zilongwang/ReadingBank huggingface dataset:
Common Modal Usage The following charts are useful tools for explaining the different uses of modal verbs in the present tense and in both the positive and negative forms: Can: Use Positive Negative Ability “I can speak English.” “I cannot speak French.” Permission “You can help yourself to anything.” “You cannot go into this room.” Probability “We can go to Europe this summer.” “It cannot cost more than $5.” “Can I come with you?” “Can't you just stay home this weekend?”
Could: Use Positive Negative Ability (past) “I do 8 pushups when I was ten.” “I couldn't jump high when I was hurt.” Permission/ Request “Could I borrow your pencil?” “Couldn't he come with us?” Probability “He win the race today.” “You couldn't be the one who stole it.” Conditional “If I had money, I could buy a car.” “If I didn't sleep in, I wouldn't be late.” Suggestion “You could just stay home.” NONE May: Use Positive Negative Permission “You may leave your things here.” “You may not leave until you finish.” Probability “He may be mad at you, I can't tell.” “He may not want you to be “May I use your bathroom, please?” NONE
Might: Use Positive Negative Possibility “She come a little late.” “She not come today.” Conditional (may) “If I hard, I might pass.” “If I don't hard, I might not do well.” Desire/request “Might I have a glass of water? NONE Must: Use Positive Negative Certainty “That must be the right answer!” “This must not be the right address.” Necessity “You must have shoes to enter.” Changes to 'have to' → “You don't have to wear “You must come to the party!” “You mustn't spoil your appetite.” NONE “You must not talk to strangers.”
Will: Use Positive Negative Future action “The will end in 2 hours.” “She will not come to class today.” Promise “I will take care of everything.” “I will not let you down.” Would: Use Positive Negative Conditional “If I were rich, I would buy a plane.” “If I were rich, I would not be stressed.” Past of will “I told you I would come.” “They said they wouldn't help us.” Habitual (past) “When I was young, I would cry a lot.” “When I got older, I wouldn't climb trees.” Preference “I would rather stay home than go out.” “I would rather not clean than play games.” Suggestion “I would go if I were you.” “I wouldn't do that if I were you.”
APPENDIX F: Corrective Action Log Corrective Action Log Date & Time of Inspection/Random Notice of Problem Inspection or Randomly Noticed? BMP # and Name Description of BMP Deficiency (or reference the inspection report) Initial Correction Date (MM/DD/YY) How the BMP was Corrected SWPPP Changed (Y/N)
General Education Common Core (All Degrees) 2017 Competency Crosswalk Communication – 9-12 Competencies: 1. Articulate - Students are articulate, able to speak and write clearly and effectively. ~Possible data collection: Writing rubric, Speech/presentation rubric, Portfolio, MSC project, Project SAILS, MoGEA 2. Multimodal - Students are multimodal, able to interpret and express through multiple modes of communication. ~Possible Data Collection: Writing/multimodal rubric, Library assignments, Speech/presentation rubric, MoGEA, Common Core Courses Hours Competencies Composition Courses EN110 College Composition I / EN111 College Composition II (required of students whose ACT English subscore is < 20) OR EN120 College Comp I/II 3 hours (6 hours if taking EN110 & EN111) Articulate Multimodal Oral Communications CT101 Public Speaking 3 hours Articulate Multimodal Advanced Writing EN305 Expository Writing Or Technical Writing 3 hours Articulate Multimodal Curiosity – 12- hours Competencies 1. Discover can discover, explore, and seek solutions based on accumulated knowledge and current research. ~Possible Data Collection: Debrief/reflection, Lab skills/reports, CAAP data, MoGEA, surveys 2. Analyze - Students can analyze, evaluate, interpret, and summarize data. ~Possible Data Collection: Debrief/reflection, Lab skills/reports, CAAP data, MoGEA
The Commissioning Framework has been agreed as a Council policy by Cabinet from 11th January 2016 and will be reviewed alongside the Operating Framework on an annual basis. The diagram below shows how the commissioning framework fits within the Council’s wider policy context: 1) Introduction 1.1) What do we mean by commissioning? It is important that everyone, from Council officers, customers and residents, to elected Members, has a clear and consistent understanding of what this means in practice. The illustration below sets out ‘at-a-glance’ our approach to commissioning; starting with the identified need and delivering outcome-focussed services through the best delivery model in terms of quality and price.
