zilongwang/ReadingBank huggingface dataset:
Permanent Supportive Housing Outcome Measure Use APR for Outcomes A-D Benchmark Difference between project performance and benchmark (+/-) If project performance was not at or above the benchmark, was it 10 points greater than the previous grant year? Y/N Self Score: Please see scoring sheet for score People Retaining permanent housing > 6 months 95% Of those adults entering with no income, % who obtain some income 30% Adults obtaining or maintaining non-cash mainstream benefits 56% % of person who exited to homelessness <10% 2. Rapid Re- Housing Outcome Measure Use APR for Outcomes A-D Benchmark Difference between project performance and benchmark (+/-) If project performance was not at or the benchmark, was it 10 points greater than the previous grant year? Y/N Self Score: Please see scoring sheet for score People obtaining permanent housing 80% Obtains Earned Income 50%
Adults obtaining or maintaining non-cash mainstream benefits 56% % of person who exited to homelessness <10% 3. Transitional Housing Outcome Measure APR for Outcomes A-D Benchmark Difference between project performance and benchmark (+/-) If project performance was not at or above the benchmark, was it 10 points greater than the previous grant year? Y/N Self Score: Please see scoring sheet for score People obtaining permanent housing 80% Of those adults entering with no income, % who obtain some income 30% Adults obtaining or maintaining non-cash mainstream benefits 56% % of person who exited to homelessness <20% 4. SSO Employment Outcome Measure APR for Outcomes A-D Benchmark Difference between project performance and benchmark (+/-) If project performance was not at or above the benchmark, was it 10 points greater than the previous grant year? Y/N Self Score: Please see scoring sheet for score People obtaining permanent housing 40% Adults who obtain or maintain earned income 40%
Adults obtaining or maintaining non-cash mainstream benefits 56% % of person who exited to streets or shelters <40% 5. SSO Street Outreach Outcome Measure Use APR for Outcomes A-D Benchmark Difference between project performance and benchmark (+/-) If project performance was not at or above the benchmark, was it 10 points greater than the previous grant year? Y/N Self Score: Please see scoring sheet for score People obtaining permanent housing 25% Of those adults entering with no income, % who obtain some income 10% Adults obtaining or maintaining non-cash mainstream benefits 56% % of person who exited to streets <50%
Telephone address: Project name: Dates worked performed: Summary of scope of services: Project cost: Provide a list detailing contracts that your company has been awarded during the last five years (5), showing year, type of services, dollar amounts of services provided, location, contracting company, contact name, and phone number. BIDDER’S RESPONSE: Provide details of any failure or refusal to complete a contract. If none, that must be stated. BIDDER’S RESPONSE: Tab G Bidder Attachment Any response that Bidders are finding difficulty pasting into the “Bidders Response” boxes in any section of the RFP, bidders shall paste in Tab G. When pasting attachments to Tab G, label the attachments “Attachment 1”, Attachment 2” and so forth. Enter the corresponding “Attachment Number” into the Bidder’s Response box as the example shows below: Below is an example: Tab D Company Profile This section of the proposal is designed to establish the bidder as an entity with the ability and experience to operate the program as specified in the RFP. The Company Profile should be concise and clear, and include descriptive information regarding service delivery. The following information must be provided as follows: Business name and legal business status (i.e. partnership, corporation, etc.) BIDDER’S RESPONSE: Located in “Attachment 1” Proof of non-profit status, if applicable BIDDER’S RESPONSE: Located in “Attachment 2”
OF CONTENTS LIST OF EXHIBITS A – Project Application EXHIBIT B – 2-1-1 Riverside County Agency Registration Form EXHIBIT C – 2-1-1 Riverside County Program Registration Form EXHIBIT D – Administrative Handbook for HUD Funded Continuum of Care Programs EXHIBIT E – Tenant Change Notice Form EXHIBIT F – Certification of Tenant Roll Form EXHIBIT G – Assurance of Compliance
Credential and Prior Learning Assessment 2 Exemption to Obtaining New Massage Therapy Diploma for Exam Eligibility 1 Negotiated Terms, Conditions and Limitations 1 Summary Financial Statements Report of the Independent Auditor on the Summary Financial Statements To the Council of the College of Massage Therapists of Ontario
2015 Committees and Council As of December 31, 2015 2015 Committees Executive Lisa Tucker – President Lloyd White – Vice President Robert Pletsch – Executive Officer Karen Sosnowski – Executive Officer Client Relations Kim Westfall-Connor – Anne Dockendorff (non-Council) Rob El-Sayed – Public Member Hedy Miszuk – Public Member
The Canadian HIV/AIDS Legal Network Ability to work independently Knowledge of Criminal Law, Constitutional Law; Independent research skills Equitas French language skills Excellent organizational skills and ability to work in a team Maliiganik Tukisiiniakvik Legal Services Knowledge of Criminal Law, Aboriginal Law Family Law Disability Rights International Spanish Language skills Demonstrated commitment to disability rights; knowledge of rights law. Legal Action for Persons with Disabilities Demonstrated commitment to disability rights; knowledge of human rights law. Institute for Human Rights and Development in Africa Knowledge of public international law, international development French/English, preference for Portuguese Oceans Beyond Piracy Knowledge of public international law; international criminal law; Strong Research and writing skills Demonstrated interest in maritime law Responsibility to Protect Program Excellent writing and research skills; demonstrated interest in international humanitarian law Familiarity with international humanitarian law, international criminal law, and international organizations Shuraako Project Excellent writing and research skills; demonstrated interest in international humanitarian law Familiarity with international humanitarian law, international criminal law, and international organizations Mahanirban Calcutta Research Group (CRG) – Calcutta Knowledge of refugee and immigration law, public international law Strong research skills Mohawk Council of Akwesasne Knowledge of Aboriginal Law; Field work and experience working with First Nations; valid passport for travel to the US and valid driver’s license Access to a vehicle will greatly facilitate transportation for this internship
First Nations Child & Family Caring Society of Canada Strong research skills; Knowledge of Aboriginal Law and Rights issues affecting Aboriginal communities L’organisation Aswat Nissa (Voix de femmes) English and French language skills; Demonstrated Interest in North African and Middle Eastern Affairs Preference for Basic Arabic language skills National Rights Council of Morocco English and French language skills; Demonstrated Interest in North African and Middle Eastern Affairs Preference for Basic Arabic language skills Mental Disability Advocacy Centre, Budapest Demonstrated commitment to disability rights; knowledge of human rights law. Women For A Change, Cameroon Strong knowledge / fluency in French Consider these competencies alongside detailed description of the internship placements below.
