zilongwang/ReadingBank huggingface dataset:
2. Project/Facility Details Type of Facility/License: Hospital Psychiatric Hospital State Facility Hospital-licensed Outpatient Clinic Child Birth Center Food Service Mobile Unit Hospice Care Center Correctional Facility Alcohol & Chemical Dependency Hospital Ambulatory Surgery Facility Nursing Home Enhanced Services Facility (ESF) (Choose One:) ESF—Nursing Home ESF—Assisted Living ESF—Adult Family Home Residential Treatment Facility (Choose all that apply:) Mental Chemical Restraint Assisted Living Facility (Choose contracts, if applicable:) ALS EARC/EARC-SD ARC This project (choose one): Creates a new license amends a current license (adds or renovates a building) This project (choose one): does not change bed capacity adds bed capacity reduces bed capacity Estimated date of construction completion Does this project correct a citation? Yes No If known provide the following: IBC construction type: IBC Occupancy Group: Fire Alarm System Provided? Fire Sprinkler System Provided? Building Permit Jurisdiction (City/County) Yes No Yes No 3. Project Cost Estimate (This is not for flat fees list on page one of this application) New Construction Cost Estimate $ Alterations/Renovations $ Building Conversion total square feet of area= $ Fixed installed equipment $ Equipment Cost Adjustment* $ Construction Cost Estimate Total $ Fee from table () $ Architect Reduction* Less % Previously Licensed Reduction* Less % Adjusted Fee $ *Must be pre-approved by DOH Construction Review Services. Attach copy of approval. 4. Project Description (attach additional pages if necessary) Project Title: Description: DOH 505-046 September 2015 Page 2 of 3
Establishing Programmatic Data To ensure the proper recording of expenditures in Cardinal, special pay programmatic coding must be established for each employee on HMBU1, if different from the employee's 0R1 (Regular Earnings) programmatic record. If special payments are to be charged to different programmatic coding, a HMBU1 record to reflect the correct coding, with the special pay number in the PAY TYPE field. See the exception noted below and CAPP – Cardinal Topic No. 50125, Programmatic Data, for more information about programmatic setup. Automatic Special Pay Programmatic Data For the Special Pays listed below, the CIPPS/Cardinal Interface automatically charges the expenditures to specific accounts. For these Special Pays, CIPPS uses the employee’s 0R1 record and changes only the object code of the Special Pay amount. As stated above, if the Special Pay should be charged to different programmatic coding than the employee's 0R1 record, a programmatic record must be established indicating the appropriate Special Pay number in the PAY TYPE field. The system will use this programmatic coding with the specific default object code. PAY CODE DEFINITION Cardinal ACCOUNT 002 Workers’ Compensation 5011510 009 Annual Leave 5011620 010 Sick Leave 5011630 011 Compensatory Leave 5011640 016 Adjunct Faculty 5011450 017 Other Fac./Part-Time 5011450 019 Per Diem Payments 5011340 024 IPP Bonus 5011310 025 Bonus 5011310 031 Inv Sep 5011710 033 Health Incentive 5011310 044 Mil Supp 5011320 061 VSDP Ben 5011530 062 WCSDPBEN 5011540 063 WC SUPP 5011520 Continued on next page , Continued (continued) up
PREFERRED PAYROLL RESULT Indicators Produce a… Tax according to… And take… TAX CHK DED Separate payment Employee’s masterfile No deductions 5 3 8 All deductions 5 3 0 Only banking deductions 5 3 9 All percentage deductions 5 3 7 Supplemental rate No deductions 0 3 8 All deductions 0 3 0 Only banking deductions 0 3 9 Only percentage deductions 0 3 7 Single payment (combine special and regular) Employee’s masterfile No deductions (from the entire payment) 5 0 8 All deductions 5 0 0 Only banking deductions 5 0 9 Employee’s masterfile No deductions (from the entire payment) 0 0 8 All deductions 0 0 0 Only banking deductions 0 0 9 Continue on next page , Continued (continued) PREFERRED PAYROLL RESULT Indicators Produce a… Tax according to… And take… TAX CHK DED Special pay only (no regular) Employee’s masterfile All deductions 5 2 0 Supplemental rate All deductions 0 2 0 2 or more separate special pays, and the regular pay Employee’s masterfile No deductions (from the special pays) 5 5 3 3 8 8 2 or more special pays, combined w/regular Employee’s masterfile All deductions 0 0 0 0 0 0
A HOUSE RESOLUTION TO HONOR AND CONGRATULATE REVEREND GEORGE L. BRIGHTHARP, PH.D., OF TRENTON, SOUTH CAROLINA, FOR HIS CONTRIBUTIONS TO HIS COMMUNITY AND TO THE MINISTRY AND TO WISH HIM CONTINUED SUCCESS IN ALL HIS FUTURE ENDEAVORS. Whereas, Reverend Brightharp is the son of the late Reverend George Washington Brightharp and the late Mrs. Rosa Cooks Brightharp Brown. He is the current pastor of Mount Canaan Baptist Church in Trenton, South Carolina; and Whereas, Dr. Brightharp earned his bachelor’s and master’s degrees from A&T University in Greensboro, North Carolina, and went on to earn his education specialist degree from the University of South Carolina. He gained his Ph.D. in political science from Atlanta University; and Whereas, he began his career as a secondary educator in Georgia, and continued that path in both North and South Carolina. He then became a professor of history at DeKalb College, Voorhees College, and Paine College, finally retiring from the position of Guidance Department Chairman at Strom Thurmond High School in Edgefield; and Whereas, Reverend Brightharp has been an ordained minister since 1971. His service as leader, pastor, revival, and religious speaker has impacted the lives of many people. He has been the pastor of St. Paul Baptist Church, Mt. Morenci Baptist Church, and Tremont Temple Baptist Church, as well as his current church of Mount Canaan Baptist Church; and
