zilongwang/ReadingBank huggingface dataset:
Lean Project Implementation Plan Template Lean Implementation Plan: [Project Title] Date Created: [mm/dd/yy] Last Updated: [mm/dd/yy] Project Sponsor Team Leader Facilitator Project Date Follow-Up Meeting Schedule Progress Key 30-Day: [mm/dd/yy] 60-Day: [mm/dd/yy] 90-Day: [mm/dd/yy] 6-Month: [mm/dd/yy] 1-Year: [mm/dd/yy] TO BE INITIATED (gray) ON TARGET (green) OFF TRACK (red) COMPLETE (purple) ID # Action Owner Start Date Target Date Completed Jan-yy Feb-yy Mar-yy Apr-yy May-yy Jun-yy Jul-yy Aug-yy Sept-yy Oct-yy Nov-yy Dec-yy Comments 1 [insert action/task] [insert lead on action and any staff with a supporting role] [mm/dd/yy] [mm/dd/yy] [mm/dd/yy] [insert notes relevant to the action and status] 2 [insert action/task] [insert lead on action and any staff with a supporting role] [mm/dd/yy] [mm/dd/yy] [mm/dd/yy] [insert notes relevant to the action and status] 3 [insert action/task] [insert lead on action and any staff with a supporting role] [mm/dd/yy] [mm/dd/yy] [mm/dd/yy] [insert notes relevant to the action and status]
Business Premises Guidance: Details of where you will work, and why this has been chosen. This should include costs. Consider the resources you may need to make the idea happen – remembering to focus on what you need (not what you want!) List any equipment you currently own with it’s value as it reflects on how much you are investing in the business. Terms of Trade Guidance: How will you operate on a commercial basis? Provide a draft copy in your appendix. See: Suppliers Guidance: Who are your suppliers and where are they located? Why did you choose them over competitors? Are there any additional charges? Marketing Plan The Market Guidance: Who is your market audience? Is there any potential for growth, is it seasonal? Provide research figures – for example, how much is the sales for that sector? How many people are in that market? The Customers Guidance: Segment your customer groups to show an understanding of their needs over and above the core product or service you offer. What are their purchasing methods?
This Agreement may be executed in counterparts which, taken together, shall constitute one and the same Agreement. A facsimile signature will be as valid as an original signature for all purposes relevant to this Agreement. PARTICIPATING NON-MEMBER Printed Legal Entity Name By: Printed Individual Legal Name Signature and Date Email Address Mailing Address LEAP Leadership for Energy Automated Processing Printed Legal Name Signature and Date Email Address Direct to: Owen O’Connell, c/o Shell, 80 Strand, London WC2R 0ZA, United Kingdom
EXHIBIT 5 MANAGEMENT PLAN WORKSHEET Action Description Date Person Responsible/ Time and Effort Percentage Brief Description #1 Name or Position Funder’s Requirements Signed Memorandum of Understanding with evaluator 45 Days after receipt of Notice of Grant Award Start-up Report Due Due after 30 Days of Programming Name or Position Application for Continuation of Funds Due TBD Name or Position Annual Evaluation Report Due September 30, 2019 Name or Position End of Year Financial Report Due October 31, 2019 Name or Position Final Three-Year Evaluation Report September 30, 2021 After Third Year of Grant Name or Position
LEADERSHIP (Level of Attainment) Level 1 Level 2 Level 3 Level 4 Level 5 School-based Leadership Opportunities Completed 2 leadership modules of at least 3 hours each Class Committee Committee for student-initiated or student-led projects, approved by school (or equivalent) Class Chairperson Prefect Peer Support Leader Committee for events Chairperson/ Vice-Chairperson for student-initiated or student-led projects, approved by school (or equivalent) Senior Prefect for school-wide events (or equivalent) Executive Committee of Student Council / Prefectorial Board (or equivalent) Lower Sec CCA Committee (or equivalent) Lower Sec CCA Executive Committee Upper Sec CCA Committee (or equivalent) Upper Sec CCA Executive Committee (or equivalent) CCA Captain/ Chairperson (or equivalent) National Youth Achievement Award NYAA Bronze NYAA Silver and above Uniformed Groups (Rank) Lance Corporal (or equivalent) Corporal Patrol Second Assistant Patrol Leader (or equivalent) Sergeant Patrol Leader (or equivalent) Staff Sergeant Assistant Company Leader Senior Patrol Leader (or equivalent) Warrant Officer Master Sergeant Station Inspector Troop/ Company Leader (or equivalent)
