zilongwang/ReadingBank huggingface dataset:
Year 9 Assessment Task 1. Journal responses to the novel Burning Eddy. Throughout your study of the class text, you will be assessed on your responses to the thematic, literary and stylistic devices within the text. Your teacher will assess your written responses to a series of chapter review questions and text analysis questions. Your handwritten responses will be collected throughout the term to form an ongoing response to the text. In your responses you will be expected to be in control of vocabulary, spelling, written expression and grammatical terms. Criteria Approaching the standard At the standard Above the standard Responding to Literature (Expressing preferences and evaluating texts) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in a text. Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts. Evaluate, the social, moral and ethical positions represented in texts. Examining literature (Language devices in literary Interpret and analyse language choices, including sentence patterns, dialogue, imagery and language features. Analyse text structures and language features of literary texts and make relevant comparisons with other texts. Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts. Creating texts (editing) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of own text. Review and edit own text to improve clarity and control over content, organisation, paragraphing, sentence structure and vocabulary. Review, edit and refine own text for control of content, organisation, sentence structure, vocabulary to achieve particular purposes and effects. Interpreting, analysing, evaluating (Reading Processes) Apply increasing knowledge of vocabulary, text structures and language features to understand the content of a text. Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension. Choose a reading technique and reading path appropriate to the type of text, to retrieve and connect ideas within and between texts.
There were 2,800 active enterprises in Burnley in 2016. There were 340 business births and 290 business deaths. Apprenticeships Burnley is in the top 4 in the whole of Lancashire for apprenticeship (learners) ‘starts’. In 2015/16 The number of Burnley residents starting an apprenticeship was 1,210 Apprenticeship learner starts have grown 210.3% since the academic year 2005/06.
BURNLEY ATHLETIC CLUB UNDER 11’s OPEN MEDAL MEETING Under UK Athletics Rules Permit: APPLIED FOR BARDEN ATHLETIC TRACK NEW HALL STREET OFF BARDEN LANE BURNLEY BB10 1JQ DATE:- Sunday 10th July 2016 FIRST FIELD EVENT 12 NOON – FIRST TRACK EVENT 12.30pm UNDER 8 BOYS / GIRLS: 50m – 150m – Long Jump – Cricket Ball UNDER 9 BOYS / GIRLS: 50m – 150m – Long Jump – Cricket Ball UNDER 10 BOYS / GIRLS: 75m – 600m – Long Jump – Cricket Ball – Shot UNDER 11 BOYS / GIRLS: 75m – 600m – Long Jump – Cricket Ball – Shot – High Jump Medals awarded to the first three Boys and Girls in each event that have a marked result. AGES AS OF 31st AUGUST THIS YEAR ENTRY FEES - £3.50 per event OR £9.00 for 3 events (Maximum 3 events per athlete) CHEQUES PAYABLE TO:- BURNLEY A.C. (No cash through the post please) CLOSING DATE FOR POSTAL ENTRIES IS STRICTLY:- WEDNESDAY 6TH JULY 2016 ENTRIES TO:- BURNLEY ATHLETIC CLUB 29 Cunningham Grove, Burnley, BB12 6DD ENTRIES WILL NOT BE ACCEPTED ON THE DAY ALTHOUGH ONLINE ENTRIES CONTINUE UNTIL SATURDAY 9TH JULY AT 5PM, SEE FOR INFO
Response rate Consultation with managers indicated that were around 634 IAPT practitioners in the 15 IAPT services that participated and 212 practitioners (33.4%) were recruited through this route. A further 50 were recruited through the British Association for Behavioural and Cognitive Psychotherapists website or magazine making a total number of 262. Participants who worked in the service less than 35 hours per week were excluded from this analysis as was the one counsellor who replied as other factors might have affected their responses. The final sample of 201 participants was made up of 105 Psychological Wellbeing Practitioners (PWP) and 96 High Intensity (HI) therapists. Participant Characteristics Table 1 shows the demographic and job characteristics of the study participants by type of IAPT practitioner. PWPs tended to be younger than HI therapists and had worked for fewer years in mental health services prior to and since joining their present IAPT service. They had higher mean caseloads and more hours of patient contact per week than HI therapists, particularly for patient contact by telephone. In fact 22/105 PWPs reported 30 or more hours a week in patient contact (with the maximum being 40) while this applied to only 2/96 HI therapists. PWPs received case management each week (which generally HI therapists did not) and HI therapists spent more time supervising than PWPs. Table 1 also shows burnout data by type of practitioner. Emotional exhaustion, disengagement and burnout were all higher in PWPs than in HI therapists. Because the profile of characteristics was so different between PWPs and HI therapists the remaining results are presented separately for the two groups of practitioners. [Table 1 around here] Predictors of emotional exhaustion Table 1 shows that mean scores for emotional exhaustion scale were higher for PWPs than HI Therapists. Table 2 shows that stronger agreement that organisational structure and conflicts with other professionals were a source of pressure at work predicted greater emotional exhaustion and disengagement for both PWP and HI therapists. Because these latter two ‘predictors’ could plausibly be considered as consequences of emotional exhaustion and disengagement, they were not included in the multiple regression models which included only the more objective job characteristics. [Tables 2 and 3 around here] Tables 2 and 3 show that mean levels of emotion exhaustion were lower for male PWPs than females and gender became a statistically significant predictor in the multiple regression model.
