The document provides information about the STARS Interim Report, which child care programs participating in the STARS for KIDS NOW program must submit annually during non-rating years to demonstrate continued compliance with program standards. It explains that the Interim Report includes a DCC-413 form documenting compliance with standards and a DCC-414 form with staff training documentation. Programs must submit the Interim Report 30 days before their STARS anniversary date, which is one year from when their current STARS rating was approved. The document provides details on completing the two forms and common mistakes to avoid.
This ppt explains how to record the attendance of students using RFID tags, student is provided with his/her authorized tag to swipe over the reader to record their attendance.
Edgefxkits.com has a wide range of electronic projects ideas that are primarily helpful for ECE, EEE and EIE students and the ideas can be applied for real life purposes as well.
http://www.edgefxkits.com/
Visit our page to get more ideas on popular electronic projects developed by professionals.
Edgefx provides free verified electronic projects kits around the world with abstracts, circuit diagrams, and free electronic software. We provide guidance manual for Do It Yourself Kits (DIY) with the modules at best price along with free shipping.
This document describes a graduation project to develop an automated RFID-based attendance tracking system for classrooms in a university. The system will use RFID technology to identify students as they enter classrooms and record their attendance in a database. It will have a web-based interface for students, teachers and administrators to view attendance records. The project will be developed using Java, run on a Linux server, and store data in a MySQL database. Future extensions could include email/SMS notifications and integration with other university systems.
This document provides a progress report for the period of July-September 2012 from Region VII. It finds that the overall accomplishment rate for the region was 88.98%, an increase over the previous quarter. Most divisions met or exceeded their targets, with a few having minor balances to complete in the fourth quarter. Unexpected outputs were delivered by the Curriculum and Learning Management Division due to additional instructions. Recurring issues included lack of sufficient personnel in some divisions and delays in report submission. The report analyzed accomplishments, balances, value-added outputs, issues and lessons learned to guide adjustments to division work plans and resource allocation.
The document provides information on 10 sites sailors can use to update records and manage their Navy career. These include sites to review the electronic service record, view training and education records, check awards, view physical readiness results, and apply for tuition assistance. Information is also provided on credentialing opportunities, Navy college programs, and online tutoring resources. Sailors are encouraged to regularly review their records on these sites and take any needed actions to ensure the information is accurate and up-to-date.
This document provides a summary of the Interprovincial Program Guide for the Welder trade in 3 sentences:
The document acknowledges contributions from various industry and instructional representatives across Canadian jurisdictions who participated in developing the national curriculum for the Welder occupation. It includes a user guide that explains how the program guide is structured and intended to be used, with units of training, outcomes and objectives but no prescribed delivery methods. The program guide also recognizes the guide as the national curriculum for the Welder trade and provides the table of contents that lists the units of training included at each of the three recommended levels for the program.
The document provides information on 10 sites Navy servicemembers can use to update records and manage their career. It summarizes key Navy online resources including the Electronic Service Record, CMS/ID, PRIMS, Navy COOL, Navy College, Tutor.com, and STAYNAVY. Readers are encouraged to regularly review their records on these sites to ensure accuracy. Contact information is provided for assistance with corrections or updating records.
This document is a resume for Diane A. Carr which summarizes her experience in health information management roles over several years. It highlights her expertise in areas such as electronic health records, computerized health information systems, coding, clinical documentation improvement, and revenue cycle management. The resume lists her work history in various interim management positions where she improved coding quality and productivity, reduced denied or unpaid claims, and oversaw transitions to new computer systems.
Building Sales With Certification - Energy AuditorMoosehead2000
This presentation will examine how growing a building performance company can be aligned with nationally recognized professional certifications as a business model, and as a marketing program. Homeowners able to recognize and trust quality energy upgrades will tell their neighbors at the backyard grill. Contractors able to adapt will hire more certified crews and grow business.
http://www.ableideas.net/WebinarSeries.html
This ppt explains how to record the attendance of students using RFID tags, student is provided with his/her authorized tag to swipe over the reader to record their attendance.
Edgefxkits.com has a wide range of electronic projects ideas that are primarily helpful for ECE, EEE and EIE students and the ideas can be applied for real life purposes as well.
http://www.edgefxkits.com/
Visit our page to get more ideas on popular electronic projects developed by professionals.
Edgefx provides free verified electronic projects kits around the world with abstracts, circuit diagrams, and free electronic software. We provide guidance manual for Do It Yourself Kits (DIY) with the modules at best price along with free shipping.
This document describes a graduation project to develop an automated RFID-based attendance tracking system for classrooms in a university. The system will use RFID technology to identify students as they enter classrooms and record their attendance in a database. It will have a web-based interface for students, teachers and administrators to view attendance records. The project will be developed using Java, run on a Linux server, and store data in a MySQL database. Future extensions could include email/SMS notifications and integration with other university systems.
