zilongwang/ReadingBank huggingface dataset:
Rubric for Final Performance Tasks for Unit 1 Criteria 4 3 2 1 Assignment includes all items requested in the instructions. Assignment includes all items requested, and they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the items requested. Assignment shows understanding of the following concept: A vocation is a personal call from God to use all of our gifts in service to him and to one another. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Old and New Testament stories of God’s call and the free response of the human person provide powerful models of vocation for us. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Every Christian vocation must be rooted in our Baptism and must lead us to communion with Father, the Son, and the Holy Spirit. Assignment shows unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment understanding of the following concept: We are all called, as disciples of Christ, to work for our own salvation and the salvation of others. Assignment unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment little understanding of this concept. Assignment uses proper grammar and spelling. Assignment has no grammar or spelling errors. Assignment has one grammar or spelling error. Assignment has two grammar or spelling errors. Assignment has more than two grammar or spelling errors. Assignment is neatly done. Assignment not only is neat but is exceptionally creative. Assignment is neatly done. Assignment is neat for the most part. Assignment is not neat.
H0062-004 El Paso H0062-005 Neuces Fort Bend H0062-010 Williamson Allwell Dual Medicare (HMO SNP) H5294-002-001 Collin, Rockwall Cameron, Hidalgo H5294-002-003 Dallas, Smith, Tarrant H5294-002-004 Bexar, Guadalupe, Nueces, Wilson H5294-006 El Paso Fort Bend H5294-008 Williamson 2 of 2
Rubric for Final Performance Tasks for Unit 7 Criteria 4 3 2 1 Assignment includes all items requested in the instructions. Assignment includes all items requested, and they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the items requested. Assignment understanding of the following concept: The consecrated life is a vocation that enables men and women to give themselves totally to God and sets them apart as special witnesses to God’s Kingdom. Assignment shows unusually insightful understanding of this concept. Assignment good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Consecrated sisters, nuns, brothers, monks, and priests live the evangelical counsels of poverty, chastity, and obedience in service to the Church. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Each officially recognized consecrated community in the Church embodies a particular inspiration of the Holy Spirit, given for building and strengthening the Body of Christ in the world. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: The consecrated life is eschatological; that is, it witnesses in many compelling ways to the joys of life with God in Heaven. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment uses proper grammar and spelling. Assignment has no grammar or spelling errors. Assignment has one grammar or spelling Assignment has two grammar or spelling errors. Assignment has more than two grammar or spelling errors. Assignment is neatly done. Assignment not only neat is but is exceptionally creative. Assignment is neatly done. Assignment is neat for the most part. Assignment is not neat.
- Right Face - Open Ranks March - Left Face - Ranks March - About Face - Fall Out - Forward March Other movements that are performed in flight and element formation while marching are: - Right Flank - Eyes Right - Left Flank - Ready Front - Column Right - Change Step - Column Left - Right Step - To the Rear - Left Step Drill Terms: Alignment – Dress or Cover Cadence – the uniform step and rhythm in marching that is the number of steps marched per minute. We march at quick time which is 100 to 120 steps per minute. Cover – individuals aligning themselves directly behind the person in front of them Distance – the space between individuals in formation (approximately 40”) as measured from their chest to the back of the individual in front of them Double Time – the rate of marching 180 per minute Dress – alignment of elements side by side or in line maintaining proper interval Element – the basic formation, the smallest drill unit comprised of at least 3 individuals Flight – at least two, but not more than four, elements Guide – the individual designated to regulate the direction and rate of march In Column – the arrangement of elements side by side with the guide and element leaders at the head In Line – the arrangement of elements one behind the other with the guide and element leaders to the far right Interval – the space between individuals placed side by side (Normally one arm.) Mark Time – marching in at a rate of 100 to 120 steps per minute Quick Time – the rate of marching at 100 to 120 steps per minute Slow Time – the rate of marching at 60 per minute (used in funeral ceremonies) Rest Positions – parade rest, at ease, rest, fall out Drill Commands – an oral order; most have two parts, preparatory command and command of execution
Rubric for Final Performance Tasks for Unit 1 Criteria 4 3 2 1 Assignment includes all items requested in the instructions. Assignment includes all items requested, and they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the items requested. Assignment shows understanding of the following concept: The historical study of the Church is the study of a reality with both invisible (spiritual) and visible aspects. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: The missions of Saints Peter and Paul and the development of the New Testament were essential in spreading the Word of God and preserving it for later generations. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: For three centuries after Jesus’ death and Resurrection, Christians risked persecution and martyrdom for their faith, but the Church grew despite this risk. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Constantine significantly affected the development of the early Church by proclaiming religious toleration in the Roman Empire and moving the seat of government to Constantinople. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment adequate understanding of this concept. Assignment little understanding of this concept. Assignment uses proper grammar and spelling. Assignment has no grammar or spelling errors. Assignment has one grammar or spelling error. Assignment has two grammar or spelling errors. Assignment has multiple grammar or spelling errors. The presentation of the assignment is effective. Presentation is organized, clear, and engaging. Presentation is clear and engaging. Presentation is clear but not well organized and not engaging. Presentation is disorganized, unclear, and boring.
