zilongwang/ReadingBank huggingface dataset:
Who Do I Contact? Here is a list of contacts for general day to day queries on finance. If you have a query on an area that is not covered here, please get in touch with your School Funding Team Officer in the first instance. SFT Officer contacts are shown in the ‘SFT Guidance’ area of this website. Children’s Services switchboard (Reception) number is 01274 385500 Area Main Reason for Contacting Name Telephone No. Company / Department 6th Form Funding / Post-16 Queries & Information on 6th Form Funding and post-16 services Angela Taylor / Matt Findull / Alistair Marshall 01274 385837 EEET (Education, Employment and Enterprise Team Academies The funding of Academies & income modelling for schools potentially aiming for academy status 385701 Team Admissions & Appeals Advice & guidance on admissions to schools and also appeals Val Jordan 01274 385568 Admissions Team Asset Management Advice on building, assets and safety issues David Airnes / Sandra Moore 01274 431754 / 431755 Council Asset Mgt Dept Audit Advice on Council audit & good practice Julie Cousins 01274 432791 Bradford Council Audit Department Bank Payments (Council) For unidentified credits/debits received from the Council on your bank statement Ghaffar Hussain 01274 432066 Council Creditor Payments Building Schools for the Future Advice for BSF schools on costs, contracts, service providers & funding 01274 436824 Council BSF Team Bursar Forum (Primary) Contact with the Primary Bursars Forum (regular meetings, advice & support) Linda Thompson 01274 493543 Bursar (Secondary) Contact with the Secondary Bursars Forum (regular meetings, advice & support) Linda Giles 01274 681455 Capital Funding Advice on capital allocations and the processing of capital claims 01274 385701 Team Catering Queries/info relating to a journal or invoiced charges for school meals provision Kalpana Mistry 01274 431899 Facilities Management Census Advice on completion of the DfE’s termly census and access to census data 01274 385644 Information Management Team
3. ENERGY USE policy and guidelines, Practices 3.01 Policy & Guidelines: Does your company have a policy or guidelines in regarding energy conservation, energy use or renewable energy? If so, state policy and/or provide document or URL. Company response: 3.02 Practices: Provide a narrative describing your energy conservation, use and purchasing practices, including any conservation and efficiency upgrades made since your last report, if applicable, and descriptive goals. Company response: 3.03 Sustainability Please state your targets for the next reporting year, objectives and goals for Energy Use. (Can include both quantitative and qualitative.) Company response: Energy Use 3.04 Annual Electric Purchased (kWh) – Report kWh purchased; if possible specify utility mix: % coal, nuclear, geothermal, wind, hydro, solar, etc. Company response: 3.05 Total Annual Electricity Purchased converted to BTUs Company response: 3.06 Total Annual Renewable Electricity (wind, solar, small-scale low-impact hydro) purchased directly from utility (kWh) Company response:
3.20 Proportional Renewable Electrical Produced Onsite – Report % of total electrical power. Company response: 3.21 Total Annual Renewable Energy, Purchased and Generated (BTUs) Company response: 3.22 Proportional Renewable Energy Purchased and Generated – Report % of total energy use comprised of green energy purchased and generated. Company response: 3.23 Proportional Renewable Gas Power Produced Onsite – Report % of total gas power. Company response: NORMALIZED energy 3.24 Normalized Annual Facility Energy per Annual Revenue (BTUs) – Report total facility energy converted to BTU's per annual revenue. Company response: 3.25 Normalized Annual Facility Energy per Square Foot (BTUs) – Report total facility energy converted to BTU's per total square feet of facilities or farmland. Company response: 3.26 Normalized Annual Facility Energy per Operating Unit (BTUs) – Report facility energy converted to BTU's per pounds of production (farms, processors, manufacturers only). Other businesses may enter data for an additional normalization factor (besides revenue and facility square feet) here if they use one. Company response: Green Building 3.27 Green Building Standards related to Energy Conservation & Renewables – For remodels, new construction and facility management/operations, list certifications and/or provide a narrative describing practices. Company response: 3.28 Electrical use break down, i.e. 3-phase heavy equipment electricity vs. lighting vs. other. Company response:
This approach is underpinned by a GCU model comprised of ten design principles and a set of enablers. These design principles will be embedded across all programmes at undergraduate and postgraduate level. Figure 1: GCU SfL Curriculum Design Principles The enablers required to achieve the objectives of the SfL address key challenges related to capacity, infrastructure, and environment. Figure 2: SfL Enablers The SfL and the GCU Model will demonstrate the following characteristics for both undergraduate (UG) and postgraduate (PG) study: An outstanding student experience in terms of learning, student support and wider opportunities for personal, professional and career development as part of the GCU Student Experience Framework A curriculum which is flexible, inclusive, accessible, personalised and internationalised. The curriculum also reflects the University’s commitment to the United Nations initiative Principles for Responsible Management Education Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies Learning and teaching excellence underpinned by research and scholarship, linked to GCU’s Research Strategy, through the professional development of our and the recognition of excellence.