4.2 3. Defined or Anticipated Project Elements (Purpose/Sub-purpose, Area of Focus, or Activity/ Mechanism, etc.) Climate Risks List key risks related to the project elements identified through either the strategy- or climate risk assessment. Risk Rating Low / Moderate / High How Risks are Addressed at Project Level Describe how risks have been addressed at the project level. If a decision has been made to accept the risk, briefly explain why. Further Analysis and Actions for Activity Design / Implementation Describe CRM measures to be integrated into activity design or implementation, including additional analysis, if applicable. Opportunities to Strengthen Climate Resilience Describe opportunities to achieve development objectives by integrating climate resilience or mitigation measures. Select government entities’ ability to manage and mobilize resources and deliver services to citizens improved Select government entities are unaware of their roles and responsibilities related to climate risks. Low Raise awareness through trainings and workshops Incorporate climate risk awareness into work plan and training activities Work with the counterpart and IP to Incorporate climate risk awareness in project activities when appropriate. Greater engagement between citizens, civil society, the private sector, and government in defining and addressing development priorities Citizens, civil society, the private sector are unaware of their responsibility in engaging on climate risks. Low Engage civil society, citizens, private sector in climate risk discussion and what role each one of them can play Include climate risk discussion and awareness in activities where citizens, civil society and private sectors are engaged Work with the IP to include discussions and activities on climate risk and what responsibility each one of these groups has in the process Improved communication, collaboration and coordination across and between levels of government - and with Parliament - on policy, budget and service delivery issues Different levels of government lack collaboration, communication and coordination on climate risk Low Include climate risk in coordination, communication and collaboration activities between different levels of government Insure that climate risk is part of the various avenues for communication and coordination between different levels of government Work with the GOH and IP to include climate risk in communication, collaboration and coordination materials
Mobile Device Provisions IRS Notice 2011-72 addresses the treatment of employer-provided cell phones as an excludible fringe benefit. It provides for when an employer supplies an employee with a cell phone primarily for noncompensatory business reasons, the business and personal use of the cell phone is generally nontaxable to the employee. The notice further clarifies there must be substantial reasons relating to the employer’s business for providing the cell phone. A September 14, 2011, memorandum to field auditors (not a Notice or Regulation) entitled “Interim Guidance on Reimbursement of Employee Personal Cell Phone Usage in light of Notice 2011-72” states the following regarding employer remuneration to cover an employee’s cost of a personal cell phone used for business purposes: Specifically, in cases where employers have substantial business reasons, other than providing compensation to the employees, for requiring the employees’ use of personal cell phones in connection with the employer’s trade or business and reimbursing them for their use, examiners should not necessarily assert that the employer’s reimbursement of expenses incurred by employees after December 31, 2009, results in additional income or wages to the employee. The Commonwealth has determined a monthly stipend/reimbursement not to exceed $45 for a smart phone as defined by VITA policy (i.e., voice and data capable, not voice-only device) and authorized pursuant to VITA’s Enterprise Architecture Standard, Mobile Communication Use Technical Topic will be deemed nontaxable. The VITA policy applies to all non-higher education Executive Branch agencies. Any mobile device allowance paid by higher education or Branch agencies pursuant to documented agency policies beyond the allowance established by the VITA policy is taxable income to the employee. (Special Pay 034 has been established for the non-taxable portion. Contact DOA if a taxable special pay is needed by your agency for this purpose.) Agencies are prohibited from providing a stipend/ reimbursement to an employee or authorized user who has been assigned an employer provided cell phone. Mobile Device Allowance Agreement Prior to establishing a mobile device stipend for an employee the VITA Mobile Communication Technical Topic must be reviewed and a COV Mobile Device Allowance Agreement must be completed and signed by the employee, the employee’s supervisor and the Agency Head (or designee). The agreement form is located as follows: . Continued on next page Fringe Benefits, Continued
Table 2. Climate risk management covered under this memorandum. Defined or Anticipated Project Elements Area of Focus, or Activity/ Mechanism, etc.) Climate Risks - List key risks related to the project elements identified through either the strategy or project level climate risk assessment. Risk Rating - Low/ Moderate/High How Risks are Addressed at Project Level - Describe how risks have been addressed at the project level. If a decision has been made to accept the risk, briefly explain why. Further Analysis and Actions for Activity Design/ Implementation- Describe CRM measures to be integrated into activity design or implementation, including additional analysis, if applicable. Opportunities to Strengthen Climate Resilience opportunities to achieve development objectives by integrating climate resilience or mitigation measures. Bangladesh Counter (BC/TIP) program LOP: Flooding and other natural calamities may affect BC/TIP’s ability in engaging with community people on prevention activities such as community mobilization meetings, courtyard meetings and other related activities where these types of events would take place. This may as well decrease the mobility of BC/TIP’s community outreach workers. Low The project will include appropriate messaging and instructions, when applicable, in its training and orientation packages to prepare staff and beneficiaries on mitigating and managing climate change risks. The instructions and presentations will explain methods to assess and mitigate climate risks. N/A USAID and its Implementing Partner(s) will work with other donors and GOB to mitigate climate risks and encourage adoption of alternative approaches especially for selecting easily accessible community venues and, or seasons of the year. This activity will consider the access to services to the marginalized people affecting due to the climate risk, where feasible.