This document provides a progress report for the period of July-September 2012 from Region VII. It finds that the overall accomplishment rate for the region was 88.98%, an increase over the previous quarter. Most divisions met or exceeded their targets, with a few having minor balances to complete in the fourth quarter. Unexpected outputs were delivered by the Curriculum and Learning Management Division due to additional instructions. Recurring issues included lack of sufficient personnel in some divisions and delays in report submission. The report analyzed accomplishments, balances, value-added outputs, issues and lessons learned to guide adjustments to division work plans and resource allocation.
The document provides information on 10 sites sailors can use to update records and manage their Navy career. These include sites to review the electronic service record, view training and education records, check awards, view physical readiness results, and apply for tuition assistance. Information is also provided on credentialing opportunities, Navy college programs, and online tutoring resources. Sailors are encouraged to regularly review their records on these sites and take any needed actions to ensure the information is accurate and up-to-date.
This document provides a summary of the Interprovincial Program Guide for the Welder trade in 3 sentences:
The document acknowledges contributions from various industry and instructional representatives across Canadian jurisdictions who participated in developing the national curriculum for the Welder occupation. It includes a user guide that explains how the program guide is structured and intended to be used, with units of training, outcomes and objectives but no prescribed delivery methods. The program guide also recognizes the guide as the national curriculum for the Welder trade and provides the table of contents that lists the units of training included at each of the three recommended levels for the program.
The document provides information on 10 sites Navy servicemembers can use to update records and manage their career. It summarizes key Navy online resources including the Electronic Service Record, CMS/ID, PRIMS, Navy COOL, Navy College, Tutor.com, and STAYNAVY. Readers are encouraged to regularly review their records on these sites to ensure accuracy. Contact information is provided for assistance with corrections or updating records.
This document is a resume for Diane A. Carr which summarizes her experience in health information management roles over several years. It highlights her expertise in areas such as electronic health records, computerized health information systems, coding, clinical documentation improvement, and revenue cycle management. The resume lists her work history in various interim management positions where she improved coding quality and productivity, reduced denied or unpaid claims, and oversaw transitions to new computer systems.
Building Sales With Certification - Energy AuditorMoosehead2000
This presentation will examine how growing a building performance company can be aligned with nationally recognized professional certifications as a business model, and as a marketing program. Homeowners able to recognize and trust quality energy upgrades will tell their neighbors at the backyard grill. Contractors able to adapt will hire more certified crews and grow business.
http://www.ableideas.net/WebinarSeries.html
Philippine performance-informed budgeting system, Department of budget and ma...OECD Governance
Presentation by the Department of Budget and Management, Philippines, 11th OECD-Asian Senior Budget Officials Annual Meeting, Bangkok, Thailand, 17-18 December 2015.
This document provides policy and procedures for employee training and development within the United States Department of Agriculture Research, Education, and Economics agencies. It outlines general policies such as ensuring training is related to the agency mission and approving non-degree training to address recruitment and retention challenges. The document describes procedures for completing training request forms, individual development plans, and allocating training funds.
This document provides policy and procedures for employee training and development within the United States Department of Agriculture Research, Education, and Economics agencies. It outlines general policies such as ensuring training is related to the agency mission and approving non-degree training to address recruitment and retention issues. The document describes procedures for completing training request forms, individual development plans, and allocating training funds.
New 2018 performance accountability pp attendee version finalIllinois workNet
This document provides an overview of key aspects of performance accountability under the Workforce Innovation and Opportunity Act (WIOA). It discusses the six primary indicators of performance that all core programs must report on, including employment rates, median earnings, credential attainment, and measurable skill gains. It also identifies which indicators are currently baselines that states will use to establish performance standards, and which are formal reportable indicators that states must negotiate targets for. The document reviews eligibility criteria, data collection methods, and goals of the WIOA legislation to strengthen the workforce system through alignment of labor and education programs.
This document provides an overview of the Workforce Innovation and Opportunity Act (WIOA) performance accountability system. It discusses the six primary indicators of performance that states and local areas must report on which measure employment rates, median earnings, credential attainment, measurable skill gains, and effectiveness in serving employers. It also outlines the key terms, definitions, reporting requirements, and methodologies used to calculate each indicator. States must negotiate performance goals with the Departments of Labor and Education and begin reporting performance outcomes on July 1, 2020.
The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
This document outlines an employee rewards program for DeKalb County Government employees. It provides monetary and non-monetary rewards to recognize exceptional employee performance. For monetary rewards, it describes merit increases for meeting performance standards, performance incentive payments for exceeding expectations, and monetary spot awards. It provides criteria for earning these rewards and selection processes. Non-monetary rewards include spot awards, quarterly awards, and annual awards to recognize achievements in areas like customer service, innovation, and skills enhancement. Departments will implement the program according to these guidelines to motivate superior service and performance from employees.
The Building Performance Institute (BPI) credential focuses on evaluating and improving the efficiency of existing homes. It is becoming a popular choice for contractors working in energy efficiency and weatherization because many government funding programs require it. The credential involves passing a written and field exam to demonstrate proficiency in building science principles and conducting whole-home energy assessments. Having BPI certification provides access to rebates from state programs and qualifies contractors to receive funds from initiatives like the federal Home Star program.
