zilongwang/ReadingBank huggingface dataset:
June 24, Wednesday, - Awards Assembly 8:10am in the Hall and Kindergarten Graduation 11:00am June 25, Thursday, - Report Cards, Last Day of School, 10:00am Dismissal II. ADMISSIONS AND ATTENDENCE ADMISSION POLICY GUIDELINES FOR ADMISSION TO ELEMENTARY SCHOOLS Preferences shall be given to active members of the parish Under Archdiocesan guidelines for financial considerations, the optimum number of students per classroom is 35 The recommended age for kindergarten students is five 5 years of age on or before September 1, but required by December 1 The recommended age for first grade students is six 6 years of age on or before September 1, but required by December 1, unless waived by the All students must comply with current immunization and health requirements prior to enrollment The parish school will strive to have Catholic education accessible to as many students as possible, both with its educational programs and financial considerations; however, it may have insufficient resources to meet the educational and financial needs of all students The pastor and will review a students’ continued eligibility for enrollment in the parish school Each school shall establish procedures for admission and enrollment Registration All students hoping to attend St. Maria Goretti School must complete a registration form, provide copies of the birth certificate, baptismal certificate, immunization records, and pay the required non-refundable fees. All applicants are tested for readiness. The principal is responsible for determining the admission of students to the parish school. Preference for admission to St. Maria Goretti School is given to registered and active members of the parish. Active members of the parish are those registered at St. Maria Goretti Church and who help support the parish through the weekly use of the parish envelope. Envelope checks will be done on a regular basis. The recommended age for students entering kindergarten is five years of age by September 1st (but required by December 1st). All kindergarten applicants are tested to determine readiness with an emphasis on structure and academics. Re-registration and Readmission It is important that parents constantly seek to remind themselves that their positive support of the parish and school -and prompt payment of tuition- do operate as prerequisites to readmission and conditions for continued presence in St. Maria Goretti School. Parents must pay the required non-refundable fee to the school office during the re-registration period (usually between January and June). Applications for readmission are offered only to those families
Family profile Siblings Name: DOB / / Name: DOB / / Name: DOB / / Name: DOB / / Other significant household members Name: Name: Relationship to child: Relationship to child: Professional skills or interests which you may be able to share with the Centre Skills: Special training: Creative activities: Other: Special days/events celebrated (please list) What are you hoping your child will gain from their experiences while at Outside School Hours Care? Additional information Please list any special considerations, cultural, religious or dietary preferences, or additional needs of which our staff should be aware:
and pupils at Options Evening. Year 9 Access to local colleges and training providers for parents and pupils at Consultation Evening. Options assemblies. Careers unit – access to KUDOS CEIAG website and Living Education lessons. Life skills – writing Personal Statements Year 10 Access to local colleges and training providers for parents and pupils at Consultation Evening. Lunchtime drop-in sessions with local colleges and training providers. Careers lessons delivered by local colleges and providers. Booths project – opportunity to apply for 2 weeks’ work experience at local store. Booths managers deliver assembly and conduct interviews in school. Opportunity to apply for 2 week work experience placements at BAe. Careers lessons delivered by local colleges and providers. Careers unit – access to KUDOS CEIAG website and Living Education lessons Skills for work events – two days with pupils working with coordinators from a wide range of local businesses, colleges and training providers. Activities delivered by a range of providers. Careers lessons delivered by local colleges and providers. Year 11 Access to local colleges and training providers at Consultation Evening. Assemblies hosted by local colleges and training providers. Lunchtime drop-in sessions with local colleges and training providers. Interviews with Independent Careers Interviews with Independent Careers Adviser for every pupil (continuing). Apprenticeship/traineeship advice sessions delivered by Mrs Easterbrook. NCS The Challenge assembly. Local College interviews in school. NCS the Challenge lunchtime drop-in advice sessions.