A fully immersive driving experience is only complete with proper acoustics and the K900 delivers premium sound through a 900-watt 17-speaker Harman Kardon/Lexicon system, Kia’s most powerful audio system ever, featuring QuantumLogic Surround Sound technology and Clari-Fi technology. QuantumLogic15 extracts signals from the original recording and redistributes them into an authentic, multidimensional soundstage for playback that is clear, refined and full of detail. QuantumLogic15 also offers selectable modes including Stereo Mode, Audience Mode and On Stage Mode, which highlights 360-degree instrumentation that will make listeners feel like they are on stage with the performing artist. Simultaneously, Clari–Fi16 works in real-time to rebuild audio details lost in digitally compressed music. World-Class Powertrain The K900 has evolved into a truly sophisticated driving machine powered by a 3.3-liter twin turbo V6, the same engine found in the automaker’s highly acclaimed Stinger fastback sport sedan. This world-class engine outputs 365 horsepower and 376 pound-feet of torque and was recently named to Ward’s 10 Best Engines list for its exceptional responsiveness and refinement. The twin fast-spooling single scroll turbos are integrated into the exhaust manifold for enhanced durability. Dual Continuously Variable Valve Timing (CVVT) works seamlessly in tandem, resulting in optimal and instant power delivery. Since turbo engines typically generate more heat than non-turbo engines, a robust cooling system was required. To meet the challenge of extreme environments, Kia’s development team exceeded internal targets and over-engineered a system that utilizes a wider radiator for more efficient cooling and airflow, and adopted a high-capacity 600-watt brushless electric fan motor. Aiming to provide the highest level of quality and durability, Kia conducted testing and validation in extreme environments all over the world. The engine pairs with a second-generation in-house built 8-speed automatic transmission to manage its power in a smooth and seamless manner. The Shift-by-Wire gear selector is standard and with no required scheduled maintenance under normal conditions, the transmission is excellent for everyday driving. At the same time, this gearbox allows quick and confident shifts during more spirited driving. -more-
RCE/IEE PROJECT/ACTIVITY DATA Project/Activity Name: Regional Education Project Geographic Location(s) (Country/Region): Latin America and the Caribbean Amendment (Yes/No), if Yes indicate # (1, 2...): Yes, #1 Implementation Start/End Dates (FY or M/D/Y): December 2017 – November 2022 If Amended, specify New End Date: December 2022 Solicitation/Contract/Award Number: Various Implementing Partner(s): Multiple Bureau Tracking ID: LAC-IEE-18-13 Tracking ID of Related RCE/IEE: LAC-IEE-18-07 Tracking ID of Other, Related Analyses: N/A ORGANIZATIONAL/ADMINISTRATIVE DATA Implementing Operating Unit(s): (e.g. Mission or Bureau or Office) LAC/RSD/EDU Other Affected Operating Unit(s): N/A Lead BEO Bureau: LAC Funding Operating Unit(s): (e.g. Mission or Bureau or Office) LAC/RSD Funding Account(s) (if available): Development Assistance - Basic Education and Higher Education Original Funding Amount: $74.5 million If Amended, specify funding amount: $64.3 million If Amended, specify new funding total: $138.8 million Prepared by: Barbara Knox-Seith (bknoxseith@usaid.gov) Date Prepared: December 22, 2017 ENVIRONMENTAL COMPLIANCE REVIEW DATA Analysis Type: Request for Categorical Exclusion Amendment Environmental Determination(s): X Categorical Exclusion(s) Negative Positive Deferred (per 22CFR216.3(a)(7)(iv) RCE/IEE Expiration Date (if different from implementation end date): December 2022 Additional Analyses/Reporting Required: N/A Climate Risks Identified (#): Low __X___ Moderate ______ High ______ Climate Risks Addressed (#): Low ___X__ Moderate ______ High ______ 1.0 PURPOSE AND SCOPE This is an amendment to the Request for Categorical Exclusion (RCE) for the Regional Education
A HOUSE RESOLUTION TO EXPRESS THE SORROW OF THE MEMBERS OF THE SOUTH CAROLINA HOUSE OF REPRESENTATIVES UPON THE PASSING OF DR. SELDEN KENNEDY SMITH OF COLUMBIA, TO HONOR DR. SMITH FOR HIS PROFOUND IMPACT ON THE COMMUNITY AND BEYOND AS THE FATHER OF HOLOCAUST EDUCATION IN SOUTH CAROLINA, AND TO EXTEND THE DEEPEST SYMPATHY TO HIS FAMILY AND MANY FRIENDS. Whereas, the members of the South Carolina House of Representatives were deeply saddened by the passing of Selden Kennedy Smith of Columbia on February 12, 2018, at the venerable age of eightyeight; and Whereas, Selden Smith was born on January 17, 1930, in York, the son of the Reverend Nat Erskine and Jean Kennedy Smith. He graduated from Erskine College in 1951, and after Officer Candidate School, served in the U.S. Navy during the Korean War. He remained in the reserves until 1979, retiring as a captain; and Whereas, after active duty, he earned his doctoral degree in history at the University of South Carolina. He was a professor at Columbia College for thirtyseven years, during which he chaired the Department of History and Political Science for several years. In 2014, he was honored with the foundation of a scholarship at Columbia College, the Selden K. Smith Endowed Scholarship for Student Global Experience, which offers students the chance to learn through travel and study abroad; and Whereas, Dr. Smith is credited as the “father” of Holocaust education in South Carolina, and was the light that led Columbia Holocaust survivors in the 1970s, giving them a platform to tell their
