerod to forego formal wind up and instead order Esso medals, Esso awards. Also to order Grad Plaques for graduating players at a cost of $50 each. 2nd Dave. PASSED 6.4. Proposed Bylaw Changes - TABLED Meeting next week 6.5. Bylaw Rules and Regs Addition: Ice Cleaning Amount of floods required for each age group – check into (Atom B only gets one flood right now) 6.6 Insurance Motion by Tyler W to spend up to $2000/annual premium for insurance for SLMHA. 2nd Chris PASSED 6.7. Rotary Looks promising that we will receive some funding from them 6.8 Equipment Lots of goalie equipment is in the storage room. Purge and donate as needed.
6.9 Ice Scheduling Little Lightning was overcharged so they will pay for what they used and SLMHA will cover the over charge Send cancellations and rebookings to the email Next Meeting: TBA Motion to Adjourn by Jerod, 2nd Chris PASSED Adjournment @ 8:18 Action Follow up on back checks – Jerod Jerod to talk to Jody and Dean regarding ideas for a memorial for Tyler at the MRC Tyler C to research pass assistors and report back to the board Midget owe $1000 due Jan 30, 2018 Bylaw Action Items Remove AA Coordinator from pg. 7 of Bylaws Ref In Chief job description – Bylaw change Remove “AA” in “D” of PLAYER/COACH SELECTION COMMITTEE pg.22 of Bylaws change – Novelty/Apparel/Events Item H – ANY purchases require board approval Bylaw Committee AND Player/Coach Selection Committee need to be formed Objectives – Bylaw Committee “F” of the objectives needs to be removed Fees – Raise to cover increase costs for ice rentals? Develop criteria for advancement at LL in Rules and Regulations handbook – Chris Add late registration fees similar to refund structure Loot at fees on the scale per age group and multi player families Ice Cleaning Payment plan dates
Bylaw Action Items Remove AA Coordinator from pg. 7 of Bylaws Ref In Chief job description – Bylaw change Remove “AA” in “D” of PLAYER/COACH SELECTION COMMITTEE pg.22 of Bylaws Bylaw change – Novelty/Apparel/Events Item H – ANY purchases require board approval Bylaw Committee AND Player/Coach Selection Committee need to be formed Objectives – Bylaw Committee “F” of the objectives needs to be removed Fees – Raise to cover increase costs for ice rentals? Develop criteria for advancement at LL level in Rules and Regulations handbook – Chris
10 motorbikes (DIK) 1 laptop (DIK) 2 printers (DIK) 1 scanner (DIK) 11 mobile phones (DIK) Training Project SHIELD training support – 3 days SA Training –5 days SA follow up trainings - 20 months Bo Personnel 1 Community based SA Supervisor 4 Survivor Advocates 7 staff for semen testing 1 Referral Manager 1 Clinical training Officer 1 District Coordinator Programme costs Follow up monthly trainings – 20 months NACP stipends – 9 months Transport, meals and accommodation for 50 clients – 2 months Patient fees for 153 survivors – 20 months Referral transport reimbursements, meals, and accommodation – 20 months Equipment and supplies Equipment/supplies 8 motorbikes (DIK) 1 Generator (DIK) 1 laptop (DIK) 1 printer (DIK) 1 scanner (DIK) 9 mobile phones (DIK) 1 large fridge 1 small fridge Kambia Personnel 1 District Coordinator 1 Referral Manager 1 Clinical Training Officer 2 Survivor Advocates 1 SA Supervisor Programme costs Transport for clients – 20 months Meals for clients – 20 months Accommodation – 20 months Accommodation for clinical training officer ongoing mentorship visits to PHUs- 20 months Meals for clinical training officer ongoing mentorship visits to PHUs – 20 months Fuel for program motorbikes – 20 months Equipment and supplies 4 motorbikes (DIK) 1 laptop (DIK) 1 printer (DIK) 1 scanner (DIK) 4 mobile phones (DIK) 1 Desktop
