zilongwang/ReadingBank huggingface dataset:
Work completed by ACFA to date Work completed to date Work Progress/date of completion Definition of significant refurbishment to qualify for a higher accommodation supplement Final ACFA advice to Minister on 21 November 2012. Government announced its position on 21 December 2012 The framework for setting accommodation payments in residential aged care Final ACFA advice to Minister on 28 November 2012. Government announced its position on 21 December 2012 Further advice on method for determining a RAD and a DAP using a MPIR to Minister on 17 May 2013. Government announced its position on 23 May 2013 Estimation of the possible impacts on revenue and balance sheet funding from changes to accommodation payment arrangements ACFA’s advice and KPMG modelling provided to Minister on 22 May 2013. Government released advice and modelling on 23 May 2013 ACFA Inaugural Report on the funding and financing of the aged care sector 30 June 2013. Government released the report on 22 July 2013 Interim advice to the Minister on improving the collection of financial data from aged care providers 31 July 2013. Government released the report on 28 August 2013 Data book on supported and non-supported residents 30 April 2014. Government released the report on 28 May 2014 ACFA’s second report on the funding and financing of the aged care sector 1 August 2014. Government released the report on 29 August 2014 Reports on the impact of financial reforms on the aged care sector First report – 6 August 2014 Second report – 9 September 2014 Third report – 29 September 2014 Fourth and Fifth report – 20 January 2015 Sixth report – 13 March 2015 Seventh report – 21 April 2015 Report on improving the collection of financial data from aged care providers Final ACFA report to Minister Released 28 October 2014 Report on factors influencing the financial performance of aged care providers Initial report on factors influencing the financial performance of residential aged care providers delivered to Minister on 5 May 2015. Government released the report on 2 June 2015.
Access to care Services by type of care 30 June 2011 30 June 2012 30 June 2013 30 June 2014 High care 45% 51% 55% 59% Low care 4% 3% 2% 2% Mixed care 51% 46% 43% 38% Total 100% 100% 100% 100% Source. Report on Government Services (2014) Number of First Admissions into Permanent Residential Aged Care, by Care Type and Extra Service Status and as a Proportion of Total First Admissions in 2013-14 2010-11 2011-12 2012-13 Extra services 4,303 1,657 5,690 7.0% 2.7% 9.7% Non-extra services 34,020 21,361 55,381 55.5% 34.82% 90.3% All admissions 38,323 23,018 61,341 62.5% 37.5% 100% Source. Unpublished departmental data Number of recipients in permanent residential aged care at 30 June 2014, by Provider organisation Type (For-Profit, Not-For-Profit, Government) Total operational places Number of permanent residents in care All residents Residents aged 70 or more years Residents aged 85 or more years Not-for-profit 108,747 101,820 95,207 61,115 For-profit 70,842 63,564 58,753 36,623 State and local government 9,694 8,590 7,488 4,277 Total 189,283 173,974 161,448 102,015 Source. Unpublished departmental data
X A.A. Elective X A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective X Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading Speaking X Critical Analysis X Qualitative Skills Scientific Method of Inquiry X Writing Listening X Information Literacy X Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Analyze business transactions for an entire accounting period for both service and merchandise businesses, applying proper debit and credit rules. Course Discussions, assignments, projects, quizzes or exams Apply the accrual basis of accounting using general accepted accounting principles. Course Discussions, assignments, projects, quizzes or exams Prepare the four basic financial statements. Course Discussions, assignments, projects, quizzes or exams Account for fixed assets including development of a depreciation schedule comparing the different depreciation methods. Course Discussions, assignments, projects, quizzes or exams Account for current liabilities including payables and contingencies as well as compute a payroll and the related taxes. Course Discussions, assignments, projects, quizzes or exams SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Account for long term liabilities including the pricing of a bond using present value tables and the completion of a bond amortization schedule. Course Discussions, assignments, projects, quizzes or exams Account for stockholders’ equity both (issuance and repurchase of stock) and earned capital (dividends and restrictions). Course Discussions, assignments, projects, quizzes or exams SECTION 7 Faculty name(s): Shawna Coram Date: 9/29/14
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Demonstrate an understanding of common accounting methods available to control fraud and financial crimes. Course Discussions, assignments, projects, quizzes, exams or presentations. Demonstrate familiarity with common accounting software used to detect/prevent and control fraud. Course Discussions, assignments, projects, quizzes, exams or presentations. Demonstrate an understanding of the legal and ethical considerations underlying fraud and crimes against business or consumers. Course Discussions, assignments, projects, quizzes, exams or presentations. SECTION 7 Faculty name(s): Shawna Coram Date: 11/13/14 CS20150615
