zilongwang/ReadingBank huggingface dataset:
A) develop a marketing plan B) study the strength of the industry C) study the external environment D) determine who the competition is E) develop the strategic plan Page Ref: 163 36) In the context of competitor analysis, businesses that offer identical or similar products are referred to as: A) urgent competitors B) indirect competitors C) direct competitors D) immediate competitors E) straight competitors Page Ref: 164 37) In the context of competitor analysis, ________ close substitutes to the product sold by the firm completing the analysis. A) indirect competitors B) direct competitors C) potential competitors D) impending competitors E) future competitors Page Ref: 164 38) In general, industries are more attractive when: A) the threat of each of the five forces is low B) the majority of the threats are high C) the threat of each of the forces is low nor high D) the majority of the threats are low E) the threat of each of the five forces is high Page Ref: 152 39) Which of Porter's five forces is most closely associated with the concept "barrier to entry"? A) bargaining power of suppliers B) rivalry among existing firms C) threat of substitutes D) bargaining power of buyers E) threat of new entrants Page Ref: 153 40) John Petersen is thinking about starting a firm in the specialty chemical industry. In the industry analysis John has
Review Eligibility Were participants eligible under the applicable eligibility guidelines? Were participant benefits properly discontinued when the period of eligibility expired? Were program benefits calculated in accordance with program requirements? Mandatory Written Policies/Procedures Conflict of Interest (2 CFR 200.112) (2 CFR SDCL 1-56-10) Accounting Policy / Cash Management (2 CFR 200.302) Travel policy (2 CFR 200.474 a.) Procurement (2 CFR 200.317 through 200.326) Methods of Procurement (2 CFR 200.320) Equipment definition, inventory, and disposition (2 CFR 200.313) Time distribution records (2 CFR 200.430) Internal controls (2 CFR 200.303) Governing board members and meeting minutes. Key personnel performing duties and segregation of duties. Audit information supplied. General ledger listing. Sample of payable and receivable source documentation. Time keeping records. Subrecipient policies if the subrecipient of the state passes the federal dollars to another subrecipient. Determine if the conditions of the award are being met. State agency will follow up with the subrecipient following the meeting for: Missing information originally requested; Explanations for areas where the state agency is unclear about what the subrecipient provided; and Additional items needed as a result of the review. Collect second requested items. Schedule a meeting of state agency staff to have a second review following the collection of additional information. Steps 2.e through 2.g should be repeated until the state agency feels all information has been collected and thoroughly reviewed. Final Analysis Upon completion of the desk review, agency staff involved in the monitoring should: Decide course of action to address any issues of non-compliance. Decide on additional monitoring, if needed. Develop a plan of action if additional monitoring is needed. Consider taking enforcement action described in 2 CFR 200.338. Management decisions may be issued for audit findings as described in 2 CFR 200.521. Consider whether the state agencies records or financial reports need to be adjusted. Send the subrecipient notice the monitoring has been completed. Include corrective action plan for areas of noncompliance; Include recommendations for areas where performance can be improved; and/or
Microscope (Chapter 1-4, 7-1) Explain how light microscopes are used to study cells. Describe the history of the development of the microscope. Relate magnification and resolution, and determine the of view at a given magnification. Explain (and demonstrate) how scientists measure the length of objects using a microscope. Demonstrate the use of a microscope to study cells. Compare electron (transmission, scanning) and scanning tunneling microscopes with the compound light microscopes. Key Terms: Microscope Light Microscope Scanning electron Microscope Scanning tunneling Microscope Magnification Resolution Field of view Anton Van Leeuwenhoek Robert Hook Theodor Schwann Mathias Schleiden Thomas Virchow Cell theory Surface to volume ratio Cytoplasm Ribosome Eukaryote Nucleus Nucleolus Nuclear envelope Nuclear pore Chromatin Chromosome Organelle Vacuole Vesicle Golgi apparatus Lysosome Mitochondrion Endoplasmic reticulum (rough, smooth) Cell wall Chloroplast Central vacuole Contractile Vacuole Cytoskeleton Microtubule Microfilament Cilia Flagellum Centriole Eukaryote Prokaryote Animal Cell Plant Cell Cell Tissue Organ Organ system Unicellular Multicellular Colony Cell specialization Endosymbiosis theory Assessment Evidence Technology Project/Product: Webquest Cell Structure Assessment: Microscope Lab Assessment: Unit quiz Assessment: Unit test Observation: Teacher observation and feedback
Learning Plan Period 5 DAY IN CLASS TOPIC HOMEWORK Tues 12/13 F day Test – Chemistry of Life Obj. 1-4 Wed 12/14 A day Cell Theory Surface area to volume ratio Obj . 5-7 Thur 12/15 B day No Class Fri 12/16 C day Prokaryotic/eukaryotic cells Plant/animal cells Eukaryotic cell structures Obj. 8-10 Mon 12/19 D day Cell webquest Obj. 11-14 Tues 12/20 E day Organism organization Review for test Obj 15-17 Wed 12/21 F day Microscope Lab Study for test Thur 12/22 A day Unit Test Fri 12/23 B day No Class Learning Plan Period 6 DAY IN CLASS TOPIC HOMEWORK Tues 12/13 F day Test – Chemistry of Life Obj. 1-4 Wed 12/14 A day Thur 12/15 B day Cell Theory Surface area to volume ratio Obj . 5-7 Fri 12/16 C day Prokaryotic/eukaryotic cells Plant/animal cells Eukaryotic cell structures Obj. 8-10 Mon 12/19 D day Cell webquest Obj. 11-14 Tues 12/20 E day Microscope Lab Obj 15-17 Wed 12/21 F day Organism organization Review for test Study for test