ACI 530.1/ASCE 6 Empirical masonry – Cat. IV (1705.4.1) Vertical masonry foundation elements (1705.4.2) WOOD CONSTRUCTION (1705.5) ITEM (IBC REFERENCE) INSPECTION REQ’D REFERENCED STANDARD High-load diaphragms (1705.5.1) Metal-plate-connected wood trusses spanning 60 feet or greater (1705.5.2) SOILS CONSTRUCTION (1705.6) ITEM (IBC REFERENCE) CONTINUOUS PERIODIC REFERENCED STANDARD Verify materials below shallow foundations are adequate to achieve the design bearing capacity. Verify excavations are extended to proper and have reached proper material. Perform classification and testing of compacted fill materials. Verify use of proper materials, densities and lift thicknesses during placement and compaction of compacted fill. Prior to placement of compacted fill, observe subgrade and verify that site has been prepared properly. DRIVEN DEEP FOUNDATIONS (1705.7) ITEM (IBC REFERENCE) CONTINUOUS PERIODIC REFERENCED STANDARD Verify element materials, and lengths comply with the requirements. Determine capacities of test elements and conduct additional load tests, as required. Inspect driving operations and maintain complete and accurate records for each element. Verify placement locations and plumbness, confirm types and size of hammer, record number of blows per foot of penetration, determine required penetrations to achieve design capacity, record tip and butt elevations and document any damage to foundation element. For elements, perform additional inspections in accordance with Section 1705.2. For concrete elements and concrete-filled elements, perform additional inspections in accordance with Section 1705.3. For specialty elements, perform additional inspections as determined by the registered design professional in responsible charge. CAST-IN-PLACE DEEP FOUNDATIONS (1705.8) ITEM (IBC REFERENCE) CONTINUOUS PERIODIC REFERENCED STANDARD Inspect drilling operations and maintain complete and accurate records for each element.
Administer Articulate Assess Change Chart Choose Collect Compute Construct Contribute Control Demonstrate Determine Draw Establish Extend Illustrate Imitate Implement Interview Include Inform Instruct Interpret operate Paint Participate Predict Produce Provide Relate Recognize Report Schedule Select Show Solve Translate Transfer Use Utilize down Characterize Classify Compare Contrast Correlate Criticize Debate Deduce Demonstrate Differentiate Discriminate Distinguish Examine Experiment Focus Illustrate Interpret Outline Point out Prioritize Question Research Relate Separate Subdivide Test Write Evaluating Creating Appraise Adapt Anticipate Argue Categorize Collaborate Combine Communicate Compile Compose Construct Contrast Create Design Defend Develop Devise Facilitate Formulate Generate Incorporate Individualize Evaluate Express Judge Revise Integrate Initiate Intervene Invent Make up Model Modify Produce Progress Propose Rearrange Reconstruct Negotiate Organize Perform Plan Pretend Reinforce Recognize Rewrite Select Structure Support Value Assemble Assess Compare & Construct Conclude Construct Criticize Create Decide Defend Design Develop Formulate Interpret Judge Justify Predict Prioritize Rank Reframe Select Support Write APPENDIX E JOINT PROVIDERSHIP FOR PROVIDERS (1st two paragraphs adapted from 2015 Primary Accreditation Application Manual) When an activity is jointly provided, the Provider is referred to as the provider of the educational activity. The other organization(s) are referred to as the joint provider(s) of the educational activity. The jointly providing organization may not be a commercial interest .or sponsor. The Nurse Planner for the activity must be on the planning committee and is responsible for ensuring adherence to the ANCC accreditation criteria. When an educational activity is jointly provided, the Nurse Planner is responsible for: Signed joint provider agreement Ensuring that the Provider’s name is prominently displayed in all marketing material and certificate The name(s) of the organizations acting as the joint provider(s) Statement of responsibility of the provider, including: a. Determining educational objectives and content.