4. Project Elements Potential Climate Risk Climate Risk Rating How Risks are Addressed Further Analysis or Actions for Activity Design or Implementation Sub-purpose 1: Health System Components harmonized Output 1.1: Interoperability of health information systems for mobile and cross-border populations operationalized Output 1.2: Portability of health insurance for cross populations established Output 1.3: Targeted disease management protocols for TB/HIV standardized. Increased extreme weather events such as droughts and floods may disrupt training, monitoring, supervision and other activities associated with operationalization of interoperability of health information systems, establishment of portability of health insurance, standardization of targeted disease management protocols, and general organizational development. Low Utilization of climate services (data and information) for policy and protocol development, health data utilization, financial risk protection, local health governance, and general strategic planning and management. Include specific language on climate risk assessment and management on Project Descriptions, Scopes of Work, Requests for Applications, and Requests for Interest. Encourage activities to use climate services in strategic planning, management and budgeting. Sub-purpose 2: Technical and coordination capacity of regional partners strengthened to implement regional health policies Output 2.1 Increased technical capacity of regional institutions to carry out targeted mandates in health Output 2.2 Capacity for coordination and management of technical mandates in health Output 2.3: Evidence generation capacity and regional health knowledge management Increased extreme weather events such as droughts and floods may disrupt training, monitoring, supervision and other activities associated with capacity building and coordination, strengthening evidence generation and knowledge management of regional institutions. Low Utilization of climate services (data and information) for strategic planning and management, policy and protocol development, health data utilization, financial risk protection and health governance. Include specific language on climate risk assessment and management on Project Descriptions, Scopes of Work, Requests for Applications, and Requests for Interest. Encourage activities to use climate services in strategic planning, management and budgeting.
2.2 As part of this activity development, a Change Risk Screening was undertaken. This screening was conducted in a manner ‘fit for purpose’ and was based on the USAID Climate Risk Screening and Management guidance for Activity Design found in ADS 201. The Southern Africa Climate Change Risk Profile was used as the primary resource to conduct this analysis. Upon evaluation of this data, the Southern Africa mission applied USAID’s Climate Risk Screening and Management Tool for activity level planning to arrive at the determination that all of the proposed tasks are identified as having low climate risks. 4. ACTIVITY CLIMATE RISK MANAGEMENT SUMMARY TABLE Expected Result Goals Activities Duration Geography Climate Risks Risk Rating Low/Moderate/ High Opportunities to Strengthen Climate Resilience Facilitate Workshops aimed at building stakeholder engagement, coordination and/or collaboration Improve coordination and cross-sectoral collaboration among USAID investments Workshops, meetings Period events- individual workshops ranging 1-5 days throughout the southern Africa region Increased frequency of extreme weather events LOW- meetings and workshops should be planned to take in account risks of extreme weather events Use the cross-sectoral collaboration to plan and develop new programs/activities that address climate risks Conduct analysis and assessments aimed at informing project design and management Identify opportunities to change the direction of projects or activities to improve development outcomes Stakeholder meetings, requiring site visits to sometimes remote locations Periodic events- assessments will last generally 4-6 weeks throughout the southern Africa region Increased frequency of extreme weather events LOW- meetings and workshops should be planned to take in account risks of extreme weather events Use assessments and evaluations to understand how climate may be impacting results, identify CRM knowledge gas and determine the effectiveness of addressing climate risks at the activity level. Facilitate sectoral portfolio reviews Identify synergies across USAID mission development program portfolios Workshops, meetings Period events- individual workshops ranging 1-5 days throughout the southern Africa region Increased frequency of extreme weather events LOW- meetings and workshops should be planned to take in account risks of extreme weather events Ensure that sectoral portfolio reviews incorporate CRM by ensuring that MEL plans reflect CRM as appropriate to ensure climate risks are adaptively managed and that learning is captured and shared.