Assessment Evidence Project: Inquiry laboratory: Photosynthesis Lab: Clothespin Olympics (anaerobic respiration) Product: Written lab report Assessment: Unit quiz Assessment: Unit test Observation: Teacher observation and feedback Learning Plan Period 5 Day In Activity Homework Thur 1/26 A day Review Mid year exam Objectives 1-5 Fri 1/27 B day No class Mon 1/30 C day Review Autotrophs/Heterotrophs ATP Structure Tues 1/31 D day Leaf Structure Start Light Dependent Reaction Objectives 6-10 Wed 2/1 E day Light Dependent Reaction Obj 11-13 Thur 2/2 F day Calvin Cycle Obj 14-16 Fri 2/3 A day Photosynthesis Lab Finish lab Mon 2/4 B day No class Tue 2/5 C day Discuss Photosynthesis Lab C4 and CAM plants Wed 2/6 D day Factors Affecting Photosynthesis Chemosynthesis Obj 17-20 Thur 2/7 E day Mitochondria Intro to Cell Respiration Obj 21-22 Fri 2/8 F day Glycolysis and Fermentation Obj 23-26 Mon 2/11 A day Krebs Cycle Electron Transport Chain Obj 27-31 Tue 2/12 B day No class Wed 2/13 C day Relationship between Photosynthesis and Cell Resp. Exercise and Cell Respiration Thur 2/14 D day Review Fri 2/15 E day Unit exam Assessment Evidence Project: Inquiry based laboratory: Photosynthesis Lab: Clothespin Olympics (anaerobic respiration)
Product: Written lab report Assessment: Unit quiz Assessment: Unit test Observation: Teacher observation and feedback Learning Plan Period 6 Day In Activity Homework Thur 1/26 A day No Fri 1/27 B day Review Mid year exam Objectives 1-5 Mon 1/30 C day Review Autotrophs/Heterotrophs ATP Structure Objectives 6-10 Tues 1/31 D day Leaf Structure Start Light Dependent Reaction Obj 11-13 Wed 2/1 E day Dependent Reaction Thur 2/2 F day Calvin Cycle Obj 14-16 Fri 2/3 A day No class Mon 2/4 B day Photosynthesis Lab Finish lab Tue 2/5 C day Discuss Photosynthesis Lab C4 and CAM plants Wed 2/6 D day Factors Affecting Photosynthesis Chemosynthesis Obj 17-20 Thur 2/7 E day Mitochondria Intro to Cell Respiration Obj 21-22 Fri 2/8 F day . Glycolysis and Fermentation Obj 23-26 Mon 2/11 A day No class Tue 2/12 B day Cycle Electron Transport Chain Obj 27-31 Wed 2/13 C day Relationship between Photosynthesis and Cell Resp. Exercise and Cell Respiration Thur 2/14 D day Review Study Fri 2/15 E day Unit exam
I understand that the information submitted may be given to Federal, State and local agencies for determining violations of law and other purposes. All the statements and information provided in this form and any documents submitted are true, accurate and complete. If assistance was obtained in completing this form and the supporting documentation, I have personally reviewed the information and it is true and accurate. I understand that, in general, these statements are made for the purpose of determining eligibility for an SBIR funding agreement and continuing eligibility. I understand that the certifications in this document are continuing in nature. Each SBIR funding agreement for which the small business submits an offer or application or receives an award constitutes a restatement and reaffirmation of these certifications. I understand that I may not misrepresent status as small business to: 1) obtain a contract under the Small Business Act; or 2) obtain any benefit under a provision of Federal law that references the SBIR Program. I am an officer of the business concern authorized to represent it and sign this certification on its behalf. By signing this certification, I am representing on my own behalf, and on behalf of the SBIR applicant or awardee, that the information provided in this certification, the application, and all other information submitted in connection with this application, is true and correct as of the date of submission. I acknowledge that any intentional or negligent misrepresentation of the information contained in this certification may result in criminal, civil or administrative sanctions, including but not limited to: restitution and/or imprisonment under 18 U.S.C. §1001; treble damages and civil penalties under the False Claims Act (31 U.S.C. §3729 et seq.); double damages and civil penalties under the Program Fraud Civil Remedies Act (31 U.S.C. §3801 et seq.); civil recovery of award funds, suspension and/or debarment from all Federal procurement and nonprocurement transactions (FAR Subpart 9.4 or 2 C.F.R. part 180); and other administrative penalties including termination of SBIR/STTR awards. My signature is verification that the statements checked () above are true and complete. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. Date Signature Printed Name (First, Middle, Last)
1 Description Level 2 Description 5.0.0 Communication and Navigation N/A N/A N/A TA STR Technology Area (TA) Level 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 6.0.0 Human Health, Life Support and Habitation Systems 6.1.0 Environmental Control Life Support & Habitation Systems International Space Station (ISS) Demonstration and Development of Improved Exploration Technologies H20.02 TA STR Technology Area (TA) 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 7.0.0 Human Exploration Destination Systems N/A N/A N/A TA STR Technology Area (TA) 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 8.0.0 Science Instruments, Observatories & Sensor Systems 8.1.0 Science Instruments Array Technologies for Microwave Remote Sensing S20.01 Novel Spectroscopy Technology and Instrumentation S20.02 Radiation Hardened Application Specific Integrated Circuit (ASIC) Platforms S20.03 TA STR Technology STR Technology Subtopic Description Subtopic
Area (TA) Level 1 Description Area (TA) Level 2 Description 9.0.0 Entry, Descent and Landing Systems N/A N/A N/A TA STR Technology Area (TA) Level 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 10.0.0 Nanotechnology N/A N/A N/A TA STR Technology Area (TA) 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 11.0.0 Modeling, Simulation, Information Technology and Processing N/A N/A N/A TA STR Technology Area (TA) Level 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 12.0.0 Materials, Structures, Mechanical Systems and Manufacturing 12.5.0 Deep Space Cubesat Technology Z20.01 TA STR Technology Area (TA) Level 1 Description STR Technology Area (TA) 2 Description Subtopic Description Subtopic 14.0.0 Thermal MaN/Agement Systems N/A N/A N/A Topic Title Subtopic Title Subtopic Aviation Research (ARMD) N/A Air Traffic Management Research and Development A20.01
