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Restaurant Instagram Report Q2 2013
MomentFeed Index: Restaurant Instagram Report Q2 2013 MomentFeed Index: Restaurant Instagram Report, Q2 2013 MomentFeed.com Overview Instagram has quickly become one of the most popular social tools for consumers. With 130 For restaurant brands specifically, the visual storytelling that Instagram enables represents a million monthly active users taking 45 million photos per day as of August 2013, the “fast, tremendous opportunity in 2013 and beyond as customers capture their experiences in real beautiful and fun way to share your life with friends through a series of pictures” has created a time and share them with the world through the Instagram app. Several restaurants are off to a way for anyone to create visual content about their experiences and share their moments. great start, and this report takes a closer look at these brands. For brands, Instagram represents a new marketing channel in a number of ways. In addition Based on data captured by the MomentFeed marketing platform for 65 top restaurant brands, to taking photos themselves, brands can leverage content created by customers and fans the report breaks down Instagram performance in terms of total number of photos, average by, for example, sharing customer photos across other channels such as Facebook to reach number of photos per location, and photos as a percentage of check-ins. The report only additional fans. The comment feature also enables direct communication with customers. counts Instagram photos that have been explicitly place-tagged to a restaurant’s location between April 1 and June 30, 2012. MomentFeed Index: Restaurant Instagram Report, Q2 2013 MomentFeed.com Total Number of Instagram Photos 1. -
Frequently Asked Questions About Bullying
Safety and Respect for All Frequently Asked Questions About Bullying 1-What is school bullying? 2-What are the consequences of school bullying? 3-What can a school community do about bullying? 4-What can teachers do about classroom bullying? 5-What can students do about school bullying? 6-What can parents of young children do about school bullying? 7-What can parents of teens do about school bullying? 8-What can community partners do about school bullying? 9-How can a caring adult work with a bully? 10-How can a school community promote an anti-bullying climate? 11-What is cyber bullying? 12-Resources 1-What is school bullying? Bullying is exposing a person to abusive actions repeatedly over time. Being aware of children's teasing and acknowledging injured feelings are always important. Bullying becomes a concern when hurtful or aggressive behavior toward an individual or group appears to be unprovoked, intentional, and (usually) repeated. Bullying is a form of violence. It involves a real or perceived imbalance of power, with the more powerful child or group attacking those who are less powerful. Bullying may be physical (hitting, kicking, spitting, pushing), verbal (taunting, malicious teasing, name calling, threatening), or emotional (spreading rumors, manipulating social relationships, extorting, or intimidating). Bullying can occur face-to-face or in the online world. What do bullies do? Bullying actions may be direct or indirect. Direct bullying or identifiable bullying actions may include: • Hitting, tripping, shoving, pinching, -
PS-79: Flexible Work Hours and Staffing
Flexible Work Hours and Staffing PS-79 PURPOSE: The purpose of this policy is to describe the campus policy on flexible work hours and flexible staffing. FLEXTIME POLICY: The University's regular business hours are 8:00 a.m. to 4:30 p.m. Monday through Friday. However, campus departments may have official hours which differ in order to provide necessary services, including multiple shifts. Departments are encouraged to consider flexible schedules when in the best interest of employees and the department. LSU recognizes that flexible schedules can improve morale, productivity and recognize the contributions made before and after normal work hours, particularly by professional staff. Flextime is a work schedule equal to 40 hours per week but differing from the regular business hours. A flextime schedule is appropriate only when the work schedule is beneficial to the University. Working a flextime schedule is a privilege, not an employee right and flexible schedules are not appropriate for all job situations. Flextime schedules may be considered using the following guidelines: A. Service - The level of service provided by the department may not decrease. Normally, flextime provides a wider span of service and provide staff with an opportunity to modify their work schedule to fit individual needs. Department heads must also consider the workload, flow of work, impact on quality and schedules as they relate to the mission and objectives of the department. B. Coverage - Implementation is contingent on ensuring at least minimal coverage (i.e., office front desk and phones) from 8:00 a.m. to 4:30 p.m. including the lunch period as appropriate. -