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NBP 68 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Reteaching 16-9 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Geometry Questions Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test CC 61 & CC 62
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NBP 50 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NBP 70 & 75 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NBP 60 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NBP 65
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test P. 95 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test P. 45 & 46 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Practice 13-5 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test NB P137
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Angles Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Complements and Supplements Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Page one Reading: Read 20 minutes Reading Log/ Parent Signature Math: Page two
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test CC 51 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test Study for test Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test CC52 Reading: Read 20 minutes Reading Log/ Parent Signature Math: Timed Test CC 63 & 64
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log
Monday Tuesday Wednesday Thursday Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout Reading: Read 20 minutes Complete Reading Log Math: Timed test practice & Handout
Halloween Fun Day 1:00pm–4:00pm Family Free Bulwell Riverside and Bulwell Children’s Centre In Partnership with The Toy Library Come and enjoy stimulating play experiences. Where you can explore, learn and have fun! Come and get involved in Arts / Crafts, Active Play, Outdoor Activities games and sports. Halloween Youth Trip Spooktacular Youth Event for 11 to 18 years Come and Join us for a Frightfully good time doing Halloween themed Arts and Crafts, Fun Games, Sports, Music and Light refreshments Invite Only Please contact the North 1 Play and Youth Team for further Information at Bulwell Riverside Play and Youth Centre or 0115 8833540. Youth Health Session Bulwell Riverside 3:00pm - 6:00pm Free & Confidential 13-25 years In partnership with Sexual Health Nurses. (Drop In or book an appointment on 0115 9627627 between Mon-Fri) Bulwell Riverside Session Bulwell Riverside 7:00pm - 9:00pm 11-18 Years £0.50p Come and Participate in a wide range of activities, including Creative arts, Sports, Leadership skills and personal development projects. Our youth sessions are informal, safe, and fun! Bulwell Riverside Youth Session 7:00pm - 9:00pm 11-18 Years £0.50p Come and Participate in a wide range of activities, including Creative arts, Sports, Leadership skills and personal development projects. Our youth sessions are informal, safe, and fun! Activities in the Community
discrepant responses, the SRP model outlines a series of consequences that facilitate future efforts. According to the SRP, once a biased response is recognized as discrepant with one’s standards, individuals experience increased negative affect. This negative affect is directed toward the self (e.g., guilt and disappointment with the self) if one’s biased response conflicts with internalized personal standards, and is a more generalized discomfort if the biased response violates external standards (see Higgins, 1987). In keeping with motivation and learning theories (Gray, 1982; Gray & McNaughton, 1996), awareness of a discrepant response results in the activation of the behavioral inhibition system (BIS) and in the momentary disruption of ongoing responding. When the BIS is activated, individuals pay more attention to the features of the situation related to the discrepancy, called retrospective reflection. Taken together, these consequences of a discrepant response result in the formation of associations between the discrepancy, stimuli present, and the negative affect experienced – referred to as cues for control. When these cues are present in future situations, they will trigger activation of the BIS. BIS activation causes behavioral inhibition and prospective reflection, prompting a person to pay more attention to their ongoing thoughts and behaviors. This disruption of ongoing responding and increased attention will allow individuals to inhibit prejudiced responses before they occur and generate alternate responses. To illustrate, imagine Andy, a White man, is walking through a crowded mall. Like many people, Andy thinks of himself as a tolerant, fair, and egalitarian person. As Andy is walking, he happens to see a Black man holding a purse. The thought, “I bet he stole that purse” automatically enters Andy’s mind. Just then, he sees a woman emerge from a store, take the purse, and put it over her shoulder. Suddenly, Andy realizes that he stereotyped the Black man as
Burnside Primary School, Enrolment Fact Sheet If you have a question enrolment at Burnside Primary School the answer could be here Burnside Primary School is a new school that will be located at 35 Lexington Drive, Burnside 3023. The Education and Training Reform Act 2006 states that all students are entitled to enrol at their designated neighbourhood government school. It underpins the Department of Education and Training (DET) enrolment policy which can be found at: Burnside Primary School will follow the Priority Order of Placement clause in the Policy when enrolling students: Students for whom the school is the designated neighbourhood school. Students with a sibling at the same permanent address who are attending the school at the same time. Where the regional director has restricted the enrolment, students who reside nearest to the school. Students seeking enrolment on specific curriculum grounds. All other students in order of closeness of their home to the school. In exceptional circumstances, compassionate grounds. DET produces maps that show the designated neighbourhood boundary for each school and the addresses for which that school is the nearest, measured by direct distance and taking into account existing enrolment boundaries. When a new school is established, boundaries for neighbouring schools are adjusted to accommodate the new school. DET will work closely with schools in the area to address the changing demographics of the local population, and will revise designated neighbourhood boundaries for schools as needed. Please refer to the Burnside Primary School designated neighbourhood boundary map on the Victorian School Building Authority (VSBA) website. How do I apply for enrolment at Burnside primary school? Davide Lombardi has been appointed as principal of Burnside Primary School. You may contact him to express your interest in enrolment and for enrolment forms. E: Permanent place of address is the address a child permanently resides at with a custodial parent or legal guardian at the time of enrolment. Proof of permanent place of address will require a family to supply appropriate evidence. I I Yes, you may apply for entry to the school. The above criteria will determine acceptance of your enrolment application. Who Can I CONTACT for FuRther INFORMATION? If you have questions about applying for a place in 2019, you can contact the principal, Davide Lombardi. E: For updates on the progress of Burnside Primary School you can visit the VSBA website.