Level 1 Level 2 Level 3 Level 4 Level 5 Representation Represented class / house / CCA at event Represented school / external organisation at local / international event for 1 year Represented school / external organisation at local / international event for 2 years Represented school / external organisation at local / international event for 3 years or more Represented UG HQ at international event Represented Singapore Schools at local / international competition Represented Singapore at international event endorsed by national bodies Represented National Project of Excellence at local / international concert Represented MOE at local / international event Represented UG HQ at international competition Accomplishment6 Represented school / external organisation at local / international event and achieved the following (for 1 year): Top 4 (or equivalent) team placing Top 8 (or equivalent) individual placing Gold/Silver/ Bronze/Merit award / certification (or equivalent) SYF Arts Presentation Certificate of Distinction /Accomplishment SYF Art Exhibition Certificate of Recognition (Special Mention) /Recognition Presented original Represented school / external organisation at local / international event and achieved the following (for 2 years or more): Top 4 (or equivalent) team placing Top 8 (or equivalent) individual placing Gold/Silver/ Bronze/Merit award / certification11 (or equivalent) SYF Arts Presentation Certificate of Distinction /Accomplishment SYF Art Exhibition Certificate of Recognition (Special Mention) / Recognition Presented original Represented Singapore Schools/ National Project of Excellence/MOE at local / international competition OR Represented Singapore at international event, endorsed by national bodies AND achieved the following: Top 4 (or equivalent) team placing Top 8 (or equivalent) individual placing Gold/Silver/ Bronze award / certification (or equivalent) Presented original research paper / project accepted at the
Senior Fellowship Booklet Leadership in Education Awards Programme On behalf of the LEAP programme team, I would like to welcome you to the Leadership in Education Awards Programme (LEAP) and support sessions for Senior Fellowship applications. We hope that you find this workbook useful in supporting your application. LEAP is accredited by the Higher Education Academy (HEA), can award Associate, Fellowship, Senior and Principal HEA Fellowships. This programme supports you in documenting and evidencing your teaching excellence and is your opportunity to receive a formal national qualification for your teaching or to enhance your HEA fellowship status. “This is fabulous news and a great endorsement of the priority that the Faculty places on Teaching & Learning excellence - and will provide invaluable evidence for reporting against the proposed Teaching Excellence Framework”, Gillian Wallis, Associate Dean teaching, Learning and students. In addition to the programme of activities we have in place peer support groups and LEAP mentors offering advice and feedback on your application. As Head of the Centre for Academic and Researcher Development and Academic Lead for LEAP I welcome you onto the programme
Reason for leaving: Start – End Dates: Name of Organisation: Job Title: Responsibilities: Reason for leaving: Start – End Dates: Name of Organisation: Job Title: Responsibilities: Reason for leaving: Start – End Dates: Name of Organisation: Job Title: Responsibilities: Reason for leaving: Please continue on separate sheets if necessary. Supporting Information – Experience, Skills & Interests
Linking prayers used today with the New Testament-Magnificat, Hail Mary, Lord’s Prayer The Mystery of Faith Doubting Thomas St Peter and St Paul St Athanasius Sts Constantine and Helena The Venerable Bede St Thomas Aquinas Cyril and Methodius St Ursula St Hilda Home School Links Preparation for the Sacraments Looking after the environment Multicultural Links Comparing creation stories with other cultures Pilgrimages from other faiths Passover celebrations and other Jewish festivals which Jesus would have known Places of worship Prophet Muhammad-‘Ask the learned, speak with the wise and associate with the poor.’ Respect for others Stories/Poems ‘Footsteps’ The Fourth Wise Man The Small Miracle Aesop’s Fables Music and Songs The wise man built his house upon the rock Art Maps of St Paul’s travels