STUDENT TEACHING MID-TERM PROGRESS REPORT Single Placement Scoring Guide A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”. B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard,” with NO Disposition below “Standard”. C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”. ***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION*** D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are nearly all “At Standard” but some are “Below Standard”. F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are “Below Standard”. Kentucky Framework for Teaching With the cooperating teacher’s input, use the Kentucky Framework for Teaching () to rate the student teacher’s performance on each component. Standard / Rating Ineffective 1A – Demonstrating Knowledge of Content and Pedagogy 1B - Demonstrating Knowledge of Students 1C – Selecting Instructional Outcomes 1D – Demonstrating Knowledge of Resources 1E – Designing Coherent Instruction 1F – Designing Student Assessment 2A – Creating an Environment of Respect and Rapport 2B - Establishing a Culture of Learning 2C – Managing Classroom Procedures 2D – Managing Student Behavior 2 E – Organizing Physical Space 3A – Communicating with Students 3B – Using Questioning and Discussion Techniques 3C – Engaging Students in Learning 3D – Using Assessment in Instruction 3E – Demonstrating Flexibility and Responsiveness 4A – Reflecting on Teaching 4B – Maintaining Accurate Records 4C – Communicating with Families 4D – Participating in a Professional Community 4E – Growing and Developing Professionally 4F – Demonstrating Professionalism
St Patrick's Outside School Hours Care Cnr Melbourne and York Streets, East Gosford NSW 2250 T: 02 4323 4819 E: W: Direct debit request I request and authorise CatholicCare Broken Bay to debit my Nominated Account with the amounts due for Outside School Hours Care commencing on / / and fortnight thereafter. I understand that the amount charged may vary as determined by my level of use of the service. I understand this request is in place until I discontinue my use of the service and provide CatholicCare that I wish to cancel this request giving two weeks written notice from effective date. Bank account Financial institution name: Branch: Account name in full: BSB: - Account no: Credit card Cardholder name: Name on card: Credit card number: Expiry: / CCV: Authorisation / / Name Signature Date Office use only Date received: / / Date processed: / / Employee name:
ENTRIES FOR ST PATRICK’S FEIS SCHOOL: …………………………………… Dancer’s name Age group Reel £3.50 Slip Jig £3.50 Single Jig £3.50 Light Jig £3.50 Trophy Reel £5.00 Heavy Jig £3.50 Horn- Pipe £3.50 Trad Set £3.50 Prelim Champ £23.00 Open Champ £10/£25 Fees £
Lectures Coordinated by the International Office Winter Term 2016/17 German Taught Class English Taught Class Monday Tuesday Wednesday Thursday Friday 9.15-12.45 Deutsch Gruppe D Ms. Pascinschi 8 ECTS H 0115 12.15-13.45 Bus. English & English for Bus. Comm. Ms. Müller 5 ECTS D 0110 10.00-11.30 Deutsch Gruppe E Ms. Petschauer 8 ECTS H 0112 12.00-13.30 Deutsch Gruppe F Ms. Petschauer 8 ECTS H 0112 8.15-9.45 Business English* Ms. Müller 3 ECTS D 0110 10.00-11.30 Bus. English & English for Bus. Comm. Ms. Müller 5 ECTS D 0110 10.45-13.15 Deutsch Gruppe F Ms. Petschauer 8 ECTS H 0112 13.30-15.45 Deutsch Gruppe A Ms. Weisheit 8 ECTS H 0115 10.00-11.30 Deutsch Gruppe C Ms. Eckel 8 ECTS H 0115 12.00-14.30 Deutsch Gruppe I Ms. Eckel 8 ECTS H 0113 9.00-10.30 Deutsch Gruppe I Ms. Eckel 8 ECTS H 0112 11.00-13.30 Deutsch Gruppe C Ms. Eckel 8 ECTS H 0115 12.15-13.45 Landeskunde Ms. Pascinschi 3 ECTS H 0114 10.45-13.15 Deutsch Gruppe E Ms. Petschauer 8 ECTS H 0112 13.00-15.30 Deutsch Gruppe H Ms. Renner 8 ECTS H 0115
13.30-15.00 Deutsch Gruppe A Ms. Weisheit 8 ECTS H 0115 15.15-17.30 Deutsch Gruppe B Ms. Weisheit 8 ECTS H 0115 15.30-17.00 Business Ethics Mr. Ogola 6 ECTS H 0112 17.15-18.45 Intercultural Relations and Diplomacy Mr. Ogola 3 ECTS H 0112 14.00-15.30 Deutsch Gruppe H Ms. Renner 8 ECTS H 0112** 16.00-17.30 Deutsch Gruppe B Ms. Weisheit 8 ECTS H 0115 16.00-17.30 Intercultural Business Communic. Ms. Bagchi** 6 ECTS D 0110 18.00-19.30 Technical English 1 Ms. Lyustiber 3 ECTS H 0115 14.15-15.45 Marketing Mrs. Bagchi** 3 ECTS D 0110 15.30-17.00 Business Ethics Mr. Ogola 6 ECTS H 0112 17.15-18.45 Contemp. Internat. Crisis Studies Mr. Ogola 3 ECTS H 0112 11.45-13.15 Business English for Beginners Ms. Bagchi 3 ECTS D 111 12.30-14.00 Business English* Ms. Müller 3 ECTS D 0110 14.15-15.45 Intercultural Business Communic. Ms. Bagchi 6 ECTS D 0110 16.00-19.00 Marketing Research Project Ms. Bagchi 6 ECTS 14.00-16.30 Deutsch Gruppe D Ms. Pascinschi 8 ECTS H 0114 16.45-18.15 German Culture Ms. Pascinschi 3 ECTS H 0114 15.00-15.45 Intercultural Relations and Diplomacy Mr. Ogola 3 ECTS H 0112 16.00-16.45 Contemp. Internat. Crisis Stud. Mr. Ogola 3 ECTS H 0112
D 0110 18.00-19.30 Technical English 2 (advanced) Ms. Lyustiber 3 ECTS H 0115 * Block seminar till November 17th! ** The first class takes place as an exception in room H 0115. !!! Intercultural Learning, Communication and Competence – Block Seminar !!! Friday 04.11. Saturday 05.11. Sunday 06.11. 18.30 – 20.00 Intercultural Learning, Communication and Competence Ms. Ulbrich Ms. Draheim H 0112 H 0113 2 ECTS 9.30 – 18.00 Intercultural Learning, Communication and Competence Ms. Ulbrich Ms. Draheim H 0112 H 0113 2 ECTS 9.00 – 14.00 Intercultural Learning, Communication and Competence Ms. Ulbrich Ms. Draheim H 0112 H 0113 2 ECTS
Respiratory Registrar Trainee Induction Pack Both the BTS and the STAG committee feel strongly about the provision of high quality induction packs for StRs (specialist trainees) by all deaneries. An induction pack is designed to support a smooth transition into specialist training; it should include information about respiratory and GIM (General Internal Medicine) training at all the hospitals within the deanery. Training Programme Director Thomas Pulimood email: . West Suffolk NHS FT, Hardwick lane, Bury St Edmunds. IP332QZ. United Kingdom. 01284 713000 (switchboard) 01284 713843 (Sec Tessa Crocker) Chairman Respiratory STC Dr Mark Pasteur mark.pasteur@nnuh.nhs.uk Structured programme director – Dr. Ajay Kamath . Deanery: Contact details for both Respiratory and GIM, Pastoral care/support details. Head of school Ian Barton Programme director general medicine: Administrative Support: ARCP If you need support from the secondary care team in HEEoE, please contact Sue Woodroffe () For matters relating to ARCPs Helen McKee () for recruitment, Susan Knight () for training committees, OOP, LTFT training and Inter-Deanery Transfers and Maryam Wali-Aliyu () for “Placement Manager”. Data entry for placement manager GODDARD SHARON (RM1) Norfolk and Norwich University Hospital .