Shannon Lush ELECTRICIAN What is this job about? Electricity Bills – Yuck! Please Explain! , , All , , All Secondary FLOOR FINISHER Carpet, Wooden Floors, Polished Concrete, Tiles - What's the cost? Websites and Games: Make Room! Middle Secondary Middle Secondary LOTJ – Iqbal Masih Carpet Weaver and Child Labour Activist Powerful Ideas – Practical Actions: Free the Children My Hero Project – Iqbal Masih A good read? What’s Your Review? , , All , , All Primary Middle FURNITURE POLISHER Comparing homemade furniture polish using olive oil on different surfaces. Beeswax and Furniture Polish , , All , GARDENER Creating a Frog Bog: at school or home Creating or revitalising an edible Indigenous garden at school , , All , , All GLAZIER What is this job about? Skyscrapers and Glass , , All Middle Secondary HANDYPERSON When is a Hammer, a Hammer? Mould and Damp: How it effects your health , , All LOTJ – Handyperson Dr. Jim Penman, CEO Jim’s Group What is your dream? What things do you like now that could be your future job? , , All HOME IMPROVEMENT INSTALLER MEASURING WINDOWS FOR BLINDS , , All INTERIOR DECORATOR Analysing the Top 50 Rooms 2014 Websites, Games & Apps: Decorating Your Room; Decorating with Jessica; Sweet Home 3D App; Cool Hunting App Middle Secondary INTERIOR DESIGNER Living in a small space? Let’s analyse your options! Interior Design and Homelessness Websites, Games & Apps: Interior Secondary Middle Secondary
Designer Activities; Armstrong Design a Room; My Deco; Colours Palette Generator; Interior Design Tool for Busy Homeowners Elastic Annex – WebQuest Secondary Secondary JOINER Wood Joinery Types! Design a wardrobe that will suit you! , , All , , All NANNY The Adventures of Nanny Piggins Nanny McPhee & Mary Poppins – who would win? Primary Primary Middle PAINTER Brushes and Rap Mr Bean – Painting his house: Next Instalment Maths and the Painter Primary Middle Middle Secondary Middle Secondary PLASTERER Activities with Plaster of Paris Creating a new Ceiling Panel Websites, Games and Apps: Story Tile created with Plaster; Arm and Face Masks Primary Secondary PLUMBER Is your school Water Wise? Plato the Platypus Plumber (part time): Goes ICT! Greywater recycling: What is it? Websites and Games: MATHS IS FUN: PLUMBER GAME , , All Primary Middle Middle Secondary Primary POOL TECHNICIAN pH and Pool Technicians What lies lurking in your swimming pool? Fact check! Websites, Games & Apps: Pool Doctor App Primary Middle Secondary ROOFER Up on the Roof – Creation of an additional verse The History of Roofing in Australia Secondary , , All TILER Tiling your house? How hard can it be? Let’s brighten up the garden with a mosaic time pot Websites, Games and Apps: Tile Estimate App , , All , , All Secondary UPHOLSTERER Kids Furniture – would an upholsterer be bothered? While at the Sofa Factory Car Upholstery: Vinyl or Leather? What would you choose? Primary Middle Primary Middle
Jewels Websites: Making Jewellery Now; Jewelquest; How to make Jewellery for Everyone; Beadage; Jewellery Design Challenge (UK Museums) Want to start a Jewellery Business? , , All Middle LOTJ – Michael Parker Jeweller & Designer Design a ring of your own , , All LEATHER GOODS MAKER Making a Leather Cord Wrangler Leather Craft Ideas: Are they marketable? Primary LOCKSMITH Comparing Keys and Codes! Intricate and Cryptic Key Designs Toys Keyed in! Primary MAKEUP ARTIST I’m entering the Australian Makeup Artist of the Year Awards! , , All MILLINER Classifying hats using a Dichotomous Key Make your own “Mad Cap” Primary Middle NEWSAGENT Newspaper Readership – hard copy or online? Muckracker Magazine WebQuest Primary Middle Middle PACKER Poetry and Packers? Packer Research Activity Bar Codes… Primary Middle PASTRYCOOK Try your hand at Pastry! The Sugar Bite , , All PET GROOMER How would I groom this dog? A Mobile Pet Grooming Fit Out! Critical and Creative Thinking Skills: Self Reflection Primary Secondary PHARMACIST Chemist and Pharmacist Websites: Brain Pop: Medicines (2); Generation RX Primary Middle PICTURE FRAMER Creating a Straw Picture Frame DIY – Instructions on making this… Art Works and the Art of Framing Primary Primary PRIMARY PRODUCTS INSPECTOR Spot Checking Horse Meat Scandal: Is it ethical to eat horse meat? Primary Middle RESTAURANT MANAGER Chinese Restaurants in Australia! Researching the one in a town or , , All
suburb near you! Evolving Restaurant Types What does it take to open an Entomophagy Restaurant? Secondary RETAIL MANAGER Costing… Fish shop: quality or quantity? Fish Biz: Cash Flow Is this mirror correct? Is it a good idea for the grocery stores you know to become Grocerants? Primary Primary Middle Middle Secondary SALESPERSON Garage Sale Websites: Lemonade Stand (3); Style App; Dealing with Difficult Customers Nice Shoes: What’s the Price WebQuest When in Rome – Shop! WebQuest Parts of a Computer - WebQuest Primary Secondary Primary Secondary SCREEN PRINTER Pretty Rooster – A T-shirt Design Business with a Purpose Compare & Contrast: Coping with a T-Shirt Designing Business Primary LOTJ – Lachlan Screen Printer and Fashion Designer Size Seven: How did Lachlan do it? Designing a new T-Shirt , , All , , All TATTOO ARTIST A Survey of Tatts “The Original Tattooed Lady” The Law and Tattoos Secondary Secondary TEXTILE DESIGNER Different materials – what do you know? DIY Textile Design – how hard can it be? Ethics & the Textile Industry in Bangladesh , , All Secondary Secondary VISUAL MERCHANDISER There are DISPLAYS and displays! Do you know the difference? Your classroom will be on display for Parent-Teacher Night! How would you display it? WAITER Where do that knife and fork go? Comedy Drama: There’s a rat in my soup! Or Basil the Rat Websites: The Waitress; Café Waitress; Restaurant Waiter: Thrills and Spills Primary Primary Middle WEDDING COORDINATOR Wedding List: Where to seat my family? Pricing the Centre Piece for a Wedding! Primary Middle Middle Secondary