Rubric for Final Performance Tasks for Unit 3 Criteria 4 3 2 1 Assignment includes all items requested in the instructions Assignment not only includes all requested but they are completed above expectations. Assignment includes all items requested. Assignment includes over half of the items requested. Assignment includes less than half of the items requested. Assignment shows understanding of the following concept: The Paschal Mystery gives meaning to suffering and points to the hope of new life. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: The mission of the Holy Spirit and the mission of the Church are joined together. Assignment unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Diverse that exist within the Church are necessary for the Church to fulfill her mission. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of this concept. Assignment shows adequate understanding of this concept. Assignment shows little understanding of this concept. Assignment shows understanding of the following concept: Jesus teaches about how we are to live in this world to attain eternal life. Assignment shows unusually insightful understanding of this concept. Assignment shows good understanding of the concept. Assignment shows adequate understanding of the concept. Assignment shows little understanding of this concept. Assignment uses proper grammar and spelling Assignment has no grammar or spelling errors. Assignment has one grammar or spelling error. Assignment has two grammar or spelling errors. Assignment has more than two grammar or spelling errors. Assignment is neatly done Assignment not only is neat but is exceptionally creative. Assignment is neatly done. Assignment is neat for the most part. Assignment is not neat.
[Transmission] Section 1 (Step 1.1) FACILITIES and CONTACT INFORMATION AR# New Facility Connection Modification of Existing Facility: Protection Replacement Breaker Replacement Transformer Replacement Switch Replacement Other:______________________ For Initial Load Connection (if Applicable) Final Facility Connection Transmitter Identifier (plan number, operating designation) COVER COORDINATOR CONTACT Print Name: Title: Date: Tel. #: Email: Print Name: Title: Date: Tel. #: Email: ENERGIZATION CONNECTION
Section 2C (Step 1.1) (Step 2.1) TELEMETRY TESTS BEFORE AT CUSTOMER OWNED TS Please check Applicable Not Applicable Confirm the following telemetry quantities, where applicable: Legend: R = Test Required; Results: P = Pass, F = Fail All Parts: N/A = Not Applicable Legend Results Initials Date mm/dd/yyyy Note # HV MW per transformer HV MVAR per transformer HV Phase to Phase Voltages (R, W, B) LV MW per LV Bus LV MVAR per LV Bus LV to Phase Voltages (R, W, B) HV Under-Load Tap Changer Positions HV Disconnect Switches/HV Circuit Switchers/Breakers Open/Close Status LV Transformer & Bus Tie Breakers Status LV Capacitor Breakers Open/Close Status Common Protection Trip Alarm each HV Circuit Other (specify) Section 2D (Step 1.1) (Step 2.1) TELEMETRY BEFORE ENERGIZATION AT CUSTOMER OWNED GS Please check Applicable Not Applicable Confirm the following SCADA telemetry quantities, where applicable Legend: R = Test Required; Results: P = Pass, F = Fail All Parts: N/A = Not Applicable Legend Results Initials Date mm/dd/yyyy Note # MW Flows and Directions
Manufacturing Prepares students for the modern manufacturing environment. Companies are seeking to recruit individuals who can operate, troubleshoot, and maintain high tech equipment. Earn 8-10 college credits Earn certification in: OSHA 10 and 30 Welding Students will develop basic welding skills such as: Oxy-Fuel Cutting Metal Fabrication Methods Blue Print Reading Earn certification in: OSHA 10 and 30 Construction Technology Through hands on learning, students will develop skills in: Residential Wiring Model building Carpentry Rough Framing Earn certification in: OSHA 10 and 30 Forklift Aerial lift Education Prepares students for careers in primary and secondary education. *Students should be Millennium eligible or have a 2.8 GPA with a counselor recommendation. Nursing Students must complete 125 hours, including 32 hours of clinical (patient care) to receive a certificate of completion in the Nursing Program. Earn certification to become a Certified Nursing Assistant. *Students should be Millennium eligible or have a 2.8 GPA with a counselor recommendation. Students will also have an opportunity to develop skills in Medical Assisting. Desert Rose Career Technical Center Student Qualifications: Must be a junior or senior Completed interest form Demonstrate motivation, willingness to work and study, a positive attitude, and interest in your future
Project Goals Inputs Outputs Outcomes-Impact MRC Pre-ETS vendors MRC cross-agency partnerships (IDD, MH, etc.) MA Department of Education MA DOL & Workforce ICI MA ILCs Community Partners Project Advisory Group Student Advisory Business Advisory TPS Intervention Implemented to Include components: 2 WBL Exp. Workplace Readiness Assistive Technology Career Discovery Voc counseling Benefits counseling Transportation coordination Peer mentoring Family support transition planning Formalized Partnerships and Contacts with partners an Vendors Business outreach plan 651 Students in Roxbury, Lawrence, and Springfield, MA area who are receive TPS intervention. 651 Career Discovery Teams coordinating services MA businesses providing work based learning experiences SHORT TERM Students improve knowledge and skills in academic and careers planning Students successfully complete 2 work experiences (one paid) Students complete high school Students are satisfied with TPS services Employers are satisfied with work experiences Systems-level: Key stakeholder partners engage in coordinated team efforts LONG TERM Students are either in a competitive job and/or pursuing post-sec education Increase by 10% the number of business engaged with VR and providing WBL experiences to students with disabilities. Systems-level: Improved coordination of transition services Evidence on TPS model impact disseminated Theory of Change