Skills The SENCO will be able to: promote the school’s aims positively, and use effective strategies to enhance motivation and morale establish and develop a sound professional relationship with a class and groups of pupils demonstrate excellent teaching and learning skills and be able to create a positive, challenging and effective learning environment Empathise with the difficulties of SEN pupils in accepting the curriculum Organise and sustain systematic support from a variety of providers for a range of SEN Manage the co-ordination of teaching assistants in support of SEN pupils Advise and motivate teaching staff with SEN initiatives Present clearly a wide range of specialised information to both educationalists and non-educationalists Make consistent judgements based on careful analysis of available evidence Excellent classroom practitioner Good communication skills, both written and oral Good presentation skills with the ability to enthuse and motivate others Good organisation skills Is confident in the use of information and communication technology. Has good influencing and negotiation skills. Personal Characteristics The SENCO should also demonstrate: the ability to address challenging issues with clarity of purpose and diplomacy excellent interpersonal skills a willingness to share expertise, skills and knowledge a sensitivity to the aspirations, needs and self esteem of others a commitment to team working They should also be: knowledgeable and highly competent approachable and empathetic creative and enthusiastic organised and resourceful intelligent and reflective committed to assisting pupils to achieve the best learning outcomes Preparedness to attend national and regional venues for meetings and training sessions, which may involve overnight stays and occasional work in the evenings, at weekends or in school holidays.
1953: delivered to the US Army (USA) 19xx: retired fate unknown ST 2100 Fellows & Stewart 850 71 1954 Later Barbara Jo, now Island Ranger ST 2101 Fellows & Stewart 850 71 1954 ST 2102 Fellows & Stewart 850 71 1954 ST 2103 Fellows & Stewart 850 71 1954 ST 2104 Fellows & Stewart 850 71 1954 (US Army ST tug Design 3004, 82 in all) Registered: 72 GRT, 57 NRT, (70'(65.0')x19.5'x8.5') 1 scr, diesel White Atlas Imperial, 600bhp ST 2104 MONMOUTH 1955: Built by ?? (USA) 1955: delivered to the US Army (USA) 2003: retired Later named Monmouth, sold 2003, now Jamestown, active in Mobile AL ST 2105 Fellows & Stewart 850 71 1954 ST 2106 Fellows & Stewart 850 71 1954 Served under the 73rd Floating Craft Company in Vietnam WARBOAT ST 2107 Fellows & Stewart 850 71 1954 Served in Vietnam WARBOAT Mentioned in History of 97th US Army Transportation Company ST 2108 Fellows & Stewart 850 71 1954 Served in Vietnam WARBOAT Mentioned in History of 97th US Army Transportation Company ST 2109 Fellows & Stewart 850 71 1954 Served under the 73rd Floating Craft Company in Vietnam WARBOAT ST 2110 Fellows & Stewart 850 71 1954 Mentioned as being in Vietnam WARBOAT ST 2111 Fellows & Stewart 850 71 1954 Served under the 73rd Floating Craft Company in Vietnam WARBOAT ST 2112 Fellows & Stewart 850 71 1954 Served under the 73rd Floating Craft Company in Vietnam WARBOAT Sold, now Tucker Brusco, active in Seattle WA ST 2113 400 45 1954 (US Army ST tug Design 3004, 82 in all) Registered: 72 GRT, 57 NRT, (70'(65.0')x19.5'x8.5') 1 fpp, diesel White Atlas Imperial, 600bhp ST 2113 CHARLESTOWN 1955: Built by "C.W. Smith Shipyards Inc" at Pensacola, Fl.(USA) 1955: delivered to the "USATC - US Army Transportation Corps" at Fort Eustis, Va.(USA) 19xx: stationed at Portsmouth (GBR)
ST 2176 Roamer Boat 30 400 45 1954 To USACE 196x ST 2177 Roamer Boat 31 400 45 1954 To USACE 196x as Bluegill, active? ST 2178 Fellows & Stewart 850 71 1954 ST 2179 Fellows & Stewart 850 71 1954 ST 2180 Fellows & Stewart 850 71 1954 ST 2181 Fellows & Stewart 850 71 1954 ST 2182 Fellows & Stewart 850 71 1954 ST 2183 Fellows & Stewart 850 71 1954 ST 2184 Fellows & Stewart 850 71 1954 ST 2185 Fellows & Stewart 850 71 1954 ST 2186 Fellows & Stewart 850 71 1954 ST 2187 Fellows & Stewart 850 71 1954 ST 2188 Fellows & Stewart 850 71 1954 ST 2189 Fellows & Stewart 850 71 1954 ST 2190 Fellows & Stewart 850 71 1954 ST 2191 Fellows & Stewart 850 71 1954 ST 2192 Fellows & Stewart 850 71 1954 ST 2193 Fellows & Stewart 850 71 1954 ST 2194 Fellows & Stewart 850 71 1954 Sold as Stein ST 2195 Fellows & Stewart 850 71 1954 ST 2196 Fellows & Stewart 850 71 1954 ST 2197 Fellows & Stewart 850 71 1954 ST 2198 Fellows & Stewart 850 71 1954 (US Army ST tug Design 3004, 82 in all) 72 GRT, 57 NRT, (70'(65.0')x19.5'x8.5')
of management accounting and, to a lesser extent, learn to apply those techniques through quantitative questions and cases. Weekly Class Schedule Date Chapter(s) Topics (Excluding Appendices) Take up in class Tutorials: Saturday 10-noon Take up in tutorial Week 1 May 6th, 8th Chapter 1 Chapter 2 Managerial Accounting & the Business Environment: Cost Terms, Concepts & Classifications Exercise 2-9 Problem 2-17 Tutorials will be held 10-noon Saturdays Starting on May 10th. Problem 2-20 Problem 2-22 May 10th Last day to enrol without the permission of the instructor Week 2 May 13th, 15th Chapter 3 Systems Design: Job Order Costing Exercise 3-15 Problem 3-20 May 17th Problem 3-17 Problem 3-29 Week 3 May 20th, 22nd Chapter 4 Systems Design: Process Costing Exercise 4-4 Problem 4-10 May 24th Exercise 4-1 Problem 4-11 Week 4 May 27th, 29th Chapter 5 Activity-Based Costing: a Tool to Aid Decision Makers Exercise 5-14 Problem 5-18 May 31st Exercise 5-15 Problem 5-17