Salary Banding & Grading SFT is a small organisation whose staff are selected as market leading infrastructure investment and property asset management professionals. The salary banding: (1) reflects organisations operating in this environment; and (2) allows recruitment and retention of key commercial skills to reinforce the achievement of value for money both in the procurement of public infrastructure and in property asset management. Salary banding is reviewed by the Leadership Team annually with any amendments presented to the Board prior to the commencement of the Financial Year. The following salary bands were agreed by the Board in March 2017. GRADE SALARY RANGE NUMBER OF STAFF CHIEF EXECUTIVE £180,000 - £195,000 1 EXECUTIVE DIRECTOR £135,000 - £165,000 1 DIRECTOR £95,000 - £145,000 5 SENIOR ASSOCIATE DIRECTOR £70,000 - £100,000 14 ASSOCIATE DIRECTOR £50,000 - £85,000 28 MANAGER £35,000 - £65,000 13 SUPPORT £17,500 - £35,000 14
Mapping Educational Goals to Curriculum Semester: Unit Educational Goals Dept: Degree: Unit EG 1 Unit EG 2 Unit EG 3 Unit Courses Program EG 1 Program EG 2 Program EG 3 Program EG 4 1) EG Statement I E 2) I E R A 3) Direct Measures T W P 4) Indirect Measures 1) EG Statement I E 2) Level I E R A 3) Direct Measures T W P 4) Indirect Measures 1) EG Statement I E 2) Level I E R A 3) Direct Measures T W P 4) Indirect Measures 1) EG Statement I E 2) Level I E R A 3) Direct Measures T W P 4) Indirect Measures Courses for All Majors COURSE 1XX: Title COURSE 1XX: Title COURSE 2XX:
10:00a Worship Service 11:45a Staff Christmas Luncheon 10:30a Sunday School 6:00p Bell Choir 6:00p Youth Group 7:30p Chancel Monday Friday – OFFICE CLOSED 12:30p Nar-Anon 8:00p Nar-Anon 2:00p Prayer Shawl Ministry 6:00p Self Help Group in Jordan’s Cafe Saturday 6:00p-7:30p Girl Scouts in Gibbs 4:30p N.O.W. Contemporary Service 7:00p Ad Board Tuesday 10:00a Miriam/Dorcas 12:30p Nar-Anon 6:00p Susanna Fellowship Wednesday- ANNOUNCEMENTS
List of High Schools Academy of Arts and Sciences • 555 Portola • (415) 695-5700 Ruth - San Francisco School of the Arts (SOTA) • 555 Portola Drive • (415) 695-5700 Balboa High School • 1000 Cayuga Avenue • (415) 469-4090 Burton, Phillip and Sala High School • 400 Mansell Street • (415) 469-4550 Downtown High School • 693 Vermont Street • (415) 695-5860 Galileo High School • 1150 Francisco Street • (415) 749-3430 Independence High School • 1350 7th Avenue • (415) 242-5000 International Studies Academy • 655 De Haro Street • (415) 695-5866 Jordan, June High School • 325 La Grande Avenue • (415) 452-4922 Lincoln, Abraham High School • 2162 24th Avenue • (415) 759-2700 Lowell High School• 1101 Eucalyptus Drive • (415) 759-2730 Marshall, Thurgood High School • 45 Conkling Street • (415) 695-5612 Mission High School • 3750 - 18th Street • (415) 241-6240 O'Connell, John High School • 2355 Folsom Street • (415) 695-5370 F. International High School• 1050 York Street • (415) 695-5781 Wallenberg, Raoul High School • 40 Vega Street • (415) 749-3469 Washington, George High School • 600 32nd Avenue • (415) 750-8400 Wells, Ida B. High School • 1099 Hayes Street • (415) 241-6315
SFUSD Graduation Requirements In 2008, the SFUSD Board of Education modified the graduation requirements so all students would meet the UC/CSU entrance requirements (commonly called the a-g requirements). In the “a-g” requirements, each subject area is associated with a letter – “a” is social studies, “b” is English, etc. Completion of the SFUSD graduation requirements provides students with the option to apply for any program of study that would lead to their career goals. In addition to the UC/CSU requirements, the state of California has several requirements including completing two years of physical education. Subject Area SFUSD Requirement # of years a - Social Studies* 30 3 years b - English 40 4 years c - Mathematics 30 3 years d - Science 20 2 years e – LOTE (Language other than English) 20 2 years f – Arts 10 1 year PE 20 2 years Health 5 1 semester College & Career 5 1 semester Electives (one must be a “g” elective) 50 5 years 230 Students pass courses with a grade of “D” or better. To apply for UC/CSU, student must earn a grade of “C” or better, but many schools are competitive and may require a higher GPA. A course planner that helps students determine their progress is on the next page. Students should meet regularly with their counselor to ensure they are meeting all requirements. * The required economics course is technically a g-social studies course, but is included as a required “a” – social studies course.