(money management, benefits, living arrangements, clothing, personal care, child care, rent, other) Developmental History (Complete only for Children & Youth up to age 21 and everyone with ID/DD) During pregnancy, did mother use alcohol or other drugs? □ Yes □ No Describe any problems with the pregnancy or birth: Were developmental milestones met? □ Yes □ No (If no, explain) Was the first year of life difficult, easy, other? □ Yes (If yes, explain) □ No Describe any childhood accidents or injuries: School Functioning (Children & Youth up to age 21) Name of school: Does child/youth receive Special Education Services? □ Yes (If yes, complete release of information to obtain a copy of the current Individualized Education Plan (IEP)) □ No Additional Information (Children & Youth up to age 21) Comments on Educational Classification / Placement (please indicate if client is home schooled, in gifted program, etc.): Grades: Attendance: Previous Grade Retentions: Suspensions / Expulsions: Other Academic / School Concerns: Employment (adults only) (complete only if individual is not employed at the time of assessment) Barriers to Employment: Employment Related Needs: Previous Assessment History Have psychological, educational or functional assessments been completed in the last twelve months? □ Yes (If yes, complete release of information to obtain a copy of the applicable assessment.) If yes, indicate type of assessment__________________________________________________________________ □ No Current Legal Status Has the individual been involved with the legal system within the past twelve months? □ Yes □ No Arrests: □ Yes □ No If yes, indicate type and number of arrest(s): Number of arrests in the past 30 days: Pending Charges: □ Yes □ No If yes, indicate type and number of pending charges: Substance Use Related Issues: Is this person currently on parole and/or probation? □ Yes □ No
Annual Renewable generation (GWh) 168,293 166,760 167,353 224,970 Dump Energy (GWh) 358 552 375 1,481 Var. Production Cost (M$) 22,843 27,026 25,354 22,200 CO2 Amount (MMetrTn) 363 420 394 277 The impact to transmission utilization is in Table 3: Metrics for Highly Utilized Paths. Table : Metrics for Highly Utilized Paths Number of Hours At or Exceeding Metrics Path and Metrics PC1 – Common Case PC2 – High Load PC5 – Low Hydro PC20 – Coal Retirement P01 Alberta-British Columbia 75% (E-to-W) 90% 99% 66 22 6 1183 773 564 1064 670 502 368 184 102 P18 Montana-Idaho 75% (E-to-W) 90% 99% 527 231 131 456 171 74 193 73 23 563 206 89 P26 Northern-Southern CA 75% (N-to-S) 90% 99% 854 353 195 1707 742 457 306 114 58 923 332 177 P31 TOT 2A 75% (N-to-S) 90% 99% 11 0 0 26 15 13 5 1 1 712 296 155 P45 SDG&E-CFE 75% (N-to-S) 90% 99% 321 204 144 297 185 134 258 121 84 707 477 381 P48 Northern NM 75% (NW-to-SE) 90% 99% 1246 164 7 1985 357 24 947 71 1 184 4 0 P52 Silver Pk-Control 75% (W-to-E) 90% 99% 2984 1948 0 4126 2828 0 4121 2764 0 3010 2038 0 P60 Inyo-Control 75% (E-to-W) 90% 99% 6103 4019 2725 6003 3754 40 6789 4798 3342 3359 2181 1624 P83 Montana Alberta Tie 75% (N-to-S) 90% 99% 1058 361 156 3681 2531 1945 739 277 142 1794 934 572
(E-to-W) 90% 99% 131 74 23 89 794 424 P26 CA 75% (N-to-S) 90% 99% 854 353 195 1707 742 457 306 114 58 923 332 177 1744 842 501 P31 TOT 2A 75% (N-to-S) 90% 99% 11 0 0 26 15 13 5 1 1 712 296 155 1320 838 583 P45 SDG&E-CFE 75% (N-to-S) 90% 99% 321 204 144 297 185 134 258 121 84 707 477 381 1780 1506 1349 P48 Northern NM 75% (NW-to-SE) 90% 99% 1246 164 7 1985 357 24 947 71 1 184 4 0 237 20 0 P52 Silver Pk-Control 75% (W-to-E) 90% 99% 2984 1948 0 4126 2828 0 4121 2764 0 3010 2038 0 2932 2055 0 P60 Inyo-Control 75% (E-to-W) 90% 99% 6103 4019 2725 6003 3754 40 6789 4798 3342 3359 2181 1624 3248 1501 803 P83 Montana Alberta Tie 75% (N-to-S) 90% 99% 1058 361 156 3681 2531 1945 739 277 142 1794 934 572 4245 3285 2722 Bookends Several bookend cases were run to test the impact of extreme values for some of the study cases’ more significant input variables. These cases represented extreme high and low values that might be expected for loads, hydro generation availability, gas prices and carbon prices, factors that have a significant effect on study results. Many of the impacts are predictable with the expected impacts shown in Table 4. Table : Expected Impacts of Bookend Cases Case Expected Impacts relative to Common Case Heaviest Path Utilization Variable Production Cost CO2 Emissions Dump Energy Proportion of Renewable Energy Southern
Name: ________________________ Project Title: ________________________ Category 0 pts. Up to 1 pt. Up to 2 pts. Up to 3 pts. Timeline No (or limited) attempt made Did not finish product schedule on time Finished product schedule on due date Finished product schedule before due Quality of Product No (or limited) attempt made Product design is below quality standards Product design quality standards Product design exceeds quality standards Design Loop/ Drawings, Sketches, Descriptions No (or limited) attempt made to use the design loop or provide drawings/sketches. Used one or two stages of the design loop successfully Drawn items are below standards or incomplete Used some stages of the design loop effectively. items are at the standard Provided evidence of the design loop extensively. Drawn items exceed or are very detailed and include an accurate description of the design Product Assessment No (or limited) attempt made Documentation of testing was below standard Documentation of testing met the standard Documentation of testing exceeded requirements Model/ Prototype No (or limited) attempt made Model or prototype meets some, but not all requirements or prototype met all necessary requirements Model or prototype exceeds requirements Comments: Total Points: /15 Final Exam/Project (10 points)