1 projector (DIK) 3 torches (DIK) Koinadugu Personnel 1 Community Based Survivor Advocate Supervisor 3 Survivor Advocates 1 Medical Staff 1 Referral manager 1 clinical Training Officer Programme costs Project SHIELD phases 2 and 3 – 3 months Case Manager training and support – 5 months Fuel for motorbikes – 8 months Accommodation and meals for CTO on training and mentorship visits to PHU Meals for clinical training officer ongoing mentorship visits to PHUs Transport, Meals and Accommodation for PS4 clients – 18 months Patient fees for 25 survivors – 18 months Diagnostics and medication for 49 survivors – 18 months Referral transport reimbursements, meals, and accommodation – 18 months Equipment and supplies 1 Generator 1 hard top 4x4 4 motorbikes 7 laptops 1 printer 3 torches 1 van CU Personnel 1 Deputy Director 1 Grant Manager 1 Partnership Finance Manager 1 Partnerships Manager 1 M+E Manager 1 Pipeline Co 1 Compliance Officer 1 Data Officer Equipment and supplies 1 laptop (DIK) 1 printer (DIK) 1 scanner (DIK) 2 mobile phones (DIK) 2 Hard top vehicles PIU Personnel 1 PIU Ops/Planning Manager 1 Data/MEQ Coordinator 1 Admin Assistant 1 Technical lead Programme costs Vehicle fuel and maintenance for 18 months
Checklist Identified Evidence and location Objective of data sharing YES/NO Data Protection Notifications exchanged between the parties YES/NO Privacy Impact Assessment or risk assessment conducted. YES/NO Potential benefits and for society of sharing and not sharing YES/NO Minimum necessary dataset used YES/NO Is the use of personal data necessary YES/NO Appendix 4 – Definitions
Secretariat, Silvassa-396220 pp_parmar@yahoo.com Damn & Diu Shri Sandeep Kumar Secretary (Housing & UD) UT of Dadra & Nagar Haveli and Damn & Diu Secretariat, Silvassa-396220 Fax: 0260-2645466 devcom-dd@nic.in Delhi Sh. Narender Kumar I.A.S, CEO, DUSIB Govt of Delhi ‘C’ Wing, 4th Floor, Vikas Bhawan-II, Upper Bela Road, Civil Lines Goa Sh. Elvis Gomes Director – Directorate of Municipal Affairs & GSUDA Govt of Goa, GSUDA 6th Floor, Shramshakti Bhavan, Patto- Panaji gsuda.gsuda@yahoo.com Gujarat Mr. A.K. Patel Project Specialist Govt of Gujarat, Affordable Housing Mission, New Sachivalya, Blk No. 14/7, 7th floor, Gandhinagar-382010 Fax.079-23245921/23250293 gujarat.ahm@gmail.com Haryana Sh. Pankaj Agarwal MD& Director Urban Local Bodies State Urban Development Agency (Haryana) Bays-11-14, Palika Bhavan, Sector-4 Chandigarh Fax- 2570021
Help Desk: Section 2 This page provides detailed guidance to Section 2 of the Pennsylvania Department of Education’s SLO Process Template. Element Definition Format Example 2a. Goal Statement Narrative articulating the “Big Idea” upon which the SLO is based. Text narrative (Foreign Language) Students will demonstrate effective communication in the target language by speaking and listening; writing; and reading. (Physics) Students will demonstrate their understanding of the concepts of force, the conservation of energy, and the conservation of momentum by explaining the motion of different moving objects. 2b. PA Standards References the PA Standards that align with the Goal Statement. Numeric references to PA Standards are found at: References additional professional organization standards that align to the Goal Statement. Hyperlinks or Numeric and text values PA Standards 3.2.B Physics Standards 3.2.10.B1 (Hyperlink) PDE CIP 12.0508 Institutional Food Worker Task Grid tasks 2222, 2224, 2225 Professional Standards ACTFL 1.1, 1.2, 1.3 2c. Rationale Narrative providing reasons why the Goal Statement and the aligned Standards address important learning for this area. Text narrative (Foreign Language) Speaking, reading, and writing are integral to second language learning, as they demonstrate the ability to communicate in the target language. (Physics) PA Academic Standards for Science and Technology and Engineering Education identify the concepts of force, the conservation of energy, and the conservation of momentum as big ideas in physics. The concepts of force, the conservation of energy, and the conservation of momentum form the basis of classical physics and are often applied in engineering and other related disciplines.
STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901). Classroom Context 1a. Name 1b. School 1c. District 1d. Class/ Course Title 1e. Grade Level 1f. Total # of Students 1g. Typical Size 1h. Class Frequency 1i. Typical Class Duration SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale Performance Measures (PM) 3a. Name PM #1: PM #2: PM #3: PM #4: PM #5: 3b. Type District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios Other:___________________________ 3c. Purpose PM #1: PM #2: PM #3: PM #4: PM #5: 3d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 3e. Administration Frequency PM #1: PM #2: PM #3: PM #4: PM #5: 3f. Adaptations/ Accommodations IEP ELL Gifted IEP Other 3g. Resources/ Equipment PM #1: PM #2: PM #3: PM #4: PM #5: 3h. Scoring Tools PM #1: PM #2: PM #3: PM #4: PM #5: 3i. Administration & Scoring Personnel PM #1: PM #2: PM #3: PM #4: PM #5: 3j. Performance Reporting PM #1: PM #2: PM #3: PM #4: PM #5: Performance Indicators (PI)
4a. PI Targets: All Student Group PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4b. PI Targets: Focused Student Group (optional) PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4c. PI Linked (optional) 4d. PI Weighting (optional) Elective Rating 5a. Level Failing 0% to ___ % of students will meet the PI targets. Needs Improvement ___% to ___% of students will meet the PI targets. Proficient ___% to ___% of students will meet the PI targets. Distinguished ___% to 100% of students will meet the PI targets. Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ 5b. Rating Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0) Notes/Explanation Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Interval of Instructional Time School year 2012-13 (1 year) Evidence Career and Financial Management pre-assessment results {administered at the beginning of the school year} Career and Financial Management post-assessment {administered at end of the course} The test questions came from prior NYS Career and Financial Management assessments. Provides an opportunity for real-world application of knowledge and skill. Ensures that those with vested interest are not scoring summative assessments. Offers accommodations as legally required and appropriate. Demands higher order thinking of students. Provides an opportunity for applications of knowledge and skill. Baseline Scores ranged from 45% - 75% on the Career and Financial Management pre-assessment (student roster names and pre-assessment scores spreadsheet attached) Indicates via pre-assessment data a need for focusing on this learning content. Target(s) 80% of students will demonstrate mastery of at least 75% of the Career and Financial Management curriculum as measured by the post-assessment in June 2013. On my student roster specific student growth is noted for each student. District-level expectations Includes all students in selected course sections. Requires 80% or more of students, including special populations, to meet their individual goals. HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? HEDI Scoring scare for each category:
HIGHLY EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE 20 19 18 17 94 16 93 15 92 14 91 13 12 11 10 9 80 8 7 6 76 5 75 4 3 2 1 65 0 86 – 100% of students demonstrate mastery of 75% of the Career and Financial Management curriculum 75 – 85% of students demonstrate mastery of 75% of the Career and Financial Management curriculum 66 - 77% of students demonstrate mastery of 75% of the Career and Financial Management curriculum 65 or less% of students demonstrate mastery of 75% of the Career and Financial Management curriculum Rationale The Career and Financial Management course is required for students in a Career and Technical Education approved program including students taking CTE courses in lieu of three years of foreign language. The pre-assessment is focused on career planning, financial literacy and business systems and economics. Students enrolled in the course may have varying levels of experiences with the primary course topics. The teacher is confident they will achieve 80% mastery/a 9 on the HEDI scale. The assessment can be used for ongoing reflection on student progress and uses that information to differentiate instruction to ensure students targets are met. This measures the level of college and career readiness of the students.