Make a Crossword Puzzle with the equipment for an Automotive Electrician; or a Word Cloud using Wordle Creating a Poster to encourage more people into the industry The Effect of Greenhouse Gases on the Environment WebQuest , , All Secondary Secondary LOTJ – Andrew Automotive Electrician Counting up the cost! The Science within an Automotive Electrician’s job Primary Middle Secondary BUS DRIVER Websites: Bus Driver Game; London Bus 2; Park My School Bus; School Bus Driver; Harry Potter Bus Driving; A Bus Drive to Yankee Stadium! Middle CAR DETAILER CAR PARK ATTENDANT Cleaning the Family Car Car Detailing in your region? Could this be YOUR business venture? , , All CARAVAN PARK & CAMPING GROUND MANAGER More people are hitting the road in their caravan and campervans than ever before, but will the traditional caravan park survive? Secondary CHAUFFEUR As shiny as possible The Diaries of Malala Yousafzai’s Chauffeur , Secondary LOTJ – Alf Stafford – Chauffeur Trust – Who would you trust? Which car would you choose for the PM? Primary , , All COXSWAIN Compare and contrast two or more boats Publish a Boating Safety Booklet for Students Coxswain of yesteryear: John Cadman – his story , , All , , All Secondary LOTJ – Andrew Charter Vessel Operator Down on the Harbour! Sydney Harbour Down on the Harbour! Sydney Harbour CRANE OPERATOR Websites: The Junkyard; Cargo Master; Carrier Truck Game; Coal Express; Rubble Trouble Tokyo; Shipping Yard THE CASE OF THE WOUL-BE WIDGET THIEF Primary Middle
WebQuest DELIVERY DRIVER Can parcel deliveries ever be truly Investigating UberEats , , All DRIVING INSTRUCTOR How did your family learn to drive? The Trouble with Mr Bean , , All , , All FLIGHT ATTENDANT Websites: Air Hostess Game; Flight Attendant Game; Where is That?; Geo-Globe; Lizard Point Map Quizzes; Flightmapping; Allthecountries App , , All FLYING INSTRUCTOR Teaching Aviation English? , , All FORTLIFT OPERATOR In the Movie, “Cars”, there is a special character Guido the forklift!... Additional Script for “Cars” Websites: Forklift Games; Planet of the Forklift Kid Primary Primary Middle Primary FURNITURE REMOVALIST Websites: My Move App; Moving Day App TOURIST INFORMATION OFFICER Medical and Dental Tourism: Is it something you would consider? Do we REALLY have to go on holidays? Secondary LIVESTOCK TRANSPORT DRIVER Counting the Cost of Transport… Maths & Livestock Transport: The Tyranny of Distance Live Export Trade – Worth it? Primary Secondary LOGGING TRUCK DRIVER Safe Work Australia needs your help! , , All MECHANIC “Just a Minute” Car Crash WebQuest Secondary MOBILE PLANT OPERATOR Create a new episode for Scoop to be the hero! Restoration of the Earth after mining! Possible? Primary Middle Secondary NAVY OFFICER / NAVY SAILOR/NAVY TECHNICIAN Australian “Battleship” Treasure Hunting vs Underwater Cultural Heritage vs Future Green Energy Projects: what's your take? Knots and Knots: What Sailors ought to know! Primary Middle Primary Middle PANEL BEATER Mr Bean’s $1.7 Million Smash Repair Bill Website: Car Repair Game Primary
Appendix E: Aged care workforce data Workforce supplement The 2012-13 Budget included an allocation of $1.2 billion over five years from 201213 (including $471.7 million in 201617) to address workforce pressures in aged care. The Workforce Supplement was paid to aged care providers who met the terms and conditions of the Workforce Compact, which was an attempt to improve wage rates for aged care workers in order to retain workers and also to encourage more workers into the industry. As part of the 2013-14 Budget, the Government redirected funding from the Workforce Supplement into the general pool of aged care funding. The offsets included: Residential, home care and flexible care providers received an increase in funding of 2.4 per cent in their basic care subsidy from 1 July 2014. Eligible grant programs such as the Commonwealth Home and Community Care Programme received a 2.4 per cent increase in their funding. Eligible regional, rural and remote providers received a 20 per cent increase to Viability Supplement payments from 1 July 2014. Wage costs as a proportion of provider expenses As ACFA has previously reported in its annual reports on the funding and financing of the aged care sector, wage costs (e.g. salaries) represent the greatest proportion of provider expenditure and so costs in this area can have a significant impact on financial performance. In home care, salaries comprise the greatest proportion of expenditure across all types of provider. In 2014-15 salaries represented 60 per cent of total expenditure. Proportion of expense types reported by home care providers, 2014-15 Similarly, in residential care employee expenses represent the highest proportion of provider expenditure. In 2014-15, staff costs represented 67 per cent of total expenses (up from 66 per cent in 2013-14), with ‘other’ costs, which include building repairs and maintenance expenses, rent, utilities and costs associated with employment support activities, accounting for 27 per cent. Depreciation and interest costs account for the remaining 4.9 and 0.9 per cent respectively. Table 5.1 below compares the change in breakdown of expenses between 2013-14 and