Students will have 5 minutes to sell your invention to the class and demonstrate your prototype/teaching model. This can be in the form of a video/commercial, brochure/advertisement, or other appropriate demonstration of your invention Name: ________________________ Project ________________________ Category 0 pts. Up to .5 pts. Up to 1.5 pts. Up to 2.5 pts. Score Product Student does not have of product; student cannot answer questions about subject. Student is uncomfortable with product and is able to answer only rudimentary questions. Student is at ease with product and content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration. Organization Audience cannot understand presentation because is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. Presentation Presentation appears incomplete. Multimedia is over or underused. Format does not enhance content. Student occasional used visuals that rarely support text and presentation. Presentation is loosely organized. Multimedia is used to illustrate the main points. Format is appropriate for the content. Presentation is organized. Multimedia is used to clarify and illustrate the main points. Format is well organized. Presentation is well organized. Mechanics Student's presentation had four or more spelling errors and/or grammatical errors. Presentation had three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. Comments: Points:
Table 1: Comparison of entity tax treatments Direct ownership General partnership Limited partnership LTC LAQC (no longer available) QC Trust Company Ownership rules N/A No restrictions No upper limit on number of partners but must have at least one general partner, and one limited partner Five or fewer owners (under review) Was five or shareholders including associates No new QCs allowed Existing QCs must have five or fewer shareholders including associates No restrictions on settlors or beneficiaries No restrictions Different ownership rules / class of shares N/A Partnership agreement could provide for different rights for different partners Partnership agreement could provide for different rights for different partners Only one class of share allowed Multiple classes of shares allowed Multiple classes of shares allowed Trust agreement could provide for different rights for different beneficiaries Multiple classes of shares allowed Owner’s liability Unlimited Unlimited Limited Limited Limited Limited Limited for beneficiaries, unlimited for trustees Limited Tax rate tax rate Partners’ tax rates Partners’ tax rates Shareholders’ tax rates Company tax rate on accrual, adjusted to shareholders’ tax rates on distribution Company tax rate on accrual, adjusted to shareholders’ tax rates on distribution Trustee income taxed at equivalent to top personal rate, beneficiary income taxed at beneficiaries’ tax rates Company tax rate on accrual, adjusted to shareholders’ tax rates on distribution Losses Available to owner Available to partners Available to partners subject to loss limitation rules Available to shareholders subject to loss limitation rules (under review) Available to shareholders Quarantined to company Quarantined to trust Quarantined to company Capital gains Never taxed Never taxed Never taxed Never taxed Never taxed taxed Never taxed Not taxed on accrual, may be taxed on distribution Ownership changes / restructures Owner taxed on revenue account gains / losses and depreciation adjustments Partners taxed on share of revenue account gains / losses and depreciation adjustments subject to de minimis rules Partners on share of revenue account gains / losses and depreciation adjustments subject to de minimis rules Shareholders taxed on share of revenue account gains / losses and depreciation adjustments subject to de minimis rules Not (unless shareholder holds shares on revenue account) Not taxed (unless shareholder holds shares on revenue account) Not taxed (beneficiaries’ rights could be changed by varying trust agreement) Not taxed (unless shares are held on revenue account) Shareholder continuity requirements apply – if breached, losses and imputation credits are forfeited
Item 8 Tables A1, A1-Expanded, A2, and A3 Revise Table A1, A1-Expanded, A2, and A3, as shown in Attachment 3. Rationale: Add clarification to true (shear-free) E and apparent E.
2015 NSCA Advisory Council Winter Meeting Minutes Friday, January 30-Saturday, January 31, 2015 The meeting was called to order by Steve Schultz, at 8:05AM on Friday, January 30, 2015. Steve welcomed everyone, said we have a lot of business to cover. He asked any guests who were not members of the Advisory Council to stand and introduce themselves. John Dennert – Wisconsin Delegate Tina Jewell – USA S.C. Team Member Dunn – PSCA Don Currie – NSCA Chief Instructor Alan Van Velkinburg – NSCA Member Michael Sutton Scott Grange – Browning Steve Schultz asked for the roll call. Roll call was done by Brett Moyes. Those present: Industry Russ Arnold – Shooting Sports Consulting Mike McAlpine – Clay Target Academy John Calandro, III – Clay Shooters Supply Sean McLelland – Youth Target Foundation John Commerford – NRA Carlton Nether – Primer Heyward Cunningham – Promatin, Inc. John “Mo” Parsons – Blaser USA Jim Greenwood – Greenwood Custom Stocks Steve Schultz – Target Line Shooting School Pat Lieske – Pat Lieske Shooting School Zach Snow - NSSF Anthony Matarese, Jr – AIM Shooting School Range Owners/Managers Justin Bounds – Caney Creek Shooting Sports Jason Miller – The Shooting Academy Rick Hemingway – Backwoods Quail Club Scott Robertson – Elm Fork Shotgun Sports Tim Jewell – Rangers Gun Club Dan Twitchell – Ben Avery Clay Target Center Anthony Matarese, Sr. – M & M Sporting Clays Randy Voss – Caribou Gunn Club Tim Miles – Coyote Springs Sporting Richard Whaley – Dallas Gun Club Shooters Dr. Benbow – Sobieski, WI Derek Moore – Chester, NJ Andy Duffy – Polson, MT Adam Pinto – Enterprise, UT John Hackethorn – Polson, MT Ted Sapoznik – Vancouver, WA Eleanor V Howard – Edisto Island, SC Brett Seibert – Lake Forest, IL Jim Montgomery – Lake Charles, LA Rick Storey – Sealy, TX Todd Kemmerer – Columbus, OH Eddie Vigil – St George, UT Anne Mauro – Baltimore, MD Sam Wortham – Santa Fe, NM Those absent; Industry Lynne Green – Green Girl Photos