EightMile Lake Dam Response Frequently Asked Questions What is the problem with the dam? There is no imminent threat. However, a 2017 wildfire decimated vegetation around the deteriorating dam on Eightmile Lake, leaving the area vulnerable to erosion, flash flooding and possible dam failure that could impact downstream homes and property. The dam in the Alpine Wilderness Area, serves as a water source for the Icicle-Peshastin Irrigation Districts (IPID). Chelan County Emergency Management Department is working with the IPID, the U.S. Forest Service, National Weather Service, Washington Department of Ecology, Washington Department of Emergency Management and the community to assure all downstream residents are safe during this period of repair at the dam. What’s the most current info on dam conditions? Dam repair efforts are under way. Phase 1 of the interim action plan was substantially completed May 17. That phase reshapes and armors the crest of the dam to act as a spillway, which greatly increases the dam's ability to safely pass water. The next phase will be to install a siphon to allow access to the dam’s outlet pipe which is clogged and not passing much water. The dam is designated as a high hazard dam because of the number of residences downstream of the dam that could be impacted should a catastrophic failure occur. Please monitor Chelan Emergency Management’s Facebook Page for the most current updates. Also information is available on the Chelan County Emergency Management website What should I do if I live downstream from the dam? Chelan County Emergency Management has gathered as many cell phone numbers, landline phone numbers as possible and entered those into the mass notification system. To register your information on the AlertSense Chelan County notification system, please go to the following link: If you are an Icicle Creek resident or property owner, we ask that you contact the Chelan County Emergency Management Office to register your name and contact information with us. We will be happy to answer any questions concerning this notification. Call us (509) 667-6863 How will I be notified through AlertSense? You will receive a text message and/phone message in an emergency situation. We also have the ability to broadcast a message to any cellular phone within the area as long as the device has service. Further, we will implement door to door contacts using deputies, fire district personnel, and trained volunteers.
Other: 14 Have spoils (extra or left over dirt from excavating) been removed from the site or if stored are they on a soft surface away from roads or inlets and with perimeter controls? N/A ☐ Yes ☐ No ☐ BMP(s): Cover Erodible Material Runoff Containment Haul Off Policy Other: 15 Are sanitary wastes appropriately managed at the site? (see permit part 2.4.4) Yes ☐ No ☐ BMP(s): Portable Toilet(s) (must be staked down & 10’ from curb) Onsite or Adjacent Indoor Bathrooms Portable Toilet Secondary Containment Other: 16 Is there a BMP to contain concrete wash water on the site? (see permit part 2.4.5 & 2.9.1) Yes ☐ No ☐ BMP(s): Depression Dumpster Regional Washout (per development) Other: 17 Are construction materials stored on site in a way that will not affect storm water? Yes ☐ No ☐ BMP(s): Covering Erodible or Liquid Materials Secondary Containment Strategic Storage and Staging Other: 18 Is equipment fueling, maintenance, and washing contained on site? N/A ☐ Yes ☐ No ☐ BMP(s): Fueling w/Mobile Track w/Spill Kit Offsite O+M 19 After the house is sold, how will sediment be contained on site until home owner completes landscaping? N/A ☐ Yes ☐ No ☐ BMP(s): Landscaping Swales Rock Filters Perimeter Controls Vegetated Buffer Native Vegetative Barriers Cut-Back-Curb Leave Front-Yard Lower than Sidewalk Other: Note that any maintenance required to ensure proper BMP functioning must be done within 72 hours of becoming aware of compromised BMP.
The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications. Links to the admittance requirements for each program Interviews and review of evidence The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession. Recruitment materials (including link to website). Brief Description (not to exceed 500 words) and supporting evidence of candidate advisement and assistance. List of personnel positions assigned to supporting, advising, and placing candidates. Interviews and review of evidence Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements. No additional information is required during the Common Standards submission. Information is available through Program Review submission Interviews and review of evidence Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies. No additional information is required during the Common Standards submission. Information is available through Program Review submission Interviews and review of evidence
professional practice; 2) the quality of the educational services provided to students during supervised practice; and 3) feedback from key stakeholders such as employers and community partners about the quality of the preparation. Multi- year unit assessment cycle schedule specifying the unit assessment activities; when they occur, and who is responsible for collecting, analyzing, and determining modifications. Annual data submission, analysis, and feedback (located in data warehouse, does not require resubmission) will be reviewed Survey Data including CTC sponsored surveys as well as survey data and/or exit interview data as appropriate Standard 5 – Program Impact The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards. No additional information is required during the Common Standards submission. Information is available through Program Review submission Interviews and review of evidence
- interpersonal/ relationship (e.g., communication, assertiveness, conflict resolution) - parenting (e.g., giving positive feedback to communicating/ modeling positive alternatives to negative child behaviours) - literacy skills (e.g., reading, writing) - refusal skills (e.g., communicating refusal to take part in crime, gang involvement, substance use) - engaging in positive alternatives to negative (risky) behaviours) - employment/career related (e.g., work readiness, business skills, continuing education) - leadership (e.g., planning or organizing actions, communicating in ways that inspire others’ positive In order to accurately complete the chart below, please involve the participant, and others who know the participant’s present skills well (other staff, family members), as appropriate. You will be most likely to use a combination of observation and conversation when filling out the chart. For each applicable skill, please rate the level (Basic, Intermediate, Advanced) BEFORE the participant started [program]. Use the comments column to elaborate further, if you wish. AFTER [program], please rate the participant again with regard to skills that they worked on during [program]. (Use far right column to note that skills not addressed – even if deemed applicable at start of program.) (See on next page)
Participants access housing that is(1) safe, (2) adequate, (3) affordable, (4) permanent -- in either independent or supported living as appropriate to their needs (e.g., their physical, mental or social health; economic situation) Participants access clothing for themselves or their children Participants access transportation for themselves or their children Participants access resources that is rare (according to agencies). Questions refer to a through h as a group, because all those items represent basic needs. NOTE: For questions that refer to programs/services/ resources, use the word (or something similar) that is most familiar to your participants. NOTE: The first two questions below are designed for situations where you need to collect data quickly from participants who may be hard to follow up with. Agencies have said they are not always able to gather data from all participants, if participants are transient. You will need to decide what works best with participants who are unlikely to return. For example, would they be willing to do a very short phone chat 2-3 days after you see them? Would they be willing to receive a text message? Or, is your only option to gather data while the participants are still on site?