S1 Learning Intention Success Criteria – learners will be able to; Planned Homework activities Ways to Support Learning at Home Assessment The Developing World Describe what is meant by the developing world Identify where in the world the developing world is. Be able to describe what we mean by the term ‘developing’. Research online using the UN Human Development Index to identify a number of specific developing countries and developed countries and be able to locate them on a map. Encourage pupils to be aware of current affairs by reading newspapers and watching TV news regularly. End of unit assessment ‘Describe’ stem knowledge questions in National 4 and National 5 exam. Passport of Skills Taking Responsibility Managing, Planning, Organising Communicating Working with others The Developing World Explain the problems faced by developing countries Research online using the UNICEF website to compare a range of ‘development indicators’ between the UK and a developing country of your choice. Explain some of the problems faced by developing countries. Explain some of the causes of these problems. Develop their understanding of the trading disadvantages faced by developing countries. Ask them to explain their opinions regularly on current affairs as they arise. End of unit assessment ‘Explain’ stem knowledge questions in National 4 and National 5 exam Passport of Skills Taking Responsibility Communicating The Developing World Learn to use graphical sources to make conclusions Make broad conclusions from 2 graphical sources relating to the developing world. Use any sources of information at home (e.g. in newspapers) as prompts to draw conclusions from. End of unit assessment ‘Conclusions’ skill questions in National 4 and National 5 exam. Passport of Skills Managing, Planning, Organising Communicating
The Developing World Learn to use sources to make and justify decisions Make and justify a decision on whether or not to continue with or reduce the current levels of foreign aid the UK gives to developing countries using 3 sources of information as evidence. Regularly ask them to rationally justify their opinions or decisions they make. End of unit assessment ‘Options’ skill questions in National 4 and National 5 exam Passport of Skills Managing, Planning Organising Communicating
My Favorite Interactive – Summary and Reaction: 4. In this same spot, check out “Balancing Excesses and Deficits” in the Session 5, Part C “Using Line Plots” lesson, and do one problem from C5, C6, C7, or C8 (any of the parts a-f). Write the problem below, and show your reasoning toward a solution. 5. Find something else in the website that interests you, and give brief summary and reaction paragraphs. 6. Based on your investigation of the Learners.org website so far, comment on your reactions as to how you believe you might use this website in the future. How helpful do you feel the various tools will be to you as an elementary mathematics teacher? Be specific. This project is worth 100 points and is due no later than _______________. Do your best! Rise to the challenge! Live and learn!
1 The learner will know about the role of the learner representative The learner must know: Assessment Requirements Evidence Location 1.a The role and responsibilities of the learner representative Learners should state the role and responsibilities of the learner representative The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b The boundaries of the learner representative role Learners should state the boundaries of the learner representative role 1.c Where the learner representative fits within the Learner Involvement Strategy Learners should identify where the learner representative fits within the Learner Involvement Strategy Further information for Tutors/Assessors 1.a Role and responsibilities: includes what activities and tasks are expected to perform as part of the role of learner representative; who they are responsible to, and how this is shown through the range of tasks / activities. 1.b Boundaries: may include examples of appropriate referral and of activities that are outside of the role. 1.c Learner Involvement Strategy: reflects the relationship between the role and the wider picture of the learning organisation’s strategy around Learner Voice.
2 The learner will know the importance of learner involvement The learner must know: Assessment Requirements Evidence Location 2.a The benefits of learner involvement to the learning organisation Learners should state the benefits of learner involvement to the learning organisation The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The potential outcomes for own involvement as a learner representative Learners should describe the potential outcomes for own involvement as a learner representative Further information for Tutors/Assessors 2.a Benefits of learner involvement: show how learner involvement can benefit the organisation. 2.b Potential outcomes: includes the benefits to the individual from the experience and role of being a learner representative.