ACGME Graded and progressive responsibility is a core tenet Program must be 12 months long Sponsoring institution must have an ACGME-accredited psychiatry program Sponsoring institution must ensure “sufficient” protected time and financial support for program director Program Letters of Agreement (PLAs) must exist between the program and participating sites Must be renewed every 5 years Must identify faculty, their responsibilities for teaching, supervision, and evaluation Specify content and duration of experience State the policies and procedures At least one participating site must have a program in Family Medicine, Internal Medicine, Neurology, or PMNR Must report any addition or deletion of site routinely providing ≥1 month FTE experience through Accreditation Data System (ADS) Each participating site needs a site director responsible for day to day activities Overall must have patients of each sex with a variety of problems, including critically ill Must include one acute general hospital and one ambulatory care facility
American Indian or Alaska Native 20 ≥80% (81%) GE80 Asian or Pacific Islander 50 80-89% (81%) 80-89 Black 70 80-84% (80%) 80-84 Hispanic 310 81% (81%) 81 White 5 PS (80%) PS Two or More Races 8 ≥50% (81%) GE50 All Students 463 81% (81%) 81 Notes: “PS” indicates that the graduation rate has been suppressed to protect student privacy. Parenthesized numbers in italics represent the actual graduation rate of the subgroup and are included solely for illustration purposes and are not reported in the data release. Description of the Data Adjusted-Cohort Graduation Rates States are required to report graduation data to ED under Title I, Part A of the Elementary and Secondary Education Act (ESEA). In October 2008, ED published final regulations amending the existing regulations implementing Title I, Part A of ESEA. The amendments made changes to 34 C.F.R. §200.19, which included new requirements for calculating graduation rates. Specifically, states were required to calculate their rates based on a cohort method, which would provide a more uniform and accurate measure of the high school graduation rate that improved comparability across states. An adjusted cohort graduation rate is intended to improve our understanding of the characteristics of the population of students who do not earn regular high school diplomas or who take longer than four years to graduate. The definition of adjusted four-year cohort graduation rate data provided to the SEAs in the 2008 non-regulatory guidance and for the purposes of submitting data files to EDFacts is “the number
Accountability The Chair(s) shall represent the views of the membership and report to the Executive Committee of the ACGS Subcommittee members are responsible for reporting back on actions and activity for collation into overall Subcommittee reports Review The terms of reference of the Subcommittee and the aims of the group shall be reviewed annually and reported to the ACGS Executive Committee An annual report of the activity of the Subcommittee shall be submitted to the ACGS Chair for the ACGS Annual General Meeting Working methods The Scientific Subcommittee will meet a minimum of three times per year. At least one will be a full meeting with location to be confirmed annually and the other two meetings will be arranged to coincide with scientific conferences/meetings or be facilitated via teleconferencing. More frequent meetings may be convened as required The Scientific Subcommittee meetings will be chaired by the individual(s) elected by the AGCS membership The meetings will be organised and minuted by the nominated Secretary Sub groups may be convened if deemed appropriate by the Chair to meet the aims of the subcommittee and these sub groups will primarily communicate via email discussion and teleconferencing Agendas and finalised minutes of Subcommittee meetings will be available on the ACGS website All documentation relating to the activities of the subcommittee shall be treated as confidential by the members until authorised for circulation by the Chair(s)
2012 Comprehensive Health Status Assessment Escambia County Alabama Attachment A Escambia County Profile Demographic & Socioeconomic Data Escambia County Florida Population 2012 Estimate 38,095 4,779,745 Population 2010 Census 38,319 4,779,736 % Change April 2010 – July 2011 -0.5% --- Persons Under 5 Years – 2011 6.2% 6.3% Persons Under 18 Years – 2011 22.7% 23.5% Persons 65 and Over – 2011 15.3% 14.0% % Males 51.9% 48.5% % Females 48.1% 51.5% % White Population 62.6% 70.1% % Black Population 32.1% 26.5% % American Indian & Alaskan Native Population 3.4% 0.7% % Asian Population 0.3% 1.2% % Hispanic/Latino Origin Population 2.0% 3,0% % White not Hispanic Population 61.0% 66.8% % Foreign Born Population 1.1% 3.4% Veterans 3,117 403,982 % Living in Same House 1 Year + 89.8% 84.5% % High School Graduates – Population 25+ 73.7% 81.9% % Bachelor’s Degree of Higher – Population 25+ 11.8% 22.0% Housing Units – 2011 16.406 2.182,088 Households – 2007-2011 13,860 1,831,269 Persons Per Household – 2007-2011 2.53 2.53 % Home Ownership – 2007-2011 72.0% 70.7% Median Value Owner-Occupied Housing – 2007-2011 $84,500 $120,800 Per Capita Income – 2007-2011 $16,509 $23,483 Median Household Income – 2007-2011 $31,638 $42,934 % Population Below Poverty Level 23.7 17.6 2012 Health Status Escambia County Alabama Attachment B