This document discusses sustainability planning for training provided by the Hydrology Project. It identifies different levels where training is provided, from agency level training cells up to central and national training institutes. It recommends actions to promote sustainability at each level after the project ends. These include strengthening in-house training capacity, utilizing local training institutes, and establishing frameworks for sustainability at central agencies and the national level through continued coordination and funding. Formats are provided for planning training requirements, selecting providers, and monitoring sustainability actions over time at various institutional levels. The overall goal is to preserve training resources and quality after the Hydrology Project concludes.
The document provides an overview and sample content from an HR Policies and Procedures Manual that can be customized and delivered to organizations. It includes over 50 policies across various areas such as recruitment, learning and development, leave entitlements, conditions of employment, remuneration and benefits, and administration. Sample policies cover topics such as professional development, study assistance, and a form for applying for study assistance. Customers can purchase the manual to help develop and implement state-of-the-art HR policies and procedures.
The document provides an overview and sample content from an HR Policies and Procedures Manual that can be customized and delivered to organizations. It includes over 50 policies across various areas such as recruitment, learning and development, leave entitlements, employment conditions, remuneration, and administration. Sample policies cover topics like professional development, study assistance, and a template application form for study assistance. Customers can purchase the full manual on CD or Microsoft Word format along with introductory briefing sessions.
2015 On-The-Spot & Special Act ProgramAshley Hayes
This document provides guidance on the 2015 On-the-Spot and Special Act (OTS/SA) award program for the Bureau for Europe and Eurasia. It outlines the budget amounts for OTS/SA awards, defines what OTS/SA awards are, provides scales for determining award amounts, and describes the nomination and approval process. Employees can receive OTS awards up to $800 and Special Act awards between $801-$2000 to recognize special efforts or accomplishments beyond typical job responsibilities. The document also provides information on time-off awards, which can be 1-3 days to reward superior accomplishments.
This food service contract is by and between, the Provider, and, the Client.
Download at: https://templateshunter.com/event/food-service-contract-style-137.html
A z hs curriculum effort reporting system thu., march 26, 2009 finald8smith
The document provides an overview of the University of California's Effort Reporting System for health sciences research administration. It discusses federal guidelines for effort reporting, the Electronic Certification of Effort and Reporting Tool (ECERT), personnel activity reports, and the roles and responsibilities of principal investigators and departments. Special situations that may be encountered like personnel agreements, NIH salary caps, and K awards are also covered.
- The document discusses the Annual Review of Competence Progression (ARCP) process for Foundation Year 1 and Foundation Year 2 trainees.
- Foundation Year 1 trainees can receive one of four outcomes from the ARCP panel: satisfactory completion, incomplete evidence, additional training time required, or released from training program.
- Foundation Year 2 trainees can receive one of five outcomes: the four outcomes for FY1 trainees plus a recommendation for the award of the Foundation Achievement of Competence Document.
BSAccount NameAmountAccount NameAmountCurrent AssetsCurrent LiabilitiesPrepaid Expenditures3,811Accounts payable713Cash and Cash Equivalents21,409Salaries &withholdings payable4,164Inventories2,499Notes payable1,153Accounts Receivable Gross26,406Current portion of long term debt2,058Allowances from Accounts Receivable(4,508)Net A/R21,898Total Current Assets49,617Total Current Liabilities8,088Long-term AssetsLong Term LiabiltiesPlant Property& Equipment (PP&E)116,327Long Term Debt, less current portion14,798Less Accumulated depreciation(43,417)Total Long-term Assets72,910Total Long Term Liabilities14,798Total Liabilities22,886Net Assets (Equity)99,641Total Assets122,527Total Net Assets plus Liability122,527
&12EFG Hospital (000s omitted)
Balance Sheet
For the year ended 12/31/14
ISRevenueInpatient Services Revenue92,085Out Patient Services Revenue103,258Total Gross Revenue195,343Revenue Deductions(48,755)Net operating revenue146,588ExpensesSalary & Wage expense69,764Employee Benefits expense11,290Physician Fees expense3,815Supplies expense23,800Repairs & Maintenance expense2,205Depreciation expense8,326Insurances expense1,812Utilities expense2,256Other Operating Expenses10,533Total operating expenses133,801Net Income from Operations12,787Other income (loss)Interest Income1,960Net income(loss)14,747
&12EFG Hospital (000s omitted)
Income Statement
For the year ended 12/31/14
Cash FlowsDecember 31, 2014December 31, 2013Instructions:Operating Net Income12,78712,645Bring over from Income StatementReconcilliation of Net Income to Cash Flow:Add Back: Depreciation and Amortization8,3267,698Bring over from Income Statement - Depreciation Expense(Increase)/Decrease in Accounts Receivable4,00010,000There was a decrease in Accounts Receivable of 4,000(Increase)/Decrease in Inventory(500)(1,000)There was an increase in Inventory of 500(Increase)/Decrease in Prepaid Expense(1,000)1,500There was an increase in Prepaid Expense of 1,000Increase/(Decrease) in Accounts Payable(1,500)2,000There was a decrease in Accounts Payable of 1,500Adjustments to Net Income9,32620,198Sum all adjustmentsNet Cash Flow from Operations22,11332,843Subtract adjustments from Operating Net IncomeCaptial and Related FinancingPurchase of Capital Equipment(10,000)-You purchased new computers for 10,000 Proceeds of Capital Financing--There were no proceeds from Capital FinancingInterest on Lont-term Debt(4,000)(5,000)There was 4,000 paid on Interest on Long-term DebtPrincipal on Long-term Debt(11,000)(10,000)There was 11,000 paid on the Principle on Long-term DebtNet Cash from Capital and Related Financing(25,000)(15,000)Sum all Captial and Related FinancingInvestmentsInvestment Income1,9602,000You received 1,960 from investment income(Purchase)/Sale of Investments(1,500)-You purchased a Certificate of Deposit for 1,500Net Cash from Investments4602,000Sum all Investment IncomeNet increase in Cash & Cash Equivalents(2,427)19,843Add Net Cash Flow from Operations, Net Cash from Capi ...