Transition Pathway Services believes if students have access to a coordinated Career Discovery Team of transition services that this can improve academic and career planning along with skill development that will lead to improvements in employment outcomes and postsecondary educational opportunities. The field of transition can be fragmented and redundant, through TPS efforts, students will have a more seamless transition planning process preparing them for life after high school. Career Discovery Team Strategy Next Steps relationships with employers to support work readiness training and opportunities how the Career Discovery Team reduces barriers to services and information promising practices around engaging students in vocational rehabilitation and work based learning
The river gathering May rains from cold streamlets for the sea . . . Murmuring Mogami (Page 12) (Editor’s note: The Mogami is a river in Japan.) White cloud of mist above white cherry-blossoms Dawn-shining mountains (Page 13) (The on this handout are taken from Japanese Haiku: Two Hundred Twenty Examples of Seventeen-Syllable Poems, translated by Peter Beilenson [Mount Vernon, NY: The Peter Pauper Press]. Copyright © 1955–1956 by the Peter Pauper Press.)
Rubrics for Final Performance Tasks for Unit 3 Rubric for Option 1 Criteria 4 3 2 1 Comprehension of enduring understandings for unit Coherent, insightful, and clear demonstration of enduring understandings Sometimes inconsistent but demonstration of enduring understandings Not always coherent or clear demonstration of enduring understandings Limited or no relevant demonstration of enduring understandings Commentary that assists viewer in interpreting and understanding images/objects in art show Helpful commentary that is also insightful, relevant, and Good and helpful commentary but lacks some insightful or analysis Adequate commentary but not insightful or in-depth Irrelevant and superficial commentary that only minimally enhances viewers’ understanding of art show Content of art show and gallery guide Not only substantive and creative but also and Professionally presented and well organized Ten images or objects No errors in spelling, grammar, or diction insightful Substantive and creative Professionally presented and well organized Ten images or objects One or two errors in spelling, grammar, or diction Lacking in substance and Generally presented well but contains some disorganized elements Fewer than ten images or objects Three or four errors in spelling, creativity grammar, or diction Simplistic and superficial Disorganized and not presented well Five or more errors in spelling or grammar, which distract from meaning Rubric for Option 2
Criteria 4 3 2 1 Comprehension of enduring understandings for unit Coherent, insightful, and clear demonstration of enduring understandings Sometimes inconsistent but clear demonstration of enduring understandings Not always coherent or clear demonstration of enduring understandings Limited or no relevant demonstration of enduring understandings Required elements Includes three pages, interviews of three Old Testament figures, and concluding reflection One element incomplete Two elements incomplete All elements incomplete Quality of project Not only substantive and creative but also thought-provoking and insightful Substantive and creative Lacking in substance and creativity Simplistic and superficial Format of interview transcript and reflection Professionally presented and well organized No errors in spelling, grammar, or diction Professionally presented and well organized One or two errors in spelling, grammar, or diction Generally presented well but contains some disorganized elements Project contains three or four errors in spelling or grammar Disorganized and not presented well Five or more errors in spelling, grammar, or dictation, which distract from meaning
Non-Pauline Letters and Revelation Circle the Scripture passage(s) assigned to your group: James 5:1–5 and 5:13–16 1 Peter 2:4–10 and 2 Peter 3:1–10 1 John 1:1–4, 2 John 1:5–6, and 3 John 1:11 Hebrews 4:12–16 Revelation 21:1–6 With the members of your group, refer to articles 73–75 in the student book to find the section that corresponds to the letter or book on which your group is focusing. Read the section with your group, and make note of key concepts. Be alert for these key concepts as you continue your work. Read aloud the Scripture passage(s) assigned to your group. Discuss the following questions, making brief notes of your group’s responses: What advice, encouragement, or support is offered in this passage? What insight does this Scripture passage give you about the challenges faced by early Christians? How is this advice, encouragement, or support relevant for Christians How can this advice or encouragement help people of faith, especially teenagers? If these ancient authors were writing today, what pastoral encouragement or advice would they offer? With your group, create a bumper sticker or billboard that conveys this contemporary message of support. Be prepared to explain it to the large group.
