zilongwang/ReadingBank huggingface dataset:
First Fire Apprenticeship scheme in the UK launched In a first for the UK, the Service has launched a Firefighter and Community Apprenticeship programme, designed to offer successful applicants a rich learning experience where they can gain comprehensive knowledge of the wider work of the Service as well as completing operational training. The 11-strong team completed their first stage of the 21-month long apprenticeship scheme at a glittering close at their Prince’s Trust Team Programme graduation. The Prince’s Trust Team programme was deemed to be the perfect gateway into the Firefighter and Community Apprenticeship and the recruits spent 12 challenging weeks being taken outside their comfort zone. They have been exposed to the elements on a week-long camping residential in North Wales, interviewed by members of the Service Management team and spent time experiencing the inner workings of many of the headquarters’ departments. After their graduation the team was straight into initial firefighter training and have also been seconded to various teams and stations around the county on the intended outcome of every single one of them securing permanent employment with the Service. Summary of accounts 2016-17 Cheshire Fire Authority is the public body which manages the fire and rescue service on behalf of local communities. It is made up of 23 elected Members, with eight appointed by Cheshire East Council, seven by Cheshire West and Chester, three by Halton Borough and five by Warrington Borough. The current political make up of the Authority is Labour (13), Conservative (8), Liberal Democrat (1) and Independent (1). The Authority is a separate legal body and has the power to set council tax and agree its own policies and procedures without needing the approval of these local councils. Its meetings are open to the public and are usually held at the Service’s Winsford headquarters. Full details are on the website – Its key duties include approving the annual budget; setting its council tax level and agreeing the numbers of staff and levels of equipment necessary to provide an effective service and approving the organisation’s key policies, plans and strategies. It is also responsible for ensuring its business is conducted in accordance with the law and proper standards, that public money is properly accounted for and how it aims for continuous improvement. To demonstrate this it produces an Annual Governance Statement to accompany the Statement of Accounts. From 2013-14 the Authority has included this as part of its annual Assurance Statement. Both the Annual Accounts and the Assurance Statement are available on the Authority’s website.
2016/17 Performance Target 2017/18 Performance Target 2018/19 Performance Target 2019/20 Performance Target 25,000 inquiries answered 25,300 inquiries answered 25,500 inquiries answered 25,500 inquiries answered 82% of calls answered 83% of calls answered 84% of calls answered 85% of calls answered Performance Measure: The settlement rate of HRLSC cases at HRTO mediation compared to the settlement rate of non-HRLSC cases 2016/17 Performance Target 2017/18 Performance Target 2018/19 Performance Target 2019/20 Performance Target 67% of cases that reach mediation are resolved at the mediation stage 69% of cases that reach mediation are resolved at the mediation stage 70% of cases that reach mediation are resolved at the mediation stage 70% of cases that reach mediation are resolved at the mediation stage Performance Measure: The number of cases the HRLSC settles before or at a HRTO hearing 2016/17 Performance Target 2017/18 Performance Target 2018/19 Performance Target 2019/20 Performance Target 100 cases are settled between mediation and before or at a hearing 110 cases are settled between mediation and before or at a hearing 115 cases are settled between mediation and before or at a hearing 115 cases are settled between mediation and before or at a hearing Performance Measure: The percentage of hearing cases the HRLSC settles before or at the beginning of a HRTO hearing 2016/17 Performance Target 2017/18 Performance Target 2018/19 Performance Target 2019/20 Performance Target 85% of hearing stage cases are settled at the beginning of a hearing 85% of hearing stage cases are settled at the beginning of a hearing 85% of hearing stage cases are settled at the beginning of a hearing 85% of hearing stage cases are settled at the beginning of a hearing Performance Measure: The number of clients who rate the service as good or very good with the HRLSC’s services
Bonus: Purchasing extra voices. If you find the voice that comes by default with your phone to be very low quality for reading, you can buy more high quality voices for as little as $2 or $3 per voice. In the Play store, look for the app called “Acapela”. A text-to-speech (TTS) engine will be the first result, which will be a free app. Step 1: Once installed, open the Acapela TTS application on your phone. Step 2: Sample all of the voices from the list that pops up. There are several English (UK, Indian, US) which you can choose. Step 3: Buy the voice and once it is downloaded, head into your settings app. Step 4: Here, choose “language and input” (if running Android 4.0 or above), or “voice input and output” (if running Android 2.3). In Language and input, scroll down to “text to speech settings”. Step 5: On the next screen, choose the Acapela TTS engine setting. You can make sure that the voice works by tapping the “listen to an example” button.