c) Participants demonstrate or report skills in one or more of the following areas: - money management/financial (e.g., budgeting, banking) - self-care (e.g. strategies they can use to cope with stress, stay safe ) - community involvement/socialization (e.g., engagement in events, activities, or groups within their community) - self-advocacy (e.g., following through with accessing resources/referral) - interpersonal/ relationship (e.g., communication, assertiveness, conflict resolution) - parenting (e.g., giving positive feedback to child(ren), communicating/ modeling positive alternatives to negative child behaviours) - literacy skills (e.g., reading, writing) - refusal skills (e.g., communicating refusal to take part in crime, NOTE: The chart below is intended to be used with each participant BEFORE and AFTER the program. BEFORE the program, staff would discuss each skill that applies to the participant and your program. The BEFORE ratings would be used to set goals for the skills the participant will work to improve (determined jointly by participant and staff). So only the skills that are the focus of improvement would be assessed AFTER the program. (Interview with participant - Instructions below are meant to inform the staff person filling out the form; not to be read to participants) (c.1) The following contains several categories of skills that may be applicable to this participant. Within each category are examples of what that
4 5 Strongly agree (b) Parents/caregivers identify ways they can interact with child(ren) in a way that matches his/her level of development (e.g., read to child(ren), engage in interactive play in home or community) NOTE: Please read the note that precedes a.1, as it applies here as well. (Survey or interview with parent): (b.1) How much do you agree or disagree with each of the following statements? (Please check the column that best reflects what you think.) NOTE: Please read the first note that precedes a.2, as it applies here as well. (b.2) Compared to when you started [program], how much would you say you know about each of the following: (Please check the column that best reflects what you think.)
modelling an alternative positive behaviour ) - setting boundaries (e.g., saying no to child(ren)’s persistent requests, doing activities that do not involve the child(ren) NOTE: Questions in the table below are really focused more on knowledge than skills or skill-related behaviours, but the questions may still be useful. They would be done BEFORE and AFTER program, or AFTER with reflection back on BEFORE. Please rate how much you agree or disagree with each of the following statements, by checking the column under the number that best describes your experience. If the topic was not covered in the program please circle "not covered".
b3) Parents model healthy attachment behaviours during the program (e.g., respecting child(ren)’s choices of play activities, as age/stage-appropriate; allowing child(ren) solitude, encouraging child(ren)’s interactions with same-age peers) NOTE: Because this indicator is about modelling the strategies (i.e., observable behaviour), it would be best to have direct staff observation as the method. Observe parent behaviours BEFORE and AFTER they start the program. This question would not work well as a retrospective (AFTER) for staff observation. Though it is possible to have parents reflect on their individual changes from BEFORE to AFTER the program, it would be very difficult for staff to keep track of many parents’ progress and accurately do retrospective reporting. observation checklist): – use same items as in b2.1/b2.2 above. Questions are from the same scale used above (from Nobody’s Perfect Parenting Program). They are, however, altered grammatically for 3rd person observation, but content is unchanged. We have alternated her/him and him/her for gender inclusiveness. (b3.1) The following questions are about things that parents and children do together. Think back over your observations of this parent with their child over the past couple of weeks. For each of the following statements, check how frequently you have seen each of the following types of interactions between this parent and her/his child. If this parent has more than one child, answer the question thinking about this parent’s oldest child who is under 6 years of age.
(a.1) Which, if any, community programs/services/resources did you learn about at [program] – that you did not know about before you started [program]? (Please check all that apply, in the shaded box to the right of each type of resource)
NOTE: Code responses to the open-ended follow-up questions by types of information and referrals mentioned under b.1 and b.2, and by categories in the Table for b.3 and b.4 below. NOTE: Please read the first of the four notes that precedes a.1, as it applies here as well. (Survey or interview with participant): Which kinds of programs/services/resources have you used in the [insert timeframe of interest]? Which ones were helpful to your needs?) (b.3) Which kinds of programs/services/resources, if any, have you asked [program] staff about? Which ones, if any, have you asked [program] staff to refer you to? (Please check all the kinds of programs/services/resources you asked staff about, in the light gray shaded box to the right of each type of resource. Please check which kinds you asked staff to refer you to, in the dark gray shaded box.)