The Revolving Door: Rehired Employees
The Revolving Door: Rehired Employees Robert M. Richter, Esq., APM Vice President SunGard Relius 1 What Will Be Covered • Counting service • Break in service rules including the “rule of parity” • Entry requirements for rehires • Buy-back rights • Returning from military leave 2 Robert’s Rules of Rehires • Don’t rehire former employees • If the person was good enough to rehire, then why go to all this effort to keep the person out of the plan • In 95 percent of the cases, the person will be eligible on the date of rehire 3 Eligibility Requirements 4 410(a) Maximum • Code §410(a) limits maximum age and service condition plan can impose – Generally one year of service – Age 21 • Plan can’t impose higher service requirement – Even if plan would pass coverage 5 Two Years of Service • The law allows a plan to use a two-year eligibility condition • But pay the price – Full and immediate vesting • Exception: Can’t use two-year rule for elective deferrals • Can be years of service without an intervening break in service (first exception to rule that all service counts) 6 Entry Date • EE generally enters plan on entry date after satisfying eligibility requirements • Maximum entry date is earlier of: – First day of the first plan year beginning after the date requirements are met, or – Date that is six months after the date requirements are met • Roughly 182 entry dates – but January 1st and July 1st meet the maximum 7 Employment on Entry Date • Plan can require employment on entry date as condition to enter • If EE comes back after entry date, -
Employee Handbook 2017-2018
Employee Handbook 2017-2018 2222 Broadway & 1715 Octavia San Francisco Ph. 415.563.2900/415.345.5811 www.sacredsf.org Schools of the Sacred Heart – San Francisco 2017-18 Employee Handbook 1 TABLE OF CONTENTS Chapter 1: INTRODUCTION 8 History 9 Philosophy 9 Notable Figures 9 Traditions and Terms 10 Sacred Heart Commission on Goals (SHCOG) 10 Organization Chart UPDATED 11 Administration 12 Hours of Operation 12 Campus & Facility Maps 13 Chapter 2: EQUAL OPPORTUNITY 15 Equal Employment Policy 15 Request for Accommodation 16 Policy Against Harassment 16 Suspected Child Abuse and Reporting 19 Whistleblower Policy 20 Problem Resolution/Arbitration 22 Chapter 3: EMPLOYMENT POLICIES 23 Employment Definitions 23 Conditions of Employment 23 Goals & Criteria 23 Employment Authorization 23 DOJ and FBI Fingerprint Clearance 24 Shield the Vulnerable Training & Child Abuse Acknowledgment 24 Tuberculosis Testing 24 Transcripts 24 Employment Agreements and Renewal/Non-Renewal 24 Probationary Period 25 Term 25 Performance Evaluation 25 Disciplinary Procedures 25 Termination for Cause 26 Voluntary Termination 26 Exit Interviews 27 Evaluation and Employment Agreement Timeline 28 Employee Records 29 Employment Verifications and References 29 Distribution of Contact Information 29 Schools of the Sacred Heart – San Francisco 2017-18 Employee Handbook 2 Media Contacts 29 Publicity 30 Chapter 4: PRINCIPLES OF CONDUCT 31 School Ethics 31 Interactions and Communications with Students 31 Hazing/Bullying/Harassment Amongst Students 33 Community Relations 33 Dress -
Mentor Handbook
MENTOR HANDBOOK 2019-2020 Telephone Numbers/ Staff Names/Titles Telephone Numbers You Should Know: Boys & Girls Club of the Tri-County Area 920-361-2717 Emergency (Fire, Police, Ambulance 911 Non-emergency Police Department 920-361-2121 Non-emergency Fire Department 920-361-2121 Report Abuse Case 920-294-4070 Wisconsin Poison Center 1-800-222-1222 Nurse Direct 1-920-830-6877 Boys & Girls Club of the Tri-County Area Staff: Jason Presto CEO Mindy Collado Center Director Melissa Hilke Director of Business & Management Brooke Schneider Administrative Assistant Ashley Bartol Special Events & Marketing Manager Megan Lamers Program Coordinator Carrie Govek Teen Futures Coordinator Briana Harmon Mentoring Coordinator Robert Zache Facilities Coordinator Green Lake School Staff Liaisons: Mary Allen School Principal/Superintendent Sandi Linde Guidance Counselor Mentoring Program Goals Goal 1: Participating youth who have been matched with a mentor for a minimum of 12 months will have improved attendance in school, a reduced number of behavior-related office referrals and have improved grades. Goal 2: Participating youth will be able to identify at least two ways to appropriately cope with stress, report a greater sense of self-worth and can identify at least three safe people to share their feelings with. Goal 3: Participating youth will work with their mentor to develop written goals for their future. Middle and high school students will take part in Career Launch during their time with their mentor. The goal of this program is to encourage teens to think about their future and establish realistic goals. Each youth will have a support team consisting of his or her parent(s)/guardian(s), mentoring coordinator, a mentor and a school liaison. -
Rules for Shared Parental Leave