Home support Home support provides entry-level services designed to help older Australians continue living in their own homes for as long as they can and wish to do so. The CHSP was implemented on 1 July 2015 and incorporated the following existing programs: Commonwealth HACC; Planned respite services under the National Respite for Carers program (NRCP); Day Therapy Centres (DTC); and Assistance with Care and Housing for the Aged program (ACHA). The Western Australian HACC services for older people aged 65 years and over (and 50 years and over for Aboriginal and Torres Strait Islander people) will transition to the CHSP from 1 July 2018. This will result in the Commonwealth having full funding, policy and operational responsibility for the delivery of home support services for older people nationally. In the 2015-16 Budget, the Australian Government announced an intention to integrate the CHSP with the Home Care Packages Programme into a single home support and home care program by July 2018. In the 2017-18 Budget, the Australian Government extended funding agreements with CHSP providers by two years, which means that the Home Care Packages Programme and CHSP will operate as separate programs until at least mid-2020. Supply of home support In 2015-16, there were over 1,160 CHSP providers and 526 Victorian and Western Australian HACC providers. Providers of home support services are predominantly not-for-profit. In 2015-16, around 77 per cent of CHSP providers were not-for profit, with 18 per cent government owned. Chart 6.i shows the proportion of CHSP providers by ownership type. CHSP providers by ownership type, 2015-16 In 2015-16, over 640,000 consumers accessed services through the CHSP. Additionally, 285,432 older Australians accessed HACC services through the Victorian and Western Australian HACC programs. Funding of home support In 2015-16, the Australian Government provided home support funding of: $1.45 billion for the CHSP; $147.5 million for My Aged Care and Regional Assessment Service (RAS) to support the CHSP; and $609 million for the Victorian and Western Australian HACC programs. Chart 6.ii shows total expenditure on home support since 2011-12 and budgeted expenditure through to 2019-20. Australian Government expenditure on home support, 2011-12 to 2015-16 and budgeted expenditure, 2016-17 to 2019-20
No opinion For a Same Day ACH credit processed in a new, third Same Day ACH window, does your organization support a funds availability requirement of “the completion of the RDFI’s processing day?” Yes No Don’t know No opinion Please describe why or why not. If you answered No, what alternative funds availability deadline would you support? 6:30 p.m. ET (at settlement) No later than 2 hours after settlement 9:00 a.m. RDFI local time on the next banking Day Other For RDFIs Only Do you currently send returns using the ACH Operators’ existing returns-only window (submission deadline of 4:00 p.m. ET, settlement at 5:30 p.m. ET)? Yes No Don’t know If you answered No to Question 7, do you think you would use the new, later SDA processing window to send returns (submission deadline of 5:15 p.m. ET, settlement at 6:30 p.m. ET)? Yes No Don’t know No opinion For All Respondents What do you think the impact would be of a third, daily Same Day ACH processing window on various types of potential risk? Reduced Risk Neutral / no change Increased Risk Don’t know No opinion Operational Risk Settlement Risk Credit Risk
Does your organization currently conduct any ACH processing on holidays that are not Banking Days? Yes No Don’t know If Yes, please describe Does your organization think there would be benefits from additional ACH processing on weekends and holidays? Large benefit Moderate benefit Small benefit No benefit Don’t know No opinion Please identify the benefits of ACH processing over weekends and holidays. If ACH processing is expanded to fully include weekends and holidays, what types of transactions would you anticipate using those schedules? Payroll Business/government to consumer disbursements Consumer bill payments Consumer transfers Consumer person-to-person payments B2B payments All transactions Other Don’t know No opinion If you checked Other, please identify: What percentage of traditional Monday ACH volume do you think would be processed over the weekend if that were available? 0% 1-5% 5-10% 10-20%
control organizational structure and management’s philosophy and operating style for example delegation of duties. 5.2 CONCLUSION The study involved record keeping and quality of financial statements in small scale business enterprises in Kawempe division and how proper record keeping enables preparation of quality financial statements. 5.2.1 Record keeping practices in small scale business enterprises From the findings, it was revealed that small scale business enterprises do maintain records for accountability; however the records maintained are not in line with the accounting regulatory framework as they are improper. It was established that there was no effective control on the accounting entries in the various books. 5.2.2 The quality of financial statements in small scale business enterprises The findings further indicated that financial statements prepared are incomplete, irrelevant and are not timely and inconsistent with the accounting regulatory frame work thus leading to poor quality financial statements. From the analysis, it can be concluded that the irrelevant, incomplete, unreliable financial statements produced are due to the poor record keeping. Consequently an improvement on record keeping by the selected small scale business enterprises in Kawempe division has to be done 5.2.3 The relationship between record keeping and quality of financial statements. The study revealed that proper record keeping and quality of financial statements are strongly positively related as shown by Pearson’s correlation coefficient of r=0.821. Therefore it must be admitted that quality financial statements depend on proper record keeping. 5.3 RECOMMENDATIONS