Rubrics for Final Performance Tasks for Unit 4 Rubric for Option 1 Criteria 4 3 2 1 Comprehension of enduring understandings for unit Coherent, insightful, and clear demonstration of enduring understandings Sometimes inconsistent but clear demonstration of enduring understandings Not always coherent or demonstration of enduring understandings Limited or no relevant demonstration of enduring understandings Creative use of methods to make key points A variety of creative methods to make key points One or two creative methods to make key points No creative methods Lacking in creativity and key points missed Length and content of video At least 15 minutes long A variety of examples from Scripture to support main ideas Between 10 and 14 minutes long Two or three examples from Scripture to support main ideas Between 5 and 9 minutes long Only passing reference to example from Scripture to support main Fewer than 5 minutes long No examples from Scripture to support main Quality of video Presented and organized well but also engaging and appealing No errors in spelling, grammar, or diction Presented and organized well One or two errors in spelling, grammar, or diction Generally presented well but contains some disorganized elements Three or four errors in spelling, grammar, or diction Disorganized and not presented well Five or more errors in spelling, grammar, or diction Rubric for Option 2 Criteria 4 3 2 1
Rubric for Option 2 Criteria 4 3 2 1 Comprehension of enduring understandings for unit Coherent, insightful, and clear demonstration of enduring understandings Sometimes inconsistent but clear demonstration of enduring understandings Not always coherent or clear relative demonstration of enduring understandings Limited or no relevant demonstration of enduring understandings Elements of Liturgy of the Word Elements fully addressed Elements adequately addressed Elements addressed but showing only minimal consideration Elements not addressed or in a simplistic manner Brief reflection on readings of the day Not only substantive but also and insightful Substantive and creative Lacking in substance Simplistic or superficial Quality of Reflection At least two pages long considers the planning process No errors in spelling, grammar, or diction At least two pages long Adequately considers the planning process One or two errors in spelling, grammar, or diction At least two pages long Minimal consideration of the planning process Three or four errors in spelling, grammar, or diction Fewer than two pages Little consideration of the planning process Five or more errors in spelling, grammar, diction, which distract from meaning
Rubrics for Final Performance Tasks for Unit 3 Rubric for Option 1 Criteria 4 3 2 1 Comprehension of enduring understandings for unit Coherent, insightful, and clear demonstration of enduring understandings Sometimes inconsistent but clear demonstration of enduring understandings Not always coherent or clear demonstration of enduring understandings Limited or no relevant demonstration of enduring understandings Substance and creativity of project Not only substantive and creative but also and insightful Substantive and creative Lacking in substance and creativity Simplistic and superficial Presentation and explanation of content Clearly presented and thoroughly explained Adequately presented and explained Haphazardly presented and explained Poorly presented and explained Format of project Professionally presented and organized well No errors in spelling, grammar, or diction Professionally presented and organized well One or two errors in spelling, grammar, or diction Generally presented well but some disorganized elements Three or four errors in spelling, grammar, or diction Disorganized and not presented well Five or more errors in spelling, grammar, or diction, which distract from meaning Rubric for Option 2 Criteria 4 3 2 1 Comprehension of the fact that of enduring Coherent, insightful, and clear demonstration of Sometimes inconsistent but clear demonstration of Not always coherent or clear demonstration of Limited or no relevant demonstration of
understandings for unit enduring understandings enduring understandings enduring understandings enduring understandings Quality of presentation Not only substantive and creative but also and insightful Substantive and creative Lacking in substance and creativity Simplistic or superficial Format and presentation of video Presented in relevant and visually engaging terms Presented in somewhat relevant and visually interesting terms Lacks in relevance and visual engagement Irrelevant and visually dull presentation Understanding of unit content and of video Displays a focused, thorough, and creative understanding of vocations and our baptismal call to share in the mission of Jesus No errors in grammar, syntax, or diction Displays a understanding of vocations and our baptismal call to share in the mission of Jesus One or two errors in grammar, syntax, or diction Displays a minimal understanding of vocations and our baptismal call to share in the mission of Jesus Three or four errors in grammar, syntax, or diction Disorganized, simplistic, and displays a lack of of vocations and our baptismal call to share in the mission of the Jesus Five or more errors in grammar, syntax, or diction, distract from meaning
The Stages of Salvation History Name of the Stage of the Bible Key Figures Key Events 1 Primeval History Genesis, chapters 1–11 Adam and Eve Cain and Abel Noah The Tower of Babel Creation and Fall First murder God floods the earth God confuses languages 2 3 4 5
Cana Connections Jesus’ first sign in John’s Gospel, the wedding feast at Cana, is full of deeper meaning. Work in your small group to make educated guesses, matching the symbol in the left column with its meaning in the right column. Place the correct letter beside its corresponding number. a. Jesus b. Mother of Jesus c. marriage d. My Hour (has not yet come) e. empty washing jars f. water g. wine __ The time for Jesus’ Passion, death, Resurrection, and Ascension. __ The Church. __ The Old Law, or way of being in right relationship with God. __ God’s relationship with his people. __ The Risen Christ. __ The Eucharist. __ Baptism. (This handout is based on The New Testament: The Good News of Jesus Christ, by Margaret Nutting Ralph, Living in Christ series, pages 157–159 [Winona, MN: Saint Mary's Press, 2012]. Copyright © 2012 by Saint Mary’s Press.)