Appendix C: SBIR/STTR and the Space Technology Roadmaps Research and technology topics/subtopics for the SBIR Program are identified annually by Mission Directorates and Center Programs. The Directorates identify high priority research and technology needs for respective programs and projects. Research and technology topics for the STTR Program are aligned with needs associated with the research interest and core competencies across NASA Centers. Both programs support a broad range of technologies defined by a list of topics and subtopics that vary in content within each annual solicitation. The following table relates these SBIR/STTR topics and subtopics to the Technology Area Breakdown Structure (TABS) in the Space Technology Roadmaps (STR). The table is organized by the OCT Technology Area level one (first column) and level 2 (third column), with the related SBIR Select subtopic description (fourth column) and subtopics ID (fifth column) listed as well. The Aeronautics area is included for completeness, though this is beyond the scope of the STR. TA STR Technology Area (TA) Level 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 6.0.0 Human Health, Life Support and Habitation Systems 6.1.0 Environmental Control Life Support & Habitation Systems Solid and Liquid Waste Management for Human Spacecraft TA STR Technology Area (TA) 1 Description STR Technology Area (TA) Level 2 Description Subtopic Description Subtopic 8.0.0 Science Instruments, Observatories & Sensor Systems 8.1.0 Science Instruments Spectroscopy Technology and Instrumentation Advanced Technology Telescope for Balloon and Sub-Orbital Missions Select Research Topics Index
AUDIENCES & NEEDS SBIRT AUDIENCES NEW SBIRT “OWNER” CHAMPIONS PROVIDERS NURSES IT Direct Indirect NEEDS Clear understanding of SBIRT’s new “owner” (discussed BCBSVT, OneCare, VDH-ADAP, Blueprint, etc.) Relevant rationale for SBIRT framed in data and clinical results (qual. and quant.) Knowledge of (and proof points) that SBIRT implementation is very achievable Knowledge (and proof) that they play a key role in implementing and advocating for SBIRT in a practice Technical resources and assets to implement EHR changes to include SBIRT protocol Access to provider champions to promote SBIRT and support other providers/ practices Reassurance (self-efficacy) that SBIRT is simple to implement and achieves efficiency (it’s not an office burden) Reassurance (self-efficacy) that SBIRT is simple to implement and achieves efficiency (it’s not an office burden) There can be a positive impact on quality and clinical protocols Latest data (and a data collection, communication, and distribution strategy) Understanding of the importance of and clear expectations surrounding their role as champions promoting and TA’ing SBIRT Relevant rationale for SBIRT framed in data and clinical results (qual. and quant.) SBIRT can be leveraged as a professional development opportunity Expectation and guidance on requisite responsibilities, hours, and resources dedicated to SBIRT management and promotion. Clarity on how to manage the intervention (and the handoff): Who does this? How does it occur? Where does it occur? Easy access to Vermont-based SBIRT data (utilization and outcomes; qual. and quant.) Clear description of and examples about each aspect of SBIRT In-person TA and support if needed
Assets Related Audiences Lead Next Step Rnd 1 Final HMC Tasks SBIRT key points (to inform the subsequent outreach materials) SBIRT owner, champions HMC Complete. 6/23 10/31 Advocacy/champion-recruiting best practices SBIRT owner HMC Complete. 7/17 10/31 SBIRT elevator speech / talking points SBIRT owner, champions HMC Complete. 7/17 10/31 SBIRT PowerPoint deck SBIRT owner, champions HMC Complete. 7/17 10/31 Scripts for implementing SBIRT Champions, providers, nurses HMC Complete. 7/31 10/31 Videos demonstrating SBIRT steps Champions, providers, nurses HMC Complete. 7/31 10/31 Web audit with proposed SBIRT website changes Providers, nurses, IT HMC Complete. 9/15 10/31 List of relevant conferences, meetings, events, etc. SBIRT owner HMC Complete. 6/23 10/31 Interviews with champions SBIRT owner, champions HMC Complete. 6/23 10/31
I will not make unauthorized attempts to view or change information, or otherwise cause damage to the system and system data. Unauthorized attempts to upload information, change or access information on this service are strictly prohibited and may be punishable under the Computer Fraud and Abuse Act of 1986. Information I provide in the course of this system, and activities I perform in this system, shall not be false, inaccurate or misleading; violate any law, statute, ordinance or regulation, contain any viruses or any malicious code that may damage, detrimentally interfere with, surreptitiously intercept, or expropriate any system, data, or personal information. I agree to protect my access codes from disclosure. I agree to report security incidents and vulnerabilities to the DOE. I will comply with the provisions of copyrighted software by not infringing upon or compromising (copy, distribute, manipulate, etc.) software of this system. I agree to use the PAMS system in accordance with the DOE’s policies and procedures. I understand that all conditions and obligations imposed upon me by rules apply during the time I am granted access to this system regardless of location. I understand that the DOE reserves the right to terminate or suspend my access and use of PAMS, without notice, if there is a violation or suspected violation of these Rules of Behavior. By submitting this page, I am consenting to the above stipulations. I acknowledge and understand my responsibilities and agree to comply with the rules of behavior for PAMS.