Level 3 Diploma in Sports Massage Therapy (QCF) - Assessment plan and record of achievement Assessment Plan Record of Achievement Unit Stage of assessment Evidence Assessment method Planned Assessment Date Pass/Refer/RPL (include copies of certificates for RPL) Assessor’s signature or initials and date IQA initials (if sampled) 1 Anatomy and physiology for sports massage Theory paper Externally set multiple choice question paper % (score for MCQ Exam) Workbook Written 2 Principles of Health & Fitness Workbook Written 3 Understand the Principles of Soft Tissue Dysfunction Workbook Written 4 Professional Practice in Sports Massage Workbook Written Case Study Written 5 Sports Massage Treatments Workbook Written Case Study Written Practical Observed Assessment planning and record of achievement declaration Declaration Name Signature Date
Fractures Thrombosis Myositis ossificans Infections Skin disorders Allergic conditions Risk of haemorrhage Areas of altered skin sensation Mental incapacity USP44- LO3 Understand the standards relevant to the sports massage profession Under the following headings discuss the ethical and conduct requirements of the professional organisations in the sports massage industry that dictate our professional standards: (LO3a) Standards of Conduct (how we behave) Standards of performance (relates to skills and practice)
Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline State Rhythm: SR HR: 108/min BP: 88/52 RR: 28/min O2SAT: 97% T: 36.4oC Hypotensive Learner Actions - Initiate IV access, monitors, labs, ECG, pCXR - Perform an initial history and physical exam being careful to gain all relevant details - Communicate with the patient who is completely awake - Administer cautious fluid bolus (500mL RL or NS IV) Modifiers Changes to patient condition based on learner action - Crystalloid bolus HR 106 and BP 100/54 Triggers For progression to next state - All actions completed or 5 minutes elapsed 2. Diagnosis 2. Diagnosis Rhythm: SR HR: 108/min BP: 100/54 RR: 28/min O2SAT: 97% T: 36.4oC Apprehensive about procedure Learner Actions - Interpret ECG and pCXR - Perform POCUS and recognize pericardial effusion - Vocalize working diagnosis - Call ICU, cardiology and/or cardiac/thoracic surgery consultations Modifiers - RN to prompt consultation if asked for pericardiocentesis kit Triggers - All actions completed or 5 minutes elapsed 3. Consultation 3. Consultation Rhythm: SR HR: 106/min BP: 100/54 RR: 28/min O2SAT: 97% T: 36.4oC Stable Learner Actions - Introduce self and rank to consultant - Give “one-liner” summary of patient - Ask core clinical question - Collaborate with consultant on care plan including re-iteration of timing of consultation - Close the loop and summarize the plan **These actions may vary depending on which consultation model you use (5C, PIQUED, CONSULT, etc) Modifiers Triggers - End of case after consultation Section VI: Scenario Progression Section VII: Supporting Documents, Laboratory Results, & Multimedia
Short-term goals 1. 2. 3. Activity 8 Develop a career progression plan (4.2) Describe the action(s) required to achieve each of the short-term goals you identified in Activity 7. A start and end date must be included. An example has been done for you. Short-term goal Action required Start date End date eg learn to drive research instructors and costs obtain provisional licence book and take lessons book theory test book practical test take practical test 1/8 1/8 1/9 5/10 23/11 7/12 8/8 22/8 7/12 5/10 23/11 7/12 1.
Description of the route and means of transport: Activity 8 Dress appropriately and display good personal hygiene for the interview (2.1) Candidates should dress appropriately for an interview displaying good personal hygiene. Assessor statement: The candidate has dressed appropriately and displayed good personal hygiene suitable for an interview. Assessor signature: Date:
Introduction to candidate project Ideas for your project may come from work, study, leisure time, personal or social life. It could be a project that you are working on or it may be a project that is part of a course or something you have been asked to do at work. It could even be a surprise party you are planning or something you are thinking of creating, designing or building. Your project may involve: Building an item Practising and taking part in a competition Organising an event Researching a subject of interest Designing and creating an item Learning a new skill Volunteering Coaching Mentoring or something else, but your project must be agreed with an assessor or supervisor. This work pack can be used to provide evidence that you planned, carried out and evaluated the project. You may also need photographs, video or audio recordings as evidence, especially if you cannot take and show the completed project to your assessor. The project can be done individually or as part of a small group. It is important that the role of each member of the group is defined and recorded for evidence and each member of the group must individually meet all the criteria for the unit. This project will be an ideal talking point at interviews.