(c) Participants identify ways they could get involved in addressing one or more of the above issues, if interested (e.g., volunteering for or organizing events/activities, advocacy in areas like respect for human rights, policy changes to support or protect people, specific types of programs/services to fill gaps). NOTE: The two notes that precede a.1 apply here as well. (Open-ended survey or interview with participant) – it may be best to start with open-ended question here (c.1) In what ways, if any, could you get involved in addressing social issues in your community? NOTE: Code responses by ways people suggest that they could get involved.
2 Very little 3 Some 4 Quite a bit 5 A lot NOTE: The questions below are retrospective (AFTER). You may also decide to also use it partway through the program, if that would be useful and feasible. (Open-ended elaboration or alternative) (b.3) In what ways do you believe that your volunteer work contributes to goals that people in your community are working toward? (b.4) In what ways do you believe that your volunteer work contributes to the overall goal of [program]? NOTE: Code responses for both (b.3) and (b.4) by types of volunteer contribution mentioned. R R. Participants increase their a) knowledge and b) skills through their volunteer involvement (Volunteer support) (a) Participants identify what they have learned about their community and/or themselves through volunteering (e.g., community issues, how they can match their own interests or skills with volunteer opportunities) NOTE: This question would likely be most informative as a retrospective (AFTER) question, as it assumes the participant has already been volunteering long enough to have learned from their experience with it. You may also decide to also use it partway through the program, if that would be useful and feasible. (a.1) How much did you learn about the following, through volunteering with [program] – that you did not know before you started? (Please check the column that best reflects your learning.)
NOTE: The questions below are retrospective (AFTER). You may also decide to also use it partway through the program, if that would be useful and feasible. (Open-ended elaboration or alternative) (a.2) What, if anything, did you learn about your community through your volunteer experience? (a.3) What, if anything, did you learn about [program] or [agency] through your volunteer experience? (program/agency) NOTE: Code responses for both a.2 and a.3 by categories in a.1 above, as well as by any other types of learning mentioned. (b1) Participants demonstrate skills that contribute to accomplishing the changes they wish to see as volunteers (e.g., find resources, organize events/activities, build supportive relationships with others, carry out specific tasks that help individuals or groups) NOTE: Please read the note that precedes a.1, as it applies here as well. NOTE: Items are worded as tasks/behaviours that demonstrate skills – i.e., they serve as a ”proxy” for skills. (Survey or interview with participant) (b1.1) Thinking of your most recent volunteer experience, would you say you often, sometimes or never performed each of the following tasks? (Please check the column that best reflects your experience.)
25,000 distributed $4000/unit, IPAD for each team member (include Helen, Erin, Barbara, Admin) Great exercise in identifying strengths, consolidating policies, processes and website CUC107 Presentation for Staff turn out but email invite served to promulgate info as well Presented to LEBA faculty Exec well received EHS Expect presentation Date cancelled need to make new one – early new year Trialling scaffolding literacy approach for CUC100 – measure and results next. Trialling camtasia and other support for externals in CUC100 – good feedback looking at the other units picking these up next year. Finalisedwritten retention & success report – phew Unit Review – productive positive sessions , good representation from uni CUC107 – Jeswyn (Law); Jen (Psychology); (History); Barbara (IT); Larissa (ED); Jaimee (Sociology) & Greg (Indigenous); Penny (Environmental Science) CUC106 – Nicola (Ed/App Linguistics); (Engineering); Bernie (Libary); Penny (Environmental Science); Dan (Humanitarian); Pascalle (Pharmacy). CUC100 - Nicola (Ed/ App Linguistics);Mal (Psychology); Greg (Ed &IT) Bernie (Library); Bev (Nursing); Liz (Ed & Applied Ling); Danial (Law) Policy and guidelines – preparing for endorsement at next meeting. Need to credit transfer guidelines to check that they are still appropriate. Also CT for VET feeder – some discussion at Learning and Teaching Panel perhaps need position paper for Academic board. Elearning Studio project; 2 classrooms 50 capacity completely set up – utilised by SAIKS, CU’s, SIET, Education, Nursing, Science Smaller space awaiting outcomes of a wider learning space project re SAF Group investigating viability of APADS for teaching instead of laptops. $56,806.87 left in budget Budget Just covered our but casual spending over by $1,401.00 Budget for 2011 Spending to Nov. Casual salaries $ 260,000.00 $ 261,401.00 (approx) Photocopying/stationary/text/misc. $ 8,496.00 $ 6,884.17
Sierra (1961) Tanzania (1961) The Gambia (1965-2013, 2018); withdrew by stating “neo-colonialism”. 2016 elections, new President re-applied to the community and re-joined in 2018. Uganda (1962) Kenya (1963) Rwanda (1962) Malawi (1964) Zambia (1964) Botswana (1966) Lesotho (1966) Mauritius (1968) Swaziland (1968) Seychelles (1976) Namibia (1990) Mozambique (1995) Cameroon (1995) Asia: Sri Lanka (1948) Singapore (1965) India (1948) Malaysia (1957) Australia or Oceania: Australia (1931) New Zealand (1931) Samoa (1970) (1970) Papua New Guinea (1975) Solomon Islands (1978) Vanuatu (1980) Tuvalu (1978) Fiji(1970); 1987-1997 was outside the community. They were suspended from the community due to 2006 Fijian coup d'état. Suspension lifted on Kiribati (1979) Nauru (1999) Former Members: Ireland (1931); In 1949 he voluntarily left the community. Zimbabwe (1980); He was expelled from the community in 2003. Newfoundland and Labrador (1931); In 1934 he joined Canada. Maldives (1982); on 13 October 2016 that it has withdrawn from the Commonwealth. The Commonwealth of Nations’ Structure Head of the Commonwealth Since 1952, Queen Elizabeth II has the role of “Head of the Commonwealth”. Even though her role has no any function, it has a symbolically value. Her speeches and actions provide immensely to point the spirit of the commonwealth as a ‘family of nations’. Queen Elizabeth II discusses with leaders in national capitals, in London. Additionally, she attends to Heads of Government Meetings in host countries, meets with leaders in person and at larger formal functions or with the people. The role of being Head of the Commonwealth is not hereditary. The Queen keeps in contact with the Commonwealth Secretary General and her Secretariat for the Commonwealth developments.