Class Policies & Course Syllabus Fall 2018, Full Term Session Week Reading and Assignments #1 Ending -- 9/02/18 Chapter 1 Discussion #1 #2 Ending -- 9/09/18 Ch. 5 Discussion Board #2 #3 Ending – 9/16/18 Ch.3 Discussion Board #3 #4 Ending – 9/23/18 Ch. 4 Multiple Choice Test #1 #5 Ending – 10/07/18 Ch. 2 Discussion Board #4 #6 Ending – 10/14/18 Ch.6 Discussion Board #5 #7 Ending – 10/21/18 Ch. 7 Video Case Study #1 #8 Ending – 10/28/18 Ch. 17 #9 Ending – 11/04/18 Ch. 18 Multiple Choice Quiz #2 #10 Ending – 11/11/18 Ch. 19 Discussion #6 #11 Ending – 11/18/18 Chapter 8 Discussion #8
#12 Ending – 11/25/18 Thanksgiving Week Chapter 20 Discussion #8 #13 Ending 12/02/18 Chapter 21 Case #2 #14 Ending 12/09/18 Chapter 22 Multiple Choice Quiz #3 #15 Ending 12/16/18 Final Exam Week
#6 Ending – 10/14/18 Ch.6 Discussion #5 #7 Ending – 10/21/18 Ch. 7 Video Case Study #1 #8 Ending – 10/28/18 Ch. 17 #9 Ending – 11/04/18 Ch. 18 Multiple Choice Quiz #2 #10 Ending – 11/11/18 Ch. 19 Discussion #6 #11 Ending – 11/18/18 Chapter 8 #12 Ending – 11/25/18 Thanksgiving Week Chapter 20 #13 Ending 12/02/18 Chapter 21 Case #2 #14 Ending 12/09/18 Chapter 22 Multiple Choice Quiz #3 #15 Ending 12/16/18 Final Exam Week
Health & Safety Act as the school’s Health & Safety Co-ordinator. Ensure the school’s written health & safety policy statement is clearly communicated and available to all people Lead and manage the Fire Safety Officer ensuring fire practices and alarm tests are planned and instigated, and records are well maintained. Ensure the health and safety policy is implemented at all times, put into practice and is subject to review and assessment at regular intervals or as situations change Ensure regular consultation with people on health and safety issues Ensure systems are in place to enable the identification of hazards and risk assessments Ensure systems are in place for effective monitoring, measuring and reporting of health and safety issues to the Senior Leadership Team and Governors Ensure the maximum of security consistent with the Christian ethos of the school Oversee statutory obligations are being met for pupils with special educational needs and disabilities ensuring that financial and supporting agency services are adequate for their diverse needs. St Bartholomew’s Church of England (VA) Primary School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. Successful candidates will be required to undertake an Enhanced Disclosure and Barring clearance. St Bartholomew’s C of E Primary School Person Specification for School Business Manager September 2017 Essential Desirable Evidence Qualifications/Experience: GCSE/O’ level Maths (Grade C or above) qualification or equivalent experience in a relevant role Financial management experience The ability to provide financial forecasting and planning Experience of keeping abreast with legislation Experience of preparing and presenting financial reports A willingness to undertake CSBM or DSBM Good general education to ‘A’ level or equivalent Certificate or Diploma in School Business Management (CSBM or DSBM) Professional qualification in accountancy (AAT or equivalent desirable) Experience of working in the education sector Experience of SIMs software and spreadsheets Application form Qualification Certificates Skills: Good numeracy and literacy skills Excellent verbal and written communications Excellent ICT skills Ability to prioritise and meet deadlines Very good report writing and presentation skills Knowledge of school or schools’ administrative and accounting systems including SIMS and FMS Application form Interview References