Our Position In addition to the Standards for Mathematical Practice, the CCSS-M content standards are organized by level in Grades K–8 and by conceptual category in high school (number and quantity, algebra, functions, geometry, probability and statistics, and modeling), showing the body of knowledge students should learn. We have the responsibility to ensure that the courses we make available to students meet the rigor of the CCSS-M, and we must provide students clear options for pursuing course sequences that will prepare them for post-secondary success. The recommendation presented here embodies our best thinking about what the most coherent course sequence for our district students. Guiding Principles The recommendation that follows is on our belief that: All students can and should develop a belief that mathematics is sensible, worthwhile, and doable. All students are capable of making sense of mathematics in ways that are creative, interactive, and relevant. All students can and should engage in rigorous mathematics through rich, challenging tasks. Students’ academic success in mathematics must not be predictable on the basis of race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, cultural affiliation, or special needs. Recommendation All secondary schools provide all students the same course sequence aligned to the CCSS-M. We recommend that the Board of Education endorse a core course sequence for all middle and high schools. This course sequence ensures a solid middle-grades foundation that supports all students to successfully meet the UC “c” requirement and prepares them for college mathematics. Having one core sequence provides focus and coherence as schools and teachers implement the CCSS-M and supports equity by creating one path for all students to experience rigorous mathematics. Therefore, we explicitly recommend that secondary schools do not separate their students into an honors track and a regular track—or into other tracks based on perceived students choose course pathways at the end of 10th grade (see the introduction of “Heterogeneous Classrooms” by Maika Watanabe in the Appendix to read more about tracking). This recommendation is in line with the SFUSD 2013-15 Strategic Plan, which includes the design principle of Response to Instruction and Intervention (RTI2) to meet the needs of all students. The CCSS-M content standards describe a progression of algebra from Kindergarten through Grade 8 that leads to the CCSS Algebra 1 course in high school. The standards that defined
required for successful participation in individual and dual activities. 1.4 Identify and the principles of biomechanics necessary for the safe and successful performance of individual and dual activities. 1.5 List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment. 1.6 Demonstrate independent learning of movement skills in individual and dual activities. 2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities. 2.7 Develop and implement a month-long personal physical fitness plan that includes individual and dual activities. younger children, the elderly, and individuals with special needs. 3.6 Analyze the role of social interaction in the successful participation in and enjoyment of individual and dual activities. Group Dynamics 3.7 Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities. 3.8 Analyze the role that cooperation and leadership play in individual and dual activities. 3.9 Engage in individual and dual activities both in school and outside school.
c d c b a a c b a d d b a b d d b b c d c a c d c c a a b b b c c c d d c a d c a c b b c a c c a d b d a b a c b d c c d b b a b b d d c b
A key point is that not all governors/management committee need all these skills, but collectively the governing body/management committee (and finance committee, if it exists) will ideally have these skills between them. Governors financial management skills rating system 1: Highly competent 2: Competent 3: Developing 4: Not yet developed Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have significant practical experience this is something that you undertake on a regular basis this is a personal characteristic or style that you demonstrate all of the time there is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have some practical experience this is something that you undertake on an infrequent basis this is a personal characteristic or style that you demonstrate most of the time there is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in you have little practical experience this is something that you rarely undertake this is a personal characteristic or that you demonstrate some of the time there is a programme of activities to develop the technical competence in this area Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have no practical experience this is something that you have never undertaken this is a personal characteristic or style that you rarely demonstrate there is no programme of activities to develop the technical competence in this area
A key point is that not all governors/management committee need all these skills, but collectively the governing body/management committee (and finance committee, if it exists) will ideally have these skills between them. Governors financial management skills rating system 1: Highly competent 2: Competent 3: Developing 4: Not yet developed Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have significant practical experience this is something that you undertake on a regular basis this is a personal characteristic or style that you demonstrate all of the time there is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have some practical experience this is something that you undertake on an infrequent basis this is a personal characteristic or style that you demonstrate most of the time there is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have little practical experience this is something that you rarely undertake this is a personal characteristic or style that you demonstrate some of the time there is a programme of activities to develop the technical competence in this area Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have no practical experience this is something that you have never undertaken this is a personal characteristic or style that you rarely demonstrate there is no programme of activities to develop the technical competence in this area