This workforce solution is fully funded by an $11.7 million grant from the U.S. Department of Labor. The solution was created by the grant recipient and does not necessarily reflect the views of the Department of Labor, which provides no guarantees regarding the information. Contact information is provided for more details about the program.
INDUSTRIAL ATTACHMENT REPORT BBM_11_11_12 PART 2(1) (1)Brian Bor
The document summarizes the student's internship experience at the Kenya Revenue Authority (KRA) Human Resources department from April to June 2015. The student learned about ethical workplace conduct, time management, and developing work skills like file organization. Specific activities included registry work, processing medical invoices, assisting with employee resourcing and relations issues, and inputting training programs. The internship helped the student apply classroom knowledge and improve communication and interpersonal skills in a professional environment.
Child care facility_license_proposal_guideKai Bright
The document provides guidance for obtaining a license to operate a child care facility in Nova Scotia. It outlines a two-phase license proposal and application process. The first phase involves developing and submitting a license proposal for review. The second phase involves submitting an application for a license if the proposal is recommended. The document provides detailed requirements and considerations for various components of a successful license proposal, including program description, administration, staffing, nutrition/health/safety, physical environment, and financial planning. Applicants are advised to thoroughly research community needs and facility requirements to develop a comprehensive proposal.
This document summarizes the eligibility requirements and process for receiving occupational training funded through the Workforce Investment Act (WIA) program. To be eligible, individuals must be economically disadvantaged based on income guidelines, or be a dislocated worker who has lost their job through no fault of their own. The training must last one year or less and cost under $8,900. Eligible individuals must complete mandatory steps including applying, taking basic skills assessments, and having an eligibility determination done within 2 weeks of starting training. Background checks and proof of income, residency and other documents are required for the determination.
2013 Child Care Regulation Changes for the Child Care Assistance Programkentuckypartnership
The document summarizes regulation changes impacting Kentucky's Child Care Assistance Program (CCAP) effective March 2013. Key changes include: 1) Providers subject to fraud findings will have payments withheld and restrictions on licensing; 2) Eligibility cutoff rises to 100% federal poverty level; 3) Registered providers' limits increase to 6 children maximum; 4) A universal daily attendance form is now required. The changes aim to improve program integrity through cooperation in eligibility verification and access to provider records/premises.
This document provides an outline for a module on brain-based learning. The module will describe how the brain processes information through sensory memory, working memory, and long-term memory. Learners will implement brain-based teaching strategies to maximize learning and transfer of knowledge to the workplace. The module consists of weekly assignments including readings, videos, and discussion boards. It is expected to take learners 1-1.5 hours per week over 5 weeks to complete.
Philippine performance-informed budgeting system, Department of budget and ma...OECD Governance
Presentation by the Department of Budget and Management, Philippines, 11th OECD-Asian Senior Budget Officials Annual Meeting, Bangkok, Thailand, 17-18 December 2015.
This document provides policy and procedures for employee training and development within the United States Department of Agriculture Research, Education, and Economics agencies. It outlines general policies such as ensuring training is related to the agency mission and approving non-degree training to address recruitment and retention challenges. The document describes procedures for completing training request forms, individual development plans, and allocating training funds.
This document provides policy and procedures for employee training and development within the United States Department of Agriculture Research, Education, and Economics agencies. It outlines general policies such as ensuring training is related to the agency mission and approving non-degree training to address recruitment and retention issues. The document describes procedures for completing training request forms, individual development plans, and allocating training funds.
New 2018 performance accountability pp attendee version finalIllinois workNet
This document provides an overview of key aspects of performance accountability under the Workforce Innovation and Opportunity Act (WIOA). It discusses the six primary indicators of performance that all core programs must report on, including employment rates, median earnings, credential attainment, and measurable skill gains. It also identifies which indicators are currently baselines that states will use to establish performance standards, and which are formal reportable indicators that states must negotiate targets for. The document reviews eligibility criteria, data collection methods, and goals of the WIOA legislation to strengthen the workforce system through alignment of labor and education programs.