Application. Interview. ESSENTIAL REQUIREMENTS Selection Method KNOWLEDGE Experience in a senior, middle management position in the public or private sector in administration and finance AI and experience of financial and budget management procedures AI and experience of management and administrative procedures AI and experience of personnel management AI of management information systems, database and spreadsheet applications AI of accessing and returning statistical information required by EFA, the LA or similar bodies AI of relevant legislation (e.g. Equal Opportunities, Health & Safety, Data Protection) AI qualification in School Business Management or Accountancy. AI to undertake CSBM if not acquired. AI Application. Interview. ESSENTIAL REQUIREMENTS INTERPERSONAL Skills/Abilities information and communicate effectively both orally and in writing with governors, pupils, staff, parents and outside bodies. AI leadership skills and be able to motivate and encourage teamwork. AI and consult effectively. AI prioritise, plan and co-ordinate the work of others. AI support and work as part of a high performing team. AI approachable and flexible. AI good relations with and others. AI responsibilities, delegate tasks and monitor outcomes. AI advice and support when necessary. AI sensitively with people, find solutions and resolve conflicts. AI appropriate leadership styles in different situations. .appreciate their impact AI
(0.108) (0.198) (0.275) (0.180) MISS_3 0.775*** -0.764*** -0.573** 0.244 (0.111) (0.179) (0.231) (0.176) Recessionary time indicators WAVE2/3/4 -0.294*** 1.918*** 2.394*** 0.290 (0.104) (0.392) (0.551) (0.227) WAVE5 -0.088 -0.155 -0.373 0.257 (0.093) (0.168) (0.232) (0.192) WAVE6 -0.165 0.054 -0.163 -0.168 (0.118) (0.200) (0.273) (0.243) WAVE7 -0.007 1.072** 1.953** -0.385 (0.227) (0.506) (0.830) (0.507) N 3089 803 Censored N 2286 82 Wald 2 114.42*** 114.91*** Log likelihood -1,740.231 -541.255 2 ( 5.17** 3.15*
[0.0642] [0.0635] eGOV*Income group 2 -0.111 -0.062 [0.0695] [0.0691] eGOV*Income group 3 -0.121 -0.0326 [0.0737] [0.0726] eCIT*Income group 1 -0.0000702 -0.000145 [0.000422] [0.000430] eCIT*Income group 2 -0.000735 -0.000582 [0.000441] [0.000447] B.7: Continued Model 1 Model 2 Model 3 Model 4 Model 5 Model 6 Model 7 eCIT*Income group 3 -0.00119* -0.00111* [0.000482] [0.000481] Constant -0.753** -0.762** -0.784** -0.775** -0.456 -0.633* -0.446 [0.283] [0.280] [0.273] [0.274] [0.294] [0.286] [0.295] N 1716 1716 1716 1716 1716 1716 1716 1716 R-sq 0.577 0.58 0.58 0.581 0.595 0.589 0.597 adj. R-sq 0.573 0.575 0.575 0.576 0.589 0.584 0.59 Standard errors in brackets, Year dummies absorbed, * p<0.05, ** p<0.01, *** p<0.001 Table B.8: Grouped Coefficients Income: Low Lower-Middle High e-Citizenship -0.000116 0.000823* -0.000926* 0.000507 [0.000349] [0.000403] [0.000387] [0.000414] e-Government 0.101 -0.019 -0.0122 0.0499
Ensure the safe maintenance and security operation of all school premises. Manage the maintenance of the school site including the purchase and repair of all furniture and fittings. Ensure the continuing availability of utilities, site services and equipment. Follow sound practices in estate management and grounds maintenance. Monitor, assess and review contractual obligations for outsourced school services. Ensure a safe environment for the stakeholders of the school to provide a secure environment in which due learning processes can be provided. Ensure ancillary services e.g. catering, cleaning etc, are monitored and managed effectively. HR Management of the Performance Management /Appraisal system for all support Responsibility for the line management, appraisal and development of key support staff including: Office Manager, Site Manager, Receptionist, Lunchtime Supervisors. Completion of return to work interviews for all support staff. School’s Access Information Network representative for Data Protection and Freedom of Information purposes. Manage the school administrative function and lead all administrative staff. Design and maintain administrative systems that deliver outcomes based on the school’s aims and goals. Manage systems and link processes that interact across the school to form complete systems. Establish and use effective methods to review and improve administrative systems. Define responsibilities, information and support for staff and other stakeholders. Use data analysis, evaluation and reporting systems to maximum effect by ensuring systems are streamlined to maximise efficiency and avoid duplication. Benchmark systems and information to assess trends and make appropriate recommendations. Supervise the preparation of information for publications and returns for the DFE, LA and other agencies and stakeholders within statutory guidelines. Undertake reception and front of house duties if required.