University of XXXX Pregnant and Parenting Resource Guide TABLE OF CONTENTS our School Contact Information Policies Resources on Campus Options Housing Resources University Housing Local Housing Clothing/Food Assistance Maternity Clothes and Baby Items Assistance with Food Childcare National Resources Care Tips for Affordable Childcare Child Support Insurance Insurance for Low Income Families Insurance for Your Child Financing Your Education Financial Aid at *(your University)* Government Grants Assistance Program Private Foundations State Specific Scholarships Local Scholarships Adoption Adoption Resources More Information on Adoption Private Programs Other Places to Look for Help Non-Profit Agencies Local Food Bank Community Churches and Religious Organizations Federal Assistance Organizations Counseling Resources Helpful Organizations
A key is that not all governors or management committee need all these skills, but collectively the governing body or management committee (and finance committee, if it exists) will ideally have these skills between them. Governors financial management skills rating system More information about the knowledge, skills and behaviours needed for effective governance can be found in the 1: Highly competent 2: Competent 3: Developing 4: Not yet developed Where relevant to the competency or example, the following apply to the individual concerned: this is an area in you have significant practical experience this is something that you undertake on a regular basis this is a personal characteristic or style that you demonstrate all of the time there is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have some practical experience this is something that you undertake on an infrequent this is a personal characteristic or style that you demonstrate most of the time is a regular programme of activities to maintain technical competence Where relevant to the competency or example, the following apply to the individual concerned: this is an area in which you have little practical experience this is something that you rarely undertake this is a personal characteristic or style that you demonstrate some of the time there is a programme of activities to develop the technical competence in this area Where relevant to the competency or example, the following apply to the individual concerned: this is an area in you have no practical experience this is something that you have never undertaken this is a personal characteristic or that you rarely demonstrate there is no programme of activities to develop the technical competence in this area
for Pregnant and Parenting Students Created by (Your Student Name) TABLE OF CONTENTS About our School Contact Information Policies Resources on Campus Class Options Housing Resources University Housing Local Housing Clothing and Food Assistance Maternity Clothes and Baby Child Safety Seat Inspection Assistance with Food Food Banks Childcare National Resources University Care Other Tips for Affordable Childcare Support Insurance Insurance for Low Income Families Insurance for Your Child Financing Your Education Financial Aid at *(your University)* Government Grants Assistance Programs Private Foundations Specific Scholarships Local Scholarships Adoption Adoption Resources More Information on Adoption Birthmother Support Private Grant Programs Places to Look for Help Local Non-Profit Agencies Community Churches and Religious Organizations Federal Assistance Organizations Counseling Resources Pregnancy Options Parenting Support After Abortion Other Counseling Other Helpful Organizations University of XXXX Resource
make payment (one-off or on-going over the life of a contract) finish (procedures for the end of a contract, or disposal of obsolete assets; lessons learnt) Procurement good practice includes the consideration of leasing goods and services rather than buying them. However, schools should not assume that the salesperson has the school’s best interests at heart. If an offer sounds too good to be true, it probably is! An operating lease is a rental type agreement where the school pays a fee for the hire of the equipment and is the only type of lease a school should enter into. a finance lease is akin to hire purchase and cannot be entered into as it is a form of borrowing leasing is a complex area – it is often difficult to know whether a specific lease is legally compliant and will provide good value for money for your school. Before entering into any significant lease, it is good practice to seek advice from your local authority The Department has issued Get value for money from every purchase Schools should: use common sense – taking too much time over low value purchases leaves less time to get the expensive, challenging ones right shop around – use competition to encourage established suppliers to offer better value deals do the research – knowing about the products as well as the suppliers helps you make informed choices get expert advice for specialist purchases – it may be good to pay for professional help with complex procurements, such as ICT installation use frameworks (lists of suppliers who have overarching agreements with public bodies) – this can reduce the risk of not complying with legal requirements and reduce the procurement procedures required because suppliers will have already been through some of them creatively – is there a better way to meet the objective than by buying outright? Could you borrow or lease instead? Are there opportunities to work in partnership with other schools or educational bodies in the area?