This document provides an overview of the Workforce Innovation and Opportunity Act (WIOA) performance accountability system. It discusses the six primary indicators of performance that states and local areas must report on which measure employment rates, median earnings, credential attainment, measurable skill gains, and effectiveness in serving employers. It also outlines the key terms, definitions, reporting requirements, and methodologies used to calculate each indicator. States must negotiate performance goals with the Departments of Labor and Education and begin reporting performance outcomes on July 1, 2020.
The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
This document outlines an employee rewards program for DeKalb County Government employees. It provides monetary and non-monetary rewards to recognize exceptional employee performance. For monetary rewards, it describes merit increases for meeting performance standards, performance incentive payments for exceeding expectations, and monetary spot awards. It provides criteria for earning these rewards and selection processes. Non-monetary rewards include spot awards, quarterly awards, and annual awards to recognize achievements in areas like customer service, innovation, and skills enhancement. Departments will implement the program according to these guidelines to motivate superior service and performance from employees.
The Building Performance Institute (BPI) credential focuses on evaluating and improving the efficiency of existing homes. It is becoming a popular choice for contractors working in energy efficiency and weatherization because many government funding programs require it. The credential involves passing a written and field exam to demonstrate proficiency in building science principles and conducting whole-home energy assessments. Having BPI certification provides access to rebates from state programs and qualifies contractors to receive funds from initiatives like the federal Home Star program.
This document discusses sustainability planning for training provided by the Hydrology Project. It identifies different levels where training is provided, from agency level training cells up to central and national training institutes. It recommends actions to promote sustainability at each level after the project ends. These include strengthening in-house training capacity, utilizing local training institutes, and establishing frameworks for sustainability at central agencies and the national level through continued coordination and funding. Formats are provided for planning training requirements, selecting providers, and monitoring sustainability actions over time at various institutional levels. The overall goal is to preserve training resources and quality after the Hydrology Project concludes.
The document provides an overview and sample content from an HR Policies and Procedures Manual that can be customized and delivered to organizations. It includes over 50 policies across various areas such as recruitment, learning and development, leave entitlements, conditions of employment, remuneration and benefits, and administration. Sample policies cover topics such as professional development, study assistance, and a form for applying for study assistance. Customers can purchase the manual to help develop and implement state-of-the-art HR policies and procedures.
The document provides an overview and sample content from an HR Policies and Procedures Manual that can be customized and delivered to organizations. It includes over 50 policies across various areas such as recruitment, learning and development, leave entitlements, employment conditions, remuneration, and administration. Sample policies cover topics like professional development, study assistance, and a template application form for study assistance. Customers can purchase the full manual on CD or Microsoft Word format along with introductory briefing sessions.
2015 On-The-Spot & Special Act ProgramAshley Hayes
This document provides guidance on the 2015 On-the-Spot and Special Act (OTS/SA) award program for the Bureau for Europe and Eurasia. It outlines the budget amounts for OTS/SA awards, defines what OTS/SA awards are, provides scales for determining award amounts, and describes the nomination and approval process. Employees can receive OTS awards up to $800 and Special Act awards between $801-$2000 to recognize special efforts or accomplishments beyond typical job responsibilities. The document also provides information on time-off awards, which can be 1-3 days to reward superior accomplishments.
This food service contract is by and between, the Provider, and, the Client.
Download at: https://templateshunter.com/event/food-service-contract-style-137.html
A z hs curriculum effort reporting system thu., march 26, 2009 finald8smith
The document provides an overview of the University of California's Effort Reporting System for health sciences research administration. It discusses federal guidelines for effort reporting, the Electronic Certification of Effort and Reporting Tool (ECERT), personnel activity reports, and the roles and responsibilities of principal investigators and departments. Special situations that may be encountered like personnel agreements, NIH salary caps, and K awards are also covered.
- The document discusses the Annual Review of Competence Progression (ARCP) process for Foundation Year 1 and Foundation Year 2 trainees.
- Foundation Year 1 trainees can receive one of four outcomes from the ARCP panel: satisfactory completion, incomplete evidence, additional training time required, or released from training program.
- Foundation Year 2 trainees can receive one of five outcomes: the four outcomes for FY1 trainees plus a recommendation for the award of the Foundation Achievement of Competence Document.