AUTHORIZATION FOR REPRODUCTION OF MASTER’S THESIS I grant permission for the reproduction of this thesis in part or in its entirety without further authorization from me, on the condition that the person or agency requesting reproduction absorbs the cost and provides proper acknowledgment of authorship. Permission to reproduce this thesis in part or in its entirety must be obtained from me. Signature of thesis author:
Rank Status SBP Monthly Premium Monthly Retired Pay 2012 Monthly VA Disability 2012 Monthly Total Monthly SBP Annuity Monthly Benefit Monthly VA/DIC Offset Monthly Income Percentage of Pre death mil/va Income E-7-20 YRS $141. mo. 100% Disabled Veteran with Spouse $2,169 $2924 $5,093 N/A N/A N/A $5,093 UnRemarried Surviving Spouse $1,192 $1,195 ($1,192) $1,195 23.46% Remarried Surviving Spouse =>57 $1,192 $1,195 0 $2,387 46.86% 0-5 20 YRS $271.mo 100% Disabled Veteran with Spouse $4,180 $2924 $7,104 N/A N/A N/A $7,104 UnRemarried Surviving Spouse $2,299 $1,195 $1,104 $2,299 32.23% Remarried Surviving Spouse =>57 $2,299 $1,195 0 $3,494 49.18% Rank 0- 5 20 YRSPrecedent
3. What happens to students already on the system? Students already accessing the SBP will be transitioned to the online system in time for 2015. 4. What if a student turns up at a bus stop without a bus pass? This procedure remains unchanged and as stated in the School Bus Program Policy and Procedures document; any unauthorised student who presents at a bus stop must be accepted for travel on a bus and reported to the coordinating principal. Under the new administrative arrangements, if the situation is not resolved quickly at a local level, principals should escalate it to PTV. 5. I know my local community and area much better than PTV. How can I make sure the services meet the school’s needs? The local knowledge of schools is essential to PTV’s planning. Schools participating in the pilot will continue to have input into the planning, reviewing and altering of bus routes, stops and services. Schools will also continue to be consulted as part of the school bus review process. 6. How often will PTV send updated bus roll information to schools? Schools will be emailed updated rolls on a term-by-term basis or as and when any changes to school bus details occur. The bus rolls will detail each student’s bus stop, timetable and the route allocated to them. 7. What if a family has no internet access? Families with no internet access can either have their application submitted online by the school or be directed to another facility, such as a library, which is likely to offer free internet access. 8. During the pilot what will happen to local arrangements? Selection for participation in the pilot will not be affected by whether a school bus network has a local arrangement in place. However, irrespective of the pilot, PTV will continue its school bus reviews, which may include networks participating in the pilot. Any local agreements will be reviewed at this time. 9. Will school bus networks involved in the pilot lose any bus services? No school bus network will lose bus services because of their participation in the pilot. There will be a transition phase as schools are brought into the new arrangements during which time services are unlikely to change. However, as with current arrangements, services may be altered after that time to ensure supply is meeting demand. 10. Will PTV continue school bus network reviews? Yes. School bus reviews will continue across all networks.
Grade Five ELA In grade five, students continue to read more challenging literature, articles, and other sources of information and continue to build their vocabulary. Students are also expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. Students write regularly and continue to develop their ability to gather, organize, interpret, and present information. Grade Five Sample Test Items for ELA The sample test that follow represent the kinds of passages and questions that grade five students at different levels of achievement would likely answer correctly. For example, a student at the “Standard Nearly Met” achievement would typically receive and correctly answer an item associated with that achievement level.
Office of Hearings & Appeals (HG) 1000 Independence Avenue, SW HG/L’Enfant Plaza Building/Room 7044 Washington, DC 20585 Fred L. Brown Small Business Program Manager W: (202) 287-1545 F: (202) 287-1415 fred.brown@hq.doe.gov Office of Legacy Management (LM) 1000 Independence Avenue, SW Washington, DC 20585 Jane Powell Lead Small Business Program Manager W: (202) 586-1835 Jane.powell@hq.doe.gov John Chinkhota Financial Analyst W: (202) 586-6009 F: (202) 586-1540 John.chinkhota@hq.doe.gov Office of Management (MA) 1000 Independence Avenue, SW Washington, DC 20585 Marilyn Dillon Small Business Program Manager Budget Manager W: (202) 586-4919 F: (202) 586-3497 marilyn.dillon@hq.doe.gov Office of Public Affairs (PA) 1000 Independence Avenue, SW Washington, DC 20585 Debra Atkinson-Hyman Small Business Program Manager W: (202) 586-2461 F: (202) 586-7303 debra.atkinson@hq.doe.gov Office of Science (SC)* 1000 Independence Avenue, SW Washington, DC 20585 Chadsey Kittock Lead Small Business Program Manager W: (202) 586-4057 Chadsey.Kittock@science.doe.gov Office of International Affairs (IA) 1000 Independence Avenue, SW Washington, DC 20585 Sonya Rush Small Business Program Manager W: (202) 586-3518 F: (202) 586-0863 sonya.rush.@hq.doe.gov Energy Policy and Systems Analysis (EPSA) 1000 Independence Avenue, SW Washington, DC 20585 Sonya Rush Small Business Program Manager W: (202) 586-3518 F: (202) 586-0863 sonya.rush.@hq.doe.gov
1166 Athens Tech Road Elberton, GA 30635-6711 Ann Craft Small Business Program Manager W: (706) 213-3823 F: (706) 213-3884 annc@sepa.doe.gov Southwestern Power Administration One West Street Tulsa, OK 74103-3519 Sean Long Small Business Program Manager W: (918) 595-6740 F: (918) 595-6656 sean.long@swpa.gov Strategic Petroleum Reserve (PMO) 900 Commerce Road East New Orleans, LA 70123 Leslie Bourgeois Small Business Program Manager W: (504) 734-4341 F: (504) 818-5341 Leslie.Bourgeois@spr.doe.gov Western Area Power Administration 12155 West Alameda Parkway Lakewood, CO Todd Tetrault Small Business Program Manager W: (720) 962-7154 F: (720) 962-7161 tetrault@wapa.gov Armstrong Alternate Small Business Program Manager W: (720) 962-7163 F: (720) 962-7161 armstrong@wapa.gov