Dyslexia Skills How would you deal with the following queries surrounding Specialist Tuition? Question Summary 1 You happen to come across a journal article that would really help a student’s essay, would you tell them? 2 A student asks if their conclusion 'says the right things'. What would your response be? 3 A student is well over the word count and wants to know what they could cut out. What would you say/do (if anything)? 4 A student asks about where you think they could expand. How would you answer?
Term dates 2016 – 2017 Autumn Term 2016: Tuesday 6th September – Friday 21st October Tuesday 1st November – Friday 16th December Spring Term 2017: Wednesday 4th January – Friday 17th February Monday 27th February – Friday 7th April Summer Term 2017: Tuesday 25th April – Friday 26th May Tuesday 6th June – Tuesday 25th July Term dates 2016 – 2017 Autumn Term 2016: Tuesday 6th September – Friday 21st October Tuesday 1st November – Friday 16th December Spring Term 2017: Wednesday 4th January – Friday 17th February Monday 27th February – Friday 7th April Summer Term 2017: Tuesday 25th April – Friday 26th May Tuesday 6th June – Tuesday 25th July
VA plans to proceed with agreements with third-party providers at 25 sites nationwide. These sites and proposed developments include: Canandaigua, N.Y. – 48 transitional and permanent housing units Fort Howard, Md. – 1,437 housing units Lyons, N.J. – 62 permanent housing units Newington, Conn. – 74 permanent housing units Alexandria, La. – 70 transitional housing units Kerrville, – 100 units of assisted living/extended care housing Knoxville, Iowa – 75 units of permanent housing Newington, Conn. – 100 units of assisted living/extended care housing Northampton, Mass. – 48 permanent housing units Roseburg, Ore. – 44 permanent and 10 transitional housing Bath, N.Y. – 40 permanent and transitional housing units Battle Creek, Mich. – 100 permanent housing units Bedford, Mass. – 70 permanent housing Brockton, Mass. – 14 permanent housing units Fort Harrison, Mont. – 100 permanent housing units Hines, Ill. – 120 permanent housing units Menlo Park, Calif. – 60 permanent housing units Minneapolis, Minn. – 58 permanent housing units Northport, N.Y. – 110 permanent housing units Sacramento, Calif. – 99 bed nursing care facility Spokane, Wash. – 60 units of assisted living St. Cloud, Minn. – 35 permanent housing units Togus, Maine – 50 permanent housing units Tuscaloosa, Ala. – 26 permanent housing units Vancouver, Wash. – 42 permanent housing units - More - Housing for Veterans 3/3/3/3
New Mexico State Land Office Diego Villalba, District Resource Manager 575 538-9730 dvillalb@state.nm.us NRCS Raquel Montoya, District Conservationist 575 388-1569 ext 100 raquel.montoya@nm.usda.gov US Fish and Wildlife Service Angel Montoya, Wildlife Biologist 505 525-4350 Angel_Montoya@fws.gov Soil and Water Conservation District David McCauley Board Chairperson 575 388-1569 grantswcd@zianet.com Upper Burro Cienaga Watershed Association C.R. Evans Owner C Bar Ranch 575 313-4028 cbarranch575@gmail.com A T Cross Ranch Billy Billings Ranch Owner 575 313-2780 bbillings@aznex.net M-N Danny & Harriet DeBusk 575 574-8242 Prevost Ranch Charles and Flinda Prevost 408 972-2599 Thorne Ranch Dave Jones 575 546-5501 Table. 7 Contact Information VI. Approval IN WITNESS WHEREOF, the parties have approved this Watershed Restoration Plan as of the date of signature by all of the parties below. By signing this document no obligation of funds or obligation to complete work is being committed to by any of the parties involved. Any financial obligations or binding agreements will be made under a separate agreement between the affected parties. By: Date:______________ New Mexico Environment Department
The council is responsible for putting in place arrangements for the management of risk. The Clerk [with the RFO] shall prepare, for approval by the council, risk management policy statements in respect of all activities of the council. Risk policy statements and consequential risk management arrangements shall be reviewed by the council at least annually. When considering any new activity, the Clerk [with the RFO] shall prepare a draft risk assessment including risk management proposals for consideration and adoption by the council. SUSPENSION AND REVISION OF FINANCIAL REGULATIONS It shall be the duty of the council to review the Financial Regulations of the council from time to time. The Clerk shall make arrangements to monitor changes in legislation or proper practices and shall advise the council of any requirement for a consequential amendment to these financial regulations. The council may, by resolution of the council duly notified prior to the relevant meeting of council, suspend any part of these Financial Regulations provided that reasons for the suspension are recorded and that an assessment of the risks arising has been drawn up and presented in advance to all members of council. * * * Adopted July 2014 Signed by Chairman, Jo Batting Date: © NALC 2014