BSAccount NameAmountAccount NameAmountCurrent AssetsCurrent LiabilitiesPrepaid Expenditures3,811Accounts payable713Cash and Cash Equivalents21,409Salaries &withholdings payable4,164Inventories2,499Notes payable1,153Accounts Receivable Gross26,406Current portion of long term debt2,058Allowances from Accounts Receivable(4,508)Net A/R21,898Total Current Assets49,617Total Current Liabilities8,088Long-term AssetsLong Term LiabiltiesPlant Property& Equipment (PP&E)116,327Long Term Debt, less current portion14,798Less Accumulated depreciation(43,417)Total Long-term Assets72,910Total Long Term Liabilities14,798Total Liabilities22,886Net Assets (Equity)99,641Total Assets122,527Total Net Assets plus Liability122,527
&12EFG Hospital (000s omitted)
Balance Sheet
For the year ended 12/31/14
ISRevenueInpatient Services Revenue92,085Out Patient Services Revenue103,258Total Gross Revenue195,343Revenue Deductions(48,755)Net operating revenue146,588ExpensesSalary & Wage expense69,764Employee Benefits expense11,290Physician Fees expense3,815Supplies expense23,800Repairs & Maintenance expense2,205Depreciation expense8,326Insurances expense1,812Utilities expense2,256Other Operating Expenses10,533Total operating expenses133,801Net Income from Operations12,787Other income (loss)Interest Income1,960Net income(loss)14,747
&12EFG Hospital (000s omitted)
Income Statement
For the year ended 12/31/14
Cash FlowsDecember 31, 2014December 31, 2013Instructions:Operating Net Income12,78712,645Bring over from Income StatementReconcilliation of Net Income to Cash Flow:Add Back: Depreciation and Amortization8,3267,698Bring over from Income Statement - Depreciation Expense(Increase)/Decrease in Accounts Receivable4,00010,000There was a decrease in Accounts Receivable of 4,000(Increase)/Decrease in Inventory(500)(1,000)There was an increase in Inventory of 500(Increase)/Decrease in Prepaid Expense(1,000)1,500There was an increase in Prepaid Expense of 1,000Increase/(Decrease) in Accounts Payable(1,500)2,000There was a decrease in Accounts Payable of 1,500Adjustments to Net Income9,32620,198Sum all adjustmentsNet Cash Flow from Operations22,11332,843Subtract adjustments from Operating Net IncomeCaptial and Related FinancingPurchase of Capital Equipment(10,000)-You purchased new computers for 10,000 Proceeds of Capital Financing--There were no proceeds from Capital FinancingInterest on Lont-term Debt(4,000)(5,000)There was 4,000 paid on Interest on Long-term DebtPrincipal on Long-term Debt(11,000)(10,000)There was 11,000 paid on the Principle on Long-term DebtNet Cash from Capital and Related Financing(25,000)(15,000)Sum all Captial and Related FinancingInvestmentsInvestment Income1,9602,000You received 1,960 from investment income(Purchase)/Sale of Investments(1,500)-You purchased a Certificate of Deposit for 1,500Net Cash from Investments4602,000Sum all Investment IncomeNet increase in Cash & Cash Equivalents(2,427)19,843Add Net Cash Flow from Operations, Net Cash from Capi ...
This workforce solution is fully funded by an $11.7 million grant from the U.S. Department of Labor. The solution was created by the grant recipient and does not necessarily reflect the views of the Department of Labor, which provides no guarantees regarding the information. Contact information is provided for more details about the program.
INDUSTRIAL ATTACHMENT REPORT BBM_11_11_12 PART 2(1) (1)Brian Bor
The document summarizes the student's internship experience at the Kenya Revenue Authority (KRA) Human Resources department from April to June 2015. The student learned about ethical workplace conduct, time management, and developing work skills like file organization. Specific activities included registry work, processing medical invoices, assisting with employee resourcing and relations issues, and inputting training programs. The internship helped the student apply classroom knowledge and improve communication and interpersonal skills in a professional environment.
Child care facility_license_proposal_guideKai Bright
The document provides guidance for obtaining a license to operate a child care facility in Nova Scotia. It outlines a two-phase license proposal and application process. The first phase involves developing and submitting a license proposal for review. The second phase involves submitting an application for a license if the proposal is recommended. The document provides detailed requirements and considerations for various components of a successful license proposal, including program description, administration, staffing, nutrition/health/safety, physical environment, and financial planning. Applicants are advised to thoroughly research community needs and facility requirements to develop a comprehensive proposal.
This document summarizes the eligibility requirements and process for receiving occupational training funded through the Workforce Investment Act (WIA) program. To be eligible, individuals must be economically disadvantaged based on income guidelines, or be a dislocated worker who has lost their job through no fault of their own. The training must last one year or less and cost under $8,900. Eligible individuals must complete mandatory steps including applying, taking basic skills assessments, and having an eligibility determination done within 2 weeks of starting training. Background checks and proof of income, residency and other documents are required for the determination.
2013 Child Care Regulation Changes for the Child Care Assistance Programkentuckypartnership
The document summarizes regulation changes impacting Kentucky's Child Care Assistance Program (CCAP) effective March 2013. Key changes include: 1) Providers subject to fraud findings will have payments withheld and restrictions on licensing; 2) Eligibility cutoff rises to 100% federal poverty level; 3) Registered providers' limits increase to 6 children maximum; 4) A universal daily attendance form is now required. The changes aim to improve program integrity through cooperation in eligibility verification and access to provider records/premises.
This document provides an outline for a module on brain-based learning. The module will describe how the brain processes information through sensory memory, working memory, and long-term memory. Learners will implement brain-based teaching strategies to maximize learning and transfer of knowledge to the workplace. The module consists of weekly assignments including readings, videos, and discussion boards. It is expected to take learners 1-1.5 hours per week over 5 weeks to complete.
The document outlines the information processing model of memory, including sensory memory which acts as the first "level" of memory by taking a temporary snapshot of incoming sensory information through the senses. Only the information that receives attention is transferred to working memory, while unimportant information is blocked and lost within a few seconds. Strategies are presented for capturing students' attention and utilizing sensory-based activities to take advantage of how the brain processes and stores sensory memories.