Commonwealth Lands Mapping – Lower Hunter Region NSW OMNILINK Project No: 12-108 Project Name: Commonwealth Lands Mapping Client: Department of Sustainability, Environment, Water, Population and Communities (SEWPaC) Client contact: Dave Osborn Date of report: 31 October 2012 OMNILINK Pty Limited PO BOX 50 Eastwood NSW 2122 Australia. Phone: +61 (2) 9804 8807 Fax: +61 (2) 9804 7901 Email: Website: Contents
Appendix A: Project Documents Letter of Introduction, SAB Assistant Secretary, Jul 7 2012 - “Delegation letter from Carolyn - Cth Lands - signed.pdf” Initial Project Methodology, OMNILINK, Jul 12 2012, – “Commonwealth Lands Collection Methodology - V01.pdf” Initial data schema and description, OMNILINK, Jul 12 2012 – “Commonwealth Dataset Schema and Description - V01.PDF” LPI Search Criteria, OMNILINK, Oct 2012 – “CommLandProprietors_2012_Oct.txt” Comm_Lands Layer Metadata, OMNILINK, Oct 2012 – “SEWPaC-CommLands.xml” Request For Quotation , SAB, Jul 2012, “Request for Quote Com Lands Map Omnilink.pdf” Appendix B: List of Contacts Government Cessnock City Council Lucy Brady, Trainee Geographic Information Systems Officer , (02) 4993 4169 City of Newcastle Council Michael Cherry, Manager - Rates/Debt Management , 02 4974 2310 Maitland City Council Annette Peel Revenue Accountant , (02) 4934 9725 Lake Macquarie City Council David Fahey, Acting LIS Coordinator , (02) 4921 0331 Port Stephens Council Darrin Goodwin, GIS Coordinator 02 4980 0165 State Government NSW Land and Property Information Division Lavie Cusi, Product Manager – IPW Data Services, Titling and Valuation Data Services, Land and Property Products and Services lavie.cusi@lpi.nsw.gov.au, (02) 9236 7682 Other Contacts: Anthony Swallow, 02 9228 6966, Anthony.Swallow@lpi.nsw.gov.au Steve Drury, Senior Client Liaison, Steve.Drury@lpi.nsw.gov.au
Attribute Name Description Example Type Prim Key Pick list values OBJECT_ID ArcGIS Object ID COMM_LAND_ID Unique polygon identifier. Populated by ERIN 22906 varchar2(15) Y Y DATE_CREATED Date this record was created in CadLite 3/03/2010 Date N Y DATE_RETIRED Date this record was retired in CadLite Date N N JURISDICTION_ID_CAD Previously known as PARCEL_ID in CadLite. Individual Parcel identifier. Many parcels make up a Property. This is extracted from CadLite. 63///LP3273~/// varchar2(50) N Y CAD_PID The persistent identifier is unique to the real world feature this record represents. This is extracted from CadLite. NSW10271260 varchar2(15) N Y NAME Name of parcel Mt Baw Baw Weather Station varchar2(50) N Y AGENCY Commonwealth agency administering the land parcel Bureau of Meteorology varchar2(200) N Y
[OR] [If Grantee is a Partnership - note that each partner should execute, add extra rows as required] Full legal name of the Grantee: [insert name of partnership and any ABN] Partner’s Name: (print) Signature and date: Witness Name: (print) Signature and date: [OR] [If Grantee is a trustee of a Trust, you should confirm the legal status of the trustee and use the appropriate execution clause. For example, if the trustee is a company, use the company execution clause. Make sure that you use the name of the trustee (NOT the Trust) as the 'name' of the Grantee- as the trustee is the legal entity entering into the Agreement. If requested by the Grantee, the words 'as trustee of the XXX Trust' could be included at the end of the name.]