88 88 88 88 88 88 88 88 Jewell County Parents as Teachers (PAT) USD 273 Beloit Parents as Teachers, Mitchell County Partnerships for Children (785)738-3055 x4 Usd273.org Infant-Toddler Services (Tiny-k) Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Head Start Not Available Not Available Screening Services Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Mental Health Services Pawnee Mental Health Services (785)587-4300 Pawnee.org Jewell County
C Feature/Function is not included in the current system release, and is not planned to be a part of a future system release. However, this feature could be provided with custom modifications. T Feature/Function is not included in the current system release, and is not planned to be a part of a future system release. However, this feature could be provided with integration with a third-party system. N Feature/Function cannot be provided. If a response indicator of “F” is provided for a requirement that will be met in a future system release, the Vendor shall indicate the planned release version as well as the time the release will be generally available. If a response indicator of “C” is provided for a requirement that will be met through a custom modification, the Vendor shall indicate the cost of such a modification. If a response indicator of “T” is provided for a requirement that will be met by integration with a third-party system, the Vendor shall identify this third-party system and include a cost proposal to secure this system. 5.7 Sub-Contracting The sixth tab of the proposal should identify any of the required services that are proposed to be sub-contracted, if any. For each of these services the following should be provided: Summary of service; Reasons for sub-contracting; Proposed sub-contractor(s); Detailed sub-contractor responsibilities; Sub-contractor name; Sub-contractor location; Sub-contractor experience; Previous use of sub-contractor; and Any additional relevant information. 5.8 References The seventh tab of the proposal should identify the Vendor’s references for the project. Vendors shall provide at least three (3) substantive clients with whom the Vendor has worked during the past three (3) years that are of similar size and complexity to the JTA. References shall be from past clients that have been live with the vendor installed phone system for a minimum of one (1) year where possible. Vendors shall complete a Vendor Reference Form for each of the references as contained in Attachment A. Completion of Attachment A shall indicate that the Vendor grants consent for the JTA to contact any and all references given. In the event the Vendor cannot provide the required references, substitution of other organizations should be made to ensure three (3) total references are provided. Vendors shall indicate how these substitute references deviate from the requested characteristics. 5.9 Exceptions to Terms and Conditions
who’s the maker? australian rangeland conference in alice springs rangeland management courses terriotry another legend: tony moran station profile: helen springs non-pastoral use activities TNRM Community grants animal health news Dept mines & energy news what when and where around the traps ISSN: 1325-9539 JUNE 2015 Who’s the money maker? Trisha Cowley & Whitney Dollemore, Livestock Industry Development, Katherine Reproductive performance is a key profit driver in northern Australia, with plenty of room for improvement. While nutritional management is key, genetics also definitely play a major role. The Beef CRC III research program found that the heifer fertility traits, age at puberty, and time to resume cycling after calving were highly heritable in Brahmans and Tropical Composites. Furthermore, these two traits were strongly genetically correlated to lifetime reproductive performance, meaning that heifers who reached puberty at a younger age and reconceived earlier after their first calf, tended to have more calves in their lifetime. Hence by selecting superior heifers for these traits, you are also selecting those who will be superior breeders over their lifetime. Sires have the largest influence on the genetic direction of a herd, so selecting superior sires is also critical. Show them what your daddy gave you! trial
125.00 125.00 105.00 105.00 105.00 105.00 105.00 105.00 County Parents as Teachers (PAT) Not Available Not Available Infant-Toddler Services (Tiny-k) Arrowhead West, Inc. (620)255-5177 (Dodge City) (620)227-2072 (Pratt) Arrowheadwest.org Head Start Not Available Not Available Screening Services Arrowhead West, Inc. (620)255-5177 x1301 Arrowheadwest.org Mental Health Services Iroquois Center for Human Development (620)723-2272 Irqcenter.com County