FEATURE Rules for shared parental leave By Alan Pitcaithley, practice management consultant arents will soon be legally their child’s first year. This will have an impact Written notice entitled to share statutory on employers and there are, therefore, precise To use these rights, eligible parents (Table leave following the birth procedures to be followed. 1) must give their employer proper written or adoption of a child. This The mother would normally be able to notice; in fact, three different notices. ‘shared parental leave’ will take up to 52 weeks’ maternity leave. Shared First, the mother must give notice to end apply to eligible parents of parental leave allows a mother to turn her her maternity leave and change over to shared Pbabies due, or children placed for adoption, maternity leave into shared parental leave. parental leave. Second, both parents must give on or after 5 April 2015. It allows employees The actual amount of shared parental leave their employers a notice of entitlement letter to break their absence from work into available depends on how much maternity that sets out their basic eligibility (Table 2). separate blocks and to share some of the leave is taken. Finally, each must provide a notice of leave leave with their spouse or partner. Potentially, Since a mother must take at least two letter that specifies the actual dates that the eligible parents, in the first year of a child’s weeks’ compulsory maternity leave following employee wishes to take as shared parental birth or adoption, will be able to dip in and the birth of their child, there could be up to leave. -
Cms/Lib/MI01908676/Centricity/Shared/Documents/Handbooks/Coldwater Schools Employee Handbook.Pdf
Employee Handbook Adopted by Coldwater Board of Education November 25, 2013 Making a world of difference for our students-Every student…Every way….Every day! Superintendent & CFO Terry Ann Boguth 279-5910 ext. 2217 Curriculum Director Amanda Miller 279-5910 ext. 2201 Business Manager Evelyn Grimes 279-5910 ext. 2210 Supt’s Administrative Assistant Heather Harvey 279-5910 ext. 2216 Pupil Accounting/Receptionist Michelle Burkhardt 279-5910 ext. 2253 Payroll & Human Resources Ashley Morr 279-5910 ext. 2209 Accounts Payable Erin Regan 279-5910 ext. 2259 Technology Travis Greene 279-5910 ext. 2109 COLDWATER COMMUNITY SCHOOLS STAFF HANDBOOK Page 1 Table of Contents THIS HANDBOOK—PURPOSES AND LIMITATIONS ....................................................................................... 3 HUMAN RESOURCES .................................................................................................................................... 4 STAFF EVALUATIONS ................................................................................................................................ 4 CHANGING PERSONAL DATA .................................................................................................................... 4 TIMESHEETS ............................................................................................................................................. 4 PERSONNEL ACTIVITY REPORTS (PARs) .................................................................................................... 4 PAYCHECKS .............................................................................................................................................. -
Employee Handbook
Leman Academy of Excellence, Inc. Employee Handbook Colorado Updated February 2018 Leman Academy of Excellence, Inc. Page 1 of 63 Updated February 2018 ABOUT THIS HANDBOOK / DISCLAIMER We prepared this handbook to assist Staff and Teachers in finding the answers to many questions that they may have regarding their employment with Leman Academy of Excellence, Inc. Please take the necessary time to read it. We do not expect this handbook to answer all employee questions. Team Leaders, Vice Principals, Principals and the Personnel Department (HR) also will be a major source of information. Neither this handbook nor any other verbal or written communication by Senior Administration representative, is, nor should it be considered to be, an agreement, contract of employment, express or implied, or a promise of treatment in any particular manner in any given situation nor does it confer any contractual rights whatsoever. Leman Academy of Excellence, Inc. adheres to the policy of employment at will, which permits the School or the employee to terminate the employment relationship at any time, for any reason, with or without cause or notice. No School representative other than the Personnel Department (HR) or the CFO may modify at-will status and/or provide any special arrangement concerning terms or conditions of employment in an individual case or generally and any such modification must be in a signed writing. Many matters covered by this handbook, such as benefit plan descriptions, are also described in separate School documents. These School documents are always controlling over any statement made in this handbook or by any member of Senior Administration. -
Mentoring Program Protege Handbook