Closing Prayer (5 minutes) Following any announcements, distribute a copy of the handout “Called to Pray Together” (Document #: TX003437) to each participant. Select two readers, one to read the Gospel reading and the other to read the petitions. Lead the closing prayer, inviting all to respond where appropriate.
Treasures of Our Faith Bingo Card How many sacraments of the Catholic Church are there? What day is the Lord’s Day? Who is the Pope today? What is the name of the current Pope Emeritus? What is another name for the Sacrament of Reconciliation? What Mass reading is read by the deacon or priest? What do we call the talk the priest gives at Sunday Mass? What sacrament is given when someone is critically ill? What is a common name for the reception of the Eucharist? What creed do we usually proclaim at Mass on Sundays? What is the name of the prayer honoring Mary and using beads? Who is the patroness of the United States? Free space Name two seasons of the liturgical year. What is the greatest holy day of the entire year? What is another name for Sacred Scripture? What is the name of your pastor or parish administrator? What is the name of your bishop, archbishop, or cardinal? What is another name for the Lord’s Prayer? Who is the Apostle who became the Pope? Name one of the four evangelists (Gospel writers). What do we call the angel who is our constant companion and guide? Name the Persons of the Blessed Trinity. What is a common symbol for the Holy Spirit? What is the day we celebrate the Nativity of the Lord?
18/10/2013 1 x FTE TYS Practitioner for the MASH Leanne Smith 1 x FTE Housing Officer for the MASH *should be confirmed Adrian Scarrott, Director of Neighbourhood Services 1 x FTE Domestic Violence Co-ordinator for the MASH Imran Varrachhia 1 x FTE Adult Social Care Social Worker for the MASH Gordan Whittaker David Stevens, Director of Adults Services (commitment to continue to support Health resource commitment once responsibility for this role transfers to Public Health) John Middleton, Director of Public Health Police TBC TBC
Simon Hyde, Chief Superintendent for Police Protection TBC Police Public Protection Unit TBC Simon Hyde, Chief Superintendent for Public Protection TBC TBC Sandwell & Clinical Commissioning Group 1 x FTE Children’s Safeguarding Nurse for the MASH 0.5 Linda Houston 0.5 Sara Joyner Claire Parker, Officer Trust 0.4 FTE (2 days a week) Domestic Violence Nurse for the MASH Susan Wilson (07773427431) Debbie Talbot, Chief Nurse 14/10/2013 Partnership NHS Foundation Trust 1 x FTE Children’s Safeguarding Nurse for the MASH Hazel Clinton (Post commences 1 November 2013) Sue Marshall, Director of Children and Peoples Services 11/10/2013 Staffordshire & Probation Trust (SWMPT) 1 x FTE Probation Information Officer (Elaine Spittle) Jane Connelly, Head of Sandwell LDU, SWMPT
Recent Mortgage or Financial Statement** Date Issued: Recent Credit Card Bill* Date Issued: Recent Council Tax Bill** Date Issued: Recent Pe5/P60 Date Issued: Recent Utility Bill specify Gas, Electric, Water or Landline Phone* Date Issued: Date Issued: ROUTE TWO: see guidance notes Bank Account Details Bank Name: Name on Account: Sort Code: Account Number: DBS USE ONLY DBS ID Number: External ID verified: Date Countersigned: Countersigned By: One: Requires at least 1 piece of evidence from Group 1, and 2 others from Groups 1, 2a & 2b Route Two: This route should be used when the applicant does not have anything in Group 1 as evidence. They will need at least 1 evidence from group 2a and a further 2 pieces from 2a and 2b In addition to this we will need to undertake an external verification check, which requires their bank account details. These details have to be emailed to the DBS external checking service. Address