(2012) ... 36 ... 33, 36 ... 43 *iii ... 31, 32 ... 22 ... 37 ... 26, 27 ... 31 ... 31 ... 31 ... 25, 26, 27, 28 ... 33, 36 ... 33 ... 43 ... 44 ) ... 44 ... 43 ... 44 *iv ... 34 ... 39 , cert. denied, ... 38 ... 34 ... 38 , cert. denied, ... 39 ... 34, 35 Massachusetts General Laws Chapter 265, Section 1 ... 3 Rules ... 42, 43 ... 22 ... 31 Authorities 30B Mass.Prac., Criminal Practice and Procedure§11.11 (3d ed. 2011) ... 33 *1 ISSUES PRESENTED I. Whether the trial judge properly exercised his discretion in determining to sequester the jury on day ten of trial, during deliberations, and after the last alternate juror had been seated. II. Whether the defendant's new trial motion was properly denied where a new trial would not be the proper remedy for any public trial violation that occurred solely during sentencing, and further, whether any such violation occurred due to security
Appendix B: Definitions The following definitions apply for the purposes of these CPRs: Accountable Authority – as defined in section 8 of the Public Governance, Performance and Accountability Act 2013 (PGPA Act) Annual procurement plan – a document published on AusTender through relevant entities provide a short summary of their strategic procurement outlook for the coming year and information on significant procurements they plan to undertake. Approach to market – any notice inviting potential suppliers to participate in a procurement which may include a request for tender, request for quote, request for expression of interest, request for application for inclusion on a multi-use list, request for information or request for proposal. Note: the acronym ‘ATM’ is used on AusTender and other procurement documents to reference an approach to market. AusTender – the central web-based facility for the publication of Australian Government procurement information, including business opportunities, annual procurement plans and contracts awarded. Commercial goods and services – commercial goods and services are of a type that are offered for sale to, and routinely purchased by, non-government buyers for non-government purposes, including any modifications common in the commercial marketplace and any minor modifications not common in the commercial marketplace. Commodity market – a recognised exchange dealing in generic, largely unprocessed, that can be processed and resold. Conditions for participation – minimum conditions that potential suppliers must demonstrate compliance with, in to participate in a procurement process or for submissions to be considered. This may include a requirement to undertake an accreditation or validation procedure. Construction services – procurements related to the construction of buildings and procurements of as defined by the Public Works Committee Act 1969. Contract – an arrangement, as defined by s23(2) of the PGPA Act, for the procurement of goods and services under which relevant money is payable or may become payable. Note: this includes standing offers and panels. Contracts for labour hire – a contract under which a relevant entity engages an individual to provide labour, when the individual is engaged either directly or through a firm which primarily exists to provide the services of only that individual. This includes the appointment of an eminent individual to a special role by an Accountable Authority, or the appointment of a person or persons by an Accountable Authority to a governance committee (for example, an audit committee, ethics committee or steering committee), but does not include the engagement of consultants.
The HEIMS View will display the record with a Record Status of ‘Deleted’ as shown in Fig 22. Fig22 A previously deleted record cannot be reselected for modification and the system will return an error as shown in Fig 23. Fig 23 Appendix – CS Flat File Structure Data Element Attributes Element Type Element name Element number Data type Updatable Length Mandatory for all records Mandatory for Commencing Scholarship records Personal Identifier Student identification code 313 Alphanumeric No 10 Yes Yes CHESSN 488 Alphanumeric Yes 10 Yes Yes Student Title 405 Character Yes 15 No Yes First Name 403 Character Yes 15 No Yes Student Surname 402 Character Yes 30 No Yes Postal Address line 1 406 Character Yes 38 No Yes Postal Address line 2 407 Character Yes 38 No Yes Postal Address – Scholarship Postcode 568 Alphanumeric Yes 10 No Yes Postal Address Town/Suburb 466 Character Yes 27 No Yes Postal Address – State code 467 Character Yes 3 No No Postal Address - Country name 468 Character Yes 20 No No Programme Management Commonwealth Scholarship type code 545 Numeric No 1 Yes Yes Reporting Year / Period 415 Numeric No 5 Yes Yes Commonwealth Scholarship status code 526 Numeric No 1 Yes Yes
An Australian SNRCM might involve formalising an inter-departmental committee approach, with clear terms of reference of how it operates across all of Australia’s human rights obligations, with a resourced secretariat coordinated by one department. The Commission recommends the Australian Government establish a SNCRM to coordinate the development of periodic reports and to coordinate the process of follow-up to UN committee concluding observations. The Commission also that there is no formal mechanism that allows for the UN monitoring committees’ treaty body reporting and concluding observations to be reported back to the Australian Parliament. Tabling of these documents would place the concluding observations on the public record and provide an opportunity for debate on their implementation. To better fulfil Australia’s human rights obligations contained in human rights treaties, the Commission recommends the Australian Government table in Parliament, all treaty body reporting and concluding observations.