Report Card Kindergarten Student Name Homeroom Teacher Name Overview of this Report Card The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, projects, daily work, teacher notes, etc. General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards. The purpose of assessment in the early years is to identify the child’s level of development across all areas – spiritual, moral, cognitive, social, emotional, and physical – and to note progress and growth over time. A young child’s learning and behavior should be viewed as being on a continuum of development. Developmental grades show the progress your child makes along that continuum. Things to Keep in Mind While Reviewing Your Child’s Report Card Early childhood assessment includes many methods of collecting data – careful observation, the use of checklists of skills, anecdotal records, and collection of student work. It is the combination of these methods along with the teacher’s knowledge of child development and the understanding of each individual child that provides the teacher with a global picture of your child. Your child’s learning and developmental progress is measured against the standards for their grade-level. Some standards will be easily achieved. Others will need more time and work. Meeting these standards is a “work in progress” that takes the journey of a whole school year. The grade level expectations supplement the report card and give further explanation of the learning standards. The teacher’s comments offer additional insight. Do not hesitate to contact the teacher for continued discussion of your child’s learning and progress. Student Name
Compare Windows® Small Business Server 2011 and Windows Small Business Server 2003 Designed and priced especially for small businesses with up to 75 users, Windows® Small Business Server 2011 Standard delivers enterprise-class technology in an affordable, all-in-one solution. Technology can vastly improve in 8 years and Small Business Server 2011 improves on Windows Small Business Server 2003 in many ways with some great new features, including: Compare Features Technology / Feature Small Business Server 2003 R2 Small Business Server 2011 Standard Operating System Windows Server 2003 Standard Technologies Windows Server 2008 R2 Standard Technologies E-mail Microsoft Exchange Server 2003 SP2 Microsoft Exchange Server 2010 Standard SP1 Collaboration Windows SharePoint Services 3.0 Windows SharePoint 2010 Foundation Update Services Windows Server Update Services 2.0 Windows Server Update Services 3.0 with SP2 Shared Fax Service Windows Server Shared Fax Windows Server Fax Service Database Server (Premium Edition) Microsoft SQL Server 2005 Workgroup Edition, running on the same hardware Microsoft SQL Server 2008 R2 for Small Businesses (64-bit), which can run on separate hardware Technology / Feature Small Business Server 2003 R2 Business Server 2011 Standard Hyper-V No Available via Premium Add-on Detailed log allowed during setup No Yes Ability to perform migration during business hours No Yes Strong passwords Available Enabled by default Computer update policies Manually configured Automatically configured Real time status alerts Security, update, backup, and system alerts Improved and enhanced Ability to edit company information installation No Yes Internet Protocol IPv4 IPv4, IPv6
Internet address management wizard No Yes Message store limit Exchange 2003 16GB Exchange 2003 SP2 75GB 1024GB per up to 5 stores Smart host configuration No Yes Windows Mobile support Windows Mobile 5.0 Windows Mobile 6.5 and above Block level support No Yes Supports rotational schema between multiple No Yes Outlook Web Access OWA 2003 OWA 2010 Remote Access Remote Web Workplace Remote Web Access and performance reporting Yes Improved Add company logo to Remote Web Access No Yes Ability to add common and user custom links to Remote Web Access No Yes Business Specific SharePoint Templates No Yes Business Specific SharePoint Templates No Yes
School Business Services SBS House, Marshes End, Upton Road, Poole, Dorset, BH17 7AG Name: Contact on Day: Address: Email: Contact Tel: Purpose of Hire: Date Required: Time: (from) 00.00 (to) 00.00 Activity Booking Requirement Room style (Classroom (30-40), Boardroom (26), Theatre (70), U Shaped (26), Hollow square (26), Cabaret (30) (inclusive of plain paper and pen/pencil) Numbers Expected Catering Required: Tea & Coffee with biscuits Breakfast Lunch Y/N What time(s) Dietary requirements (Vegetarian, Gluten Free, Allergies) Equipment Required: Clevertouch Screen Table Cloths Dividers Flip Chart & Pens Projector Extension Leads Conference Call Facilities Y/N Clients own equipment – please specify
Additional 'Safer by Sharing' Seminars will take place on: 3rd May. West. Venue – Earth Science Centre, Shepton Mallet. 11th May. Midlands. Venue – Swinfen Hall Hotel, Swinfen, Nr Lichfield. 16th May. East Anglia. Venue – Tattersalls, Newmarket. 3rd October London & South East. Venue – Two Trees Hotel, Victoria, London. 6th October. Wales. Venue – South Wales, venue to be agreed. Places at the seminars can be booked (or by emailing jane.blake@mineralpoducts.org)
Section 2 – School recommendations VET Coordinator recommendation Please provide two recommendations (one from your VET Coordinator and the other from a current teacher). Please ask them to complete the sections below. Will the student be working towards their Western Australian Certificate of Education (WACE) in Year 11 and 12? Yes No Will the school be able to release the student for two days per week on a Thursday and Friday? If no, what two days will the school release the student for the traineeship? (please circle) Yes No Monday Tuesday Wednesday Friday Has the school-based traineeship been discussed with the student and parent/guardian in relation to how the SBT and school timetabling works in alignment to achieving their WACE requirements? Yes No The VET Coordinator, the student and parent/guardian aware that they will be working during the school holidays? Yes No The school understands that they have a ‘duty of care’ for the trainee, being released for two days per week into a workplace. This extends out to the students attending occasional off the job training in work time Yes No The school understands that the employer may negotiate for the school-based trainee to work additional hours only in the school holidays. The student will be paid for any additional hours. The school supports this with the schools ‘duty of care’ arrangement. The student will seek approval for such an arrangement from the school the parent/guardian and employer Yes No Please provide your VET Coordinator recommendation of the students suitability for a traineeship below.