Activities that help children learn the names of the letter-shapes in the alphabet and the sounds the letters make games like alphabet bingo to teach letter names and shapes. a set of letters and ask the child to name them in order as quickly as they can. a mix of upper- and lower-case letters on chart paper and ask the child to circle the capital letters. the sounds each letter can make as well as the name of the letter. Sing songs and recite rhymes that include the sounds associated with letters (‘D’ is for dog-/d/. /d/, /d/... dog). from identification to writing letters and forming simple words, especially words with high meaning for children, such as their own names. Activities that help make children aware of sounds in language and provide opportunities to practice manipulating sounds rhymes, songs, and poems to help children hear repetitive sounds at the beginning and end of words. from simpler activities with sounds to practice with more complex operations. Start with combining sounds to make words(‘tooth’plus‘brush’ makes toothbrush), to manipulating sound units that make up words (such as syllables, onset-rime, and phonemes), to breaking apart words. Emphasize vocabulary Words are the building blocks of literacy. Using developmentally appropriate methods and varied experiences help students expand their knowledge of vocabulary. Most words are abstract and not concrete until children experience them. GeoMotion utilizes a chart of movement terms to include in daily activities to enrich their literacy exposure. Example: Children must stand on top, stand beside, move around and object to understand what is meant by top, beside, and around. A movement chart is a valuable tool to help the teacher plan developmentally appropriate movement experiences for children Spatial Awareness Directions Space Pathways Levels Distances Dimensions Forward Backward Left / Right Up / Down Diagonal Weave Diagonal Vertical Horizontal Clockwise / General Personal Shared Straight Curved Zigzag High Medium Low Near Far Away Toward Hugh Large Medium Small Tiny Body Awareness Body Parts Body Shapes Body Positions Body Surfaces Head Eyes Chin Neck Back Chest Rib Cage Abdomen Tummy Stomach Hips Bottom Torso Shoulders Elbows Hands Wrists Fingers Thighs Legs Hamstrings Knees Shins Ankles Feet Heels Toes Small Large Wide Narrow Tall Short Straight Round Twisted Standing Sitting Lying Prone Supine Kneeling Inverted Front Back Side Top Bottom Movement Quality - Effort Flow Time Force Dynamics
LEADERSHIP IN EXECUTIVE & ADMINISTRATIVE DEVELOPMENT IN SOCIAL WORK (LEAD) COURSE ROTATION (subject to change) SPRING 2019 On Campus On Line SOW 5455: Grant Writing & Grant Management SOW 5455: Grant Writing & Grant Management SUMMER 2019 On Campus On Line SOW 5376: Budgeting & Finance in the Social Services SOW 5376: Budgeting & Finance in the Social Services FALL 2019 On Campus On Line SOW 5377: Personnel Administration in the Social Services SOW 5377: Personnel Administration in the Social Services SOW 5435: Social Program Evaluation Revised 11.1.18
Program Organisation Overall Score Awarded Funding Awarded Coordinator Wages Fuel ($) Insurance ($) Service/ Maintenance ($) Registration ($) Office/Administration ($) On Costs ($) - Police Checks, Super, Insurance Top Gear MRC Driving Program - South 28 $28,438.80 $28,438.80 Top Gear Jordan River Service Inc. 25 $29,551.04 $22,751.04 3500 700 1500 600 500 Drive Time Derwent Valley Community House 25 $24,309.20 $18,959.20 4500 750 100 Wheels 4 Work Starting Point Neighbourhood House 25 $57,365.80 $42,790.80 8000 2000 3000 1575 Gearing Up Huon Valley Council 24 $45,890.90 $37,918.40 5000 2000 500 472 Greenlight Goodwood Community Centre 21 $30,951.04 $22,751.04 4400 1700 1000 900 200 L2P Northern Suburbs Community Centre 24 $21,346.31 $16,896.31 2000 1200 750 250 250 Drive 4 Life MRC - North 24 $39,078.80 $28,438.80 6240 1200 2000 900 300 Ready Set Go Clarendon Vale Neighbourhood Centre 23 $22,457.00 $17,900.00 2500 720 650 687 Strive to Drive Circular Head Aboriginal Corporation (CHAC) 23 $25,389.20 $18,959.20 5000 750 500 180 Jumpstart Geeveston Community Centre (GeCo) 22 $5,516.18 3500 598 750 576 91 Easy P's Devonport Chaplaincy Inc. 22 $20,997.89 $18,959.20 1163 875 Get In2 Gear Break O'Day Council (BODC) 22 $16,945.00 $13,253.00 2730 350 612 CarSkills Launceston College 22 $22,459.20 $18,959.20 3500 A2P's Australian Red Cross - Burnie 20 $0.00 New Program New Organisation PCYC PCYC Hobart 27 $0.00 Driving for Success Claremont College 19 $0.00 DMT Total: Final $494,287