T 1.5 means one and one half the ordinary hourly rate of pay. T 2 means double the ordinary hourly rate of pay. of Work Statement of Intent The employer recognises the need for staff to balance their work life with their recreational and home life, and is committed to active participation in the management of workloads and working time that achieves staff and management goals, and results in realistic work expectations. The DHB and the employee recognise that a degree of stress is a part of the modern workplace. The employer makes a commitment to working with staff to develop policies and practices that attempt to minimise the negative impact stress has on workers’ lives. The Week The week shall start and end at midnight each Sunday/Monday. When the major part of a duty falls on a particular day, the whole duty shall be regarded as being worked on that day. This provision does not relate to remuneration but only to rostering conventions for days off. Ordinary Hours of Work Unless otherwise specified the ordinary of work shall be either Eighty (80) hours in each two week period (14 days), worked as not more than ten (10) duties, provided that for rostered shift work the ordinary hours of work may average forty (40) hours per week during a period of up to seven (7) weeks, or the applicable roster period, whichever is the lesser; or Eighty (80) hours in each two week period (14 days), worked as not more than ten (10) duties between 0600 and 2000 hours, Monday to Friday. Forty (40) hours in each week worked as not more than five (5) duties between 0600 and 2000 hours, Monday to Friday. The ordinary of work for a single duty shall be up to a maximum of ten (10) hours. A duty shall be continuous except for the meal periods and rest breaks provided for in this Agreement. Except for overtime, and except where an alternative arrangement is operating, each employee shall have a minimum of four (4) days off during each two (2) week period (14 days). Days off shall be additional to a nine (9) hour break on completion of the previous duty. Except for overtime, no employee shall work more than five (5) consecutive duties before a day(s) off, provided that an alternative arrangement may be implemented by agreement between the employer and a majority (measured in full-time equivalents) of the directly affected employees. Rosters
94.00 135.00 94.00 120.00 86.00 120.00 86.00 120.00 84.00 113.00 84.00 105.00 83.00 105.00 83.00 95.00 85.00 (full time) Labette County Parents as Teachers (PAT) USD 506 Labette County Parents as Teachers (620)784-5321 Usd506.org Infant-Toddler Services (Tiny-k) Southeast KS Birth to Three Program, Southeast KS Education Service Center Girard (620)2724-6201 Greenbush.org/locations.html Head Start SEK-CAP Southeast Kansas Community Action (620)724-8204 Sek-cap.com Developmental Screening TriCounty Special Education Interlocal 607 Serving USD 503 SEK InterLocal Special Education serving USD 504, 505, 506 (620)331-6303 Tricounty607.com (620)235-3180 Sekconnection.com Mental Health Services Labette Center for Mental Health Services, Inc. (620)421-3770 Lcmhs.com Labette County
IV. Economic Standards and Student Learning Outcomes: The Standard of Learning addressed was EPF.14 (a) The student will demonstrate knowledge of the role of insurance in risk management by a) evaluating insurance as a risk management strategy. The lesson objectives were: 1) students will know that insurance can only reduce financial risk but not any other kinds of risk--bad haircuts and heartbreaks will still happen! 2) students will understand buying insurance is a paradox -- the best case scenario is not to have to use the insurance you purchase. 3) students will be able to decide when and whether to purchase insurance and will experience the consequences of their decisions. V. Instructional Process: At the start of the insurance unit, I made a Google form to collect the students’ ideas of good and bad things that could happen in life, some that would be financial and others that did not involve money. I used the student-generated scenarios to create game cards that Barbie would draw as she rolled the dice and landed on various squares of the game board. The game board is made of posterboard with colored squares of paper that matched the colored cards. On the sample game board, all the spaces are blank; you just draw the color card on which you’ve landed. Teachers can also write in “events” onto the spaces, like in Monopoly (e.g. “someone thanks Barbie for something nice she did: +2 Joy”). See the pictures on this page and next. I used real Barbie dolls as the game pieces that moved around the board. My high school students got a big kick out of using the actual dolls. The silliness of playing with dolls made the seriousness of the subject matter more fun. covering many different types of insurance from auto to life to homeowners, we played the Barbie’s Keepin’ It Real game as a culminating activity. VI. Evaluation of Student Learning: The completion of the feedback Padlet, along with the student’s participation in the game, revealed the student’s level of understanding and engagement. Appendix: A. Resources:
***************************************************************************** Negative Joy Point Cards Barbie did not accomplish a goal she set for herself -3 Joy Points Someone said something mean to Barbie -1 Joy Point Barbie got suspended from school -5 Joy Points Barbie lost something important to her -3 Joy Points Someone close to Barbie passed away -10 Joy Points Barbie had her hopes up, but the hoped for thing did not happen -2 Joy Points A car splashed Barbie with water -2 Joy Points Barbie has a bad day -1 Joy Point Someone gave Barbie attitude when she was already down -3 Joy Points Barbie’s friends talked about her behind her back -5 Joy Points Barbie’s power went out -2 Joy Points Barbie’s pet got lost -5 Joy Points
103 103 103 103 103 103 103 103 Lincoln County Parents as Teachers (PAT) USD 273 Beloit, Mitchell County Partnership for Children (785)738-3055 x4 Usd273.org Infant-Toddler Services (Tiny-k) Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Head Start Not Available Not Available Screening Services Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Mental Health Services Central Kansas Mental Health Center (785)823-6322 Lincoln County