2 Tell staff about policies for supporting employees with disabilities Who must be informed? What policies should be covered? How will the policies be communicated? When? Where? Resources: Employment Standard Policy Guidelines (Ministry website) Employer’s Toolkit: Making Ontario’s Workplaces Accessible to People With Disabilities (The Conference Board of Canada website) Employment Standard Training (AccessForward website) RESPECT Poster (PDF Resource) Harold Jeepers video “Part 5: Recruitment and Informing Employees of Supports” (HRPA website) 3 Make workplace information accessible to employees What information must be made accessible? How will you make it accessible? When? What format? To who? Resources: Employment Standard Policy Guidelines (Ministry website) Employer’s Toolkit: Making Ontario’s Workplaces Accessible to People With Disabilities (The Conference Board of Canada website) Employment Standard Training (AccessForward website) Harold Jeepers video “Part 3: Accessible Formats and Communication Supports” (Human Resources Professionals Association (HRPA) website) Employee feedback
achieve if the ICT has accessibility limitations. These situations work against the objective of securing greater employment of people with disability across the APS. Inaccessible ICT takes many forms and extends beyond computer software. Telecommunications and other business machines such as printers, scanners and photocopiers used in Government agencies also commonly lack accessibility features and present a number of barriers for employees with disability. In light of the above challenges, the Commission expects that better employment results would be achieved if APS agencies adopted policies to ensure that ICT is accessible to people with disability from the outset of the recruitment process. Legal dimensions Promoting inclusive work environments accessible to people with disability is a legislated requirement under the Disability Discrimination Act 1992 (Cth). The Australian Government has also ratified the United Nations Convention on the Rights of Persons with Disabilities (CRPD), Article 9 of which states: “States Parties should … promote the design, development, production and distribution of accessible information and communications technologies and systems at an early stage, so that these technologies and systems become accessible at minimum cost.” In 2010, the Australian Government made a commitment to fulfil its obligations under the CRPD through its endorsement of the National Disability Strategy 2010-2020 (NDS). The NDS establishes a framework to guide the actions of governments as they work towards implementation of the CRPD. The NDS includes the following relevant directions for future action: Improve community awareness of the benefits of universal design. Promote universal design principles in procurement. International Experience The purchase of ICT products and services accessible to people with disability is currently mandated for Government agencies in the US, Japan and some parts of Europe. If it adopted this practice, the Australian Government could: maximise opportunities for the employment and retention of people with disability across the APS; reduce the need for the purchase of specialised equipment through the Employment Assistance Fund;
(Greek) CEFR approved examination offered by the Greek Ministry of Education. B1 Full test. Accepted at the same B1 level as other CEFR assessments. Fairfax County PALS Locally developed Performance Assessment for Language Students (PALS). ( the Fairfax County Language Coordinator for more information) Meets Expectations End of Course (4th Quarter) PALS for Level 4 or above with a minimum rating of Meets Expectations. Fairfax County World Languages Credit Exam Locally developed WPT for heritage speakers. ( the Fairfax County Language Coordinator for more information) 18 Full Test (German) German exam for young people and adults B1 Must include the Speaking and Writing portions of the test with the lowest rating being B1 or higher. IB International Baccalaureate Exams – Language BExams: Standards Level (SL) and Higher Level (HL) 4 Available only to students currently enrolled in IB programs. IB International Baccalaureate Exams – Language A: Language & Literature. 4 Available only to students currently enrolled in IB programs. IB International Baccalaureate Exams – Classical Languages Exam: Standards Level (SL) and Higher Level (HL) 4 Available only to students currently enrolled in IB programs. Loudoun County World Languages and Cultures Credit Through Testing (CTT) Exam Locally developed WPT for heritage speakers. ( the Loudoun County Language Coordinator for more information) 18 Intermediate-Mid Writing prompts must require respondents to formulate questions. A speaking assessment may be required if there is any reason to believe that the speaking proficiency would be lower than the writing proficiency (Arabic, Korean, Portuguese, Russian) NEWL® is an online proficiency-based language assessment. 3 (plus subscore requirement) Full test with minimum subscore of Intermediate-Mid in both speaking and writing. (Latin) National Latin Exam Level 4: Silver Level 5-6: Cum Laude Full Test ACTFL Oral Proficiency Interview Intermediate-Mid Full Test Oral Proficiency Interview by Computer® Intermediate-Mid Full Test (Latin only) SAT Subject Test - Latin 600 Full Test (ASL) Signed Language Proficiency Interview Intermediate Plus Full Test
(German) Das Deutsche Sprachdiplom ( the German Language Advisor for more information) B1 Must include the Speaking and Writing portions of the test with the lowest rating being B1 or higher. (Greek) CEFR approved examination offered by the Greek Ministry of Education. B1 Full test. Accepted at the same B1 level as other CEFR assessments. Fairfax County PALS Locally developed Performance Assessment for Language Students (PALS). ( the Fairfax County Language Coordinator for more information) Meets Expectations End of Course (4th Quarter) PALS for Level 4 or above with a minimum rating of Meets Expectations. Fairfax County World Languages Credit Exam Locally developed WPT for heritage speakers. ( the Fairfax County Language Coordinator for more information) 18 Full Test (German) German exam for young people and adults B1 Must include the Speaking and Writing portions of the test with the lowest rating being B1 or higher. IB International Baccalaureate Exams – Language BExams: Standards Level (SL) and Higher Level (HL) 4 Available only to students currently enrolled in IB programs. IB International Baccalaureate Exams – Language A: Language & Literature. 4 Available only to students currently enrolled in IB programs. IB International Baccalaureate Exams – Classical Languages Exam: Standards Level (SL) and Higher Level (HL) 4 Available only to students currently enrolled in IB programs. Loudoun County World Languages and Cultures Credit Through Testing (CTT) Exam Locally developed WPT for heritage speakers. ( the Loudoun County Language Coordinator for more information) 18 Intermediate-Mid Writing prompts must require respondents to formulate questions. A speaking assessment may be required if there is any reason to believe that the speaking proficiency would be lower than the writing proficiency (Arabic, Korean, Portuguese, Russian) NEWL® is an online proficiency-based language assessment. 3 (plus subscore requirement) Full test with minimum subscore of Intermediate-Mid in both speaking and writing. (Latin) National Latin Exam Level 4: Silver Level 5-6: Cum Laude Full Test ACTFL Oral Proficiency Interview Intermediate-Mid Full Test
Acceptable Items: Phones Printers* Batteries * Computer Speakers (Household are $10.00 a set) Ballasts* Wire Cell Phones Lawn Mowers Medical Equipment White Goods PC’s Copiers Fax Machines Scanners Servers Switches Microwaves Light Fixtures* Electrical Equipment Laptops Modems Radios Towers Routers Switch Gear Refrigerators* Chargers AC Units All Appliances Fire Alarm Equipment Scrap Metals* Pipe Battery Operated Tools (The batteries are $.80/lb) Filing Cabinets* Printed Circuit Boards Metal Desks* Bicycles* Keyboards ***Keep in mind, the above items are a guideline – if you have something to recycle, that plugs in or is metal and you do not see it on this list, please call or email me. Chances are that we take it.*** -CHARGEABLE ITEMS – Some Metal/Appliances May Be Subject to a Pick Up Fee - TV’s are $30.00 apiece CRT Monitors: are $15.00 apiece with or without a computer / Flat Screen Monitors without a computer are $15.00 apiece Light Bulbs [Call for Pricing] ****Not Accepted on Recycle Days **** Batteries – Alkaline $.55/lb Wood $.25/lb Dumpsters – New and Pre-owned Furniture and Warehouse/Storage Equipment – Labor Car Seats $15.00 each Toners: $.25/lb Propane Tanks $10.00 Apiece Any Furniture is evaluated on an per a situation basis * May have a fee attached *** WE DO NOT ACCEPT TOY PLASTICS, AT ALL *** (P): 978-772-4545 (F): 978-772-9599 Email: REQUEST A RECYCLE PICK UP AT : WWW.LIQUIDATEDSTUFF.COM
Hands-on Metallophone € 13.00 Footnotes 8 rugged notes that can be spread around, jump on them to play them. £351.00 Electronic Toys Air Hogs Remote Controlled Laser Zero Gravity Vehicle Just point the light beam and watch the vehicle chase it up the wall or upside down. Only works on smooth surfaces. For ages 8 years and over. Thomas V.Smile Motion Active Learning System Pre-school TV learning console, complete with motion sensing wireless controller. Accompanied by Thomas & Friends Learning Game introducing colours, shapes, vocabulary, numbers, logic, spelling and more. Add a second joystick (not included) for 2-player gaming. TV, extra controller and mains adaptor not included.
During the engagement process, the city heard what is important to the people of Burlington. Here are the four key strategic directions you will learn more about in this Strategic Plan. Burlington A City that Grows A City that Moves A Healthy and Greener City An Engaging City Burlington’s Strategic Plan and other Corporate Priorities The City of Burlington’s 2015 – 2040 Strategic Plan is the city’s guiding document. Here is how other city plans are aligned. Long-term policy: City of Burlington’s 2015 – 2040 Strategic Plan Medium-term policy: Official Plan (5-10 year renewal) Related plans: Transportation Master Plan Asset Management Plan Community Energy Plan Cultural Action Plan and more Short –term implementation plans Collectively: The Corporate Work Plan The City Manager’s Work Plan City’s Senior Manegement Work Plan
Reducing violence against women and their children is everyone’s responsibility. What we know 1 in 3 women has experienced physical violence since the age of 15. 1 in 5 women has experienced sexual violence. On average 1 woman is killed every week at the hands of their partner. This appears to be rising. Almost 17 per cent of women in Australia have experienced violence by a partner. $13.6 billion is the estimated cost to Australia each year. What we’re doing about it We consulted with 2,000 community stakeholders. 6 convened expert forums. 370 public admissions reviewed. The long term and bipartisan National Plan to Reduce Violence against Women and their Children, focusing on domestic and family violence and sexual assault. Ongoing engagement with the community and experts. First Action Plan – Second Action Plan – Third Action Plan – Fourth Action Plan (2010- 2022) Working together – Commonwealth, State and Territory Governments and NGOs. Communities are safe and free from violence Relationships are respectful Services meet the needs of women and their children experiencing violence Strengthened Indigenous Communities Perpetrators stop their violence and are held to account Justice responses are effective
April 9-12th – Seventh meeting of the IAEG-SDGs in Vienna, Austria. May 23rd – ECOSOC Special Meeting: “Towards sustainable, resilient and inclusive societies through participation of all” at the UN in New York. June 11th – Financing the implementation of the SDGs organized by the President of the UN General Assembly at the UN in New York. REGIONAL SECTION Regional Engagement Every bulletin will focus on regional engagement of DPOs. It is a space to exchange on our advocacy in the five regions (Asia Pacific, Europe, Latin America, the Arab region and Africa) and to make the link between the national and global levels. It is also an opportunity to update each other on the regional work done around the yearly forums hosted in each region to prepare Member States to the High-level Political Forum. Please share information on what is taking place for persons with disabilities and the SDGs in your region. Dr Marion Steff from the will manage the content; please send information to . We will share the information in the next bulletins. Content needs to be sent each month before the 10th of that month. For more information on what is taking place at the Regional UN Headquarters, click on the following links: ECLAC (UN Economic Commission for Latin America and the Caribbean): 18-20 April, Santiago [REGISTRATION OPEN!] ESCAP (UN Economic and Social Commission for Asia and the Pacific): 28-30 March, Bangkok See details below. [REGISTRATION OPEN!] ECE (UN Economic Commission for Europe): 1-2 March, Geneva by 16 February. Please register for the main meeting and the two round tables of your choice. ESCWA (UN Economic and Social Commission for Western Asia): April, TBC
Part 4 looks at the competencies and supports required by teachers to promote and support personalization and accessible technology in the classroom. It also contains a proposed structure and content for a supplemental “How-to Guide” to the recently updated UNESCO publication “ICT Competency Framework for Teachers”. Annexes to the report provide a bibliography, the meeting agenda, questions used to stimulate discussion and thought in the breakout sessions with the Experts, a list of the participants and a list of recommended resources and readings. The meeting report is available from the UNESCO website at: Summary of key recommendations Practical solutions for the use of accessible ICTs 1. Maximise use of accessibility features in currently available technologies. Most mainstream ICTs such as computers, tablet PCS and other technologies used in schools contain a wealth of features that, through the setting of preferences, can aid very many students in accessing the curriculum and recording their work. 2. Facilitate students to ‘self-accommodate’ by learning the computer features that best suit their needs. The ability to personalise technology to suit ones preferences and needs is a life-skill that will benefit students as they progress through the educational system. 3. The potential of new developments and near-future technologies as a means of addressing current barriers should be monitored and exploited. Technology trends worth monitoring are mobile learning, cloud-based solutions, touch screen, gesture interactive user interfaces and research into the use of game consoles for learning. 4. Create an inclusive and positive attitude towards the use of technology for learning. Attitudinal barriers towards and fear of technology by teachers, parents and administrators will significantly reduce the chances of teachers exploiting the benefits of accessible ICTs even in well-resourced settings. 5. Teacher training and support is critical. If teachers are to be convinced of the value of accessible ICTs in the classroom they must first have the necessary skills, attitudes and knowledge. 6. The provision, training and on-going support required for effective accessible ICT usage is a ‘team effort’. A functional accessible ICT eco-system requires joined-up thinking at a policy level as well as communication between all actors as a local level including Assistive technology specialists.
Internal Partners Individuals within the Workforce Center who have a vested mission in financial literacy or offering varied training opportunities TANF programs – count Money Smart education toward work activity requirements Youth programs – Money Smart curriculum meets WIA Youth Program mandate to “improve educational and skill competencies” Slide 48: Step Two: Identify Partners Note on Internal Partners Do not be disappointed if internal staff are not familiar with financial education or question its merit in relation to their mission. Use “no” as a teachable moment to share what you know about the benefits of financial education Slide 49: Step Two: Identify Partners External Partners Organizations currently providing financial education services. Partnership could include: Organization offers their financial education program at the Workforce Center Organization accepts referrals from the Workforce Center Slide 50: Step Three: Determine Program Design There are three ways to implement Money Smart Partner with another organization As mentioned in Step Two
LOCATION OF ACCESSIBLE CAR PARKS CAULFIELD EAST Location Number of spaces 1A Sir John Monash Drive Caulfield East There is one space in the car park at Caulfield Train Station. 31 Station Street Caulfield East There are two street parking spaces outside Caulfield Racecourse. 18 Derby Road Caulfield East There is one street parking space near the corner of Derby and Dandenong Roads. 26 Sir John Monash Drive Caulfield East There are two street parking spaces outside Monash University opposite the train station. 31 Sir John Monash Drive Caulfield East There is one street parking space at Monash University near the Queens Road roundabout.
LOCATION OF ACCESSIBLE CAR PARKS CAULFIELD SOUTH Location Number of spaces 790 Glen Huntly Road Caulfield South There is one street parking space on Hawthorn Road near the corner of Glen Huntly Road. 8 Cedar Street Caulfield South There are three street parking spaces outside the Caulfield Senior Citizens Centre.
LOCATION OF ACCESSIBLE CAR PARKS ORMOND Location Number of spaces 1–3 Ulupna Road Ormond There is one space in the car park near the corner of Ulupna and North Roads. 517 North Road Ormond There is one street parking space near the corner of Lillimur Road. 12–14 Katandra Road Ormond There is one space in the car park near the corner of North Road at the rear of shops. 1A Newham Grove Ormond There are two spaces in the railway station car park at the corner of Newham Avenue. 576 North Road Ormond There are two street parking spaces in Wheeler Street near the corner of North Road. 51 Katandra Road Ormond There are two spaces in the car park adjacent to Ormond Railway Station.
Accessible Information and Communication Format Request Form This form is also available in large print Name Address Telephone Date of Request Email Address Request for information in an alternative format: Please select the format you require below Insert an X into the box of your choice Large Print Easy to Read Via Email Alternative Language Braille Other Support Please complete in full and hand in to reception so we can make sure you have access to information you understand
47. Management of roads Sets out the requirements to reduce the amount of sediment and pollutant runoff from sealed and unsealed roads to contribute to the protection of surface waters and their beneficial uses. 57 24 22, 24 18 Minor Updated to emphasise need for a road authority or protection agencies to minimise erosion, sediment and pollutant transport from roads and associated infrastructure. 48. Forestry activities Requires forestry activities, forestry managers and operators to carry out forestry and timber harvesting activities on both private and public land in compliance with any Code of Practice adopted under the Sustainable Forests (Timber) Act 2004 as it relates to water quality. 55 Moderate Reference to EPA role relating to audits to assess compliance with the Code for forestry activities on public land have been removed from the clause as it is now a DELWP responsibility and incorporated into an implementation action. 49. Releases from water storages Requires water storage operators to consider the water quality impacts of releases from storages on the receiving water environment, prior to the release. This is to be done by undertaking a risk assessment to consider how the release may alter flow patterns or vary sediment, salt, nutrients, temperature, dissolved oxygen or other pollutants from the downstream level and then to act to minimise any risks identified. 42 12 15 25 Minor Clause simplified and explanatory material removed. Harmonisation has adopted the key wording of the schedules. 50. Dredging and desilting management Requires people to plan and undertake dredging and desilting activities, in accordance with the Best Practice Environmental Management Guidelines for Dredging (2001) to minimise the 44 13 19 Minor Updated to focus on the existing commitment to comply with the BPEM.
Schedule 3: Environmental Quality Indicators and Objectives Contains the tables of objectives as well as clauses describing how tables must be used and narrative objectives for each water segments as referenced in clause 18. Schedule A # 8, Table 2&3 8, Table 2 8, Table 2, Table 3, Table 4 Table 2, Table 3, Table 4 Table 2 and Table 3 Significant See Chapter 7 in the PIA Schedule 4: Pollutant Load Reduction Targets Contains the tables specifying load reduction targets, and clauses describe conditions and requirements for achieving those targets 3A 15 12 19 Significant See Chapter 7 in the PIA Schedule 5: Areas of High Conservation Values Contains the list if areas of high conservation value Schedule B No change Clauses removed from SEPP (Waters of Victoria) and SEPP (Groundwaters of Victoria) Current Clause WoV F3 F5 F6 F7 F8 GoV Intent/objective of original clause Reason for Removal Responsibilities 13-23 5 10 10 10 12 11 Identify the roles and responsibilities for the implementation of the SEPPs Not required as they duplicate legal obligations defined in various Acts and the obligations are more appropriately identified in specific SEPP (Waters) clauses. Clean-up of polluted groundwater 13 Allows EPA to require clean-up of pollution. The Clause restates provisions in the EP Act and is not required.
privacy principles as well as other requirements. Applications are to be placed with the data custodians of each department and the Government negotiating team can assist with the preparation of applications. The Victorian Government will work with proponents to develop a proposal to help the data owner understand the purpose for which the data are sought and in some cases, to assist applicants by suggesting better or more appropriate sources. Sufficient time should also be allowed for permissions to be obtained from the data owner. Apart from the Australian Early Development Census, the Victorian Government will not be able to provide detailed data of services delivered or funded by Commonwealth agencies. The Victorian Government will work with proponents to help facilitate Commonwealth data requests, where possible within the Joint Development Phase timelines. Approval for access to data is not guaranteed and requires the approval of the relevant data owner, for example the Australian Government (Australian Early Development Census, Medicare Benefits Scheduled data), the Victorian Curriculum and Assessment Authority (NAPLAN and the Senior Secondary Qualifications). DATA LINKAGE Some datasets can be linked. Linking unit-record data involves merging two or more datasets to provide a longitudinal time series of a person’s journey through government service systems and beyond. Proponents can request summary reports based on linked data or for extracts from linked de-identified unit record datasets. The Victorian Government will seek to facilitate data requests within the expected time frames of the Joint Development Phase. DATA COMPLETENESS Although the administrative and survey collections held by Victorian Government agencies can potentially provide a rich information base of Victorian children and youth, there are fewer data observations for the most vulnerable children and disengaged youth. This is because the most vulnerable children are less likely to attend school and their families more likely to change address. Similarly, disengaged youth are those who have stopped attending education and training and are not in the labour force. They also may be less likely to access health and human services. Since both cohorts are unlikely to be fully captured in Victorian Government administrative collections, it will be important that prospective proponents consider other avenues to identifying information relating to these cohorts. WHO TO CONTACT Questions about data should, in the first instance, be directed to the Primary Contact for the RFP process: pads@dtf.vic.gov.au
1 The learner will know about a commercial service The learner must know: Assessment Requirements Evidence Location 1.a The help provided by a given commercial service (e.g. plumbers, electricians, builders, power suppliers) Learners should indicate the help provided by a given commercial service. Assessment of this component may make use of the Entry 1 Achievement Continuum, where judgements should be recorded on an Entry 1 Learner Transcript and indicate the stage on the continuum at which the learner has achieved the standard. Please see the Qualification Handbook for further information. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Why they might need the commercial service Learners should indicate why they might need the commercial service.
1 The learner will know about a commercial service The learner must know: Assessment Requirements Evidence Location 1.a A function of a commercial service Learners should indicate a function of a commercial service. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Information on the availability of a commercial service Learners should find information on the availability of a commercial service. 1.c When they may need to use the commercial service Learners should indicate when they may need to use the commercial service.
4.a Two circumstances when s/he may need the service Learners should list two circumstances when s/he may need the service The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b An expected outcome of accessing the service Learners should list an expected outcome of accessing the service Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about a financial service The learner must know: Assessment Requirements Evidence Location 1.a A function of a financial service (e.g. banks, building societies, post office, and cash point machines) Learners should indicate a function of a financial service. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Information on the availability of a financial service Learners should find information on the availability of a financial service. 1.c When they may need to use the financial service Learners should indicate when they may need to use the financial service.
2 The learner will know how to find the service The learner must know: Assessment Requirements Evidence Location 2.a Information on the availability of the service Learners should find information on the availability of the service The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used.
Access Potential Solution Is there at least one accessible restroom at the program site? Provide directional signage to the accessible restroom. If no…relocate the event to a more accessible site If needed, is there an accessible elevator? If no, relocate the event to a more accessible site Are there adequate accessible parking spaces available? Mark spots as accessible prior to the event Accommodation Requests Has a participant requested handout materials in alternate format? Ask for the preferential format and contact the DRC for assistance Has a participant requested a sign language interpreter, speech to text specialist, reader, scribe, visual description specialist, or note taker? Ask for the preference, dates, times and location then contact the DRC with that information. Has a participant requested an assistive listening device? Contact the DRC to check out the needed equipment If a video or video clip is being used, are captions or subtitles available? Transcripts can be developed during the production of any video. Once the transcript is developed, captions can be loaded onto the video through YouTube, or with the assistance of the DRC. If you are using PowerPoint, did a participant request enlarged, Braille, or electronic copies of the slides? Contact the DRC for assistance *Always describe the visuals represented on the slides Concerns Regarding Access Do you have questions about how to manage access issues? Contact the DRC for assistance Has a participant lodged a complaint about access issues? Apologize for the oversight and make sure the details of the concern are documented. Provide the email address of the ADA Coordinator for UTC. Bryan-Samuel@utc.edu
Rubric for Webquests 3 points 2 points 1 point 0 points Choice of website Max pts: 2 Max pts: 2 Website chosen is highly relevant to the assignment. Website chosen is moderately relevant to the assignment Website is not chosen or not relevant to the assignment Quality response Max pts: 3 Response to the assignment is thorough providing a complete answer to the webquest. Response also includes information regarding how this information will be used by the participant in the future. Response to the assignment is thorough providing a complete answer to the webquest. Response to the assignment is provides a partial answer to the webquest. No response is submitted Assignments: There will be 11 assignments throughout the 6 sessions. Creation Assignments: 7 assignments worth 10 pts each Worksheet Assignments: 2 assignments worth 5 points each (completion grade) Reflection: 2 assignments worth 5 points each (completion grade) The Creation Assignments are assigned at 10 point possible Rubric = 2pts. possible for clear objective, goal or standard given 5pts. completed all required steps of the assignment 3pts. quality original completed product
If the e-mail remains in your account you are requested to delete it immediately from both your inbox and trash and provide confirmation that this has been done. If you have accessed the e-mail I should advise that you are under a duty of confidentiality in accordance with the Student Code of Conduct/Staff Contract and the content of the email should not be divulged to anyone. I would like to thank you for your co-operation in this matter. If you have any further queries please contact me. [Name]
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Children who have been deferred (for example, were eligible to attend in the previous year). A child whose family lives close to the kindergarten will have priority over other children (determined by postcode). A child with siblings who have attended a preferred centre within the past two years will have priority over other children at that kindergarten. There is no automatic follow on of positions from pre kindergarten to kindergarten programs at the same service. Application Process Applications for both funded and unfunded programs can be submitted on a child’s second birthday or at any time thereafter. Application forms will be available from Maternal & Child Health Nurses when attending the two year check and will be . They will also be available from Baw Baw Shire Council Customer Service Centres and Family and Children’s Services Centre. A completed application form needs to be returned with proof of birth (as stated below) this can be submitted in person at a Baw Baw Shire Council Customer Service Centre in Warragul or Drouin. A credit card phone payment can be processed by contacting the Kindergarten Enrolment Officer 5624 2540. Alternatively applications can be posted to the Kindergarten Enrolment Officer, Baw Baw Shire Council, P.O. Box 304, Warragul 3820. Applications need to be complete including payment of the application fee (cheque or money order) and proof of birth. (Please note: The $20.00 application fee will be waived for holders of current concession cards for funded 4 year old Kindergarten programs. If applicants wish to have the fee waived they must present a current concession card in person to a Baw Baw Shire Council Customer Service Centre with their completed application form). Each application form must be accompanied by: a copy of proof of the child’s date of birth. This includes a birth certificate, extract of birth, passport, Immunisation History Statement from Medicare, or a statutory declaration confirming child’s date of birth. a non-refundable application fee. This application fee is waived for holders of current concession cards for funded four year old Kindergarten programs. A current eligible concession card must be sighted by a Baw Baw Shire Council staff member and expiry date recorded. Please note: An application will not be processed if unaccompanied by an application fee or current concession card (for applications to a funded four year old program) and proof of child’s date of birth. Incomplete applications will be returned to applicants.
A list of acceptable documents, which sets out AccessNI requirements of the documents that should be used for checking identity and the two routes that can be used to establish an applicant’s identity; and A guide to identity checking, which provides useful information to RBs in relation to the checking of identity documents. 4. The documents are available at the following link: Specific Changes 5. The key changes are as follows; The introduction of Group 2a and 2b identification documents to replace the current Group 2 documentation; New requirements and advice about checking persons from (a) outside the UK and (b) the European Economic Area; The removal of documents as acceptable forms of identification (Annex A); The inclusion of new documents as acceptable forms of identification (Annex A); Signatories will now be required to declare on the application form that “a check has been made to ensure the applicant has a right to work in the UK”; RBs must keep copy identity documentation for 90 days after the certificate is issued. AccessNI staff will now on a random basis compare copy identity documents used by RBs against the information provided on application forms; and RBs must contact AccessNI if any applicant does not have the correct range of identity documents. 6. AccessNI has updated the PIN ID and validation documents on NiDirect. You should begin to make arrangements within your organisation to phase out use of the current PIN/ID validation forms. Guidance document 7. AccessNI has produced a new guidance document for id checking to provide helpful advice and information to RBs. This lays emphasis on the importance of checking names and addresses. It is especially important that a RB establishes and ensures that application forms are completed to include all forenames used by an applicant. AccessNI will not accept any responsibility where a criminal record check is issued but information is not provided due to the absence of one or more forenames.