urban development and the associated excessive noise or disturbance can result in habitat loss and indirect adverse effects (BLM 2005). Table 1. Habitat Associations for Burrowing Owl Land Cover Type Land Cover Use Habitat Designation Habitat Parameters Supporting Information Herbaceous dominated Nesting, shelter, refugia Primary Burrows mostly dug by other animals including the California ground squirrel The presence of nest burrows, dug by fossorial mammals such as ground squirrels, seems to be a critical requirement for burrowing owls. Typically forage in habitats characterized by low-growing vegetation (Haug et al. 1993). Often use unlined earthen banks along agricultural ditches (Haug et al. 1993) Agricultural Nesting, shelter, refugia Secondary See above See above Ruderal Nesting, shelter, refugia Secondary See above See above; may use urban levees if suitable burrows are available (Haug et al. 1993) Nesting, shelter, refugia Secondary See above See may use urban levees if suitable burrows are available (Haug et al. 1993) Rural residential Nesting, shelter, refugia Secondary See above See above; may use urban levees if suitable burrows are available (Haug et al. 1993)
Elizabeth Greeno, “Psychosocial Risk Factors and Prevalence of Alcohol Consumption in Pregnant Women with Substance Abuse: A Secondary Analysis,” defended 2008 Shauna Acquavita, “A Social-Ecological Inquiry of Pregnant Women Who Smoke: Application of Geographic Information Systems, defended 2009 Ph.D. Committee Co-Chair: Cynthia Fontanella, “Psychiatric readmission status of mentally ill adolescents” (with Dr. Susan Zuravin), defended 2003 Ph.D. Committees-Completed: HaeJung Kim, “Personal Safety for Child Welfare Social Workers in Home Visits,” defended 2012 Mindy Thiel, “Secondary data analysis on NIDA detox programs,” defended 2009 Lynda Sowbel, “Gatekeeping in the Field,” defended 2008 Collins, “Fathers’ emotional experiences as parents of autistic children,” defended 2007 Rebecca Sander, ”Setting the Table: A Mixed Method Study of the Preparation Process for Community Conferencing,” defended 2007 Stephen Herr, “Is auricular acupuncture effective in the treatment of substance dependence in an intensive outpatient program?,” defended 2006 Monu, “Predicting Comparison of Caregiver Satisfaction in Two Child Welfare Settings: Comparing a Managed Care Demonstration Program with a Public Agency,” defended 2005 Lindy Lewis, “Predictors of support group involvement among adolescents completing inpatient substance abuse treatment,” defended 2002 Rob Snow, “Non-residential father-child involvement: A qualitative investigation,” defended 2002
Application for the post of BURSAR Completing your application form Please complete the application form electronically in full. It is an essential part of our selection process and the information you give will help us to select candidates for interview. Please note that you are not limited by the size of the answer boxes; they will expand. Save your completed form as a PDF document. Please do not enclose a curriculum vitae (CV). Please send a covering letter with your application form for the attention of Mr Hinchliffe, Chair of Governors. We recommend that this should be between one and two pages long and should cover: what attracts you to the position, how you feel your experience, skills and personal qualities qualify you to take on the role, any other information you would like the selection panel to know. Please email your completed application form and letter to Swoodhead@westbourneschool.co.uk All applications received by Westbourne School are handled in accordance with the requirements of the Data Protection Act 1998. Personal Information Title: Surname: Forenames: Any Previous Name(s)/Surname(s):
Note that, as there is no guarantee of receiving a bursary and that, as bursaries are only be awarded after registration each year, applicants must be prepared to pay their own fees - and you cannot simply assume that a bursary will be awarded. The selection for the 2018 bursaries will likely only take place at the end of February 2019. Please read the application notes and the Agreement Form on the Funza Lushaka website carefully before you apply, as they contain the conditions for the award and acceptance of a bursary. Please email for further information or queries.