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Annual or Interim Review Date: _________________ Please check one: ☐ ADDITIONAL accommodations to Section 504 plan dated: ____________ ☐ REVISED accommodation plan and contains all current accommodations. Accommodations Specific Need: Accommodations/Services Start Date End Date Who will implement the accommodations: Specific Need: Accommodations/Services Start Date End Date Who will implement the accommodations: Specific Need: Accommodations/Services Start Date End Date Who will implement the accommodations: Specific Need: Accommodations Start Date End Date Who will implement the accommodations: Specific Need: Accommodations Start Date End Date Who will implement the accommodation: Specific Need: Accommodations Start Date End Date Who will implement the accommodation:
Audit Reports The following reports are produced as a result of the annual premium update: Report Description U024 – Optional Group Life Premium Listing Lists the employee’s employee number, name, total premium, member birth date, coverage code, coverage amount, spouse birth date, coverage code, coverage amount, and premium U025 – Optional Group Life Error Report Lists any record supplied by Minnesota Life that does not have a corresponding record in CIPPS or that has a terminated record. Beside the name and employee number will either be a message ‘No matching employee master file record found’ or ‘Employee terminated’. These items should be researched accordingly. Salary Base All VRS percentage deductions (retirement and other post-employment benefits or “OPEBs”) are calculated on the same base value or “Contribution Base.” While the Contribution Base typically corresponds to the pay period salary displayed on H0BID, in some circumstances it does not (e.g., employee contract less than 12 months). Special Pay 099, CONTBASE, is systematically calculated using the values stored on H0BUO for Contract Length and Number of Pays. Deduction Processing Establishing Group Life Deductions Deduction 120, GRP INSR, is automatically established on H0ZDC when the appropriate retirement code is entered on HMCU1. No other entry is required. See CAPP – Cardinal Topic 50410, Retirement – VRS and ORP, for additional information on retirement codes. Continued on next page , Continued Establishing Optional Group Life Deductions For new enrollments, deduction 035, OPT LIFE, must be established on H0ZDC. Complete the command line and sub-command line as referenced in CAPP – Cardinal Topic No. 50110, CIPPS Navigation.
DOA Contact Director, State Payroll Operations Voice: (804) 225-2245 E-mail: Payroll Support Analyst/Trainer Voice: (804) 786-1083 E-mail: Subject Cross References References CAPP – Cardinal Topic 50110, CIPPS Navigation CAPP – Cardinal Topic 50320, Terminations CAPP – Cardinal Topic 50410, Retirement – VRS and ORP CAPP – Cardinal Topic 50515, Special Payments CAPP – Cardinal Topic 50520, Workers’ Compensation Non VSDP CAPP – Cardinal Topic 50525, Virginia Sickness and Disability Program CAPP – Cardinal Topic 50605, Tax and Deduction Overrides CAPP – Cardinal Topic 50705, Employee and Tax Masterfile Update CARS to Cardinal Transition Cardinal Transition CIPPS interfaces to both CARS and Cardinal. No additional action needs to be taken by agencies in order to record CIPPS entries. After CARS has been decommissioned, agencies will no longer use NSSA to establish programmatic data in CIPPS. Instructions on how to load this information to CIPPS will be distributed at a later time.