LTF Matching Panel October 2017 – December 2018 Panel Members Collins – Group Head Permanence Service (Chair) Maxine Ellis/Menna Davis – Fostering Team Managers Reshma Kodampur – Fostering and Adoption Panel Advisor LAC Team Manager Business Support – Minutes The booking inbox will be Date and Time Venue Friday 6th October 2017 1pm-4pm - Street Scene Room, Ground Floor, Council House, Oldbury Friday 20th October 2017 1pm-4pm - Street Scene Room, Ground Floor, Council House, Oldbury Friday 2nd November 2017 1pm-4pm - Street Scene Room, Ground Floor, Council House, Oldbury Friday 17th November 2017 1pm-4pm - Street Scene Room, Ground Floor, Council House, Oldbury Friday 15th December 2017 1pm-4pm - Street Room, Ground Floor, Council House, Oldbury Friday 29th December 2017 – CANCELLED Friday 12th January 2018 1pm-4pm - TBC Friday 26th January 2018 1pm-4pm - TBC Friday 9th February 2018 1pm-4pm - TBC Friday 23rd February 2018 1pm-4pm - TBC Friday 9th March 2018 1pm-4pm – TBC Friday 23rd March 2018 1pm-4pm – TBC Friday 6th 2018 1pm-4pm – TBC Friday 20th April 2018 1pm-4pm – TBC Friday 4th May 2018 1pm-4pm – TBC Friday 18th May 2018 1pm-4pm – TBC Friday 1st June 2018 1pm-4pm – TBC Friday 15th June 2018 1pm-4pm – TBC Friday 29th June 2018 1pm-4pm – TBC Friday 13th July 2018 1pm-4pm – TBC Friday 27th July 2018 1pm-4pm – TBC Friday 10th August 2018 1pm-4pm – TBC Friday 24th August 2018 1pm-4pm – TBC Friday 7th September 2018 1pm-4pm – TBC Friday 21st September 2018 1pm-4pm – TBC Friday 5th October 2018 1pm-4pm – TBC Friday 19th October 2018 1pm-4pm – TBC Friday 2nd November 2018 1pm-4pm – TBC Friday 16th November 2018 1pm-4pm – TBC
Please list below details of any forthcoming meetings / reviews / conferences / court dates: Employment status: Please circle where applicable: Carer Full Time work (16hrs +) Full time student Job seeker Retired Part Time work (-16 hours) Voluntary work Government training scheme Apprenticeship Not seeking employment Part time student Programme Location This will be dependant upon which LA you are referring from (please tick where applicable): Birmingham Solihull Coventry Wolverhampton Walsall Sandwell Dudley Referrer details: Name: ____________________________________________ Telephone No:_______________________________ Email: ___________________________________________________________ Local Authority: __________________________________ CONSENT TO STORE AND DISCLOSE INFORMATION ABOUT YOU Male receiving DVPP PLEASE BE AWARE THAT WITHOUT YOUR CONSENT TO THE BELOW WE WILL BE UNABLE TO PROCESS THIS REFERRAL AND YOU WILL BE ILLEGIBLE FOR OUR SERVICE
terms of maintaining links with their family and their sense of identity. It can also be problematic, especially when birth families are rejecting or unreliable. Social workers need to manage the complex emotional needs of children, birth families and carers when planning contact. Foster carers have a crucial role to play in supporting contact and they need to be supported to do this by their social worker. Relationships with people who care for and about children are the ‘golden thread’ in children’s lives and the quality of a child’s relationships is the lens through which we should view what we do and what we plan to do. (Source unknown) Things to consider when setting up contact: What is the purpose of contact? What sort of contact – direct, indirect, supervised or supported? Who should attend contact and how would this help achieve the identified purpose? Where should contact take place? If it does need to be supervised, by whom? What should happen / not happen during contact? When should it be increased? When should it be reduced? When should it be stopped, if at all? Things to consider when reviewing contact plans: What is working well? What are we worried about? What are the views, wishes and feelings of the child, parents and significant others about contact? What are the observations of the foster carer? What is the impact of contact on the child? In what ways are the contact arrangements beneficial to the child? What is the outcome of any assessments being undertaken for example parenting assessments or sibling together or apart assessments? How does this shape the child’s care plan and contact? Is the contact suitable? Does the frequency of contact need to be increased or reduced? What are the perceived benefits of future contact and/or reunification? What are the emotional Are there any other significant relatives who need to be included in contact plans? If contact is disruptive to a child’s routine, and emotional welfare is the current upset to the child manageable in the interests of their longer-term well-being? If so, what support can be put in place?