Yorkshire and the Humber Bradford 17,196 53,911 31.90% 11,321 Yorkshire and the Humber Calderdale 6,605 20,578 32.10% 4,321 Yorkshire and the Humber Doncaster 7,436 28,741 25.87% 6,036 Yorkshire and the Humber East Riding of Yorkshire 9,014 32,255 27.95% 6,774 Yorkshire and the Humber Kingston Upon Hull 3,034 24,628 12.32% 5,172 Yorkshire and the Humber Kirklees 1,408 41,666 3.38% 8,750 Yorkshire and the Humber Leeds 19,716 69,314 28.44% 14,556 Yorkshire and the Humber North East Lincolnshire 1,903 16,290 11.68% 3,421 Yorkshire and the Humber Lincolnshire 3,330 15,730 21.17% 3,303 Yorkshire and the Humber North Yorkshire 3,430 59,979 5.72% 12,596 Yorkshire and the Humber Rotherham 4,660 25,957 17.95% 5,451 Yorkshire and the Humber Sheffield 10,354 48,854 21.19% 10,259 Yorkshire and the Humber Wakefield 6,048 31,907 18.96% 6,700 Yorkshire and the Humber York 4,966 16,606 29.90% 3,487 Regions and Nation Targets Region/Nation 11-18 Population Target turn out East Midlands 432,175 90,757 East of England 564,349 118,513 London 657,603 138,097 North East 245,836 51,626 North West 608,303 127,744 Northern Ireland 196,782 41,324 Scotland 490,495 103,004 South East 842,137 176,849 West 503,271 105,687 297,698 62,517 West Midlands 543,100 114,051 Yorkshire and Humber 509,247 106,942 Army Welfare Service 1,219 256 5,892,215 1,237,365
106.00 106.00 100.00 100.00 100.00 100.00 100.00 100.00 Logan County Parents as Teachers (PAT) Northwest Kansas Educational Service Center (785)672-3125 Nkesc.org Infant-Toddler Services (Tiny-k) Northwest Kansas Educational Service Center (785)672-3125 x111 Nkesc.org Head Start Northwest Kansas Educational Service Center (785)672-3125 Nkesc.org Parenting Education Northwest Kansas Educational Service Center (785)672-3125 x111 Nkesc.org Mental Health Services High Plains Mental Health Center (785)628-2871 Highplainsmentalhealth.com Logan County
•building with blocks and lego •loves to have stories read to him •enjoys playing outside •likes to play soccer •loves animals Descriptors •lots of energy •can be impulsive •friendly •cooperative •never gives up •motivated to learn Learns best when •he has visual supports to remind him what he needs to do and what is coming next •with lots of repetition •with visual samples of his progress and achievement •few items to work on, and learning tasks at his instructional level • when he is involved in his own goals •he is set up for success •hands on activities •classroom consistency and structure Medical History On file a Multidisciplinary Assessment Sunny Hill Health Centre for Children School History Attended Pre-School Repeated One Has excellent school attendance Areas of Need/Support Requires only a check and a word or short phrase Academic: Below level in Literacy and Numeracy Behaviour: Requires positive behaviour support Social/Emotional: confidence and self esteem building Physical: (vision, hearing, fine motor, gross motor, sensory needs) Fine support/use of computer for polishing work Use calming strategies when needed- always a support, never a punishment ( squishy ball, calming place- pup tent) Communication: Oral language support in the classroom and small groups with SLP Life Skills: Support for making safe choices Culture and Language Always should have the opportunity to participate in all cultural activities
Support Team Role Participant Name Contact Information Parent Mr & Mrs Sample 604-222-333 Teacher Teacher A 604- 666-777 Learning Support Teacher Teacher B 604-333-4444 Principal Principal A 604-666-9999 Language Teacher Language A 604-888-9876 Speech Language Pathologist SLP A 604-555-6567 Counsellor Counsellor A 604-990-6789 Teaching Assistant TA #1 604-876-8765 Occupational Therapist OT A 250-333-3456 Visiting Pediatrician Educational Psychologist Adaptations & Accommodations Accessibility: access to all areas of school fire exits & routes furniture & storage health & personal care parking lot, & walkways play areas & equipment showers, washrooms & fountains transportation to/from school other: _______ Assignments & Homework: alternate assignments or format length &/or number (decrease) partner or group assignments  time allowed (increase) other: _______ Behaviour Management: consequences - clear/consistent expectations/rules - clear/consistent dx home-school program outside agency support reinforcement routines established & followed school counselling program student contract/goal setting teach/assignments at skill level teach & reinforce social skills other:- pup tent for sensory calming/squishy toys for calming Teaching Strategies: advance organizers/key visuals alternate content/skills demo./model processes/product feedback immediate/frequent practice guided/independent multisensory (oral/experiential/written) memory (reduce/teach strategies) pace quick/slow short sessions/lessons teach key concepts/vocabulary other: concrete measures of time( blocks and visual timer)
49. Physical ability tests tend to predict performance, accidents, and injuries. 50. Because of the physical differences between the genders, physical ability tests should be carefully validated on the basis of the essential functions of the job. 51. If a work sample test includes major job functions and predicts job success, it has content validity. 52. If a work sample test includes major job functions and predicts job success, it has construct validity.