.1: Defined or Anticipated DOs, IRs, or sectors: civil society 1.2: 1.3: Geography 2: Risks* 3: 4: Risk of DO or IR* for each DO or IR* High, or Low] 5: 6.1: Risk 6.2: How Risks Are in the 7: Next Steps for Project and/or 8: Risks* Activity 1.1 1, 2018 – May 31, 2019 N/A N/A Low Schedule works in a way to avoid severe weather events N/A N/A N/A N/A Activity 1.2 1, 2018 – May 31, 2019 N/A N/A Low Schedule works in a way to avoid severe weather events N/A N/A N/A N/A
process. severity, frequency, or duration Activity-specific monitoring plan Monitoring Indicators Monitoring and Reporting Frequency Responsible Parties Records Generated Specify indicators to (1) determine if mitigation is in place and (2) successful (for example, visual inspections for seepage around pit latrine; sedimentation at stream crossings, etc.)(Taken from column 5 of the environmental mitigation plan above.) For example: “Monitor weekly, and report in quarterly reports. If XXX occurs, immediately inform USAID COR/AOR.” Separate parties responsible for mitigation from those responsible for reporting, whenever appropriate, If appropriate, describe types of records generated by the mitigation, monitoring, and reporting process. ERC/EMMP ANNEX 1 Certification of No Adverse or Significant Effects on the Environment I, the undersigned, certify that activity-specific baseline conditions and applicable environmental requirements have been properly assessed; environment, health, and safety
Table 3 below contains the key risks and options adopted in the connected citizen Activity. Table 3. Activity Climate Risk Management Summary Table Tasks/Defined or Illustrative Interventions Climate Risks List key risks related to the defined/illustrative interventions identified in the screening and additional assessment. Risk Rating Low/Moderate/ High How Risks are Addressed Describe how risks have been addressed in activity design and/or additional steps that will be taken in implementation. If you chose to accept the risk, briefly explain why. Opportunities to Strengthen Climate Resilience Describe opportunities to achieve multiple development objectives by integrating climate resilience or mitigation measures 1.Training, awareness raising and capacity building: awareness raising, and capacity building of journalist on gathering, sourcing, verifying, and reporting information related to the post-elections political processes; facilitation of dialogues 2. Writing and researching of media stories by journalists; 3. Assessments, community dialogue, media monitoring, civic education and media Extreme precipitation and flooding result in inaccessibility and destruction of training facility. Low NA NA
and destruction of Construction. Buildings will be equipped with gutters to reduce the pressure of water on the ground around the building. A system of rainwater diversion will be put in place. Include climate risk management language in the solicitation and the agreement. be use in a dry season. The antenna reinforcement measures can be duplicated on other structures in order to protect them from heavy rain as well. 6. Power Generation Extreme precipitation and flooding result in inaccessibility of material and destruction of Construction. Moderate Material resistant to the rainwater will be used. To protect the power generator from heavy rain. A system of rainwater diversion will be put in place. Include climate risk management language in the solicitation and the agreement. Whenever possible, local institutes can join efforts to divert rainwater to reduce flood disasters. The protection measure can be duplicated on other structures in order to protect them from heavy rain as well.
Under the Americans with Disabilities Act, “reasonable accommodations” are modifications or adjustments that let you perform the essential functions of your job. Accommodations can be: - Time off for doctor appointments, - A flexible work schedule so you can work more hours on “good days” and fewer hours when necessary, - Removing functions that are not essential from your job description, - Technological devices, - Accessible restrooms, or - Educating and changing you co-workers' attitudes. The does not say that employers have to hire a certain number of people with disabilities. It only says that employers must give people with disabilities the same employment opportunities as employees without disabilities. You must be able to perform the essential functions of your job, with or without reasonable accommodations, to be protected under the . If you can’t, your employer does not have to hire you or keep you. For more information about reasonable accommodations and other questions about your job, see Disability Rights California’s publication Employment Rights Under the Americans with Disabilities Act at: . Even if your need for employment supports is greater than what the ADA would require the employer to provide, you may still be able to work in a job with additional regional center or vocational rehabilitation supports. Do I need to report my earned income to anyone? Yes. If you get Social Security or Medi-Cal benefits, ask your habilitation or supported employment programs for help. See Question 49 for more information about Benefits Planning Assistance and Outreach agencies (BPAOs). If I make money working, will it affect my other benefits?
Every year, the regional centers get additional funding to do assessments, plan programs, and provide resources, services, and supports to the people on the CPP list. Regional centers decide how many people to include in the CCP each year. Unfortunately, most regional centers list a small number of people compared to the number of people in DCs. So, many people in DCs who could live in the community now must wait for many years before they get the chance. If you were admitted to a DC before July 1, 2012, the law also requires that by December 31, 2015, the regional center use money from the CPP to: 1) Complete a comprehensive assessment which identifies the community- based services and supports available to you; and 2) Give the assessment to your IPP team to help your team figure out where you can live. To learn about how well your regional center performs under the CPP, contact DDS. Can I move out of a developmental center if I am not in the CPP? Yes. You still have rights under the Lanterman Act, including the right to assessments, person-centered planning, and the right to live in the least restrictive, most integrated setting. If you are not on the CPP list, you will not get additional funding to help you move to a community setting. But, you have the right to get the services and supports listed in your IPP that would allow you to live in the most integrated setting possible. You can also get the services you need to move out of a DC or to keep from being placed in a DC. Sometimes, you may have to go to court to enforce your right to not live in a DC. Am I ready to move out of a developmental center? This is a trick question. It does not matter if you are ready or whether the services you need are currently available. What matters is that you have the right to get the services and supports you need and want, and to live in an integrated community setting as much as possible.