Patient Information Received Date:__________ Received by: _____________ What language do you speak? English Spanish Other_________ What language do you write? English Spanish Other_________ Si Ud. Necesita esta formulario en espaῆol, por favor avisenos. Today’s Date: Legal Last Name Legal First Name, MI Birthdate Gender Male Female Social Security # Are you a US Citizen? No Yes Phone number Other/Former/Maiden Name Housing Information (check one) Own Rent HUD/CHA Homeless Rent Free Group Home Are you a veteran? (check one) No Non-combat Combat Recently lost employment? (check one) No Yes Place of birth (city, county, state) Highest grade completed Employment Information Employment (check one) Full Time Part Time Self Employed Unemployed Student Disabled Retired Employer Name Employer Phone Number Title Employer Address Date Hired Recently lost employment? No Yes For Dependents Only Name of Parent/Guardian Relationship to Patient Family Size Insurance Information
Employer City, state, country (if not US) Start/End dates (month/year) Position/Title Type Work Volunteer Description Employer City, state, country (if not US) Start/End dates (month/year) Position/Title Type Work Volunteer Description Employer City, state, country (if not US) Start/End dates (month/year) Position/Title Type Work Volunteer Description Research experience Mentor/Institution City, state, country (if not US) Start/End dates (month/year) Position/Title Description of research Mentor/Institution City, state, country (if not US) Start/End dates (month/year) Position/Title Description of research Mentor/Institution City, state, country (if not US) Start/End dates (month/year) Position/Title Description of research Mentor/Institution City, state, country (if not US) Start/End dates (month/year) Position/Title
Session 7: 2 Pump Physiology, Complex Lesions - Chair Dr Sara Thorne 1:30 – 2:10 Tetralogy of Fallot, Pulmonary Atresia, Truncus Arteriosus Dr Steph Curtis 2:10 - 2:40 Transposition of the Great Arteries, Congenitally Corrected Transposition Dr Yaso Emmanuel 2:40 – 3:00 Case Discussion Dr Sarah Bowater 3:00 - 3:20 TEA & COFFEE Session 8: Emergencies and other issues -Chair Dr Yaso Emmanuel 15:20 – 15:50 Emergencies in Congenital Heart Disease (including cases) Dr Kate English 15:50 – 16:10 Contraception in Congenital Heart Disease (and other bits of cardiology) Dr Sara Thorne 16:10 – 16:40 Pregnancy in Congenital Heart Disease Dr Steph Curtis 16:40 – 17:00 End of Life Care and Cardiac Transplantation in Congenital Heart Disease Dr Sarah Bowater 17:00 CLOSE Face to Face Core Curriculum Course in ACHD FACULTY Course Director Dr Kate English ACHD Consultant, Yorkshire Heart Centre, Leeds Co Director Dr Sara Thorne ACHD Consultant, Queen Elizabeth Hospital, Birmingham Invited Faculty Dr Louise Coats ACHD Consultant, Freeman Hospital, Newcastle Dr Sarah Bowater ACHD Consultant, Queen Elizabeth Hospital, Birmingham
6. Please complete the table below indicating the proposed program’s courses. Include the course number, and number of credits. (If feasible/useful, please group courses by sub-headings within the table.) Course Number and Title Number of Credit Hours * If New Course 7. Enumerate and briefly describe any additional requirements such as preliminary qualifying examination, comprehensive examination, thesis, dissertation, practicum or internship, some of which may carry credit hours included in the list above. 8. Does the program include any options/concentration. If so, please describe the purpose and rationale and list the courses in the option. 9. State and list if the program has any special admission requirements. If none, state: “The program has no special admission requirements”.
Greetings Achieve Escambia! We hope the weeks since the Community Summit have gone well for you. While there haven’t been any major Achieve Escambia meetings since the Community Summit, the work of Achieve Escambia continues on! What is Achieve Escambia? For many of us, this collective impact effort is a new approach to solving a complex, systematic problem. The goal of Achieve Escambia is not to tell others in our community how to do their job. It’s simply to align the efforts educators, non-profits, businesses, the faith community, parents and students. By working collectively, we can complement efforts rather than complicate them… and out students are the ones who will benefit! Where are we at in the process? As you have heard during the Community Summit, this is a long term process. As too many of us have experienced in the past, quick fixes are exciting but haven’t proven to sustain the change we need. Achieve Escambia is building the foundation for moving this collective impact effort forward in a sustainable, purposeful manner. Our next step is to stand up the Leadership Council for Achieve Escambia. The goal for that council is to be diverse and inclusive. That council will continue to build out other governance components of the effort and solidify community feedback on which cradle to career outcome area we move forward on first through the work of a collective action network. In the coming weeks the job posting for the Partnership Director will be posted in a variety of places The goal is to have the Partnership Director hired by late summer. What can you do? Stay engaged. Reading this email is the first step! Have you liked us on yet? If you haven’t visited our Facebook page, you’ll find some great information there, including videos from the Community Summit. You can also tell a friend about Achieve Escambia! We’ve attached a five page brief that can help you understand and explain what this effort is all about. We value everyone in the greater Pensacola community who has a heart for improving education and workforce and we will need your input and help as we work to align efforts. The goal remains the same, to help our children achieve, cradle to career. The working group and communications team is looking at how we can best get our full Achieve Escambia website up and running. Thank you for being part of this effort… it’s a marathon and we hope you stick with us along the journey!