Organization: Date: Name: Contact Number: Email: Shipping Address: City: Zip code: PICKUP ORDERS ONLY Preferred Pickup Date: Unit Price Quantity Total English Home Stretch Manual (24 manuals per box) $160.00/box Spanish Home Stretch Manual (24 manuals per box) $160.00/box Shipping & Handling $22.00/box of 24 Subtotal: (If Applicable) Sales Tax: TOTAL ORDER AMOUNT OFFICE USE: Cash/Money Order □ Check □ Online □
111.00 104.00 150.00 104.00 150.00 104.00 150.00 104.00 125.00 104.00 125.00 104.00 125.00 103.00 Marion County Parents as Teachers (PAT) Marion County Parents as Teachers serving USD 397, 398, 408, 410 and 411 (620)947-4041 Infant-Toddler Services (Tiny-k) Marion County Early Intervention Services, Marion County Special Education Coop (620)382-2859 Mcsec.org Head Start McPherson/Marion County Head Start (620)241-9590 Macfamilylife.org Screening Services Marion County Special Education Cooperative (620)382-2858 Mcsec.org Mental Health Services Prairie View, Inc. (316)284-6400 Prairieview.org Marion County
1.4 Confirmation of Agenda (including any proposed additions) Confirm Chair [Insert] 2. Register of Gifts, benefits and hospitality Board members confirm that their entries in the Register of Gifts, benefits and Hospitality are complete and correct (or update their details). Record Chair [Insert] 3. Register of interests Board members confirm that their entries in the Register of Interests are complete and correct (or update their details). Record Chair [Insert] 4. Conflict of interest 4.1 Declarations - board members declare any interest (i.e. private interest or duty to another organisation) in respect to any item on the agenda. Record Chair 4.2 Management – the determines: (i) whether a conflict of interest is ‘material’ (serious); and (ii) how the conflict will be managed in the public interest. Decide Chair [Insert] 5. Minutes of previous meeting 5.1 Endorse minutes of previous meeting, noting any amendments Attachment: 5.1 – Minutes of meeting [insert date and/or no. of meeting] Confirm Chair 5.2 Actions arising: review progress of actions arising from previous minutes. Note Chair [insert] 6. Priority item A – [insert title, e.g. Mitigation of flood risk] Description [Insert– e.g. ‘Action to mitigate the flood risk to Wombaton ’.] Attachments [Insert – e.g. ‘6.1 to 6.2’] Recommendation [Insert – e.g. ‘That the board decide on the preferred option (A or B) for mitigating the flood risk to Wombaton.’] Decide Chair [Insert] 7. Priority item B – [insert title] [As above] Decide [Insert] 8. Priority item C – [insert title] [As above] Decide Chair [Insert] 9. Reports and operational matters* *Routine items, usually for noting. Reports are sent out with agenda, not tabled at the meeting. Even if the board has decided that motions will be carried automatically unless a board member requests an item be moved to the main agenda, relevant questions and discussion still occur.
Board meetings and decisions (3) An overview This guidance note is for use by board members of the over 100 major public entities and other statutory boards, committees, councils, panels, etc. in the Department of Environment, Land, Water and Planning (DELWP) portfolio, including large (category 1 and 2) committees of management of crown land reserves. Guidance notes and model policies for these agencies can be downloaded from DELWP’s governance website, On Board (), in particular, see the support module. Guidance for small voluntary (category 3) committees of management is available from . Introduction The purpose of meetings is to enable board members to exchange information and views, consider issues, and make decisions that are in the public interest (the best interests of the agency). The board is collectively accountable to the portfolio Minister for its actions and decisions. Board meetings and decisions policy Your board must have a Board Meetings and Decisions policy in place that fulfils its legal obligations and complies with good public sector governance practice. To assist, DELWP offers a model policy. Your policy should be consistent with DELWP’s model policy. If your agency’s establishing Act has specific requirements in relation to meetings and decisions, the policy can be adapted to include these. In addition to the standard model policy for major DELWP agencies, there is a model policy for waste and resource recovery groups (WRRGs). Both are available from the support module on DELWP’s governance website, On Board (www.delwp.vic.gov.au/onboard). Duty as a board member As a board member, you have a duty to act in the public interest. You should ensure that: your board has a suitable policy in place the culture fosters compliance with its policy you personally comply with the policy at all times. role at board meetings The chair presides at board meetings. If the chair is absent, the deputy chair presides. If the deputy chair is also absent or a deputy chair has not been appointed, the board members present decide which of them will preside at the meeting. The chair or presiding member ensures that: all relevant policies (in particular, all boards policies), the Register of Interests, and the Register of Gifts, Benefits and Hospitality are available at the meeting for use by board members;
Melton City Council Library Service Branches Tel Caroline 193-201 Caroline Springs Blvd Springs 3023 (Melways 356 G10) 9747 5300 Melton 31 McKenzie Street, 3337 (Melways 337 A9) 9747 5300 Features Loan Period - 3 weeks – books, magazines, audiovisual materials - Self Service Loans - RFID Downloadables and ebooks Public Access Equipment - PCs with Word processing and Internet - Wireless Internet access - Other public access equipment – scanning, colour printing Language Holdings (AudioVisual / Magazine only) - Arabic (), Chinese (), Hindi (), Macedonian (), Maltese (), Sinhalese (), Spanish (), Vietnamese () Subject Strengths or Special Collections - Family History Collection at Melton Library - Sports Library Collection - CARE Collection Special Programs or Services - Home Library Service - Book Clubs - Story Times: Babytime, Preschool - Email and Internet Classes - Writing Group - Meeting Rooms for hire Adaptive Technology - Boardmaker Software - Hearing loop - JAWS, NVDA - Large keyboard & mouse 31 McKenzie Street MELTON 3337 Tel 9747 5300 DX 217422 Nucom VMLT E library@melton.vic.gov.au W www.melton.vic.gov.au//library Manager Learning Communities Mr Michael Scholtes michaels@melton.vic.gov.au T 9747 7104 Loan Officer Mrs Julie Page Interlibraryloans@melton.vic.gov.au T 9747 5212 Chief Executive Officer Mr Kelvin Tori
109.00 109.00 100.00 100.00 100.00 98.00 98.00 100.00 (full time) 89.00 100.00 (full time) Mitchell County Parents as Teachers (PAT) USD 273 Beloit Parents as Teachers, Mitchell County Partnerships for Children (785)738-3055 x4 Infant-Toddler Services (Tiny-k) Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Head Start Not Available Not Available Screening Services Jewell/Lincoln/Mitchell Counties IT, Beloit Special Education Coop (785)738-5275 Usd273.org Mental Health Services Pawnee Mental Health Services (785)587-4300 Pawnee.org Mitchell County