Child Protection Conference convened within 15 working days of the last Strategy Discussion Social Worker leads completion of assessment Decisions made and recorded at Child Protection Conference With family and other professionals, agree plan for ensuring child’s future safety and welfare and record and act on decisions Child likely to suffer significant harm Child not likely to suffer significant harm Child is subject of Child Protection Plan; outline Child Protection Plan prepared; Core Group established Further decisions made about ongoing assessment and service provision according to agreed plan
9. What resource persons are available to you in planning instruction? (1d) Administrators Counselors Department/grade-level chair Diagnosticians service center Librarian/media center staff Special education/inclusion teachers Educator preparation faculty Team members Others: 10. What resources are available to students needing assistance? (4f) Administrators Counselors Special education/inclusion teachers center staff School nurse Outside agencies Social workers Others: 11. Describe how you establish and implement important classroom routines and procedures (e.g., distribution and collection of materials, transition between activities). (2c) 12. Describe how you establish and maintain standards of conduct (e.g., posting rules and consequences, implementing school policies). (2d) 13. Describe how you establish and maintain an atmosphere of openness, and mutual respect (e.g., greeting students, modeling courtesy). (2a) 14. How do you encourage students to take responsibility for their own learning? (2b) 15. How do you coordinate learning activities with other colleagues (e.g., same grade level/content area teachers, special education teachers, language acquisition teachers)? (4d) 16. What else is important to you about the background of your students? (1b)
INSTRUCTIONAL DELIVERY—Respond to these questions for each aspect. How were the following aspects of your instructional delivery effective for all students? How was delivery similar or different to what you had planned? (4a) What might you do differently to improve the lesson?(4a) Key Knowledge and Skills (1c, 3c) Instructional Strategies (1e, 3b, 3c) Student Grouping (1e, 3c) Materials, Resources, and Technology (1d, 3c) Assessment (1f, 3d) Statement of Professional Responsibilities
UC DAVIS DIVISION OF TEXTILES AND CLOTHING INJURY AND ILLNESS PREVENTION PROGRAM TABLE OF CONTENTS Preface Department Information Authorities and Responsible Parties System of Communications System for Assuring Employee Compliance with Safe Work Practices Hazard Identification, Evaluation, and Inspection Accident Investigation Hazard Correction Health and Safety Training Recordkeeping and Documentation Resources APPENDICES Hazard Alert Form Job Safety Analyses Worksite Inspection Form Accident Investigation Form Hazard Correction Form Safety Training Attendance Record Department Information
EDUCATION/TRAINING Biology background suggested For information on a career as a fish farmer Texas Aquaculture Association PO Box 10584 College Station, Texas 77842 Phone: 979-695-2040 Fax: 979-764-2171 For information on licensing requirements Texas Department of Agriculture Fish Farmer Program 1700 North Congress Austin, 78711 Phone: 512-463-7401 Fax: 888-215-5386 FUNERAL DIRECTOR / EMBALMER O*NET 11-9061.00, 39-4011.00 SOC 11-9061, 39-4011 JOB DESCRIPTION Funeral directors are responsible for all details necessary for funeral services and burial of the deceased. They arrange for the funeral service, casket choice, transportation of the body, and viewing arrangements. They usually handle the writing of obituaries for the newspapers and may make the cemetery arrangements. They work closely with the family of the deceased, offering guidance in times of emotional stress. Embalmers preserve the body of the deceased for sanitary and cosmetic reasons and may repair disfigurations or improve the appearance. Embalmers may also assist pathologists during autopsies. LICENSE REQUIREMENTS Texas resident 18 of age Enrolled in or graduated from an accredited high school or equivalent Specialized education and training (must have an Associate Degree in applied Science from an accredited Mortuary School or College to become a licensed embalmer)
SAT1900 Perfect Attendance Report The report lists students who have perfect attendance for the specified semester or date range. If the campus uses the or grading cycle attendance type, the date range should be used. SAT2000 Attendance Campus Listing The report lists campuses that have campus options set up. It also shows tracks and calendar dates. SAT2100 Six Weeks FTE Report The report displays enrollment and full-time equivalencies (FTEs) for the selected semester and cycle or date range. The report is for the current year only. SAT2200 Membership Summary The report provides the number of first day enrollments, year-to-date students, withdrawals, and total membership for each grade level. It also provides a count of ineligible students (i.e., students with eligibility code 4 or 5, year-to-date students with eligibility code 0, and withdrawn students with eligibility code 0). The report is for the current year only. A detail membership summary report is also produced that groups students by categories (first day enrollments, students, etc.). SAT2300 Average Attendance The report displays a summary of attendance information for one campus or all campuses in the district. The report is for the current year only. An audit report is also available to verify the data on the Average Daily Attendance report. SAT2400 Ethnicity/Membership Report The report provides a count of students by ethnicity and gender and displays totals by grade level. Students withdrawn on the date are excluded from the report.