Job description - Achieve Coordinator Background Back on Track is a charity that works with people facing disadvantage, enabling them to make positive changes that last. We work with people affected by homelessness, mental health problems, problematic drug and alcohol use, and offending. We have an education, training and volunteer centre in Manchester city centre which offers a range of courses and activities, including: Short courses in a variety of subjects, including English, maths, art, music, computers, cooking and more Training programmes that provide an introduction to sectors such as health and social care, administration, and catering and hospitality Short work experience sessions that give people a chance to have a go at working in a particular field, including catering, painting/decorating and office work An on-site café and outside catering enterprise that offers a range of work experience and volunteering opportunities Support to move on to paid work, volunteering or further training, including a job club and one to one guidance. Your role will be to work with the Senior Engagement Coordinator to deliver our Achieve contract. The Achieve Project is funded by the European Social Fund and HMPPS and we are contracted to support recently released offenders to access education, training, volunteering or employment. The post is 0.8 FTE fixed term until 31st October 2020. You will set up a schedule of mentoring, course delivery and volunteering/work placement activities, liaising closely with staff in other services including Achieve Case Managers. There are targets to engage Achieve service users into learning, qualifications, voluntary work and paid employment, and we embed mentoring support into all the activities. This contract has a significant ‘payment by results’ element, and you therefore need to be highly organised and committed to achieving the required outcomes. Evidence requirements are stringent so attention to detail is important. You will work with service users from diverse backgrounds and will need to have excellent interpersonal skills and a passion for helping disadvantaged adults to fulfil their potential. You need to be an experienced and confident mentor with a proven track record of supporting individuals into employment. The ability to nurture good team-working relationships with staff at Achieve Northwest, Probation and other organisations on this contract is also important. You will need strong project coordination skills, a creative approach, and the ability to develop effective partnerships. We will require a proactive, flexible approach and the ability to work independently to make things happen.
Once you DENY an employee’s goal, that goal is also removed from the PENDING GOALS summary. If you want to review a goal that you have previously either APPROVED or DENIED, you can see these goals by going to PERFORMANCE/MY GOALS. Click the TEAM GOALS tab, locate the employee, and click the arrow/carrot on the far right to expand the view to all goals. This will show you a full summary of all goals for the employee you have selected. TEAM GOALS Access TEAM GOALS by going to PERFORMANCE/MY GOALS and selecting the TEAM GOALS tab. Once in this section, you can view, edit, change start and end dates, copy, view history, etc. The set of functions you can perform on the employee goal is the same set of functions the employee can perform on the same goal. You cannot, however, APPROVE or DENY a goal in this section. When you have finished completing all actions you wish to perform on a goal, click SUBMIT, and the changes you have applied will be available to your employee(s) from their MY GOALS page. While there is no specific email notice sent to an employee telling them that you have modified a goal, if they notice a change in a goal they can click VIEW HISTORY from the dropdown available for each goal on the far right of the specific goal section, and read what has changed with a goal and who made the change. We highly suggest that you personally notify an employee of any major changes you make to their goals. This encourages ongoing, casual, in-person communication between you and your employee(s). In addition to modifying employee goals from the MY GOALS page, you can also monitor progress and/or create a new goal for the employee. In addition to reviewing, APPROVING or DENYING employee goals, you can also: VIEW GOALS by time period by setting period start and end dates DISPLAY CANCELLED GOALS HIDE COMPLETED GOALS SEARCH BY STATUS CREATE A GOAL (for an employee), including CASCADING GOALS CASCADING GOALS A cascaded goal impacts the manager’s progress. When you cascade a goal to an employee, the employee’s progress toward that goal affects your progress towards that goal. If you have multiple employees working on the same cascaded goal, progress by all of the employees assigned to that goal contribute to the overall progress. CREATE TEAM GOALS In this section you can create goals and cascade them to your team. To create and cascade a goal: Click the CREATE button.