requirements and other undue practice restrictions, they can more efficiently fulfill unmet health care needs”; and Whereas, the National Governors’ Association stated, “Existing research suggests that NPs can perform a subset of primary care services as well as or better than physicians”; and Whereas, South Carolina ranks thirtythird in the number of primary care physicians per capita and ranks among the five unhealthiest states; and Whereas, the Coalition for Access to Health Care will host its annual Nurse Practitioner and Certified Nurse Midwife Day at the South Carolina State House on Thursday, April 3, 2014, to educate policymakers that utilizing NPs and CNMs to the fullest extent of their education and experience will ultimately save the State money and will provide for greater access to health care for all South Carolinians. Now, therefore, Be it resolved by the House of Representatives, the Senate concurring: That the members of the South Carolina General Assembly, by this resolution, recognize and honor the outstanding health care that nurse practitioners and certified nurse midwives provide in our State and declare Thursday, April 3, 2014, the Coalition for Access to Health Care’s annual “Nurse Practitioner and Certified Nurse Midwife Day” in South Carolina. XX
activity. Table 1. Associated threshold decisions covered under this memorandum. Project/Activity Types of Activities with Environmental Implications Threshold Determination Remarks Democracy and Governance Programs’ Monitoring and Evaluation Support activity January 2017 - April 2019 $2,502,808 Award Number: The extension period and TEC increase of the activity will be covered by IEE Asia 15-041 as long as it is valid. The USAID DG M&E support activity (January 2017 - April 2018) is tasked to complete performance evaluations for five DG activities: Justice for All (JFA), Protecting Human Rights (PHR), Democratic Participation and Reform (DPR), USAID’s Bangladesh Counter (USAID’s BC/TIP), and Workers’ Empowerment Programs (WEP 1 and WEP 2). The current scope of work of the activity also includes review of the Performance Management Plan of the Democracy and Governance portfolio (Annex-1: SOW of M&E activity). The M&E support activity provides analytical support to the DG office to continue with consistent, efficient and learning process for the DG portfolio. The extension of DG Monitoring and Evaluation Support Project will help to continue flexible, demand-driven technical and analytic support for DG office to monitor and evaluate activities. In addition to the evaluation tasks, the DG office is planning to extend the scope of the activity to extensive monitoring support. During the extension period, SI will also support DG office in Monitoring activities that include: Conduct Baseline survey for DG MEL indicators One case study for each DG project (currently there CE. No environmental impact is anticipated. This is a TEC increase of $1,183,516 and time extension of one year and functional expansion within the existing program description and period of performance, associated Environmental Threshold Decision covered by IEE - Asia 15-041 for on-going Democracy and Governance Programs’ Monitoring and Evaluation Support activity
Concurred: ____________________________________ Will Gibson Asia BEO __________________________ Date Distribution: Project Files Asia Regional Environmental Advisor Asia Bureau Environmental Officer Attachment: Program Statement
SMALL GROUP ACTION PLAN School Name J. Nelson Kelly School – List of “Multiple Groups” conducted this year Group Name Group #12. SMILE, YOU’RE WORTH IT GROUP – (Self-Esteem/Making Appropriate Choices) Goal (BEHAVIOR): The “disrespect/defiance/disruption reports of students (school-wide) will decrease by 20% by the end of the 2015-2016 school year Target Group • Third Grade Group – Referred by teacher on self-esteem issues. Data to Identify Students SWIS Data School Counselor(s) ASCA Domain and Standard (Mindsets & Behaviors) Outline of Group Sessions to be Delivered Resources Needed Process Data (Projected number of students affected) Perception Data (Type of surveys to be used) Outcome Data (Achievement, attendance and/or behavior data to be collected) Project Start/Project End Ginny Blake Academic Career Social/Emotional M 2 B-L 4 Academic Career Social/Emotional M 2 B-L 4 Academic Career Social/Emotional Session 1: It’s Important to Be Yourself. Quiz and discussion. Are you being the best version of you (or not). Session 2: Positive Role Models. Shining a light on real girls who share self-esteem tips and how to be a positive role model. Session 3: Be YOU Inspiration Board. Group members brainstorm ideas that make them feel BYOU Be Your Own You! Magazine BYOU Be Your Own You! Magazine Cork board, fabric, tacks and pins, magazines Total of 4 Students: Third grade girls. Weekly – 30 Minutes Pre and Post Quiz: Do you stay true to YOU? 2. Thumbs up Thumbs down or sideways – Students will give opinions if they agree, disagree, or undecided. (Attitude) 3. Students will make a board, “Be SWIS (School Wide Information System) Data through the PBIS (Positive Behavior Intervention System) Program (March 4-25, 2016) March 4, 2016 March 11, 2016 March 18, 2016