This document provides an outline and information about brain-based learning and long-term memory models. It includes:
1. An outline of the information processing model showing how information moves through sensory memory, working memory, and is either stored or retrieved from long-term memory.
2. A description of the long-term memory model including that memories can be stored in more than one place and examples of how information is processed and stored in long-term memory.
3. Links and handouts about long-term memory including how it is like a computer hard drive where information is stored indefinitely, the importance of meaningfulness and critical attributes in memory storage and retrieval, and examples of memory strategies like activating prior knowledge
The document discusses the information processing model of memory and focuses on working memory. It provides details about:
1) The three stages of memory - sensory, working, and long-term memory. It emphasizes that working memory is where conscious processing occurs.
2) Key aspects of working memory including its limited duration of 10-20 minutes, capacity of 7+/- 2 "chunks" of information, and the strategy of chunking to improve memory retention.
3) Brain-based strategies to optimize working memory including minimizing cognitive overload, chunking content, and using job aids as memory supplements.
The document discusses information processing models and working memory. It provides details about:
1) The information processing model includes sensory memory, working memory, and long-term memory. Working memory is where conscious thought and active processing occurs.
2) Working memory has a limited duration of 15-30 seconds to hold information unless it is rehearsed. Its capacity is about 7 chunks of information that can be increased through chunking or combining individual pieces into larger meaningful units.
3) Strategies to support working memory discussed include minimizing cognitive overload, chunking content, breaking content into smaller segments over time, and using job aids as memory supplements.
STARS for KIDS NOW is Kentucky's voluntary quality rating system for licensed child care centers and certified family child care homes. It rates programs on a scale of 1 to 4 stars based on meeting quality standards and environmental rating scores. Higher star ratings indicate better child to caregiver ratios, more trained staff, curriculum, and overall quality. The document provides information on what the rating system measures, how quality impacts child development, and what parents should look for when choosing child care, including asking about staff qualifications, policies, and touring the facility.
The document provides an overview of a training series called ENGAGEMENT that is designed to support families and professionals in preparing children for transition and school readiness. The training series includes multiple modules that cover topics like child development, transitions between programs, and kindergarten readiness. Each module includes materials like PowerPoint presentations, participant handouts, and supplemental worksheets and readings to facilitate 30-45 minute training sessions. The overview training teaches facilitators how to use the module materials to deliver high-quality training to families and professionals.
2. What is an interim report?
2
Programs participating in the STARS for KIDS
NOW program must demonstrate continued
compliance with the program standards by
completing the STARS Interim Report.
The STARS Interim Report must be submitted
annually by the STARS anniversary date during
non-rating years.
Cabinet for Health and Family Services
3. What is an interim report?
3
The STARS Interim Report is completed
by all STARS-rated facilities who hold a
STARS level 2 -4.
Cabinet for Health and Family Services
4. What is an anniversary date?
4
A program’s “STARS Anniversary Date” is
the date one year forward from the date the
current STARS rating was initially approved.
This date is the STARS expiration month
and day located on the STARS certificate.
Cabinet for Health and Family Services
5. When is the interim report due?
5
922 KAR 2:170 ( Type I Licensed Programs)
922 KAR 2:210 (Type II & Certified Family Child Care Homes)
Section 10. Interim Report. (1) Except during a renewal year, a
STARS Level 2, 3 or 4 center shall complete and submit to the
cabinet or its designee prior to the anniversary date a:
(a) DCC-413, STARS for KIDS NOW Interim Report
Standards Documentation; and a,
(b) DCC-414, STARS for KIDS NOW Interim Report Staff
Training Documentation for each staff person, including the
director.
Cabinet for Health and Family Services
6. When is the interim report due?
6
Reports should be submitted to the Division of Child Care
30 days prior to the anniversary date.
Examples:
A two-STARS certificate approved on July 30, 2010 and
expires on July 30, 2012; must submit an interim report
before July 30, 2011
A four-STARS certificate approved on July 30, 2010 and
expires on July 30, 2014; must submit an interim report
before July 30, 2011; July 30, 2012; and July 30, 2013
Cabinet for Health and Family Services
7. When will I receive the interim report?
7
The STARS Interim Report packet will be sent to
the STARS rated program from the Division of
Child Care (DCC) at least four (4) months prior to
a facility’s anniversary month.
The interim report forms are also available on our website.
http://chfs.ky.gov/dcbs/dcc/stars/starsproviderinfo.htm
Cabinet for Health and Family Services
8. What information will I need for the DCC-413?
8
The center’s
demographic
information
This section will ask
when you completed
an Improvement Plan
for each environmental
rating scale.
This section asks for the
date of your family
involvement plan and
you will list the
activities.
Cabinet for Health and Family Services
9. Additional Information Required
The DCC-413 9 Family feedback
procedure date
Identify changes in
benefits offered to
staff.
Date of expiration of
National
Accreditation.
Type I Level 4
Enhanced: Health
Insurance information
Date of last visit by
Be sure to sign and List date and amount of licensing surveyor
date. any CMP’s
Cabinet for Health and Family Services
10. What information will I need for the DCC-414?
10 Complete on each staff
member in facility
Center demographic
information
This information
will be specific to
each staff member.
List annual training
clock hours only for the
Director or person in
charge. List degrees and
certificates on all staff
for a level 3 & 4.
*Note: License Type II providers must list annual
training clock hours for all staff.
Cabinet for Health and Family Services
11. Additional Information
11
The DCC-414
Total all training hours for
Director, or Person in Charge or
License Type II program. Training
hours must be for previous 12
months from hire date to hire date
Owner/Director will
verify the information
listed is correct. Be sure
to sign and date.
Cabinet for Health and Family Services
12. Common Mistakes on the DCC-413
12
Missing or Incomplete Information
Be sure to fill in ALL applicable information within ALL sections.
Environment Rating Scale (ERS) Improvement Plan
date missing or plan(s) was not written within the
past 12 months
ERS Improvement Plan is an annual plan
Supporting Documentation not attached
Be sure to attach accreditation certificate and/or health insurance
documentation (if applicable)
Cabinet for Health and Family Services
13. Common Mistakes on the DCC-414
13
STARS Level 3 or 4, fifty percent (50%) of teaching staff
does not have entry level credential or higher
Be sure to fill in ALL applicable information within ALL sections.
Include current copies of credentials, certificates and degrees
STARS Level 3 or 4, fifty percent (50%) of staff working
with children does not have current CPR/First Aid Training
Be sure to complete a DCC-414 for all staff .
Director does not meet training requirement for current
STARS level
Check to make sure that Director meets requirements for current
STARS level.
Cabinet for Health and Family Services
14. What do I attach?
14
DCC-413
Attach a copy of accreditation certificate (if applicable)
Attach a copy of health insurance policy (if applicable)
DCC-414
Attach copy of current credential of staff member
Attach copy of transcript showing field of study for any
degree
Attach copy of transcript showing course completion for
college courses only
Cabinet for Health and Family Services
15. We DO NOT need…
15
Copies of training certificates showing clock hours
Copies of FA/CPR certification
Copy of ERS Improvement Plan or Family
Involvement Plan
Copy of Staff Development Plan, Training Plan or
Staff Evaluation
Copy of STARS Overview sign-in sheet
Be sure to keep ALL of these on file and
current . These items will be reviewed
during your next Standards Review Visit.
Cabinet for Health and Family Services
16. Frequently Asked Questions
16
What time period am I using to list my Family Involvement
Activities on the DCC-413?
- You will need to list those activities that take place during the calendar
year of your anniversary.
Do I need to list training I am taking during this current year?
- No. You do not need to include training you will be taking for this year.
Please list hire date to hire date training for a full twelve (12) months.
Cabinet for Health and Family Services
17. Frequently Asked Questions
17
Who needs to write my Annual Improvement Plan?
- STARS regulation states the improvement plan is to be written by the
director with assistance from the cabinet or its designee( your SQC), if
requested.
Do I need to send in training certificates?
- No. Do not send training certificates showing clock hours of training.
Can I use a print out from ECE-TRIS to verify my training?
- Yes. Please be sure that the training listed on the ECE-TRIS print out
falls within your training calculation timeframe.
Cabinet for Health and Family Services
18. Frequently Asked Questions
18
At Level 3 and 4, my CDA or accreditation has expired, I
know I will not be able to renew my current level should I
submit the interim report or wait for my re-rating?
- All Level 2-4 programs will be required to submit an Interim Report.
Failure to submit the report will result in a re-evaluation of the
program. Determination of outcome will be based upon review
findings.
Cabinet for Health and Family Services
19. What can happen if I do not return the
STARS Interim Report?
19
922 KAR 2:170 ( Type I Licensed Programs)
922 KAR 2:210 (Type II & Certified Family Child Care Homes)
Section 12. Conditions Requiring Re-evaluation.
(1) Reevaluation of a center’s quality rating certificate and
associated level shall be conducted if the:
(d) Center fails to return the DCC-413 or DCC-414.
Cabinet for Health and Family Services
20. Re-evaluation
20
Failure to return the Interim Report will result in a re-evaluation of the
program.
or
Any STARS program changing locations will result in a re-evaluation of the
program.
The re-evaluation may consist of a new onsite review of the current
STARS standards, a new environment rating visit, or a desk audit. The
program will be informed that they are being re-evaluated and the date of the
actual review is unannounced.
Cabinet for Health and Family Services
21. Is assistance available if I need it?
21
You may contact your STARS Quality
Coordinator (SQC) for assistance.
You may also contact the Division of Child
Care for assistance.
Cabinet for Health and Family Services
22. We are here to answer your questions!
22
Contact a STARS Quality Coordinator at:
http://www.kentuckypartnership.org/QEI/qc.asp
or at (800) 956-8950.
Contact the Division of Child Care at:
(800) 421-1903
or
by e-mail at:
STARS@ky.gov
Cabinet for Health and Family Services