Mentoring Program Protégé Handbook Center for Professional Excellence Mentoring Program Mission Statement The mission of the Center for Professional Excellence Mentoring Program is development of students through self-formation and early professional preparation, the hallmark of The Elmhurst Experience. Introduction Simply stated, mentoring is a helping relationship in which a more experienced person (the Mentor) assumes limited responsibility for assisting a less experienced person (the Protégé) in order to enhance the probability that the less experienced person will develop and grow professionally and personally. This relationship can focus on a particular career or profession as the Protégé is ready to consider these specifics. It always addresses the Protégé’s personal development to shed light on the question, “What sort of professional would I like to become?” In order to assist the Protégé in navigating the mentoring process, workshops have been developed. The design of the Protégé Workshop is to give Protégés an understanding of their role and responsibilities as a Protégé; become familiar with the Mentoring Program Policies and Procedures; understand and appreciate the importance of establishing the mentoring relationship; and discover how to become an active participant in their personal and professional development. Table of Contents I. Introduction II. Design and Goals of the Program III. The Protégé’s Role IV. Establishing the Mentoring Relationship V. Developing the Mentoring Relationship VI. What Mentors look for in a Protégé VII. Possible Mentoring Topics I. Introduction Research has shown that people can and have benefited from mentoring relationships. It is also known that mentoring relationships can be designed and structured to benefit particular groups of people. -
FOR IMMEDIATE RELEASE “Pick 3 for $3” Lets Jack in the Box® Guests Create Own Value Meals from Choice of 8 Popular Products
FOR IMMEDIATE RELEASE Contact: Brian Luscomb, (858) 571-2291 DVP, Corporate Communications [email protected] “Pick 3 for $3” Lets Jack in the Box® Guests Create Own Value Meals From Choice of 8 Popular Products SAN DIEGO, April 26, 2010 — Jack in the Box® restaurants are offering guests a unique way to create their own value meals. Beginning today, guests may mix and match any three of the following eight menu items for just $3, plus tax: Hamburger Deluxe, Jr. Bacon Cheeseburger, Chicken Sandwich, Onion Rings, Egg Roll, French Fries (small), Mini Churros (order of 5) and small fountain drink. “This is a great opportunity for our guests to take advantage of the variety in our menu and customize a meal featuring some of our most popular items at a great value,” said Tammy Bailey, division vice president of menu marketing and promotions for Jack in the Box Inc. Pick 3 for $3 is available at participating restaurants for a limited time. Excluded markets include the following: Albuquerque; Boise and Twin Falls, Idaho; Seattle and Yakima, Wash.; Lake Charles, La., and the Texas markets of Austin, Beaumont/Pt. Arthur and Waco. The promotional price in Hawaii is $3.33, plus tax. [Note to media: High-resolution photos of several menu items included in this promotion are available at http://www.jackinthebox.com/corporate/press-room/photo-gallery/.] About Jack in the Box Jack in the Box Inc. (NASDAQ: JACK), based in San Diego, is a restaurant company that operates and franchises Jack in the Box® restaurants, one of the nation’s largest hamburger chains, with more than 2,200 restaurants in 18 states. -
Employee Handbook Revised July, 2010 CITY of ARDMORE EMPLOYEE HANDBOOK Table of Contents
City of rdmore Employee Handbook Revised July, 2010 CITY OF ARDMORE EMPLOYEE HANDBOOK Table of Contents Page Section 1 MISSION STATEMENT 1 WELCOME 2 RECEIPT FOR EMPLOYEE HANDBOOK 3 INTRODUCTION 3 Authority 3 Applicability 3 Responsibilities 3 Dissemination of Handbook 4 POLICY STATEMENTS 4 Equal Employment Opportunity Policy Statement 5 Non-Discrimination and Anti-Harassment Policy Statements 5 Definitions of Harassment 6 Individuals and Conduct Covered 6 Retaliation Is Prohibited 6 Complaint Procedure 6 IMPORTANT NOTICE TO ALL EMLOYEES 6 The Investigation 7 Americans With Disabilities Act (ADA) Policy Statement 7 Procedure for Requesting an Accommodation 8 Conflict of Interest and Outside Employment Policy Statements 8 In General 8 Outside Employment 8 Financial Interest in Other Business 9 Acceptance of Gifts 9 Reporting Potential Conflicts 9 Confidential Nature of Work Policy Statement 9 City of Ardmore's Open Records Request Procedure 12 EMPLOYMENT 12 Hiring Process 12 Recruitment 12 Methods of Selection 12 Applicants and Applications 13 Immigration Reform and Control Act Compliance 13 Controlled Substance Testing 13 Disqualification(s) 13 Verification 13 WorkSTEPS® Program 15 Vacancies 15 Employment Forms 15 Collective Bargaining 15 Employee Status CITY OF ARDMORE EMPLOYEE HANDBOOK Table of Contents Page Section 15 Regular Employees 15 Temporary Employees 15 Classification Plan 16 Re-classification 16 Promotions / Demotions / Transfers 17 Promotions 17 Demotions 17 Transfers 18 COMPENSATION 18 Performance Review 18 Payment of Salary