The $71,939 identified by the Panel in general savings relates to miscellaneous office supplies, strategies for expansion, including support and recruitment of additional learners and mentors, and the acquisition of additional vehicles. The Panel noted that funding for office supplies could possibly be supported by the auspicing bodies, however withholding funding for strategies to support and recruit learner drivers and mentors and provide training will have an effect on some programs. It is noted that providing funding to facilitate additional items such as those aimed at retaining mentors is invaluable. Programs have been given sufficient financial support to maintain current on-road performance, but may not be able to increase their hours on-road. The proposed distribution of preferred funding of $702,675 can be found in the Table 3.
Learner Induction Checklist Name of Employer Name of learner Start date of Employment/Placement Please confirm that the learner has received the following training and information during the workplace induction period Date of Completion Signed by Employer/Workplace Supervisor/Mentor Immunisation protocols Workplace health and safety policies and procedures. Workplace COSHH policies and procedures Waste disposal training including hazardous waste and disposal of sharps Cross infection control policy Personal Protective Equipment (PPE) Hand washing Decontamination/sterilisation workplace procedures and policies
FOR DISTANCE EDUCATION STUDENTS ONLY ARE YOU USING THIS COURSE TOWARDS A FIREFIGHTING QUALIFICATION? (tick yes if you are completing this course towards a firefighting qualification) ☐ ARE YOU PLANNING TO COMPLETE THIS COURSE FOR USE WITHIN THE FIRE SECTOR? (tick yes if you are planning to use this course within the fire sector) ☐ END OF FORM.
11. Sustainable Cities and Communities 12. Responsible Consumption 13. Protect the Planet 14. Life Below Water 15. Life on Land 17. Partnerships for the Goals Showing My Understanding I can enjoy a song and a story in Mandarin related to the topics I am studying I can repeat new vocabulary and short sentences in Mandarin I can take part in a song or story related to the topics I am studying I can tell you the words I understand when I listen I can identify the different tones in Mandarin I can understand information about other people in Mandarin
B. $1203.55 C. $1312.13 D. $1332.15 Megan and Eric found a condo to rent for $2075 per month plus utilities. Utilities would be equal to 15 percent of the rent cost. What would each be contributing to the rent cost and utilities if they were splitting the costs? A. $1193.13 B. $1203.55 C. $1312.13 D. $1332.15 Rule 4: Avoid grammatical clues that give away answers. 1. The sea creature which has eight legs is called an________________ A. Sea Anemone B. Mussel C. Lobster D. Octopus 1. What do we call the sea creature that has eight legs? A. Sea Anemone B. Mussel C. Lobster D. Octopus Rule 5: Create questions that test for content and do not confuse. According the food guide for proper eating, which of the following answers is what the food guide would say? A. Eat lots of fruits and vegetables every day. B. Eat meat (or substitutes) in moderate proportion. C. Avoid eating a lot of meat; but ensure you get your protein. D. A and B E. A and C, but not B According to the food guide, which is the best answer about how to eat properly? A. Eat lots of fruits and vegetables every day. B. Eat lots of red meat and meat alternatives every day. C. Eat lots of breads, buns, and desserts. D. Eat lots of cheese, eggs, and frozen food. Rule 6: Put page numbers (page x of y) on all pages and label sub-sections.