Data Grouping Data Element Type Length Mandatory (M) or Optional (O) Submission Spec Reference (Element Number) Description XML Schema Type XML Schema Element Student Group Student identification code Text 10 M E313 A code which uniquely identifies the student within the Higher Education Provider and remains constant from year to year StudentHepNumber StudentNumber Student Group Chessn CHESSN Text 10 M E488 A code, allocated by the department, which uniquely identifies the student within the Higher Education Sector and remains constant from year to year StudentChessn Chessn Student Group Name Student Title Text 15 O E405 Title used with the student’s name PersonTitle Title Student Group Name First Name Text 15 O E403 Student First given name GivenName GivenName Student Group Name Student Surname Text 30 O E402 Student Surname FamilyName FamilyName Student Group Address Postal Address line 1 Text 38 O E406 The first part of the postal address for correspondence to be sent to the student AddressLine AddressLine1
Student Details Address Postal Address line 2 Text 38 O E407 The second part of the postal address for correspondence to be sent to the student AddressLine AddressLine2 Student Details Address Postal Address – Scholarship Postcode Text 10 O E568 The Australian or overseas postcode of the postal address for correspondence to be sent to the student PostCode PostCode Student Details Address Postal Address Town/Suburb Text 27 O E466 Postal Address Suburb/Town for the student LocalityName LocalityName Student Details Address Postal Address – State code Text 3 O E467 A code which uniquely identifies the State/Territory or other area in which the student has their postal address StateCode StateCode Student Details Address Postal Address - Country name Text 20 O E468 A name representing the country of postal address of a student CountryName CountryName Scholarship Group Scholarship Commonwealth Scholarship type code Number 1 M E545 A code identifies the Commonwealth Scholarship type. ClsScholarshipCode ScholarshipCode
Scholarship Scholarship Commonwealth Scholarship status code Number 1 M E526 A code identifies the status of Commonwealth Scholarship ScholarshipStatusCode Scholarship Group Scholarship Commonwealth Scholarship termination reason code Number 1 M E538 A code which identifies the reason for the termination of a Commonwealth Scholarship ScholarshipTerminationReasonCode Scholarship Group Scholarship Scholarship Variation code Number 1 M E567 This code indicates the purpose of the student scholarship record VariationReasonCode Scholarship Group Scholarship Reporting Year Number 4 M E415 : E415 refers to element of length 5 in Flat File. Dataelement Reporting Year refers to the first 4 characters of Element E415 The reporting year to the individual data record relates ReportingYear ScholarshipReportingYear Period
Guidance: Option 1 Option 2 This Fraud Control Plan clause will allow the Customer to require a Fraud Control Plan to be developed by the Supplier. For high risk contracts or where risk of fraud is likely and/or value is significant, the Option 2 clause should be used For high risk or high contracts where a Fraud Control Plan clause is required, this clause provides more certainty around what needs to be included and how the process will be managed throughout the term of the Contract. A clause of this type would be included to manage potential fraud risks associated with performance of the contract, where the cost of the fraud control plan is commensurate with the scope and scale of the procurement. Generally, where this clause is used, inclusion of complementary clauses detailing a range of related requirements may be required. Related clauses may include: making good any Customer losses; consent for access to personal information to enable investigations; and a framework to establish appropriate investigation procedures into suspected incidents (i.e. the Supplier the Customer or independent party). Clause: Option 1 Option 2 Fraud Control Plan Within one month of the Contract start date, the Supplier must prepare a Fraud Control Plan that is consistent with the Commonwealth Fraud Control Framework available at and provide a copy of the Fraud Control Plan to the Customer. The Supplier must review and update the Fraud Control Plan at least every six months during the term of the Contract, or whenever there is a significant change in the structure or activities of the Supplier. The Supplier must provide the Customer with details of any review and a copy of any update to the Fraud Control Plan. Fraud Control Plan Within one month of the Contract start date, the Supplier must prepare a Fraud Control Plan that meets the requirements of this clause and is otherwise consistent with the Commonwealth Fraud Control Framework available at 2 The Fraud Control Plan must: a. the entire Contract, including any part of the Contract being performed by any subcontractor or other person or under any other arrangement established by the Supplier relating to the Contract; and b. contain appropriate prevention, detection, investigation, reporting and audit processes and procedures. 3 At a minimum the Control Plan must: a. include a summary of fraud risks and vulnerabilities associated with the Contract, b. propose treatment strategies and controls to manage each identified fraud risk and vulnerability,