2. The organization makes information about its operations, governance, finances, programs, and activities widely available to the general public 4 3. The board reviews and approves its operations and strategic plan 5 4. The board is diverse and large enough to fulfill its duties 2 Board is aware that there is a desire to grow and take a more active role. Board Chair is very involved. 5. The board composition is reflective of the demographics of the state 3 6. The board is independent and serves without compensation 5 7. The board actively works to advocate for the organization 4 8. Roles of the board and CEO are defined and respected, with the CEO delegated as the manager of the organization’s operations and the board focused on policy, planning, and fiduciary oversight. 4 9. New board members are given a thorough orientation to the organization, the board, and their responsibilities 4 10. Board members have diverse skill sets and expertise needed by the organization 3 Area for additional growth. 11. members attend and/or participate in the organization’s programs and events 3 Board Chair and some board members 12. The board works with CEO to set annual goals for the CEO that are strategic, and the board assists the CEO in achieving them 5 13. The board works outside of board meetings to advance the organization in its achievement of strategic objectives 3 Board Chair does
that addresses the process for hiring and terminating employees, conducting evaluations, promotions, disciplinary action and related issues 2. Employees and volunteers (including interns) receive appropriate orientation and training 5 3. Employees are educated and periodically updated on policy and procedures including benefits and resources available to them. 4 4. Well-defined policies are followed for employee and volunteer recruitment, application, and interview processes, and retention 4 5. Recruitment process respects and encourages applicants who represent the diversity of the community 4 6. Employees and volunteers have job descriptions that accurately reflect their duties and expectations 4 7. Employee performance reviews are conducted and documented at least annually 5 8. Pay raises and opportunities for advancement are linked to accomplishment of strategic objectives 4 9. The organization is committed to providing leadership opportunities to staff and volunteers 4 10 A system is in place for ongoing training and professional development of staff and volunteers. 5 11. The organization is adequately staffed to meet its goals and to further its mission 4 12. Staff is adequately trained to meet the organization’s goals and to further its mission. 4
American Literature Speech Monday Go through “Coyote and the Buffalo” reading notes. Discussion Media Film-Stereotypes and cultural portrayals Review Chapter 9 Tuesday Sherman Alexie Introduction Begin watching Smoke Signals-Notes Chapter 9 Test Wednesday Watch Smoke Signals- Notes NWEA Testing Thursday Finish Smoke Signals- Notes/Discussion Test review over Native American Literature Unit Discuss visual aids Assign: visual aid speech topics due Friday Friday Test over Native American Literature Unit. Collect topics assign presentation schedule Work on introduction Mrs. Kortan & Ms. Koenig’s Lesson Plans August 28-September 1
Ohio Department of Transportation – Office of Transit SFY 2011 QAR Monitoring Plan QAR Category Criteria Review Method Frequency Follow Up Method Rural Transit Program QARs FTA Section 5311 and Public Transportation Grant Program (OPTGP) Requirements and Industry Best Practices Interview, Document Review, Vehicle and Facility Inspection Each system reviewed every four (4) years (nine systems reviewed per year) Action Plan for recommendations and requirements established and followed to completion by ODOT System Representative Combined Specialized Transportation Program (STP), Ohio Coordination Program (OCP), Job Access and Reverse Commute Program (JARC), and New Freedom Program QARs FTA Section 5310 (STP and OCP), 5316 (JARC), and 5317 (New Freedom) Program Requirements and Industry Best Practices Interview, Document Review, Vehicle Inspection Four (4) agencies/projects reviewed per year Action Plan for recommendations and requirements established and followed to completion by ODOT STP Coordinator, JARC and New Freedom Coordinators Rural Transit System Drug and Alcohol (D&A) QARs 49 CFR Part 655 and Part 40 requirements Interview, Document Review, and System and Collection Site Inspection Each system reviewed every four (4) years Action Plan for requirements established and followed to completion by ODOT Program Compliance Officer
SFY 2019 Transportation Alternatives Program (TAP) Applications are DUE October 17, 2018 Submission Format: Applications may be mailed or sent electronically via. e-mail. If sent electronically, please submit in a single PDF file. Send to: Scott PE VTrans Municipal Assistance Bureau 2178 Airport Rd. Barre, VT 05641 (802) 793-2395 Organization: Please organize your application the following order. Application form (completely and accurately filled in) Map of project location with sketch, or plans of proposed project Pictures Scoping Study/Engineering Plans (if available) Letters of Support (RPC letter required, DTA correspondence if applicable) Any other miscellaneous supporting documentation SFY 2019 Environmental Mitigation Grant Application
STATE OF KANSAS DEPARTMENT OF SOCIAL AND REHABILITATION SERVICES APPLICATION FOR GRANT TECHNICAL COVER PAGE A. APPLICANT AGENCY (NAME, ADDRESS, TELEPHONE, E-MAIL) C. OFFICIAL AUTHORIZED TO SIGN APPLICATION (NAME, TITLE, ADDRESS, TELEPHONE, E-MAIL) B. TYPE OF AGENCY Public; Private Non-Profit; Private Profit (circle one) SIGNATURE _____________________________________________ D. PROJECT DIRECTOR (NAME, TITLE, ADDRESS, TELEPHONE, E-MAIL) E. FINANCIAL OFFICER (NAME, TITLE, ADDRESS, TELEPHONE, E-MAIL) F. TYPE OF APPLICATION ONE) ______NEW ______REVISION CONTINUATION OF________________________ (GRANT NUMBER) G. TITLE OF PROJECT H. REGION (Select one per application) Kansas City Northeast South Central Southeast West Wichita I. GEOGRAPHIC AREA TO BE SERVED & TARGET POPULATION J. ABSTRACT: Please include a brief (100 words or less) overview of the project. Font size may be 10 point, if necessary, in this box.