The details supplied by me in the Application for Financial Assistance, is a true reflection of my position for 2017. Should I be granted financial assistance by Polokwane Municipality- I undertake to abide by Polokwane Municipality’s rules pertaining to the granting of financial assistance. I understand that the bursary will not be renewed automatically and that a new application form must be submitted each year. I agree that Polokwane Municipality’s External Bursary Committee retains the right to reduce the award if the amount exceeds the full prescribed University fees for that particular academic year. I agree that no credit balance of Polokwane Municipality administered award will be refunded to me. I hereby authorize the Polokwane Municipality to supply any Institution or Organization with any information pertaining to my financial and academic position as may be required by that Institution or Organization. I understand that, should any relevant information be omitted or found to be incorrect, Polokwane Municipality shall withdraw the bursary. Signed at …………………………. on the …… Day of ………….………………. 20… Signature of Applicant: Commissioner of Signature of Parent/ legal Guardian (if Applicant is under the age of 18 years): Witness: Witness:
1. Yes / No If yes, please submit P60 or other Inland Revenue acceptable proof, i.e. March pay slip 2. Yes / No If yes, please submit P60 or other Inland Revenue acceptable proof, i.e. March pay slip *The only income we calculate is on taxable income SECTION 4 – Proof of Income/Benefit/Supporting evidence Whatever you have declared in Sections 2 or 3 must be supported with evidence in order for an assessment to be made. The tables below show the evidence you will need to supply with this application. Please tick the ones you are providing. Type of Income Evidence Required Tick if Supplying Annual Salary P60 for tax year 2016-17, March 2017 payslip, or Working Tax Credit Award Notice marked 2017-18 Income Support Entitlement / Award letter – dated within the last 3 months Job Seekers Allowance (income based) Entitlement / Award letter – dated within the last 3 months relevant benefit: (i.e. Free School Meals Award) Entitlement / Award letter – dated within the last 12 months Grants or bursaries etc Relevant paperwork detailing entitlement and amount paid Any other income/ evidence Relevant paperwork/supporting evidence/letter SECTION 5 – Student Bank Account Details Bank Name Branch Location Name of Account Holder Sort Code Account Number Email Address** ** email address will only be used for the notification of payments/payment queries. SECTION 6 – Further Information Please give any details below of any other circumstances that you would like us to know about, to support your application
Please provide current enrollment information including University, College or Education Institution. Student #:___________________________ Post-Secondary Institution Program/Degree Name From Year Month To Year Month Please provide most recent transcripts. ☐ Transcripts included (check to confirm you have attached this information) Please provide proof of enrollment to verify enrollment for January 2017 term. ☐ Enrollment confirmation attached (check to confirm you have attached this information) ie: acceptance letter Please provide an essay description outlining the following areas. Describe in detail how you are involved in your community – either long term volunteer contributions or short time volunteer projects, include roles, responsibilities, length of time contributed to volunteer groups or projects? Minimum 150 words, please attach additional pages if needed. What are your education objectives? Minimum 150 words, please attach additional pages if needed.
19+ Bursary Application 2017/2018 IMPORTANT: Please complete all parts of this form in block capitals. Section 1: Personal Details First Name: Age as of 31.08.17: Surname: Date of Birth: Mobile No: Student ID No.: Course Title: Course Hrs/wk: Qualification Level: Email: Please note: your college email address may be used to communicate vital information about your support. Section 2: Eligibility (Please tick the criteria that best describes your circumstances) Evidence Required I am aged 19+ and I am currently in receipt of: Evidence of eligibility should be postmarked within the last 6 months. Universal Credit JCP Letter Income Support JCP Letter Income Job Seeker’s Allowance/Employment and Support Allowance JCP Letter Support the Immigration and Asylum Act 1999 GOV.UK Letter The guarantee credit element of State Pension Credit DWP Letter I am aged 19+ and I am currently: In receipt of tax credit (excludes Working Tax Credit) and have an annual household income that does not exceed £17,000 Tax notice Under 20 years of age, a qualifying element for child tax credit and have an annual household income that does not exceed £17,000 Tax award notice Section 2: Bursary Plus only eligibility (receipts will be required to process this part of your application) Evidence Required Tax Credit provided you are not also entitled to Working Tax Credit and have an annual income that does not exceed £21,000 HMRC Letter
SECTION D - DECLARATION I confirm that the information contained within this application is to the best of my knowledge and belief correct. I understand that any offer of a bursary that I may receive from the CMHP will be based upon the information given in this form, and that if I am found to have given false information, the offer may be withdrawn. I understand that Information provided via this form will be used by the CMHP only for the purposes of assessing eligibility and as the basis of selection for a CMHP Educational Bursary. All information will be treated in the strictest confidence and used for these purposes only. No information will be published which could identify me, will be given to a third party without my prior consent. If I am successful I will be contacted again with further information about the nature of the award. Signed Date SECTION E - How to submit your application Deadline and Timescale The deadline for receipt of bursary applications is 30th June of each year, when the selection process for applications will commence. All applications received by the 30th June of each year will be treated equally, i.e. applications may be submitted earlier but will not be advantaged by this. When you have completed and signed this form please return this form together with evidence of your payment of fees to @cmhp.org.uk