Appendix D – Commonwealth CoS Programme Framework Sub-Programme Block-funded activities Individual Support Packages (ISP) Service funded ACTIVITIES Accommodation Support Large residential/institution (>20 places)—24-hour care Small residential/institution (7–20 places)—24-hour care Hostels—generally not 24-hour care Group homes (usually <7 places) Attendant care/personal care In-home accommodation support Alternative family placement Other accommodation support Community Support Therapy support for individuals Behaviour/specialist intervention Counselling (individual/family/group) Regional resource and support teams Case management, local coordination and development community support Community Access Learning and life skills development Recreation/holiday community access Respite Own home respite respite/respite homes Host family respite/peer support respite Flexible respite Other respite INDIVIDUAL SUPPORT PACKAGES Individual Support Packages (ISP) is funding allocated to a client (and managed in accordance with the Service Agreement between the client and Grant Recipient) to purchase services that respond to the client’s support needs and goals in a flexible and client-centred way. These may include, but are not limited to, any of the services listed under block-funded activities. Three models operate: Service Provider; Intermediary; and Direct Funding. Only clients who are already accessing ISP models will be funded through the ISP model. Glossary
Programme Level Service Level Service Catalogue Commonwealth Home Support Programme (CHSP) Community and Home Support Assistance with Care and Housing Care Relationships and Carer Support Service Type Level Allied Health and Therapy Services Goods, Equipment and Assistive Technology Home Maintenance Other Food Services Transport Social Support - Individual Domestic Assistance Meals Personal Care Social Support - Group Home Modifications Nursing Specialised Support Services Assistance with Care and Housing Flexible Respite Centre-based Respite Cottage Respite Service Sub-type Level Podiatry Social Work Speech Pathology Dietician or Nutritionist Medical Care aids Reading aids Support and mobility aids Garden Maintenance Major Home and Repairs Minor Home and Repairs Food Preparation in the Home Food Advice, Lessons, Training, Food Safety Direct (driver is volunteer or worker) Indirect (through vouchers or subsides) Visiting Telephone/ Web Contact e.g. Shopping General House Cleaning Linen Services Shopping (delivered to home) At Home At Centre with self-care Assistance with client self- of medicine Support - Group Nursing Advisory Services Dementia Advisory Services Vision Services Assessment - Referrals Advocacy – Financial, Legal Hoarding and Squalor In-home Day Respite Host Family Day Respite In-home Overnight Respite Residential Day Respite Centre Based Day Respite Community Access - Group Overnight Community Respite ATSI Health Worker goods and equipment Hearing Services Host Family Overnight Respite Diversional Therapy Car Modification Other Support Services Mobile Respite Psychologist aids Client Advocacy Other planned Respite Exercise Physiologist Therapy Community Access – Individual Respite Ongoing Allied Health and Therapy Services Restorative Care Services Other Allied Health and Therapy Services Hydrotherapy
N.B. To preserve confidentiality and following their use by the Verification Panel, all bank statements supplied are destroyed as confidential waste, and no copy taken or retained on record. Copies of the previous three months bank statements on your main bank account A copy of the most recent bank statement on any other account you hold Annual Accounts All full members must provide satisfactory annual accounts Newly-formed organisations will have to demonstrate that they are financially sound Please provide copies of the organisation’s accounts and annual reports for the last three full years. The accounts should have been appropriately audited or independently examined depending on the turnover and legal form of the organisation. If there are any significant changes to the financial position, the organisation should provide a statement signed by the officer responsible, setting out those changes. For newly-established organisations – please provide as much detail as possible, such as bank statements, management accounts, evidence of income etc. Policies All full members must have these policies in place Policy Review process is available from VIN website Please enclose a copy of the first FIVE policies/proceedures and complete the policy grid for the other policies. We will request one or two policies to sample and further contract specific policies as may be required: Confidential Information Policy Health and Safety Policy Equal Opportunities Policy Environmental Policy Safeguarding Children Policy (if you work with children) And/or Safeguarding Vulnerable Adults Policy (if you work with vulnerable adults) Complaints Procedure Business Continuity Plan Customer Care Policy Intellectual Property Rights Policy and Security Management Policy Whistleblowing Policy ICT Policy Grievance Policy 15. Volunteering Policy Governing Document All full members must provide a signed and dated copy of their current governing document Please provide a signed and copy of your governing document (Memorandum and Articles of Association, etc.). Please that within the objects that you are able to work in a consortium/partnership. If not you may need to amend and get your board’s approval. SECTION ONE: DETAILS ABOUT THE SERVICES YOUR ORGANISATION DELIVERS The following questions are designed to gather information about your services so Commsortia can help to market them to commissioners. If your application is successful, it will keep this information on record and when you inform us of changes it will up-date its
INTERNAL COMMUNICATIONS SUMMARISED PLANNING TEMPLATE (ADD NAME OF PROJECT / CAMPAIGN) Authors Signed off by Communications lead WHAT? KEY MESSAGES Key messages Set out the single most important message that makes the project truly engaging to your target audience. Support this with the key reasons why they should believe it. WHO? STAKEHOLDER ANALYSIS Who is the communication aimed at? Think about all the internal and external stakeholders that may be affected by the development/change, whether directly or indirectly. Think about what outcomes you want to achieve – do you want to drive a change in the way they think or feel, or change how they behave? Stakeholder Group Includes What we want them to think What we want them to feel What we want them to do Typical Channels Owner