5. Service Definitions (8.3)- LME/MCO process for identifying unique non-Medicaid services gaps that are best met by development of alternative service definitions. Policy and procedures; Plans, processes, survey results; Staff Handbooks; Staff Orientation and Training Curriculum 6. Care Coordination functions (9.1)- Evidence of written plan/policy for addressing care coordination needs for children. Policy and procedures; processes, survey results; Handbooks; Staff Orientation and Training Curriculum 7. Assignment for high risk/high cost children with SED (9.3)-Process for identifying, assigning, tracking, and providing continuity of care for non-Medicaid high risk/high cost children with Serious Emotional Disturbance (SED). Policy and procedures; Plans, processes, survey results; Handbooks; Staff Orientation and Training Curriculum 8. Community Relationships and Prevention Efforts (11.1)- Procedures for the following: collaborating with other agencies for the benefit of non-Medicaid children; informing and educating the community about the availability of mental health services for children who are not insured; engaging in public awareness campaigns; and participating in community-wide prevention and early intervention strategies. Policy and procedures; processes, survey results; Handbooks; Staff Orientation and Training Curriculum 9. Natural and Community Supports (11.3)- Evidence of LME/MCO policy for working with natural and community supports to increase service options to children and families. Policy and procedures; Plans, processes, survey results; Staff Handbooks; Staff Orientation and Training Curriculum
All components submitted to kdhe.atl@ks.gov Application Budget Immunization Deputization MOU DAISEY Terms of Use Organizational Chart Schedule of Fees/Sliding Scale Non Profit Status 501(c)3 Client satisfaction survey Client goal planning tool Exemption Request for Clinic Services Budget justification Service delivery plan Certification Regarding Lobbying (if not on file) W-9 or other evidence of eligibility Most recent fiscal audit Operating budget In-kind contributions form Local match worksheet Clinic site table Community engagement examples CDRR Planning Phase Form Planning Applicants Only Form Coalition Members Form (Implementation) CDRR Salary Worksheet (Implementation) CDRR Administration (Implementation) CDRR Goal Areas for Implementation (1-5 work plans) Immunization Action Plan (IAP) Maternal & Child Health (MCH) Pregnancy Maintenance Initiative (PMI) Public Health Emergency Preparedness (PHEP) Regional PHEP (RPHEP) Ryan White (RW) Special Health Care Needs (SHCN) State Formula (SF) Teen Pregnancy Targeted Case Management (TPTCM)
Name Address City & Zip County Phone & Email Term Expires OAA Composition Criteria (1 to 7) Vice Chair Name Address City & Zip County Phone & Email Term Expires OAA Composition Criteria (1 to 7) Secretary/Secretary Treasurer Name Address City & Zip County Phone & Email Term Expires OAA Composition Criteria (1 to 7) Treasurer (if separate officer) Name Address City & Zip County Phone & Email Term Expires OAA Composition Criteria (1 to 7) Other Members: Name Address City & Zip County Phone & Email Term Expires OAA Composition Criteria (1 to 7) LifeLong Links Advisory Council LifeLong Advisory Council for: [Name of AAA]. Updated On: [Date]
Mitchell, Murrindindi, Strathbogie Berry Street Ovens Murray Alpine, Benalla, Mansfield, Wangaratta North East Support and Action for Youth Indigo, Towong, Wodonga Gateway Health North-Western Victoria Region Hume Moreland Hume DPV Health Moreland Merri Community Health North Eastern Melbourne Banyule, Nillumbik healthAbility Darebin, Yarra Berry Street Whittlesea Kildonan UnitingCare Loddon Campaspe Campaspe, Greater Bendigo Bendigo Community Health Services Central Goldfields, Macedon Ranges, Mount Alexander Cobaw Community Health Buloke, Campaspe, Loddon, Gannawarra, Swan Hill Northern District Community Health Service Mallee Mildura Mildura Rural City Council South-Western Victoria Region Brimbank Melton Brimbank Good Shepherd Australia New Zealand Melbourne City Mission Melton Djerriwarrh Community & Education Services Maribyrnong, Melbourne
Western Melbourne MacKillop Family Service Limited Moonee Valley Hobsons Bay, Wyndham Hobsons Bay City Council (in partnership with Wyndham City Council) Barwon Colac Otway, Greater Geelong, Queenscliffe, Surf Coast Barwon Adolescent Task Force Central Highlands Ballarat, Golden Plains, Hepburn, Moorabool Ballarat Community Health Ararat, Northern Grampians, Pyrenees Grampians Community Health Western District Corangamite, Glenelg, Moyne, Southern Grampians, Warrnambool Brophy Family & Youth Services Hindmarsh, Horsham, West Wimmera, Yarriambiak Wimmera UnitingCare
Planned Follow-Up to Support Implementation: OR complete the following table: Purpose of PL/Projected Program Impact and Results Training Topic & Presenter(s) Training Level(s) Audience Date(s) Evaluation Level(s) & Instrument(s) Planned Follow-up to Support Implementation
3. Subcontractor warrants authorized and lawful use of any labels, trademarks, or logos designed for/affixed to items supplied or delivered to NTESS. 4. Subcontractor warrants that all items, goods, or services provided to NTESS are verifiably compliant with applicable quality, and/or safety and manufacturing standards including, but not limited to U.S. Government or industry-accepted specifications and national consensus standards. 5. Subcontractor shall use counterfeit prevention and/or quality assurance procedures, that include a S/CI detection program. 6. Subcontractor shall immediately notify NTESS if Subcontractor suspects, or becomes aware of used or counterfeit goods furnished to NTESS. Subcontractor is required to disclose the source of the S/CI to NTESS and shall provide documentation authenticating traceability of affected item(s). Subcontractor must immediately notify NTESS by either: a. contacting the Subcontracting Professional (listed on the page of this subcontract); or b. emailing the NTESS Suspect/Counterfeit Items Program Coordinator at . 7. Unless otherwise specified, subcontractor shall purchase directly from product manufacturers or authorized manufacturer distributors whenever possible. 8. Suspect/counterfeit items furnished under this subcontract will be impounded by NTESS. Subcontractor may be required to replace such items, at no cost, with items acceptable to NTESS. Subcontractor shall be liable for all costs relating to discovery, removal, impoundment, and replacement of materials and equipment that exhibit suspect or counterfeit item characteristics or conditions. 9. Subcontractor shall indemnify NTESS, its agents, and third parties for any financial loss, injury, or property damage resulting directly or indirectly from any and all suspect or counterfeit services, goods, software, materials, components, or parts. Detection of suspect counterfeit item(s), services, or software; evidence of misrepresentation of or services; or any fraudulent misrepresentations may result in reporting and/or investigation by the Department of Energy and the Office of the Inspector General. If this subcontract provides for the use of credit cards, their use in no way relieves the Subcontractor from complying with all requirements of this section.