If a date is entered in this field, the following applies: If the student withdrew before the withdraw cutoff date, he is dropped for next year even if he has a schedule. On the Campus Move Options tab, you can indicate how you want the system to handle students who withdraw prior to the start of the new school year and do not have scheduling records. If the Drop Wd Stu New Sch Yr field is blank on the Campus Move Options tab, the program drops students whose withdrawal date is before the withdraw cutoff date. The withdraw cutoff date is not used when the Drop Wd Stu New Sch Yr field is selected. In the Drop Students for New Sch Yr at Highest Grade field, select the code indicating if next year records should be created for students whose current grade level equals the highest grade level at the campus. This option affects only students with a record of 1 or 3. Valid options are as follows: S - Drop non-special education students at the highest grade level. Y - Drop students for the new school year at the highest grade level. Most districts select Y. Notes: If If Increment, Use Year End Status is selected, and the Year End Status field on the Maintenance > Student Enrollment > Demo3 tab indicates the student will be retained, the student row is created for next year. If the Drop Status = 1 New Sch Yr or Drop Unsched Stu New Sch Yr field on the Campus Move Options tab is selected, students with a record status of 1 are dropped for next year. No next year student records are created for students with a record status of 3 who have been group-transferred to their next year campus. In the Sort Order for Dropped Student List field, select the order in which you want records listed on the report of students whose records will be dropped for next year. Click Save to save the information. Special Program Options The Special Program Options tab allows you to select how special program records are set for the new school year when running MTGR. A special program entry/withdrawal record is not created for a student if his withdrawal reason code in the record is EP (i.e., Exit Program). Note: Only special programs selected in Attendance on the Maintenance > Campus > Next Year Campus Options page are created in the new school year. Registration > Maintenance > District Profile > Move to Grade Reporting > Special Program Options
WESTBROOK HOUSING’S “AFFORDABLE HOUSING” PRE-APPLICATION Thank you for choosing Westbrook Housing. Please refer to the list of affordable housing choices on the back page of this application packet to select the property, or properties, to best match your housing needs. You may select as many as you would like. Complete this application by printing clearly and signing every place indicated. Incomplete applications will be returned to you unprocessed. Use a separate sheet of paper if needed. All of our buildings are located in Westbrook ME. All of our buildings have community rooms and off street parking. If you need assistance completing this application, please call for an appointment and we will be to assist you. SMOKING IS NOT PERMITTED IN OUR BUILDINGS. One small pet (cat or dog) is allowed. Return completed applications to Westbrook Housing at the address listed below. There is a waiting list at all properties. Please visit our website at for additional information about our properties. If anyone in your household is a person with disabilities who requires accommodation to fully use Westbrook Housing’s programs and services, please call Mary Bouvier at (207) 854-9779. Questions? Call (207) 854-9779, or info@westbrookhousing.org. Golder Commons, 6 Lincoln St School House Commons, 87 Bridge St Larrabee Heights, 20 Liza Harmon Dr Millbrook Estates, 300 East Bridge St Malcolm A Apts, 290 East Bridge St
XIV. Administrative Record The following section is a list of the fact sheet citations to applicable statutory or regulatory provisions and appropriate supporting references. Permits TPDES General Permit for Concentrated Aquatic Animal Production Facilities and Aquatic Animal Production Facilities (TXG130000) effective April 18, 2011. 40 CFR Citations 40 CFR § 122.24 40 CFR Part 122, Appendix C 40 CFR Part 124 40 CFR Part 136 40 CFR Part 451 TCEQ 30 TAC Chapters 7, 39, 205, 305, 307, 309, 319, 321, 331, and 335. Letters/Memoranda/Records of Communication Interoffice Memorandum dated April 1, 2015 from Peter Schaefer (Standards Implementation Team) to Industrial Permit Team. Interoffice Memorandum dated April 27, 2015 from Mark Rudolph (Water Quality Assessment Team) to Wastewater Permitting Section. Miscellaneous Procedures to Implement the Texas Surface Water Quality Standards (RG-194), June 2010.
Healthcare Provider Statement of Medical Need Healthcare Provider: Please the appropriate section(s) that apply to your Clients’ needs to ensure that the Managed Transportation Organization (MTO) provides Non-Emergency Medical Transportation (NEMT) that is appropriate for your patient’s medical condition and/or is medically necessary. Client Information: Client Name: Date of Birth: Medicaid ID: Medicaid Service Diagnosis Code: Section A. Attendant Services: Adult Client requires an attendant during transport Child younger than 14 years of age requires both Parents/Legal Guardian during out-patient visits or in- patient stay Justification:__________________________________________________________________________ Section B. Transportation Mode: (Indicate whether the Client’s medical condition prohibits use of): Mass Transit Para-transit Shared Ride (more than one passenger in the vehicle during transport) Commercial Air Other – Please Specify: ______________________________________________________________ Section C. Inpatient Services: Facility Name: Address: Admission Date: Projected Discharge Date: Section D. Distance Travel: (Supporting documentation may be required) Required services are not available within the State of Texas Required services are not available in the county or adjacent county of residence Justification:__________________________________________________________________________ Facility Information: Name: Phone: Address: Receiving Physician: NPI: Name: Phone: Address: