zilongwang/ReadingBank huggingface dataset:
Activity 6d Activity 6e Each child will have their own individual pattern of development, usually within the normal range of development. The importance of individual differences The concept of individual differences emphasises that each child is unique and each child develops at his or her own pace. This may be faster or slower than the average. It’s important to be tuned in to individual differences between children so that we don’t expect the same developmental level from each child at exactly the same age. As caregivers, we need to respond to each child as an individual. Individual differences in development are the result of different influences in children’s lives. This brings us to Principle 3. Principle 3: Maturation, readiness and learning The way a child develops is also influenced by maturation and learning. Maturation refers to our genetic make-up. This provides a biological timetable that controls the timing and patterns of change in our physical characteristics. A person’s maturation timetable controls the timing of such developments as: loss of first teeth growth spurts brain development timing of puberty. A person's maturation timetable controls the timing of such developments as loss of first teeth Maturation occurs regardless of practice and training and brings the person into a state of readiness. A state of readiness is a time when a person learns a behaviour or skill most efficiently and with the greatest ease. That is, the person is maturationally ready to learn a particular skill.
Parenting styles Three types of parenting styles have been identified by Diana Baumrind (Berk 1996). The table below summarises the parent behaviours and the outcomes or behaviours of children. Parenting style Parent behaviours Children’s outcomes Authoritative Expect appropriate maturity from children Set limits consistently Are affectionate Children are allowed to express their point of view Children participate in family decisions Children develop well Happy Lively Attempt and master new tasks Self-controlled Friendly and cooperative Authoritarian Unresponsive and rejecting when children do not obey Children are not negotiated with Children are punished for being disobedient Anxious Withdrawn Unhappy React with hostility Quick to anger Openly defiant Dependant Permissive Very accepting of children Little or no discipline or limits set Difficulty controlling impulses Demanding of adults Lack of persistence Adapted from Berk (1996)
holder of the Loan under the authority of the National Housing Act, as amended, the Department of Housing and Urban Development Act, as amended, or any other federal law or regulation pertaining to the Loan or the Mortgaged Property. “Impositions” and “Imposition Deposits” are defined in the Security Instrument. “Improvements” means the buildings, structures, and alterations now constructed or at any time in the future constructed or placed upon the Land, including any future replacements and additions. “Indebtedness” means the principal, interest on, and all other amounts due at any time under the Note or the Security Instrument, including prepayment premiums, late charges, default interest, and advances to protect the security as provided in the Security Instrument. “Land” means the estate in realty described in Exhibit A. “Leases” means all present and future leases, subleases, licenses, concessions or grants or other possessory interests now or hereafter in force, whether oral or written, covering or affecting the Mortgaged Property, or any portion of the Mortgaged Property (including but not limited to proprietary leases, leases or occupancy agreements if Borrower is a cooperative housing corporation), and all modifications, extensions or renewals. (Ground leases that create a leasehold interest in the Land and where the Borrower’s leasehold is security for the Loan are not included in this definition.) “Lender” means the entity identified as "Lender" in the first paragraph of the Security Instrument, or any subsequent holder of the Note, and whenever the term “Lender” is used herein, the same shall be deemed to include the Obligee, or the Trustee(s) and the Beneficiary of the Security Instrument and shall also be deemed to be the Mortgagee as defined by Program Obligations. “Loan” means the loan initially made by Lender to Borrower, as defined in the Security Instrument. s. “Mortgaged Property” means all of Borrower's present and future right, title and interest in and to all of the following whether now held or later acquired: the Land; residential
hours, would you normally recognise this as play? Older children and adults also use functional play when faced with new or different objects to explore. Once the new objects are mastered, such as the workings of a new music machine, the ‘real’ play can begin. Symbolic play is when the child can use objects to symbolise other objects, and follows on from the earlier functional play. This stage goes together with the beginnings of speech, another important use of symbols in the development of thinking. The emergence of imagination and speech in the toddler years heralds an important time of growth in children’s thinking skills. Simlansky’s characteristics of dramatic and sociodramatic play Play Behaviour Characteristics Examples Levels/Ages Imitative Role Play Child assumes a make-believe role of a person or object and expresses it in imitation and/or verbalisation Child places doll over shoulder and pats the back (burbing) Beginning: Role relates to the familiar world (e.g. mommy, daddy, bubba) Advanced: role relates to world outsode the family (e.g. doctor, teacher) Make-believe with regard to objects Child substitutes movements, verbal declarations, and/or materials or toys that are not replicas of the object itself or real objects Uses spoon as a phone. Places plastic plates and cups in swing and pushes it back and forth. Beginning: Real objects or replicas used (e.g. real toy car) Advanced: uses prop as part of play scenario (e.g. uses tea towel as wrap for the doll) Verbal make believe with regard to actions and situations Child substitutes descriptions or declarations for actions and situations Uses blocks to build a house and says “this is where Mummy and Bubba live” Beginning: imitates simple actions of adult (e.g. grabs a kitchen sponge from the cupboard and begins to wipe the furniture) Advanced: child’s actions are integral to the play episode (e.g. “I’m cleaning so sissy can play”
talking about what is happening throughout the day talking about what the toddler is doing conversations. A good caregiver encourages toddlers to use language. Caregivers can encourage a toddler to use language by: asking questions that the toddler can answer playing labelling games using picture books and display pictures and objects in the environment encouraging a toddler to repeat what has happened in a story being patient when a toddler is speaking (don’t finish sentences for the child) positively reinforcing the toddler’s language at every opportunity encouraging the toddler to participate in conversations. A good caregiver listens to what a toddler says and responds by: answering any question the toddler asks rephrasing and extending the toddler’s statement commenting on what the toddler says. Toddlers need lots of one-to-one time with an adult so that their attempts at language can be listened to, reinforced, paraphrased, repeated and extended. This will help motivate them to extend their language. During bath time identify body parts How can we support preschoolers’ language development? Here is a summary of ‘must dos’ to support the preschooler’s language development. Do accept and respond. The most important thing we as carers can do to support preschoolers’ language development is to always accept and respond to their attempts at language. This will help maintain their motivation to keep developing their communication skills. Do be clear and positive. Your language should be clear and positive, with varied tones, natural not forced or patronising or artificial. Don’t talk down to children or at children all the time. Do be a good listener. Take time to listen to what preschoolers have to say. If they are difficult to understand, repeat to them what you think they’ve said. A
repeated. 18 months – two years Symbolic play Children use one object to represent another. Being able to do this signals a significant change in their thinking. It means that they now think using an internal representation or idea. Constructive play Children manipulate objects in purposeful ways to achieve results Dramatic play This is similar to Piaget’s symbolic play but also includes games of pretence (the children imagine and take on roles). With younger children dramatic play begins with simple imitations of adult behaviour. From about age six Games with rules Children play games and take part in activities that are structured and governed by rules. The children accept the rules and cooperate with others in play. Provide environments and experiences which stimulate cognitive development and encourage children to explore and problem solve How can we support infants’ brain growth? Early stimulation by parents and caregivers will promote brain growth. For example, by providing things for babies to look at, manipulate and respond to, we are strengthening and
Perform work within identified policies, protocols and procedures What are policies and protocols? Policies? Policies may include a statement of the service’s philosophy, or basic beliefs, as well as step-by-step procedures that relate to how things should be done in practice. They are often developed by staff and management together. Policies often shape the direction of the service. Service policies are an important source of information about your legal and ethical obligations, and should support your decisions concerning duty of care issues. Protocols? Where policies are unwritten there are usually standard practices for dealing with certain situations. Legally such ‘unwritten’ standard practices and protocols are still considered to be policies and can be taken into account when a breach of duty of care is considered. For example, if the service doesn’t have a policy on staffing numbers, this is still assumed knowledge as it is in the Regulations, so the obligation to follow the regulated ratios still holds. This is true with most other directions, simplified in policies and procedures, but originally held in Acts, Regulations or other legal documents. If a policy contradicts an Act or Regulation, then you need to follow the law.
Family Credit Note No Date Detail GST Amount Credit Note Amount (Incl GST) BRO00008 Ms BROWN DFI0001575 21/05/20XX Didn’t Attend Science Works Exc $0.00 $15.00 Family Total $15.00 Grand total $15.00 Invoices Awaiting Payment – Detailed From creditor 2FORTHERD to ZZZZZZZFTC | From Sub-program 1301 to 9601 | From Program 130 to 960 | From Initiative 000 to 000 Invoice Number PSW Invoice Date Invoice Due Date PSW Invoice GST Type Invoice GST Rate Invoice GST Amount Invoice Amount (incl GST) Credit Note Number Credit Note GST Amount Credit Note Amount (incl GST) WH Tax Amount WH Tax Rate WH Tax Type Order Number GL Code Program Initiative 32604 3.59 39.50 89101 730 7302 000 0.00 0.00 3.59 39.50 0.00 Nett amount outstanding: -39.50 Invoice Number STATE SUPPL Invoice Date Invoice Due Date State Supply Invoice GST Type Invoice GST Rate Invoice GST Amount Invoice Amount (incl GST) Credit Note Number Credit Note GST Amount Credit Note Amount (incl GST) WH Tax Amount WH Tax Rate WH Tax Type Order Number GL Code Program Initiative 19530626 24/08/ 20XX 04/09/ 20XX G11 10.00 1.20 13.18 86104 490 4923 000 19535313 24/08/ 20XX 05/09/ 20XX G11 10.00 50.08 550.93 86104 490 4922 000 19535313 24/08/ 20XX 05/09/ 20XX G11 10.00 3.90 42.90 86104 700 7001 000 19550060 24/08/ 20XX 09/09/ 20XX G11 10.00 1.39 15.31 86104 490 4923 000 56.57 622.32 0.00 0.00 0.00 Nett amount outstanding: 622.32 Total Nett Amount Outstanding For All Creditors: 582.82
to monitor whether the school has enough cash to pay its liabilities as they fall due. The principal or business manager will provide this advice. Sundry debtor trial balance This report: shows debtors (those who owe the school money) and the age of amounts owed. Review this report to: check how long the school has been waiting for payment of amounts owed to it discuss action with the principal or business manager. Family trial balance This report: shows debtors (those who owe the school money) and the age of amounts owed. Review this report to: check how long the school has been waiting for payment of amounts owed to it discuss action with the principal or business manager. Sundry debtor credit notes This report: gives details of credit notes generated for specified debtors. Review this report to: verify that credit note transactions are valid: this is an internal control. Family credit notes This report: gives details of credit notes issued for families. Review this report to: verify that credit note transactions are valid: this is an internal control. Invoices awaiting payment This report: lists invoices received but not yet paid. Review this report to: approve invoices for payment. Balance sheet This report: lists the value of the school’s assets and liabilities at a point in time. Review this report to: ask questions about any items not understood and any items which have changed greatly since previous report monitor whether current assets are greater than current liabilities – indicates that the school should be able to pay its debts
improvement. They should be satisfied that the process aligns with the Department’s pre-review guidelines and that the views of the community are reflected. The following table shows how the principal and staff, school councillors, and the school community (including parents, students and other interested people) would typically be involved in the pre-review process. The principal, in consultation with the School Improvement Team will… Councillors will typically… The Senior Education Improvement Leader will… The school community might… plan the methodology and timeline review and contribute to the plan and timeline for the pre-review self-evaluation support the school with planning for brief the school and its community about the process organise consultations with the council and school community participate in working groups participate in consultations with the school community provide support where necessary contribute to surveys participate in parent meetings and focus groups gather and analyse data provide support and challenge where necessary provide support to analyse and interpret data, and challenge where necessary engage with the data and findings prepare the outcomes of the self-evaluation process for reporting and endorsement keep everyone informed about the outcomes of the pre-review self-evaluation support the process provide input into and feedback on the outcomes of the self-evaluation review review review review
Implement and monitor Schools monitor, review and evaluate the implementation of their chosen priorities and initiatives – including impact on student learning – to determine progress, any need for adjustment, and overall outcomes. Monitoring the progress of the school’s improvement strategies, including a review of key risks to achievement, is one of the school council’s key roles. The AIP includes a monitoring section in which schools record six and 12-month progress against the evidence of impact. The council’s role should focus on monitoring progress against the success criteria and/or achievement of the one-year targets featured in the AIP. Monitoring of progress provides an essential link between the written AIP and the daily operation of the school. Schools should self-evaluate against the FISO Continua of Practice as data becomes available and progress is made. This will assist school planning in the following year. Through this process it may become apparent that the school’s circumstances have changed which may require the SSP to be updated. In this situation any change will require endorsement of both the SEIL and the school council.
References references to source documents or relevant legislation are included with extracts of relevant text only include if the policy cannot be adequately understood and implemented without this additional information. Policy characteristics A good school policy should be accessible to the community and: be consistent with Departmental policy, legislation, values and guidelines be compatible with human rights and anti-discrimination legislation (including the Victorian Charter of Human Rights and Responsibilities Act 2006) focus on a single topic be based on a clear statement of purpose that either arises from the goals in the School Strategic Plan or clearly supports those goals and the underlying values of the school reflect the views of the school community clearly indicate what actions are required by relevant groups within the school community acknowledge and take account of the rights of relevant groups contain guidelines for how the stated purpose will be achieved indicate what the school expects of those subject to the policy be written in a style that can be easily understood by the general public outline how it will be monitored and feature a date for review may need to be provided in a range of community languages typically, be one or two pages in length, except where the Department requires specific policy content. Developing a policy Approaches to developing school policies will vary according to the topic, the size of the school and the school council’s committee structures. For example, a policy might be developed: by the council itself (such as an investment policy where council considers it is adequately informed and does not need to consult) by an existing sub-committee which may be delegated this responsibility (such as a policy about a topic already being handled by that sub-committee) by a working party established for the purpose of developing the policy (such as a policy that needs considerable research, consultation and small group discussion but not necessarily by the full council). From the governance perspective, the most important thing is that councillors consider the impact on all stakeholders when developing or changing a policy. This does not mean that everyone in the school community needs to be consulted about every policy as it is being developed. Council should determine when consultation with stakeholders is appropriate. To develop a policy, a council typically takes the following steps. 1. The issue or topic to be addressed by the policy, and the reason for the policy, is identified. For example, it might be a requirement of the Department, or a local issue that requires clarification or guidelines to inform or influence action by the school. 2. The purpose or rationale for the policy is identified.
Forms required for Psychological Testing Requests Purpose of Testing Funding Source SAR Required? Smoky Psychological Testing Authorization Request Form Required? Comprehensive Clinical Assessment or Psychiatric Assessment Required? Note Psychological Testing - General State Yes Yes Yes Medicaid Yes - after 9 hours within 12 months Yes Yes Refer to Smoky Level of Care Guidelines on website Psychological Testing to determine the presence/ absence of IDD State Yes No No Medicaid Yes - after 9 hours within 12 months No No Refer to Smoky Level of Care Guidelines on website Psychological Testing for LOC to determine Innovations Eligibility State No No No Invoice process with contracted providers - contact Rachael Smith X 1139 for questions Medicaid Yes - after 9 hours within 12 months No No Refer to Smoky Level of Care Guidelines on website
Did you include some professional development or training in your strategies to meet your work goal? Or perhaps you just needed some support or supervision from a more experienced team member to scaffold your professional learning. Some goals will be achieved relatively quickly while other goals will require more time and effort. Your willingness to accept support and supervision is a reflection of your professional approach to working in children’s services as it shows your desire for self-improvement. Why write goals? Consider the following dialogue between Jan, an experienced childcare worker and Van who is new to the children’s services profession. It’s the end of the day—the children have all been collected and the staff have tidied up. Jan: Hello Van. How did your first day at work go? Van: I enjoyed it! Jan: That’s good. I’m just putting together my action plan. How familiar are you with action plans? Van: We did cover action plans when I was going my Certificate. But it was not in great detail. Jan: Well, each of us usually does one once a year at around this time. Van: How are they used? Jan: To help us get approval for staff development. You see, once a year, management meets and decides on how what they will spend their funds on. Some of it they will allocate to staff development. Seminars, workshops, training courses and so on. We put in our requests for what we want to participate in. There’s usually never enough money for all of us to do everything we want to do. However, it really helps if you’ve done an action plan and submit this with your request. If the goals on your action plan are the same as the goals of the staff development you’re applying for, the chances that your request will be approved will be better. Van: I see. Jan: An action plan also helps us evaluate our own performance and development at work. These are sometimes referred to as staff appraisals. This process validates the request for additional support to improve performance for staff, supervisors and management. Van: I suppose the plans also provide supervisors with a tool to discuss, evaluate and provide feedback to staff members about their performance of job responsibilities and performance. Jan: Absolutely.
2 18.00 Job work (Eighteen) Providing man power for fan & Pad Polyhouses (580 sqm.) Crops: Tomato, chrysanthemum, carnations, gerbera etc., Taking up bed preparation, transplanting, weeding, staking, pinching, spraying, harvesting, grading, packing etc., complete as one job SS 1 Job 10725.00 (Rupees One thousand seven hundred and twenty five only) 193050.00 3 12.00 Job work (Twelve) Providing man power for Screen Houses (580sqm.) of Various cultural operations like bed preparation, transplanting, weeding, staking, pinching, spraying, harvesting, grading, packing etc., complete as one job SS 1 Job 10725.00 (Rupees One thousand seven hundred and twenty five only) 128700.00 4 6.00 Job work (Six) Providing man power for Hitech Nursery (1075+2112 sqm.) for Preparation of media, tray filling, seed sowing, irrigation, plant protection, shifting of trays, packing and general cleaning Aimed at production of 50,00,000 seedlings complete as one job SS 1 Job 80000.00 (Rupees Eighty thousand only) 480000.00 5 6.00 Job work (Six) Providing man power for Open field (2000 sqm) taking up bed preparation, transplanting, weeding, staking, bending, spraying, harvesting, grading, packing etc., complete as one job SS 1 Job 21450.00 (Rupees Twenty one thousand four hundred and fifty only) 128700.00
Name of Site Number of Title I Combined preschool classroom(s) at this site? Amount of Title I funds allocated to expand preschool classroom. (total letter J from each w/s) Number of students funded by Title I? (total letter I from on each w/s) Number of students funded by other fund source(s)? (total letter H from each w/s) Total: Total: Total: Total: Total:
Past Month, by Perceived Availability: 1992 Table 14 Percent of Secondary Students Alcohol 4.9% 15.3% 23.9% 39.9% 49.4% Marijuana 0.3% 1.3% 3.6% 10.2% 20.7% Cocaine 0.1% 0.2% 0.8% 2.9% 5.4% Crack 0.0% 0.1% 0.6% 0.8% 1.7% Hallucinogens 0.1% 0.1% 1.2% 4.8% 8.2% Who Think Substances Are Very Dangerous to Use: 1990 and 1992 in 1988. The percentage of all students who said cocaine was very or somewhat easy to obtain decreased from 30 percent in 1988 to 26 percent in 1990 and 1992. The numbers were almost the same between 1988 and 1992 for crack and hallucinogens. Students’ substance use is closely related to the availability of such substances. For example, 49 percent of all students who said alcohol was very easy to get actually drank alcohol during the previous month (Table 13). By contrast, only 15 percent of those who said alcohol was very difficult to get drank in the past month. The current prevalence of marijuana was about 21 percent for the students who thought marijuana was very easy to obtain, compared to only 1 percent for those who felt that it was very difficult to obtain. The relationship consistently holds for cocaine, crack, and hallucinogens. Perceived Danger The survey asked students how dangerous they thought it was for kids their age to use substances. The responses range from “very dangerous” to “not at all dangerous.” Table 14 presents the percentage of all secondary school students in 1990 and 1992 who thought various substances were very dangerous to use. The percentage was higher in 1992 for every substance except crack. Although there was a much higher proportion of students in 1992 who thought alcohol was very dangerous than in 1990 (50 percent compared to 37 percent), alcohol is still thought to be the least threatening substance to users. In 1992,
Maximum Gross Monthly Income $1,337 $1,800 $2,263 $2,727 $3,190 Fee Percentage 10% Family Size 6 7 8 9 10 11 12 Maximum Gross Monthly Income $3,653 $4,116 $4,580 $5,043 $5,506 $5,969 $6,433 85% State Median Income (All children) Fee Percentage 10% Family Size 1 2 3 4 5 Maximum Gross Monthly Income $2,578 $3,372 $4,165 $4,958 $5,752 Fee Percentage 10% Family Size 6 7 8 9 10 11 12 Maximum Gross Monthly Income $6,545 $6,694 $6,843 $6,991 $7,140 $7,289 $7,438 [Subsidized Child Care Services Manual: Chapters 7 and 8] Eligible Providers Parents may choose their provider from a variety of types of providers including licensed centers, licensed homes, and religious-sponsored programs. Families with young children who are eligible for Head Start and certain other preschool programs may receive subsidized care assistance during the parts of the day and year when these programs do not operate. Federal regulations require that, all providers must meet some type of health and safety standards and agree to comply with the standards for the receipt of public funds. In order to receive public funds, the provider must sign the initial Application for Enrollment and the Provider Agreement must be signed once per calendar year. In NC FAST the provider will complete these activities through the NC FAST Provider Portal. The Provider Agreement, which includes payment
Pension plans (8e) – Allowable with restrictions Plant and homeland security costs (30) – Allowable with restrictions Pre-award costs (31) – Allowable with restrictions (Pre-award costs) Professional services costs (32) – Allowable with restrictions Proposal costs (33) – Allowable with restrictions Publication and printing costs (34) – Allowable with restrictions Rearrangement and alteration costs (35) – Allowable (ordinary and normal); Allowable with Federal prior approval (special) Reconversion costs (36) – Allowable with restrictions Recruiting costs (1.c.(1)) – Allowable with restrictions (addresses costs of advertising only) Relocation costs Not specifically addressed Rental cost of buildings and equipment (37) – Allowable with restrictions Royalties and other costs for use of patents (38) – Allowable with restrictions Scholarship and student aid costs Not specifically addressed Selling and marketing costs (39) – Unallowable with exceptions Specialized service facilities Not specifically addressed Student activity costs Not specifically addressed Taxes (40) – Allowable with restrictions Termination costs applicable to sponsored agreements (41) – Allowable with restrictions Training costs (42) – Allowable for employee development Transportation costs Not specifically addressed Travel costs (43) – Allowable with restrictions Trustees Not specifically addressed
Table 3. Extract from SOCA WDA Functional purpose Contributing actors (current system) Functions Contributing actors (current system) Provide access across rail line Road user Detection and alert systems Regulators/Authorities Alert to presence of rail level crossing Regulators/Authorities Detection and alert systems Physical infrastructure Maintain priority access for rail traffic Detection and alert systems Regulators/Authorities Physical infrastructure Alert to presence of train Rail user Regulators/Authorities Detection and alert systems Protect road users Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Media Physical infrastructure Behave appropriately for environment Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Media Protect rail users Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Train service providers Maintain road user and rail separation Rail user Road user Pedestrians Detection and alert systems Physical infrastructure Minimise delays to road network Regulators/Authorities Detection and alert systems Maintain road user/rail/pedestrian flow Rail user Road user Pedestrians Detection and alert systems Physical infrastructure Minimise delays to rail network Regulators/Authorities Detection and alert systems System design Regulators/Authorities Train service providers
Train service providers System performance monitoring and education Rail user Regulators/Authorities Train service providers Media Maintain infrastructure Regulators/Authorities Table 4. Extract from formative SOCA WDA (new additions on top of Table 3 highlighted in bold) Functional purpose Contributing actors (redesigned system) Functions Contributing actors (redesigned system) Provide access across rail line Road user Detection and alert systems Physical infrastructure Alert to presence of rail level crossing Road user Regulators/Authorities Detection and alert systems Physical infrastructure Maintain priority access for rail traffic Detection and alert systems Regulators/Authorities Physical infrastructure Alert to presence of train Rail user Road user Regulators/Authorities Detection and alert systems Protect road users Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Train service providers Media Physical infrastructure Behave appropriately for environment Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Media Protect rail users Rail user Road user Pedestrians Regulators/Authorities Detection and alert systems Train service providers Maintain road user and rail separation Rail user Road user Pedestrians Detection and alert systems Physical infrastructure
93.667 SOCIAL SERVICES BLOCK GRANT U. S. DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATION ON AGING Federal Authorization: Social Security Act, Title XX, as amended; Omnibus Budget Reconciliation Act of 1981, as amended, Public Law 97-35; Jobs Training Bill, Public Law 98-8; Public Law 98-473; Medicaid and Medicare Patient and Program Act of 1987; Omnibus Budget Reconciliation Act of 1987, Public Law 100-203; Family Support Act of 1988, Public Law 100- 485; Omnibus Budget Reconciliation Act of 1993, Public Law 103-66; 42 U.S.C. 1397 et seq. N. C. Department of Health and Human Services Division of Aging and Adult Services Agency Contact Person – Program: Joyce Massey-Smith Adult Services Section Chief 919-855-3401 Agency Contact Person – Financial: Betty McFarling, Interim Budget Officer (919) 855-3445 N. C. DHHS Confirmation Reports: SFY 2017 audit confirmation reports for payments made to Counties, Local Management Entities (LMEs), Boards of Education, Councils of Government, District Health Departments and NC DHHS/Division of Health Service Regulation Grant Sub recipients will be available by at the following web address: . At this site, click on the link entitled “Audit Confirmation Reports (State Fiscal Year 2016-2017)”. Additionally, audit confirmation reports for Nongovernmental entities receiving financial assistance from the NC DHHS are found at the same website except select “”. The Auditor should not consider the Supplement to be “safe harbor” for identifying audit procedures to apply in a particular engagement, but the Auditor should be prepared to justify departures from the suggested procedures. The Auditor can consider the Supplement a “safe harbor” for identification of compliance requirements to be tested if the Auditor performs reasonable procedures to ensure that the requirements in the Supplement are current. The grantor agency may elect to review audit working papers to determine that audit tests are adequate. The Division of Aging and Adult Services issues funding authorizations to local county departments of social services annually. DAAS revises allocations mid-year according to spending patterns in the local dss’s. Auditors should review the allocations on file at the DSS to determine actual funding. I. PROGRAM OBJECTIVES September
93.669 U. S. Department of Health and Human Services Administration for Children and Families Federal Authorization: Child Abuse Prevention, Adoption and Family Services Act of 1988, Title I, Public Law 100-294, as amended; Child Abuse, Domestic Violence, Adoption, and Family Services Act of 1992, Public Law 102-295; Juvenile Justice and Delinquency Prevention Act Amendments of 1992, Public Law 102-586; Child Abuse Prevention and Treatment Act Amendments, Public Law 104-235; 42 U.S.C. 5101 et seq; Public Law 108-36, “Keeping Children and Families Safe Act”, which amended CAPTA; Child Abuse Prevention and Treatment Act Reauthorization of 2010, P.L. 111-320. N. C. Department of Health and Human Services Division of Social Services Agency Contact Person – Program Kevin Kelley Section Chief Agency Contact Person – Financial Kathy Sommese Business Director (919) 527-6415 Kathy.Sommese@dhhs.nc.gov Confirmation Reports: SFY 2017 audit confirmation reports for payments made to Counties, Local Management Entities (LMEs), Managed Care Organizations (MCOs), Boards of Education, Councils of Government, District Health Departments and DHSR Grant Subrecipients will be available by at the following web address: . At this site, click on the link entitled “Audit Confirmation Reports (State Fiscal Year 2016-2017). Additionally, audit confirmation reports for Nongovernmental entities receiving financial assistance from DHHS are found at the same website except select “. The Auditor should not consider the Supplement to be “safe harbor” for identifying audit procedures to apply in a particular engagement, but the Auditor should be prepared to justify departures from the suggested procedures. The Auditor can consider the Supplement a “safe harbor” for identification of compliance requirements to be tested if the Auditor performs reasonable procedures to ensure that the requirements in the Supplement are current. The grantor agency may elect to review audit working papers to determine that audit tests are adequate. PROGRAM OBJECTIVES The objective of this program as authorized by the Child Abuse Prevention and Treatment Act (CAPTA) is to support and improve State child welfare services systems in one or more of the 14 program areas. October
RECORD OF MEDICAL EXPENSE APPLIED TO THE DEDUCTIBLE 1. CASEHEAD: 2. CASE ID: 3. CASE NO.: 4. CERTIFICATION PERIOD: FROM THRU Record medical expenses in the order in which they are incurred: 5. DED. AMOUNT 6. BU MEMBER 7. DATE OF SERVICE 8. DATE OF LAST PAYMENT 9. PROVIDER 10. AMOUNT CHARGED 11. TPR 12. CLIENT RESP 13. AMOUNT APPLIED TO DED. 14. DED. BALANCE 15. VERIFICATION DMA-5036 (1/87)
Any public or nonprofit private entity. Profit-making organizations are ineligible. Beneficiary eligibility Medicaid recipients. Matching, Level of Effort, Earmarking The Federal share for services provided through the contract is 50 percent. The remaining 50 percent is provided through non-State funds. Period of Availability of Federal Funds All funds must be expended within the contract period specified in the formal notice of grant award. Procurement and Suspension and Debarment Contractors do not purchase goods or services with Community Care of NC grant funds and no local testing is necessary. Reporting Grantees are responsible for managing and monitoring each project, program, subaward, function or activity supported by the award. Therefore, contractors are required to submit a year-end report to the ORHCC. These reports are specified in the contract agreement (Attachment B). Report formats are provided by the ORHCC and are designed to gather consistent data across all CCNC network sites. Reports are due within 30 days following the end of the contract period. SUBRECIPIENT MONITORING Grantees that pass funding through to other entities must perform monitoring activities on each subrecipient to include: reviewing reports submitted by the subrecipient, performing site visits to the subrecipient to review financial and programmatic records and observe operations, reviewing eligibility determinations, and reviewing each subrecipient’s single audit or audit results to ensure the subrecipient is in compliance. Suggested Audit Procedure: Obtain a list of all subrecipients with which the grantee has agreements. Select a sample and verify that all monitoring activities are documented. Special Tests and Provisions Conflict of Interest and Certification Regarding No Overdue Tax Debts All non-State entities (except those entities subject to the audit and other reporting requirements of the Local Government Commission) that receive, use or expend State funds (including federal funds passed through the N. C. Department of Health and Human Services) are subject to the financial reporting requirements of N. C. G. 143C-6, effective July 1, 2007. These requirements include the submission of a Notarized Conflict of Interest
Govt. V.Y.T.PG. Autonomous College Durg (C.G.) SESSION-2018-19 LAB COURSE - 1 (6 Hrs) 100 Part – I Plant Reproduction 15 Part – II Plant Resource Utilization and Conservation 15 Part – III Exercise based on Biotechnology 15 Part – IV Exercise based on Microbial Ecology 15 Part – V Spotting/ Field study 20 Part – VI Viva- Voce 10 Part – VII Sessional 10 LAB COURSE - 2 Project (to be evaluated by examiner) 100 Name and Signatures of Members Board of Studies S. No. Category Name of Nominated Members Signature Chairperson Dr. Ranjana Shrivastava Members 1. Prof. Smt. Gayatri Pandey 2. Dr. K. I. Toppo 3. Dr. G. S. Thakur 4. Dr. Shubha Gupta 5. Dr. Shriram Kunjam Subject specialist 1. Dr. N.B. Singh (Govt. N.PG. Science College Raipur C.G.) 2. Dr. Avinash Sharma (Govt. N.PG. Science College Raipur C.G.) VC Nominated member Dr. Veena Pani Dubey (C.M.D. College Bilaspur C.G.) Corporate/ Industrial area Representative Shri Rajesh Agarwal (Kusum Rice Mill Kadambari Nagar Dhamdha Road Durg C.G.) Ex Meritorious Student PG Rukmani (Govt. D.T. College Utai C.G.) Subject expert from other Department Dr. Alka Tiwari (Govt. V.Y.T.PG. Autonomous College Durg C.G.)
SCC and DPOR registration documentation (Appendix) Attachment 3.2.10 Section 3.2.10 no Full size copies of SCC Registration NA Section 3.2.10.1 no Full size copies of DPOR Registration (Offices) NA Section 3.2.10.2 no Full size copies of DPOR Registration (Key Personnel) NA Section 3.2.10.3 no Full size copies of DPOR Registration NA Section 3.2.10.4 no DBE statement within Letter of Submittal confirming Offeror is committed to achieving the required DBE goal NA Section 3.2.11 yes Offeror’s Team Structure Identity of and qualifications of Key Personnel NA Section 3.3.1 yes Key Personnel Resume – DB Project Manager Attachment 3.3.1 Section 3.3.1.1 no Key Personnel Resume – Quality Assurance Manager Attachment 3.3.1 Section 3.3.1.2 no Key Personnel Resume – Design Manager Attachment 3.3.1 Section 3.3.1.3 no Key Personnel Resume – Construction Manager Attachment 3.3.1 Section 3.3.1.4 no Organizational chart NA Section 3.3.2 yes Organizational chart narrative NA Section 3.3.2 yes
Institution where rendered service/ supplied articles Period Name of supplies / service If contract cancelled before expiry, mention region 9 Particulars of registration Demand Draft: ………………………………………………………………… Dated:- ………………………….. Signature of owner of the firm (with stamp/seal) NOTE:- Without TIN/PAN/VAT and valid EPF/ESI (if applicable), no firm will be registered. The KV No.3, Srinagar reserves the right to cancel the name of the suppliers/firms/service providers from its approved lists at its absolute discretion without assigning any reason. UNDERTAKING I, Mr./Ms. ____________________________________ Proprietor/owner of M/S __________________________ do hereby undertake that the above furnished information is correct to the best of my knowledge and belief. In case of any information / supporting document furnished by me found to be incorrect / false, the offer of my contract will be cancelled automatically and action may be taken as per Kendriya Vidyalaya Sangathan rules. I assure you to provide the best service to Kendriya Vidyalaya No.3, Srinagar. Place: …………………………… Signature ……………………………………….. Date: ……………………………. Name of Proprietor ……………………………. Seal of the Firm …………………………………
(2) In setting registration fees, the Secretary may impose annual fees, or different fees having regard to the period a declaration is to apply for or the conditions or characteristics in respect of which the declaration is made. 25 Appointment of inspectors (1) Inspectors may be appointed from time to time for the purposes of this Act. S. 25(2) amended by No. 115/1994 s. 142(Sch. 2 item 7). (2) The Secretary of the Department must provide every inspector under this Act who is not a meat inspector or an inspector of livestock appointed under the Livestock Disease Control Act 1994 with a certificate of identification. 26 Power of inspectors to enter property to enforce this Act S. 26(1) amended by No. 80/1996 s. 13(d)(i). (1) A magistrate may issue a warrant to a stock inspector in respect of a property that is, or has been, used for the production or holding of stock or livestock products intended for sale. (2) A magistrate may only issue the warrant if he or she is satisfied that it is reasonable for the stock inspector applying for the warrant to have access to the property to check— S. 26(2)(a) amended by No. 80/1996 s. 13(d)(ii). (a) whether the practices carried out on the property in the production or holding of stock or livestock products are consistent with any ongoing or one-off declaration made by the owner of the stock or livestock products or the occupier of the property; or S. 26(2)(b) amended by No. 80/1996 s. 13(d)(ii). (b) whether stock or livestock products on the property that are marked, or that are to be marked, in a way set out in an ongoing declaration are in a condition that is consistent with that declaration; or
(a) inspect the property and all stock, livestock products, plant and facilities on the property; and (b) require any person found on the premises to state in full his or her name and the address of his or her place of residence and, if it is reasonably suspected that the name or address stated is not correct, to produce any document the person is carrying that contains his or her name or address; and S. 27(1)(c) amended by No. 80/1996 s. 13(e)(ii). (c) require the immediate production of articles used in the production or holding of stock or livestock products; and (d) break open any locked container or room that the person in charge of the premises will not open. (2) Before exercising a power under this section or section 26(3), the stock inspector must produce the warrant for inspection if asked to do so by any person on the property. (3) Before requiring a person to state his or her name and address, the stock inspector must— (a) produce identification and permit it to be inspected by the person; and (b) inform the person that the requirement is being made under this section; and (c) state the reason why the requirement is being made. (4) In exercising his or her powers under this section and section 26, a stock inspector may use the assistance of a police officer. 28 Offences concerning the execution of warrants
Rossett Community Council 15th September 2016 The next meeting of Rossett Community Council is to be held at Rossett Presbyterian Church, Station Road, Rossett on Wednesday 21st September 2016 at 7.30pm to transact the following business. Yours faithfully Sarah Tushingham Clerk for the Council AGENDA Declarations of Interest Members are reminded that they should declare the existence and nature of any personal or prejudicial interest in the business of this meeting. Apologies for absence. Public/Representatives participation. Land Planning to address the meeting re Gamford Lane development. Approval of the Minutes of the 20th July 2016 meeting (as per copy attached). 4. Police Report.
FUNDS IT HAS RECEIVED FROM IOCAS AND THAT THE COMMISSION SHALL ALSO MAKE OTHER REPORTS ON MATTERS WITHIN ITS JURISDICTION AND RECOMMENDATIONS FOR FURTHER LEGISLATION AS MAY APPEAR DESIRABLE; AND TO DEFINE NECESSARY TERMS. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 8-13-1312 of the 1976 Code is amended to read: “Section 8-13-1312. (A) As used in this section: (1) ‘Commission’ means the South Carolina State Ethics Commission. (2) ‘IOCA’ means an Interest on Campaign Account benefiting the commission that is established with an eligible institution for the deposit of contributions. The account product may be an interest-bearing account; a money market account with or tied to check writing; a sweep account that is a government money market fund or daily overnight financial institution repurchase agreement invested solely in or fully collateralized by United States government securities; or an open-end money market fund solely invested in or fully collateralized by United States government securities. (a) ‘Open-end money market fund’ means a fund holding itself out as a money market fund as defined by applicable federal statutes and regulations under the Investment Act of 1940 and, at the time of the investment, having total assets of at least $250,000,000. (b) ‘United States government securities’ means United States treasury obligations and obligations issued or guaranteed as to principal and interest by the United States or any agency or instrumentality thereof, including obligations of government sponsored enterprises. (3) ‘Eligible institution’ means a financial institution with an office located within the State that conducts business within the State with the general public; that is authorized by federal or state laws to do business in South Carolina; and that is insured by the Federal Deposit Insurance Corporation, the National
31.01.2018 1 03 01 04 ₹78800- ₹209200 50 2 08 02 01 02 13 01 ₹78800- ₹209200 50 3 – 04 01 02 07 01 ₹56100- ₹177500 45 4 01 01 02 ₹44900- ₹142400 35 5 – 01 01 01* ₹44900- ₹142400 35 6 – 16 04 02 05 27 01 ₹35400- ₹112400 35 7 – 02 01 01 04 01 ₹35400- ₹112400 28 8 – 70 24 13 39 146 02 02 01 ₹25500- ₹81100 30 9 19 06 03 10 38 01 01 27
19 Disaster Management Agency Jumaal Said Osman Officers 20 Organisation of Islamic Countries Ahmed Mohammed Adan Head of Somalia Office 21 Organisation of Islamic Countries Mohammed Idle Deputy Director Somalia 22 Danish Refugee Council Mogadishu-based senior staff - 23 Embassy of Turkey - Somalia Dr Cemalettin Kani Torun Turkish Ambassador to Somalia 24 Ministry of Interior - Somaliland Abdisamad Omer Mal Director General 25 Ministry of Interior - Somaliland Ato Kochin Counter-terrorism Coordinator 26 Ministry of Resettlement, Rehabilitation and Reconstruction - Somaliland Ahmed Egeh Tigse Consultant for the Minister 27 Ministry of Resettlement, Rehabilitation and Reconstruction - Somaliland Abdirahman Deputy Director of Integration for IDPs 28 Ministry of Resettlement, Rehabilitation and Reconstruction - Somaliland Osman Director - Repatriation 29 Hargeisa Municipality Maxamed Haybe Vice Mayor 30 Academy for Peace and Development Hassan Hallas - 31 UN Habitat Caasha Maxamed Representative 32 Ministry of Agriculture Farah Elmi Minister 33 Somaliland Human Rights Commission Fatiya Hodan Ayan Chairperson and Commissioners 34 General meeting IOM, NRC, DRC, The Heritage Institute Representatives