M 2 B-L 4 Social/Emotional B-SMS 1 B-SS 3 special. Make a list of ideas: family, friends, pets, special notes, stickers, favorite sayings and much more. Session 4: When It’s Okay to Say No …Activity. Ended Group: Discussion led to inappropriate behavior displayed on the playground. (Sexual language and actions towards boys) Separate ... Individual Interviews: Explored acting out playground behavior. Interviews led to … Two of the girls disclosed sexual abuse incidents outside of school. scissor, pictures, and words. BYOU Be Your Own You! Magazine • Parent Conferences. • Referral to GF County Social Services • Referral to CVIC (Community Violence Intervention Center) Inspired to Be YOURSELF!” (Attitude & Knowledge) 4. Students will discuss actions and situations that make them feel uncomfortable. (Attitude, Knowledge & Skills) March 25, 2016 Follow-up in April 2016 11/15
SMALL GROUP ACTION PLAN School Name J. Nelson Kelly School – List of “Multiple Groups” conducted this year Group Name Group #11. NEW STUDENT GROUP Goal (BEHAVIOR): The “disrespect/defiance/disruption reports of students (school-wide) will decrease by 20% by the end of the 2015-2016 school year Target Group • New Students in Grades 1-5 Data to Identify Students SWIS Data School Counselor(s) ASCA Domain and Standard (Mindsets & Behaviors) Outline of Group Sessions to be Delivered Resources Needed Process Data (Projected number of students affected) Perception Data (Type of surveys to be used) Outcome Data (Achievement, attendance and/or behavior data to be collected) Project Start/Project End Ginny Blake Social/Emotional M 3 Social/Emotional M 3 Social/Emotional M 3 Session 1: Meet with new students from each classroom, and by grade level. Do a “Get To Know You Activity. Session 2: Scavenger Hunt Activity. Partner new students with a couple of buddies to visit many people and places around the school. Session 3: Do a new student activity welcoming Welcome New Students Poster. Scavenger Hunt handout. School staff to participate in the activity. It’s a Bird, it’s a Plane … No, It’s a “New Total of 55 Students: Meet with new students in small groups. (Grades 1-5) Weekly – 30 Minutes 1. Students will describe interests and favorites and talk about previous school and home. (Attitude) 2. Students will be able to share what is different or the same as their previous school. (Attitude) 3. Students will identify SWIS (School Wide Information System) Data through our PBIS (Positive Behavior Intervention System) Program September 2015 – April 2016
Social/Emotional M 3 them to our school. Then take a picture to put up on our “New Student” bulletin board. Session 4: Lunch Bunch with new students and Kelly Buddies from their classroom. Super Hero” at Kelly School – bulletin board. Every student’s picture and bio will be posted in our Hall of Heroes (hallway). Check in with the new students to see how they’re adjusting to their move. what they miss about their old school and one new thing they like about their new school. (Attitude) 4. Discussion with new students and classmates. (Attitude) 11/15
SMALL GROUP ACTION PLAN School Name J. Nelson Kelly School – List of “Multiple Groups” conducted this year Group Name Group #9. GUYS GROUP – (Decision Making and Problem Solving) Goal (BEHAVIOR): The “disrespect/defiance/disruption reports of students (school-wide) will decrease by 20% by the end of the 2015-2016 school year Target Group • Fourth Grade Group of 5 Students / • Fifth Grade Group of 8 Students Data to Identify Students SWIS Data School Counselor(s) ASCA Domain and Standard (Mindsets & Behaviors) Outline of Group Sessions to be Delivered Resources Needed Process Data (Projected number of students affected) Perception Data (Type of surveys to be used) Outcome Data (Achievement, attendance and/or behavior data to be collected) Project Start/Project End Ginny Blake Social/Emotional M 3 Career Social/Emotional M 3 Career Social/Emotional B-SMS 1 Session 1: Getting To Know You Activity. Our Group Oath. Guys Club Agreement. Session 2: Team building activity. All work together to get up the mountain. Session 3: Dealing with Feelings. Express angry feelings in a safe way. Session 4: Operation Breaking the Boy Code by Dr. Poppy Moon Mountaineering Game by Pastimes Co. Ontario, Canada Don’t POP Your Balloon! By Janet M. Bender Don’t POP Your Balloon! By Janet M. Bender Total of 13 Students: 4th Gr. = 5 5th Gr. = 8 Each Weekly – 30 Minutes 1. Self-reports of concerns: Playground Issues Classroom Issues. (Attitude) 2. Students will identify the cooperation skills to win the game. (Knowledge & Skills) 3. Students will identify how they look and sound when angry. (Attitude) 4. Students will choose from a list of SWIS (School Wide Information System) data on “disrespect, defiance, disruption” Glass 5th Grade Guys: October 6 – December 8, 2015 4th Grade Guys: October 9 – December 11, 2015
Career Social/Emotional B-SMS 1 B-SMS 7 Career Social/Emotional B-SMS 1 B-SMS 7 Career Social/Emotional B-SMS 1 B-SMS 7 Academic Career Social/Emotional B-L 9 B-SS 9 Academic Choosing ideas to calm down and express angry feelings in a safe way. Session 5: Learning about “social filters”. Your words matter. Learn when and how to say the most appropriate thing. Session 6: Accepting positive and negative feedback from others. Session 7: Problem Solving – Steps Session 8: Problem Solving Follow-up I Can’t Believe You Said That! By Julia Cook (Why am I in trouble when I was just being honest?) Thanks For The Feedback by Julia Cook Second Step Curriculum by Committee for Children Second Step Problem Solving Steps ideas to calm down and express feelings in a safe way. (Attitude, Knowledge & Skills) 5. Thumbs up and down to the ideas. Students will identify what works and doesn’t work for group members. (Attitude) 6. Students will identify and practice ways to accept compliments or react to criticism. (Knowledge & Skills) 7. Students will brainstorm and choose ideas to solve their concern (Attitude) 8. Students will review progress. (Attitude, Knowledge & Skills)