Selection Criteria 1: Have you previously attended any training or events delivered by State Library? If yes please list Selection Criteria 2: How will your attendance benefit your library service (i.e. what new skills or knowledge will you take back and use in your community)? Selection Criteria 3: How you will share your learnings on your return? PART C To be completed by State Library, Indigenous Services staff Expense type Estimated cost Airfares Fuel Train fares Bus fares Other Accommodation Travel allowance/per diem in accordance with Council’s EB/policy. Total estimated cost
Students have a to appeal against a decision if they have evidence that the school has made a mistake and that they have behaved in accordance with the terms of the 16–19 Bursary Fund contract. Appeals should be made to Mrs C Brinklow (Principal) in the first instance. If a further appeal is to be requested then this will be heard by a Governor’s sub-committee of 2 members including: a school governor and a neutral member of staff. I have read and agree to abide by the terms of the 16–19 Bursary Fund contract above. I understand that if I do not comply with these terms then I will not receive the 16–19 Bursary Fund payment for the period in question. Student: Signature:___________________________ Name ____________________Date_____ Head of Form : Signature___________________________________________ Date_______ Bursary Co-ordinator:___________________________________________________ Date________
1. Name 2. Address with postal code 3. Contact telephone numbers Home Cell 4. Email address 5. Do you live with your parents? Yes No 6. How many children do you support? Part 1 – Personal Information Part 2 – Education Information 1. Name of last public school attended 2. Highest grade completed before leaving the public school system What year? Address 3. Name and address of program you will be attending in the fall of 2016 Name Address 4. When do you expect to finish the program? Date: Part 3 – Your story Tell your own learning story in 200-250 words on a separate sheet of paper. Use this opportunity to tell us why you need this bursary and remember to include the following information: why you returned to school some of the hardest things about going back some of the best things about going back what are your personal plans and/or what are your career goals Part 4 – Financial Information – Income and Expenses 1. Total monthly income
Other Sources of Bursary Assistance In addition to the School’s bursary Fund, there are a number of educational and charitable trusts which provide assistance with tuition fees. In the majority of cases, these are to assist children who are already attending a fee-paying school and due to a change of circumstances may be unable to remain. St Aubyn’s encourages parents/guardians to apply for support where it is felt a good case can be made for assistance. Further information on how to pursue such assistance may be obtained from: The Bursar St (Woodford Green) School trust Bunces Lane Woodford Green Essex IG8 9DU Email: [bursar@staubyns.com] The Educational Trusts Forum and also The Joint Educational Trust 6 Lovat Lane London EC3R 8DT Website: Annex A Bursary Application Form CONFIDENTIAL WHEN COMPLETED St (Woodford Green) School Trust)
Understanding of Estate/Facilities Management. Familiarity with school management system, e.g. SIMS. Understanding of Business Development strategies The following personal qualities are required: Highly developed planning and organisational skills. Excellent written and verbal communication skills. Highly developed interpersonal skills. Ability to use initiative and prioritise work. Accurate and well organised approach to work. Ability to interpret legislations and regulations. Ability to meet and manage competing deadlines. Commitment to high professional and personal standards. Respect for young people and their needs. Commitment to Equal Opportunities. High levels of motivation and commitment. Analytical and flexible thinking. Concern for individual and team needs and the ability to cater for both. Effective communication with a variety of audiences. Awareness of the importance of confidentiality. APPOINTMENT AND RENUMERATION It is expected the successful candidate will take up the post as soon as possible. Remuneration There will be a competitive remuneration package for the right person to be determined by Hartsdown. Salary progression will be subject to annual performance review, qualifications and relevant experience. The opportunity to train and develop to extend skills to other areas of Business Development and Operational Management will be provided. Terms and Conditions It is the intention of Hartsdown to develop good working conditions and terms in order to recruit and retain the best staff. These terms are not fully developed yet but will be discussed with the successful candidate as part of the assessment and offer process. However, as a guide the following core terms and conditions are indicated. Hours of Work The core hours of work will be 37 hours a week, Monday to Friday. However, flexibility in working hours will be required with the expectation of unsociable hours from time to time. This flexibility will be part of the contractual arrangements and are recognised within the salary
11 3/23 Hybrid Day Complete the following: COMPLETE: Peregrine Test, Submit certificate Read Chapter 2 Finish Up Case Study Projects Reflections on Experiential Learning Career E-Portfolios 4/13 4/13 4/27 College Closed on Friday—March 30, Good Friday Spring Break—April 2-6 12 4/13 Present Work Based Learning Reflection PowerPoint Submit All Work based learning documentation Finish up Case Study Complete the following: Read and Review Chapter 13 Finish up Career Portfolios Case Study 4/27 4/27 13 4/20 Class Event Networking Event—Carter Building 9-11 E-Portfolios Case Study Lab time Work Learning Reflection Presentations Career Portfolios 4/27 14 4/27 Presentations—Group Case Study Career Portfolios Due