May 30th Last day to enrol with the permission of the instructor Week 5 June 3rd, 5th Chapter 6 Cost Behaviour: Analysis & Use Case Study Analysis Theory Mid-term #1: Chapters 1-5: In-class: 30% Exercise 6-6 June 7th Problem 6-14 Case 6-19 Week 6: June 10th, 12th Chapter 7 Chapter 8 Cost-Volume-Profit Relationships Variable Costing: a Tool for Management Problem 7-18 Exercise 8-9 Problem 8-15 Case 8-22 June 14th Problem 7-19 Problem 8-14 Problem 8-16 Week 7 June 17th, 19th Chapter 9 Budgeting Problem 9-18 June 21st Exercises 9-6, 9-8 Problem 9-12 Week 8 June 24th, 26th Chapter 10 Standard Costs & Overhead Analysis Exercises 10-9, 10-11 Problem 10-13 March 8th , 11th Exercise 10-2 Problems 10-18, 10-23 Week 9 Tuesday July 1st is Chapter 11 Reporting for Control Exercise 11-12 Problem 11-10 July 5th Exercises 11-2, 11-5 Problem 11-23
Government subsidies for higher education have fallen behind costs increases over a number of years. The annual increase in subsidies fell behind the average increase in the Consumer Price Index (CPI) of around 6%, but more importantly behind the Higher Education Price Index (HEPI - which measures cost increases in the sector). The Higher Education Price Index has typically increased by about 1,7% more than the CPI per year due to the high costs of research equipment and technology, accreditation and statutory requirements, international research publications and maintaining world-class facilities. This is especially true for institutions such as Stellenbosch University that focus on research and postgraduate study. International students A differentiated study fees structure for international students will be introduced from 2018, when certain categories of international students registering at SU will be charged an international tuition fee (ITF) for the first time. The ITF comprises an additional fixed amount charged annually for the duration of an academic programme and is payable in full at or prior to registration. The ITF will not apply to international students enrolled in doctoral programmes, or in postgraduate programmes delivered on the telematics platform, or international students with SADC (Southern African Development Community) citizenship or permanent residence in South Africa. The base ITF is set at R43 380 for international students from outside Africa enrolled for bachelors, honours and postgraduate diploma programmes, and R21 690 for those from outside Africa enrolled for master’s programmes. A reduced amount of R20 520 will apply to students from African countries outside SADC enrolled for bachelors, honours and postgraduate diploma programmes. The budget process and discussions with the campus community are set to continue over coming weeks. The final budget for 2018 will be tabled for approval at the last Council meeting towards the end of November 2017. Draft 6: 11 October 2017
ANNEXURE 3 SU RELATED POLICIES, PROCEDURES AND GUIDELINES TITLE DOCUMENT TYPE STATUS POLICY CUSTODIAN Policy on Conflict of Interest Policy Approved Division for Research Development Policy on Contract Research Management at Stellenbosch University Policy Approved Division for Research Development SU Policy on Academic Integrity: The Prevention and Handling of Plagiarism Policy Approved Division for Research Development Stellenbosch University Financial Guidelines Policy Approved Finance Division SU Risk Management Committee Regulations Policy Approved Risk and Security Services SU Policy in Respect of Exploitation of Intellectual Property Policy Approved InnovUS SU Media/ Information Policy Policy Pending Communication and Liaison Procedure for the Investigation of Research Misconduct at Stellenbosch University Procedure Approved Division for Research Development Health Research Ethics Committees Human Research: Standard Operating Procedures and Guidelines Procedure Approved Division Research Development and Support, Faculty Medicine and Health Sciences Research Ethics Committee: Human Research (Humanities) Standard Operating Procedure Procedure Approved Division for Research Development Research Ethics Committee: Animal Care and Use Standard Operating Procedures and Guidelines Procedure Approved Division for Research Development Research Ethics Committee: Biosafety and Environmental Procedure Under development Division for Research Development
5. Complaints procedure A. Grounds for a complaint Any student may make a complaint to the SU if they are dissatisfied with the actions of any officers, representatives or committees of the SU or feel that they have been unfairly disadvantaged as a result of exercising their right to opt out. B. Complaints panel The complaints panel will be composed as follows: Should a complaint be made, the SU President shall convene and chair a panel formed of three ex-officers or ex-chairs of the SU, the MCR President, and themselves. Should the SU President or MCR President be the subject of such a complaint, the responsibility will then fall to the Vice President. If both are subjected to a complaint, then the Treasurer will sit on the panel instead. If three or more of the above individuals are subjected to a complaint, the complaint will then be heard by the persons who comprise the first appeal panel, as specified in 5.C.1. The panel shall convene within 48 hours. The panel shall decide whether to uphold the complaint and decide an appropriate remedy. The parties involved shall have the right to present evidence to the panel and to attend with a friend or representative. C. First appeal If either party is dissatisfied with the panel’s decision, they may appeal to a panel comprised of the SU Chair, the MCR Chair, the Domestic Bursar, two College Counsellors. This panel shall convene within a week of the appeal request and shall make a decision within two weeks. D. Second appeal Should either party be dissatisfied with the second panel’s decision, they may appeal to an independent person, appointed by Governing Body in consultation with the SU, who shall investigate the complaint and report back to Governing Body.
4. Provides a range of well-run activities/events: Your Society should show variety to members so that you cater for different needs 5. Conducts safe and responsible activities: You have to ensure your Society abides by the Warwick Students’ Union Members Code of Conduct . It is a legal requirement that all events and activities are safe and legally compliant - that includes no trading and other ultra vires activity! We can help you comply through training and other support. 6. Provides value for money: Are you in a good financial position? Are you able to put on activities that benefit all your members? 7. Works in cooperation: A strong Society is based on working together to meet common goals 8. Is goal orientated: The team works throughout the year to achieve clear aims and objectives 9. Encourages involvement: Do you actively reach out to members and support them in having a say in how the Society is run and what activities it provides 10. Is friendly, approachable and professional: Whatever activities you undertake you are ambassadors for your Society, the Union and the University! Being a Social Secretary and your CV As a Social Secretary, you are already fulfilling elements of awards like Warwick Skills Leadership Scheme and Warwick Advantage ) offered by the University of Warwick Careers and Skills. This means that by taking on this role you are automatically improving your chances of finding employment after you leave Warwick! All these programmes are designed to help boost your employability, by helping you reflect on and articulate your experiences of being a Society Exec. For more information visit: Further support If you want more information about any aspect of the Social Secretary’s role, require support with conflict resolution, training or advice about any element of running your Society, please do come into the Student Resources room anytime Monday-Friday 8.30am-4.30pm or email
Level 3: Members of the organisation who have regular contact with children, young people and/or their parents and carers, and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child or the parenting capacity where there are safeguarding concerns. Competence As for Group 2 plus those listed below Staff demonstrate an understanding of the roles and responsibilities of other professionals. Where appropriate staff are able to contribute to inter-agency assessments, the gathering and sharing of information and where required analysis or risk Where required staff contribute to Serious Case Reviews/Health Management Reviews and local forms of reviews as well as child death review processes. No of staff identified as requiring level 3 competencies No of staff in this group meeting this competency level No of staff outstanding in this competency level How competency level is achieved and maintained for your staff Plan for 2017/18 to reach 95% competency level. Include total number of staff requiring training in this year.
No of staff identified as requiring level 4 competencies No of staff in this group meeting this competency level No of staff outstanding in this competency level How competency level is achieved and maintained for your staff/volunteers Plan for 2017/18 to reach 95% competency level. Include total number of staff requiring training in this year. Level 5: Specialist roles - designated professionals
No of staff identified as requiring level 5 competencies No of staff in this group meeting this competency level No of staff outstanding in this competency level How competency level is achieved and maintained for your staff/volunteers Plan for 2017/18 to reach 95% competency level. Include total number of staff requiring training in this year. Board Level Competence
Week 9 July 3 Group Presentations 1, 2 and 3 Week 10 July 10 Group Presentations 4, 5 and 6 Week 11 July 17 Class Review and Wrap Up Week 12 July 24 Final Exam (In Class) NOTE: THE INSTRUCTOR RESERVES THE RIGHT TO CHANGE THE SEQUENCE OF TEXT MATERIALS AND THE ASSIGNMENT OF CASES.