Contents Welcome Page 3 Form Expectations Page 5 Behaviour Policy Page 8 Sixth Form Opportunities Page 12 Form Support and Guidance Page 14 Form Study Page 18 Sixth Form Facilities and Catering Page 22 Academic Honesty Page 23 Useful Contacts Page 26 This handbook is available in an online form. Check the Sixth Form website for the link. Welcome Dear Student, Welcome to our Sixth Form community.
Useful Contacts Organisation Helpline ChildLine (24 hours) 0800 1111 NSPCC – Child Protection Helpline (24 hours) 0808 800 5000 Macmillan Cancer Support 0808 808 0000 Citizens Advice Local Number Crime Victims – Victim Support 0845 30 30 900 Crimestoppers – Crime Prevention 0800 555 111 Drinkline 0300 123 1110 FRANK – Friendly confidential drugs advice 0300 123 6600 Beat – Beating Eating Disorders (Monday – Thursday 1:30pm – 4.30pm) 0845 634 7650 Family – Gingerbread(support and advice for lone parents) 0808 802 0925 GamCare – Support, information and advice for anyone with a gambling problem (8am – midnight) 0808 8020 133 Homelessness – Shelter (24 hours) 0808 800 4444 Kidscape – Keeping safe, bullying and how to cope 08451 205 204 Missing People – Message Home (Left home, run away – send a confidential message) 116 000 National Missing People Helpline 116 000 Neighbourhood 0116 229 3118 Age UK – Information and campaigns on ageing issues 0900 169 6565 Rape Crisis: 12pm – 2.30pm and 7pm – 9.30pm 0808 802 9999 Samaritans (24 08457 90 90 90 Social Services Number Brook – Free and confidential sexual health information 0808 802 1234
Business Impact and considerations Describe the possibility to create long term collaborations and mutually beneficial cooperation between actors in the NFV/SDN/5G ecosystem, in particular with SoftFIRE, H2020 projects and the 5g and FIRE communities. Describe the possibility to have a deployment and time to market. Describe how the proposal could achieve a long term self sustainability Indicate whether the proposal can be instrumental to create new activities/startup/business endeavors Methodology and associated work plan Provide a work plan. Provide goals and verifiable results, and also a clear timing. Specify the milestones and the final report deliverable. The work plan involves the phases indicated below. Please keep in mind that each experiment lasts maximum three months. Design, implementation or consolidation of experiment and/or extension Executing the experiment and/or tuneup/improvement of the experiment Analysis & feedback Analysis of the results of the experiment and/or extension Final report, and documentation Final report (M3) Feedback report on the platform (M3) Section C Requested SoftFIRE Resources (maximum 1 page) Please check SoftFIRE resources that will be required for your experiment. Resources Required (Yes/No) Number of Resources requested Virtual CPUs RAM Storage Volume IP Addresses to be used Number of VLANs support
SDDTAC Draft Milestones Map for FY 2018/19 Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun STRATEGIC PLAN (sub)committee planning content x x x Review Draft Plan x Adopt Plan x COMMITTEE NOMINATIONS Nominations x BOS Approvals x Members Seated x GUEST SPEAKERS TTX Reports x x x x Mayor’s Budget Update x Best Practices Funded Projects ANNUAL REPORT DPH Data Reports x x Review FY 18/19 Recommendations x Community Input? (planning, outreach, etc.) x Develop Recs x Full w/Data and Recs x Revisions to Report x x Report Due - March 1 x OTHER KEY TOPICS
Working Committee 3 – Gas Transmission Group 3.2 2009-2012 Triennium Report Integrity Threats, Influence of Stakeholders & Environmental Footprint Table of Content Executive Summary Background Scope and Purpose Methodology Respondents Pipeline Integrity Threats and Its Mitigations Evaluation and Discussion of Questionnaires Best Practices, New Technologies and Lessons Learnt Integrity Management and Procedures
vi. Annual Assessment – technical assessment undergone by engineer normally assessed for the identified technology gaps. vii. Coaching Program – each engineer is assigned a coach who is normally an experienced senior level engineer. viii. ASCENT – an on-line computerised web-based tool that enables superior, coach and engineer to manage the engineer’s technical development. ix. Technical Professional Career Progression (TPCP) – a career progression program for engineers that are interested in pursuing his or her career into the technical career ladder as suppose to managerial career ladder. Note: Appendix XII provides further details on the PETRONAS’ Technical Capability Development Framework. Effects of Human and Organisation to Pipeline Integrity In the last years an increasing attention has been dedicated to the impact of human factors on pipeline integrity; this resulted in several articles on technical magazines, technical conferences/workshops and regulations, issued by public Authorities, together with new recommended practices. So far the gas industry achieved important progresses on pipeline integrity, for the two main causes of accident: Corrosion and 3rd Party Damage. These achievements have lead to a special attention to the development of Safety management systems (SMS) and Pipeline Integrity Management Systems (PIMS) in the pipeline industry. Recently, a relatively new debate identified Control Rooms and Control room personnel (the ‘controllers’, who monitor and operate the transportation system) as critical factors in pipeline safety/integrity, as they play an important role in detecting accidents and in managing emergencies, as a first line defense. Therefore a further contribution, to transportation systems safety, could be obtained by focusing on the various aspects related to Control Room and SCADA systems (Supervisory Control and Data Acquisition) issues, e.g.: Control Room Management & Fatigue mitigation Alarm Management; Displays graphics. For example, in the United States the Pipeline Hazardous Materials Safety Administration amended the Pipeline Safety regulation 49 CFR (Part 192 for Gas and Part 195 for Liquids) to address the human factors in Control Room management.
Consultation with non-statutory consultees Who Start date End date Circulate draft conditions and legal agreements for comment <date> Committee report to be finalised/signed by Head of Planning <date> Committee site visit <date> Committee meeting <date> Notification to the Scottish Ministers (if required) <date> Post Application Legal Agreements Draft Heads of Terms <date> Preparation of draft legal agreement <date> Conclusion of legal agreement <date> Discharge of Conditions Conditions to be dispensed by <date> Signed ……………………………………………………. On behalf of South Ayrshire Council Signed ……………………………………………………. On behalf of <Applicant>
Math 7 Study Guide Test Date: Monday, November 24, 2014 What are the rules for adding rational numbers. Review your notes and write them below. You need to know these by heart: Adding Integers Problem Workspace using chips: -10 + 3 Solve using chips: -5 + (-2) + 7 Solve using a number line: 4 + (-5) Solve using a number line: -3 + 9 + (-2) Adding Fractions and Decimals Problem Workspace Solve: (Same Sign) -2 3/4 + (-1 4/5)
Cantarino, Vincente. Arabic Poetics in the Golden Age. Leiden: E.J. Brill, 1975. Print. Hamori, Andras. On the Art of Medieval Arabic Literature. Princeton: Princeton University Press, 1974. Print. Heinrichs, W. “Literary Theory: The Problem of Its Efficiency,” in Arabic Poetry: Theory and Development, G. von Grunebaum ed. (Wiesbaden: Harrassowitz, 1973). Print. Kennedy, Philip, ed. On Fiction and Adab in Medieval Arabic Literature. Wiesbaden: Harrassowitz Verlag, 2005. Print. Larkin, Margaret. Al-Mutanabbī: of the ᶜAbbasid Poetic Ideal. Oxford: One World Publications, 2008. Print. ---. The Theology of Meaning: ᶜAbd Al-Qāhir Al-Jurjānī’s Theory of Discourse. New Haven: American Oriental Society, 1995. Print. McCall, Marsh. Ancient Rhetorical Theories of Simile and Comparison. Cambridge: Harvard University Press, 1969. Print. Nicholson, Reynold Alleyne. A Literary History of the Arabs. New Delhi: Adam Publishers and Distributors, 2003. Print. Rippin, A. “The Qur’an as Literature: Perils, Pitfalls and Prospects.” Bulletin (British Society of Middle Eastern Studies), Vol. 10, No. 1 (1983), 38-47. Web. Stetkevych, Suzanne, ed. Early Islamic Poetry and Poetics. Burlington: Ashgate Publishing Company, 2009. Print.
INFORMATION ABOUT THE APPLICANT (please use black ink): NAME: _____________________________________________________________________________ (Last) (First) (M.I.) HOME ADDRESS: ___________________________________________________________________ (Street Address) (City) D.O.B.: PLACE OF BIRTH: __________________________________________ HOME PHONE NUMBER: (____) ____-________ MOBILE PHONE NUMBER: (____) ____-________ ***BE CERTAIN TO INCLUDE A RECENT PHOTOGRAPH***