or state ID card. Persons with disabilities must present either a Medicare card or Valley Metro Reduced Fare Identification Card as proof of eligibility for reduced fares. Proof of identity may be required with the Medicare card. Valley Metro also allows personal care assistants (PCAs) to ride without paying a fare upon presentation of a Valley Metro Platinum Reduced Fare Pass with the designation ‘PCA OK’. This policy only applies to service on Valley Metro operated routes. PCAs differ from companions. While both accompany riders with disabilities, PCAs also assist riders with a daily life activity. Appendix D to 49 CFR 37.123 notes, “a companion (e.g., friend or family member) does not count as a personal care attendant unless the eligible individual regularly makes use of a personal care attendant and the companion is actually acting in that capacity.” Please call (602) 253-5000 or TTY (602) 261-8208 for more information regarding Valley Metro’s fare policy or for information on how to obtain Valley Metro’s Platinum Reduced Fare Pass. Information regarding fares and Valley Metro’s fare policy can also be found at Forward vs. Backward Wheelchair Loading Mobility aid users, especially those using electric wheelchairs, often have a preference for entering a lift platform and vehicle in a particular direction (e.g., backing on or going on frontwards). Except where the only way of successfully maneuvering a device onto a vehicle or into its securement area or an overriding safety concern (i.e., a direct threat) requires one way of doing this or another, Valley Metro operators shall respect the passenger’s preference. Maintenance of and Ramps Public and private entities providing transportation services shall maintain in operative condition those features of facilities and vehicles that are required to make the vehicles and facilities readily accessible to and usable by individuals with disabilities. These features include, but are not limited to, lifts and other means of access to vehicles, securement devices, elevators, signage and systems to facilitate communications with persons with impaired vision or hearing. Accessibility features be repaired promptly if they are damaged or out of order. When an accessibility feature is out of order, the entity shall take reasonable steps to accommodate individuals with disabilities who would otherwise use the feature.
Mud Flaps: Two (2) rear, with metal mudguards front and rear of rear wheels. Two (2) front. Molded exterior rear fender flares. Exceptions Insulation: Full 1 ½” insulation in roof and sides to floor line. Must have minimum – 5.75 R-value, must not retain water. (2) perforated acoustical headlining panels above driver spanning the entire width of the bus. Exceptions Undercoating: Entire underside of body, including floor members, side panels, and fenders below floor level, shall be coated with asphalt-base or rubber base. Undercoating material applied by a spray method in order to seal, deaden sound, insulate and prevent oxidation of the underside of the body. Care must be taken to be certain no water drain holes designed into body are closed with undercoating material. Exceptions Painting: Bus to be painted national school bus yellow including belt panel except for black front and rear bumpers, and rub rails. Paint to be heat-set Polyurethane, with hi-temp bake, no exceptions. Light interior color on ceiling and walls, to be hot sprayed baked enamel. Seat frames and legs to be painted black. Exceptions Lettering: 8” “School Bus” to be lettered front and rear with 3M Diamond grade reflective signs. 3M Diamond grade reflective tape, emergency exits, rear, and sides, no exceptions. School District lettering and bus numbers. Exceptions Miscellaneous: Folding steps on front cowl, both sides of body. Flush mounted, spring loaded, locking fuel tank door. Power point for cell phone plug in.
19 Is is a Consequence Management procedure in place Yes 20 Are drivers provided with performance feedback on a regular basis? Yes 21 Are feedback and Consequence Management actions documented? Yes 22 Is there a driver merit system in place as an incentive for good driving behavior Yes 23 What process is in place to deal with drivers who continue to drive unsafely? Yes According to HSE Manual (disciplinary, counseling, possible removal or replacement) 24 The HSE plan incorporates the regular monitoring of the IVMS data? Yes The Drivers of Vehicles Fitted with IVMS 25 Have all drivers of IVMS fitted vehicles been identified and recorded within the IVMS database? Yes 26 Have all drivers “blue key” been configured to contain current details? Yes 27 Are any checks conducted to ensure drivers are using the correct 'blue key'? Yes 28 All Drivers are aware of the IVMS reports and understand the function and report data? Yes Vehicle IVMS Maintenance 29 Are vehicles labeled with IVMS sticker? Yes 30 Is there a process in place to manage defective IVMS? Yes 31 Are IVMS records available for the engineer / mechanics for the last months of maintenance. The person in charge of IVMS maintenance has a record of IVMS checks for the last three months? Yes
Driver Information Name Age ROP License PDO License Remarks Date Issued Date of expiry Date Issued Date of expiry Salim Subait Al Mukhaini 31 4.8.2001 16.12.14 14.11.2011 Sultan Mohamed Al Minji 36 26.12.1993 02.02.2014 14.01.2011