Appendix B - Assignment Rubric - In Country Attendance & Engagement Grading Area Demonstration Level 1 (unacceptable) Demonstration Level 2 (minimal) Demonstration Level 3 (expected) Demonstration Level 4 (advanced) Attendance Unexcused absences from required in-country activities. More than several occasions are not punctual. Requires many prompts or reminders and creates inexcusable delays for program. 0-60 points Attends all required in-country activities. One occasion is not punctual. Requires some prompts or reminders. 60-79 points Punctual and completely attends all required in-country activities without few prompts or reminders. 80-99 points Punctual and completely attends all required in-country activities without any prompts or reminders- exhibits complete self-reliance. 100 points Participation & Engagement Does not prepare in advance for activities; does not actively listen, is distracted during program; does not contribute or advance knowledge of activity; does not engage with faculty and in-country partners. 0-60 points Prepares in advance for a few activities; occasionally listens actively; during activities is present and occasionally engages and participates. 60-79 points Prepares in advance for most activities; actively listens for most of program; contributes some knowledge to activity; professionally engages with faculty and in-country partners. 80-99 points Fully prepares in advance for activities; actively listens throughout duration of program; contributes and advances knowledge of activity in respectful and appropriate manner; professionally engages with faculty and in-country partners. 100 points Total 200 total points Appendix C - Assignment Rubric - Professional Behavior & Comportment Grading Area Demonstration Level 1 (unacceptable) Demonstration Level 2 (minimal) Demonstration Level 3 (expected) Demonstration Level 4 (advanced)
Professional Behavior and Comportment Demonstrates unprofessional behavior or comportment during program and/or in more than one interaction with students, faculty, administrators or any partners. 0-19 points Demonstrates expected professional behavior and comportment for most of program and in almost all interactions with students, faculty, administrators and all in-country partners. 20-49 points Demonstrates expected professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 50-79 points Demonstrates exemplary and model professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 80 points Total 80 total points
Thematic clustering of domains Group formation (2-3 per team) WEEK 2 WEEK 2 (Mon) May 28 Intro to the Lean Launchpad Method + Business Model Canvas Workshop Blank, Steve: “Why the Lean Startup Changes Everything”, Harvard Business Review, 2013 Osterwalder, Alexander, et.al. : Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, 2010 Weekly Log WEEK 2 (Wed) May 30 Business model presentations & peer feedback + What space are you moving into? – tools for analyzing industry, competition, and opportunity size + How to do interviews? + Workshop: Preparing your interviews Porter, “The Five Competitive Forces That Shape Competitive Strategy” Porter, “How smart connected products are transforming competition” + Be prepared to share your initial findings about your specific domain + Watch the videos prior to class. In particular the ones under the headings “Before leaving the building”, “Outside the building”, “Understanding what the customer is telling you”, and “Back in the building”. First version of the Business Model Canvas + Power point presentation WEEK 3 WEEK 3 (Mon) Jun 4 09.00 – Business model presentations & peer feedback Team Presentations: 3 minutes each Overview of your current Business Model Canvas and proposed experiments to test your build-in hypotheses about customer segment, value proposition, channel and revenue model. Spreadsheet with contacts and customer discovery plan + Weekly log 12.00 12.00
WEEK 3 (Fri) June 8 Building a Minimum Viable Product + Start working on building your online presence - as a means to reach out to your potential customers and test your hypotheses. Power point presentation + Updated Business Model Canvas WEEK 4 WEEK 4 (Mon) Jun 11 Mini-Hackathon: Building a functional MVP Weekly log WEEK 4 (Fri) Jun 15 Update Presentation + Session on good pitch & presentation: theory, how to make one, what to include Kawasaki, Guy: The Art of the Start: The Battle-Hardened Guide for Anyone Starting Anything, 2004 Watch the pitches by the teams at Startupbootcamp Mobility in Copenhagen: http://vimeo.com/album/2876017 Functional MVP + Power point presentation + Updated Business Model Canvas WEEK 5 STUDY TOUR TO HELSINKI & STOCKHOLM 10.00-
4. All pending applications for registration prior to the period of this Trade Notice will be disposed of by applying this Trade Notice. 5. All the trade associations are requested to bring the contents of the Trade Notice to the attention of their members, the trade and everyone concerned. (Issued in C.No.IV/16/005/2015-STC (Tech) Sd/- /G. RAVINDRANATH) / COMMISSIONER Encl.: / As above / To All as per mailing list (Both Trade and Department). Members of the R.A.C. Annexure-(I) Page 1 of 2 LIST OF DOCUMENTS AND THE CHECK-LIST FOR APPLICATION OF CENTRALISED REGISTRATION (For fresh Centralised Registration or conversion from single registration to Centralized Registration) Sr. No. PARTICULARS YES/NO PAGE No. 1 Print out of the filled in ST-1 duly signed by the Director/partner/ proprietor/ authorized person at the end of the application, 2 Information with regard to the branches for which single registration has already been taken as per Annexure-II. 3 Documents Required for new branches and Centralized Registration office which is not registered with Service Tax Deptt: a. List of new branches, which are not registered so far (Name and Address of branches sought to be centrally registered). b. Name and Address of the place from where centralized accounting/billing is sought to be done c. Address proof of (a) and (b) above. (No address proof required for existing branches, for which ST-2 Certificate has been issued, if address remains the same as per the existing ST-2. Address proof is required only for branches and office which are not registered with service tax department)