Accessory Dwelling Unit Guide Introduction What is an Accessory Dwelling Unit? An Accessory Dwelling Unit is a completely self-contained, self-sufficient residential dwelling unit located entirely within a single detached, semi-detached, townhouse or row house dwelling, which contains no more than one other dwelling unit. Accessory dwelling units are also referred to as "basement apartments", or "secondary suites", but the City of Kawartha Lakes has decided to use the term “Accessory Dwelling Unit”. An Accessory Dwelling Unit: is comprised of a set of self-contained rooms capable of being occupied as an independent dwelling unit; contains kitchen, sleeping, and bathroom facilities designated for the exclusive use of the unit; has a means of access/egress that may be separate or shared with the other unit; and may be installed on any floor of the principle dwelling. Zoning By-law 2014-283 permits Accessory Dwelling Units to be located in single detached, semi detached, townhouse or row house dwellings within the City of Kawartha Lakes, serviced by full municipal services, where the dwelling is attached thereto. The subject property must be located within the urban settlement boundaries, outlined in the City of Kawartha Lakes Official Plan, of Lindsay, Bobcaygeon, Fenelon Falls or Omemee. Accessory dwelling unit must be connected to full municipal services. Accessory dwelling unit cannot be within an accessory building (ex. detached garage, boat house). All Accessory Dwelling Units must be registered to be considered legal As of November 4, 2014, the only accessory dwelling units that are considered legal are those registered with the City according to the Registration By-law 2014-305. Once an accessory apartment is registered, the owner will receive a Letter of Registration from
Increasing the extent to which disabled students can participate fully in the College curriculum Targets Strategies Outcome Time Frame Goal Achieved Short Term Raised awareness for the whole staff of the curriculum needs of students with: Language and communication difficulties Learning difficulties Physical disabilities Visual impairment Hearing impairment Programme of INSET at whole staff meetings Overview of the needs of particular groups of students for all staff On-going Increased access for all groups Medium Term Clarification of support role of staff in meeting the needs of students with speech and language difficulties Work with SEND Service to agree role of College staff in supporting individual students Appropriate support for students with speech and language difficulties from College resources On-going Increased access to the curriculum through specialised support for students with speech and language difficulties Train personnel in moving and handling techniques Identify staff to be trained. Training provided by SEND Service Appropriately trained staff to move and handle students with physical disabilities On-going Long Term Training for staff in one of the following low incidence needs: Hearing impairment Visual impairment Sensory impairment Speech / Language difficulties Application for an accepted training course Staff with specialist training/ qualifications On-going Quality specialist support within College Increased curriculum access
Physical Access Targets Strategies Outcome Time Frame Goal Achieved Short Term Ensure that there are no physical barriers to access for students with wheelchairs in some classrooms / areas of the College Work with Amey (Site) to identify and maintain areas of the College which are accessible to students with limited mobility Increased access for students with a range of disabilities Regular review of premises Ongoing Increased physical access of the College Long Term To ensure that the College continues to provide an appropriate learning environment for students with a range of disabilities Work with the LA and Amey to ensure that there are no physical barriers to access for students with a range of disabilities Full physical access to the College and curriculum Regular review of premises Report to Governors every year Ongoing Full physical access to the College achieved
Banner Student Information Management Systems Request Form TESTING OFFICE This form is to be filled out by authorized management and/or School/College/Division (SCD) authorized Business Manager. Indicate an ‘X’ on your selection(s) in the ADD column. To EXPIRE Banner access, send the Applicant’s Name and WSU AccessID in an e-mail message to the Computing & Information Technology (C&IT) Access & Identity Management Office: ADD BANNER ACCESS PROFILE BANNER ACCESS CLASS(ES) (Security Office Use Only) GENERALTECH BAN_WSUSTU_ADM_INQ BAN_WSUSTU_ADM_RULES_INQ BAN_WSUSTU_ADM_SOASBGI_INQ BAN_WSUSTU_ADM_TC_INQ BAN_WSUSTU_ADM_TESTING_SOATEST BAN_WSUSTU_ADM_TESTING_VALID BAN_WSUSTU_ADM_VALID_INQ BAN_WSUSTU_ADM_VALID_TC_INQ BAN_WSUSTU_GENP_INQ BAN_WSUSTU_GENP_VALID_INQ BAN_WSUSTU_GENSYS_FORMS BAN_WSUSTU_GENSYS_JOBS BAN_WSUSTU_GENSYS_JOBSUB BAN_WSUSTU_GENSYS_PIN_INQ BAN_WSUSTU_GENSYS_POPSEL BAN_WSUSTU_GENSYS_VALID BAN_WSUSTU_GENS_HOLD_INQ BAN_WSUSTU_GENS_VALID_HOLD_INQ BAN_WSUSTU_GENS_VALID_INQ BAN_WSUSTU_INQ BAN_WSUGEN_REPORTS BAN_WSUGEN_CONNECT BAN_WSUGEN_INQ SSN ‘Read Only’ Users - This selection is for “Read Only” users who require VIEW access to SSN. A business reason is required for approval by the Data Owner. Enter the business reason and send this Access Request Form to the below Data Owner representative. STUDENT: SPAIDEN; SPAPERS _______________________________________________ Business Reason: Data Owner representative: [ "Linda K. Falkiewicz" ]