Achievement in Sustainable Development, with a focus on Education, Knowledge and Skills Employment Application Overview of Project or Transaction Summarize the project or transaction and describe what makes it transformational Summary of Organization(s) 2.1. Key aspects of your organization(s): Please summarize the activities of your organization(s), including sectors of activity and key operations. (100 words max) 2.2. Date of establishment 2.3. Country(ies) of incorporation and main country(ies) of operation 2.4. Sustainability strategy: Please summarize the organization's(s’) overall approach to sustainability, how it is integrated into day to day activities, and how it has impacted the organization's(s’) performance. (100 words max)
3. Summary of Project or Transaction: 3.1. Date of launch 3.2. a) Size in local currency 3.2. b) Size in USD 3.3. a) Profitability in local currency 3.3. b) Profitability in USD 3.4. Country(ies) of impact 3.5. Types of beneficiaries reached (specify directly and indirectly) 3.6. Number of beneficiaries reached (specify directly and indirectly) 3.7. Risk management and mitigation: Please summarize what types of risks, if any, have been identified, when structuring the project or transaction, and how they are mitigated, monitored and reported (200 words max)
BACKGROUND As a statutory body established by legislation in 1991, the Board's functions with respect to adult, community and further education include: planning, developing, evaluating and funding its co-ordination, provision and support advising the Minister on any relevant matters promoting research and development promoting public awareness of its importance. When discharging these functions, the Board is expected to pay particular attention to arrangements that will give equitable access to learning opportunities for those people who have not ha d access to education, and who wish to participate, the quality of education that is provided and how this relates to specific community need. The Board provides stewardship on behalf of the Government of Victoria for the adult, community and further education sector in line with Government priorities and the Board's legislated functions. The Board acts variously as system architect, funder, connector and influencer in discharging its responsibilities provision of accredited training to adults facing socio-economic disadvantage. VISION The ACFE sector is recognised as a critical contributor to the prosperity of Victoria by improving transitions to further education and employment Achieving this vision for the ACFE sector- the Board, Regional Councils and the organisations that collaborate with the Board and each other to deliver services to learners - will be the focus of the strategic actions laid out in this document. When it is realised, the Board will be able to show that it is focussed on equity of access, quality provision of learning and meeting community need. Increase the educational participation and attainment of adults Improve social cohesion Boost the human and social capital of Victoria PRE-ACCREDITED LEARNER PATHWAY Pre-accredited training Build skills and knowledge Builds Further education Work Improves Victoria’s social capital and economic performance
Achievements of college of Nursing Teaching: Transforming three courses to e-format in collaboration with colleagues from Prince Al-Hussein Bin Abdullah II for Information Technology (courses will be ready by the 2nd semester (2016/2017)). Teaching the elective course "Ethics of Science" as a step to implement the initiative of the president; the member of "National Committee for Ethics of Science and Technology". The total number of students who studied this course is (320) so far Updating the Nursing Curriculum plan, will be implemented in the year 2016/2017. Teaching the clinical part of some courses using simulation (for the first time in the college). Development of a new track for the Master in Nursing/Thesis track (will be ready by the beginning of year (2017/2018)). Supervising graduate students (Master and Doctoral students) in state and private universities. Laboratories: Designing two simulation labs (Critical Care Lab and Maternal-Child Health Lab) to better use the manikins and models available at the college in a more professional manner. Visit of (22) students from Hultsfred School/Sweden to the labs, and a number of students will come for a visit to the college in the summer to be taught about basic Nursing skills. Design of the Simulation Lab Employment: Completing the process of hiring (3) clinical instructors. Scholarships: Three students are in the last year of their PhD study.
Review, update and expand the Stakeholder Engagement data base. (Made up of key stakeholders both public and organised groups). Ongoing Make better use of social media assisted by communications staff to publicise and invite involvement across all CCG activity. Drafted a Digital Strategy Increased Facebook use Increased Twitter use Used Social Media for consultation 21c, South Yorkshire and Bassetlaw, Gluten-free and self-care Staff attending Consultation in Social Media training Review and refresh the Health Panel membership and involvement process to expand the availability of lay people for involvement purposes and use panel members more effectively across the CCG. Ongoing, further work to be undertaken in line with Sustainability Transformation Plan (STP) engagement Review and update Lay Reference Group membership, Terms of Reference and produce Code of Conduct. Terms of Reference and Non-Disclosure agreement reviewed and updated, Code of Conduct produced Develop a more robust and regular way to link with diverse communities to ensure engagement with a wider range of service users across all CCG activity. 21c Better Care Closer to Home produced an Equalities Engagement Framework to ensure all diverse communities provided with the opportunity to be involved in the consultation Regular attendance at Chesterfield Equalities Group NDVA and Healthwatch distribute key information relating to CCG developments and involvement opportunities Links – Involvement in Celebrating Diversity Programme Involvement in re-procurement of Mental Health Engagement
ACHIEVER OF THE YEAR AWARD The Insurance Institute of Cheltenham & Gloucester Achiever of the Year Award – Entry Form 2016 Name of Candidate Name of Sponsor Business Address of Candidate Contact No E-mail Business Address of Sponsor – if different Contact No – (if different) E-mail Reasons for Nomination Career: Professional Study: Local Institute Involvement: Charity Events: Summary: Signature of Candidate Signature of Sponsor Please return the completed form by 11th March 2016 to: Tracey O’Neill, Pro Global Insurance Solutions, Southgate House, Southgate Street, Gloucester, GL1 1UB e-mail: tracey.oneill@pro-global.com
Monitoring - The entirety of enterprise risk management is monitored, and modifications made as necessary. In this way, it can react dynamically, changing as conditions warrant. Monitoring is accomplished through ongoing management activities, separate evaluations of enterprise risk management, or a combination of the two. Goals of Enterprise Risk Management Simply put, enterprise risk management provides a framework for minimizing risk across an institution while maximizing opportunities. We have been used to managing risks in silos when, in reality, most risks overlap. The enterprise risk management framework supplies a holistic approach to managing risks which provides a clearer picture to administrators resulting in better decision making in the strategic planning process. Risk management should become part of the university’s culture rather than being viewed as an activity for which only a select few individuals are responsible. It should be embedded into the philosophy, practices, and processes of all university administrators.