Section 3 – Student/parent declaration Section 4 – Student document checklist Current resume Year 10 report (Semester one) with OLNA results VISA documentation (please note this only required if you are not an Australian Citizen or permanent resident attached For any queries regarding this application please call 6552 8701 or email
Solutions State grants Schools or school districts funds Table 4 Establishing adequate funding sources to implement teletherapy services - SES Benefits grants Schools or school district funds Barriers & Challenges State grants Schools or school district funds Solutions State grants Schools or school districts funds Table 5 Establishing adequate funding sources to implement telehealth services – SHS Benefits State grants Schools or school district funds Barriers & CHALLENGES State grants Schools or school district funds Solutions State grants Schools or school districts funds 6 Establishing a sustainable telehealth program - SBHC
Table 13 Ensuring the continuum of care/care coordination via telehealth - SHS Benefits Students Parents/guardians Primary care Specialty care Schools or school districts Barriers & Challenges Students Parents/guardians Primary care Specialty care Schools or school districts Solutions Students Parents/guardians Primary care Specialty care Schools or school districts Operations: The management and administration of people, processes, and procedures to deliver telehealth/teletherapy services Table 14 Technology (i.e., hardware and software) used in a telehealth encounter – SBHC Benefits Schools Providers Students Parents/guardians Barriers & Challenges Schools Providers Students Parents/guardians Solutions Schools Providers
Students Parents/guardians Table 15 Technology (i.e., hardware and software) used in a teletherapy encounter – SES Benefits Schools Providers Students Parents/guardians Barriers & CHALLENGES Schools Providers Students Parents/guardians Solutions Schools Providers Students Parents/guardians Table 16 Technology (i.e., hardware and software) used in a telehealth encounter – SHS Benefits Schools or school districts Providers Students Parents/guardians Barriers & CHALLENGES Schools or school districts Providers Students Parents/guardians Solutions Schools or school districts Providers Students
Advanced Manufacturing Jennifer Palmer Solar David Kistin Bioenergy Corinne Drennan Vehicles Jodi Bellacicco Buildings Dennis Stiles Water (MHK) Al Livecchi Fuel Cells Keith Wipke Water (Hydro) T.J. Heibel tj.heibel@pnnl.gov Geothermal David Kistin Wind David Kistin
and expertise of each agency and encourages the continuing efforts and participation of local interagency teams. Money Follows the Person This agreement was implemented on June 10, 2014 for the implementation of the Money Follows the Person initiative involving persons eligible for Medicaid waiver services. Medicaid Fraud Control This agreement was implemented on July 1, 2015 for the purpose of defining mutual responsibilities in the Medicaid Program to ensure maximum efficiency and benefit to the State and to minimize duplication of effort. Title XIX Medicaid Funding Memorandum of Understanding This agreement was implemented for the purpose of defining administrative and fiscal accountability responsibilities. State Agency Responsible for Providing Mental Health Services The South Dakota Department of Social Services/Division of Behavioral Health is the state agency responsible for providing services to individuals with psychiatric disabilities. A Memorandum is in place to help coordinate the services and funding between the Divisions of Behavioral Health, Rehabilitation Services, and Service to the Blind & Visually Impaired. This document serves as a policy directive for the Community Mental Health Centers and the local Vocational Rehabilitation Offices. It provides guidance in three areas relative to providing vocational rehabilitation services for individuals with severe and persistent mental illness: Services that can and should be provided by the Community Mental Health Center, Services available from Vocational Rehabilitation (DRS and SBVI), and Which Division pays for the services. The Core Partner Alignment Consortium will review and revise agreements as necessary to meet the requirements of WIOA. 2. the State agency responsible for providing services for individuals with developmental disabilities; and (Blind) State Agency Responsible for Developmental Disabilities The South Dakota Department of Human Services/Division of Developmental Disabilities is the state agency responsible for providing services to individuals with developmental disabilities. This agency is in the same department as the State Vocational Rehabilitation Programs (SBVI and DRS) allowing the opportunity for regular communication and collaboration between programs. Policy Memorandum with Division of Developmental Disabilities The Division of Developmental Disabilities has a Policy Memorandum in place with the Divisions of Rehabilitation Services and Service to the Blind and Visually Impaired. This Policy Memorandum defines how each agency’s funding sources are coordinated in regard to time limited and on–going support services. This policy agreement has had a significant impact on how services are provided to individuals with the most significant impediments to employment. 3. the State agency responsible for providing mental health services. (Blind) State Agency Responsible for Providing Mental Health Services The South Dakota Department of Social Services/Division of Behavioral Health is the state agency responsible for providing services to individuals with psychiatric disabilities. A Memorandum is in place to help coordinate the services