Professional Reference List three (3) former supervisors or managers from whom you will request references. (Forms are attached to this application. Do not include neighbors, friends or relatives. Name and Title Address Phone Number Military Service: (Active Duty Only) Branch Dates of Service Highest Rank Type of Discharge Background Information: Each of the following questions must be answered with a “yes” or “no.” If any answer is “yes,” please attach an explanation. YES NO Have you ever been dismissed from employment, asked to resign, not been reappointed, not offered another contract or resigned in lieu of dismissal? Have you ever been found guilty, entered a plea of nolo contendere, been granted first offender treatment without adjudication of guilt, been placed under a court order whereby any adjudication or sentence was otherwise withheld for any misdemeanor involving moral turpitude or for any felony, or is any charge currently pending against you, including issuance of a bad check? Have you ever had a driver’s license suspended or revoked? Have you ever been investigated for any act of alleged discrimination including: discrimination on account of race, color, gender, religion, age, national origin, or handicapping condition? Have you ever received a dishonorable discharge from the armed services? Have you ever been investigated for allegations of sexual harassment? Have you ever been accused and investigated for a crime of child abuse or physical abuse? Are you legally authorized to work in the United States as a United States Citizen or a non-citizen with employment authorization? (Proof of eligibility will be required before you can begin to work)
6. General Education Goals a. EIU students will demonstrate the ability to write effectively. Students submit written assignments as [art pf the EWP. The submissions are evaluated by the faculty. 90% of students should score at the satisfactory level. Summer 2016 Average score of 2.93. Out of 7 students, 6 scored 3 or better, or 85.7%. Fall 2016 Average score of 3.41. Out of 41 students, 38 scored 3 or better, or 92.7%. Spring 2017 Average score of 3.41. Out of 35 students, 34 scored 3 or better, or 97.1%. Total Average score of 3.39. Out of 83 students, 77 scored 3 or better, or 94.0%. The results are shared with the finance faculty each fall. 6. General Education b. EIU students will demonstrate the ability to communicate orally. Students make oral presentation in FIN 3770. 75% of students should 70% or better on the oral presentations. Out of a class of 25: 100% scored 70% or higher. The results are shared with the finance faculty each fall. 6. General Education Goals c. EIU Students will demonstrate the ability to think critically. Term paper in FIN 3780 requires students to reach a conclusion based on the research contained in the paper. 75% of the students should score 70% or higher on the conclusion section of the paper. Out of a class of 26: 89% scored 70% or higher. The results are shared with the finance faculty each fall. No exceptions were noted. 6. General Education Goals d. EIU students will demonstrate the ability to function as responsible global citizens. Examinations in FIN 3780 include questions on ethics. 75% of students should score 70% or higher on ethics. Out of a class of 26: 81% scored 70% or higher. The results are shared with the finance faculty each fall. No exceptions were noted. (Continue objectives as needed. Cells will expand to accommodate your text.) PART TWO Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
Table 5 Research Evaluation Standards for Doctorally-qualified Faculty by Workload Assignment (Minimum Requirements for each Rating Category) Rating Conditional Satisfactory Above Satisfactory Outstanding Track A & B (7 - 8 courses) Does not meet college standards for academic qualifications for teaching undergraduate courses, but completed at least one activity from the list below. Meets current college standards for academic qualifications for teaching undergraduate courses current college standards for academic qualification for teaching masters courses Meets current college standards for academic qualification for teaching masters courses, with at least one publication of category B or higher C&D (5 – 6 courses) One publication in a refereed journal appropriate to the discipline, but not rated at least category B. One publication in a category B refereed journal appropriate to the discipline, plus one activity from the list One publication in a category B plus journal appropriate to the discipline, plus one activity from the list One publication in a category A minus refereed journal appropriate to the discipline, plus one activity from the list below E (4 courses) One publication in a category B refereed journal appropriate to the discipline, plus four activities from the list below. One publication in a category A minus refereed journal appropriate to the discipline, plus four activities from the list below. One publication in a category A refereed journal appropriate to the discipline, plus four activities from the list below One publication in a category A plus refereed journal appropriate to the discipline, plus four activities from the list below. Or three publications in category A real estate journals plus four activities from the list below. Or three international business publications in category A business journals plus four activities from the list below. F (3 courses) One publication in a category B refereed journal appropriate to the discipline, plus five activities from the list below. One publication in a category A refereed journal appropriate to the discipline, plus five activities from the list below. Two publications in category A refereed journals appropriate to the discipline, plus five activities from the list below Two publications in refereed journals appropriate to the discipline; one of which is at least category A and one is category A plus, plus five activities from the list below. Or, four publications in category A real estate journals, plus five activities from the list below. Or, four international business publications in category A business journals, plus five activities from the list below. b) Additional Research Standards (during the evaluation year):
UCFBusiness Faculty Research Summary Proposed Research: Project Title or Description Target Publication *Category **Type Proposed Submission Date Co-author(s) Funding Source *Category: I, II=Group II: **Type: B=Basic Scholarship, A=Applied Scholarship, I=Instructional Development