V. Intended Audience 12 VI. Main Emotional Focus of the Magazine with Drama Serial 12 VII. Number of Episodes in the Serial and languages 12 VIII. Program Format 13 IX. Overarching themes 13 6. Topics and Sequence of Individual Programs 14 7. Specific Program Contents (Episode wise) 15 8. Glossary 45 9. Acronyms 47 ACKNOWLEDGEMENT (On NHEICC Letter Head) I would like to acknowledge all the agencies and individuals who contributed considerable time and effort to the development of the Suaahara Radio Program Design Document. In January 2013, a Design Team of 42 representatives from Suaahara Program Managers, LNGO Field Coordinators, Field Supervisors, Audience Representatives - FCHVs, Social Mobilizers, Mothers, Fathers, Mother-in-laws representing from Manang, Syangja, Nawalparasi, Dolakha, Bajhang, Department of Agriculture, Department of Livestock, Department of Water Supply & Sewerage, Script Writers and Production House came together during a 4-days long workshop to create design documents for Suaahara radio program. The primary objective of the workshop was to outline in detail the purpose, objectives, content and sequence of 26-episode of the Suaahara radio drama serial. The amount of work completed during that week was extraordinary and all those who participated are congratulated on their achievements. I would like to extend my sincere thanks to the Design Team members for their contribution in creating the design document. I would like to express my gratitude to the following people for their continued support and personal commitment to the development of the Suaahara Radio Program: Dr. Mingmar Geljen Sherpa, Director General, Department of Health Services, Mr. Raj Kumar Pokharel, Nutrition Section Chief of Child Health Division and Mr. Hari Koirala, Sr. Nutrition Specialist, AOTR-Suaahara, United States Agency for International Development Office, Nepal. My appreciation goes to those who provided valuable comments during draft revision process especially the design document review team who enthusiastically participated in the design document review meeting held on 17 January, 2013 and to Lala Borja, Acting Chief of Party – Suaahara, Dr. Kirk Dearden, Deputy Chief of Party - Programs, Ms. Pooja Pandey Rana,
Substance Use and Addictions Program (SUAP) FULL PROPOSAL TEMPLATE INSTRUCTIONS: This template is the required proposal format, to be completed in full. Please ensure that you follow the instructions below: Type your responses within the boxes of this template when developing your proposal using the same headings and number system. Attach required documents separately where indicated. Guidelines on the length of each section are provided as a guide, not as a firm limit. Depending on the complexity of the proposed project or intervention responses may be shorter than or exceed the guidelines. Responses should be single-spaced, using Size 12 font. The proposal assessment criteria embedded in the template should be considered in your responses. Completed original Full Proposal Template signed by an authorized representative of your organization; Evidence of your organization’s eligibility. For incorporated organizations: e.g., copy of your status certificate, incorporation documents (patent letters) or articles of Incorporation. For unincorporated organizations: e.g., Terms of Reference or governance structure, provincial/territorial papers, or Board of Director’s list. Copy of documentation confirming status of funding from other sources, if applicable. Copy of employment/labour agreements or equivalent, if applicable. Copy of rental/lease agreement, if applicable. Most recent audited financial statements; Your organization's most recent annual report, if available; Official signed letter from your organization agreeing to support the project; and, Letters of support from confirmed partner organizations stating its role and financial and/or in-kind contributions to the project. Your funding request package must include the following: Health Canada collects information for the purpose of evaluating funding applications for grants and/or contributions. The information contained in the Full Proposal Template such as the objectives and activities of the organization, number of employees, and financial data may be accessible under the provisions of the Access to Information Act. All personal information will be protected in accordance with the Privacy Act. Substance Use and Addictions Program SECTION 1 Organizational Information Language of Correspondence Preferred: English French a. Legal Name of Organization: b. Legal Name of Organization in French (if applicable): c. Operating Name of Organization (if different from Legal Name): Size of Organization Number of employees: Annual budget: Mailing Address: Courier Address (if different than mailing
Stormwater Education Materials SuAsCo Watershed Community Council Ambient Engineering has been a consultant to the SuAsCo Watershed Community Council and has provided a variety of services related to SuAsCo’s Stormwater Community Assistance Program (SWCAP). SuAsCo is a community-based alliance that promotes the sustainable economic and environmental well-being of the River watershed. As part of a multi-discipline team including consultants, member communities, and state officials, Ambient helped SWCAP prepare guidance documents for communities to meet their NPDES Stormwater Phase II Minimum Control Measures. SWCAP has 23 member communities both in and out of the SuAsCo watershed using the programs tools to meet their requirements for both public education and outreach as well as public participation and involvement. SWCAP has prepared materials for two of the five years of the program. The first year focused on raising awareness of community’s watersheds. Portable displays were prepared that highlighted current watershed issues and provided information on improving water quality. The second year program focused on education. SWCAP prepared materials to be used in fifth- or sixth-grade classrooms. The materials focused on watersheds and the relationship between stormwater and water quality. SWCAP provided maps to the towns showing municipal boundaries and watersheds overlain on color aerial photos. Ambient led two specific project components of the SWCAP program. In the first year, it created a Microsoft Access database to compile the survey results. The database was linked to a Microsoft Excel spreadsheet and Microsoft Word document to create customized reports for each community. Ambient compiled results and presented them at SuAsCo’s annual River Visions conference. In the second year, Ambient created a number of maps for each community to use in its education and outreach program. The first was a watershed map of the state. The second was a color GIS map for each community.
Date___________ Teachers name_________ Bell Ringer : make a t-chart of the 2 types of waves and their characteristics (use your guided reading research and notes from yesterday) Record (you have a copy of this on your sheets!) Homework: Research – site your source and google is not a site! “How is electromagnetic radiation affecting Humans?” Be ready to share next Friday. Title: _________ radiation’s affects on humans. (See the Electromagnetic spectrum to pick a type of EMR wave to research) Bibliography- (can’t say googled it) What type of EMR Cause the effect? Effects on humans Positive + and - negative Prevention and/or treatments for this type of EMR Agenda: Check types of waves t-chart Wave types, characteristics and interactions Turn to page 533 and read carefully again. Complete Wave guided reading worksheet!
Creativity: develops and encourages new and innovative solutions willing to take disciplined risks. Integrity: honest, encourages openness and transparency; demonstrates highest levels of integrity QUALIFICATIONS University degree in relevant field EXPERIENCE AND SKILLS Essential At least 5 years experience of managing field based operations in challenging and insecure areas. Ability to lead a programme and support a team working from remote locations. Proven experience in grant management, including budget holding and donor reporting and effective financial and budgetary control in securing and managing grants. Experience in management of Human Resources, finance, logistics, administration, Proven skills/experience in security management in instable / conflict environments. Proven skills in programme management and project administration. Strong skills in people management, moderation, conflict resolution and capacity-building skills Skills & experience in project/programme monitoring review, reporting and evaluation. Ability to represent Save the Children, promote and advocate for children’s rights and maintain good relations at a provincial level with donors, United Nations organisations, international and national Non Governmental Organizations and local authorities. Fluency in written and spoken French and working proficiency of English Ability to work with limited supervision Commitment to and understanding of Save the Children’s aims values and principles Desireable Working experience in the Great Lakes context Knowledge and working experience of Child’s Rights Programming approach. Experience in promoting children’s participation in programming, design, implementation and evaluation. Additional job responsibilities The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties within reasonableness of their level of skills and experience. Equal Opportunities The role holder is required to carry out the duties in accordance with the SCI Equal Opportunities and Diversity policies and procedures. Child Safeguarding: We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse. Health and Safety The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures. JD written by: SCI DRC Country Office Date: 28 April 2017 JD agreed by: Date: Updated By: Date: Evaluated: Date:
CASH MANAGEMENT 6. Are U.S. Federal Government funds deposited in a separate bank account, or accounted for through grant-loan fund control accounts? 7. Are all disbursements properly documented with evidence of receipt of goods or performance of service? 8. Are all bank accounts reconciled monthly? Yes No Yes No Yes No PAYROLL 9. Are payroll charges checked against program budgets? Yes No 10. What system does your organization use to control paid time, especially time charged to sponsored agreements? PROCUREMENT 11. Are there procedures to ensure procurement at competitive prices? 12. Is there an effective system of authorization and approval of: (a) capital equipment expenditures (b) travel expenditures? Yes No Yes No a. b. PROPERTY MANAGEMENT 13. Are detailed records of individual capital assets kept and periodically balanced with the general ledger accounts? 14. Are there effective procedures for authorizing and accounting for the disposal of property and equipment? 15. Are detailed property records periodically checked by physical inventory? Yes No Yes
Miscellaneous Comments H1 Describe any technical assistance requested or provided H2 Indicate whether there are unanticipated barriers to LEPC program implementation H3 Has the sub-recipient undertaken any unique project initiatives that would be useful or helpful for other sub-recipients? H4 Does the sub-recipient have any feedback regarding DHS&EM programs and services? Section H – Additional Comments:
Annex C - Evaluation and Review Pipeline Planning List of evaluations completed in the reporting period Name of Investment Aidworks number Name of evaluation Date finalised Date Evaluation report Uploaded into Aidworks Date Management response uploaded into Aidworks Published on website Australia Africa Community Engagement Scheme INJ318 Australia Africa Community Engagement Scheme Mid Term Review 27 June 2014 1 August 2014 February 2015 WASH in Nampula Province, Mozambique (NAMWASH) INK348 Evaluation of NAMWASH 31 July 2013 1 September 2014 1 September 2014 October 2014 Sustaining and Scaling Pro-Poor Urban Water and Sanitation in Maputo, Mozambique INK348 Phase 1 Review of Sustaining and Scaling Pro-poor Urban Water and Sanitation Services in Maputo 6 February 2014 1 September 2014 1 September 2014 October 2014 Australia Africa Partnership Facility INJ018 Independent Progress Review June 2013 6 October 2013 Estimated to be published in late October 2014
List of evaluations planned in the next 12 months Name of Investments African Enterprise Challenge Fund Aidworks Number INI879 Type of evaluation Partner-led evaluation Purpose of Evaluation To assess the success of the investment in achieving its objectives Expected completion Dec 2015 System for Land-Based Emissions Estimation in Kenya Hunger Safety Net Program (HSNP) and Index Based Livestock Insurance (IBLI) Somalia Resilience Program (SomReP) Zimbabwe Multi-Donor Trust Fund (WASH) Australia Africa Community Engagement Scheme (AACES) INK531 INK050 INL378 INJ532 INJ318 Partner-led mid-term review Possible partner-led independent progress review Possible partner-led independent progress review Independent completion review led by AfDB Independent Completion Review To assess progress of the investment in achieving its objectives To assess the success of the investment in achieving its objectives To assess the progress of the investment in achieving its objectives To assess the success of the investment in achieving its objectives To assess the success of the investment in achieving its objectives Dec 2015 June 2016 2016 June 2016 Sept/Oct 2015