Create an ‘I Need Help’ icon for students which includes: FAQS/Info, Complaints, Comments, Feedback and Welfare links and information. Publicise Learner Voice opportunities and methods more effectively Feedback on actions not communicated effectively to students Use SU:TV to communicate results of learner voice and actions taken/planned by College Use bi-weekly SU newsletter to communicate actions to students and encourage a range of student contributors Group Tutorials used to provide feedback to students, as well as You Said, We Did posters around College LHH/MP/AMs December and Ongoing 2017 2Y1 student engagement with Learner Voice is low Ensure Learner Voice opportunities are relevant to this cohort (progression, work experience, induction) Raise its importance in Tutorial and through Level 2 assemblies LHH/LCo/AMs December and Ongoing 2017 Decreased engagement in cross-college learner voice activities Separate the mid-year survey from the Mentor team, so Support Staff focus on student experience and wellbeing Develop bespoke opportunities relevant to each year group, as well as issues Develop SU:TV and the SU newsletter MP/LHH/MGr December and Ongoing 2017
Name ___________________________________________________ Date_______________________________(KEY) Story Title: The Lucky Tea-Kettle ______________________________________ ______________________________________ Author: Unknown ______________________________________ Characters: Tinker, wife, tanuki, priest ______________________________________ ______________________________________ First, a poor tinker found a tanuki caught in a noose and freed it. The tanuki decided to repay the tinker for his kindness by transforming into a tea-kettle Next, The tanuki kettle hopped into the tinker’s bag. The tinker and his wife discover the beautiful tea-kettle and donate it to the temple.
Time marker/ connector Who/What Noun (use complete subject) Action or State of being Verb Who, What, Where Ideas/Questions/New Vocabulary (List SYNONYMS you look up using the thesaurus, when possible.) Suddenly an idea struck him, and calling on his one magic power, he started to transform himself into a beautifully ornamented tea- kettle. His body grew fatter and rounder and his fur sleeked into the rich brown luster of an antique kettle. His tail curved into a handle, and his four furry paws shrank to become the four feet. Only his pointed and bewhiskered nose projected where the spout should be. STUDENT SAMPLE Name__________________________ Date_________________________ Reading/Writing Instruction Passage 1 ( KEY) Directions: Using the paragraph below, insert the missing words in the blank boxes. Next, look up synonyms for the VERBS and write them in the “Ideas/Questions/New Vocabulary” box.
Health and Physical Education Explore actions that help make the classroom a healthy, safe and active place Identify and explore natural and built environments in the local community where physical activity can take place Participate in play that promotes engagement with outdoor settings including aquatic and the natural environment Describe strategies to make the classroom and playground healthy, safe and active spaces Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment Investigate and select strategies to promote health, safety and wellbeing Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities Plan and use health strategies and resources to enhance the health, safety and wellbeing of their communities Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments Note: List is not exhaustive
Evidence Research and Development C1 Communication C2 Personal and People Development C3 Health, Safety and Security C4 Service Improvement C5 Quality C6 Equality and Diversity Reviewing and Accessing Practise Reviewing Your Practise √ √ Sourcing Current Research Activity √ √ Improving your IT Skills √ Ethics in Practise √ √ Planning a Project √ √ Gathering Evidence Reviewing the Literature √ √ Questionnaire Design √ √ Data Analysis √ √ Evidence Into Practise Writing Up your Project √ Improving Practise √ √ Sharing and Celebrating Practise Improvement √ √
Facilitation of Learning C1 Communication C2 Personal and People Development C3 Health, Safety and Security C4 Service Improvement C5 Quality C6 Equality and Diversity The Learning Environment What is Learning? √ Learning Environment & Culture √ √ √ Learning Needs Assessment √ √ Teaching Teaching Others √ Planning a Teaching Session √ √ Recognising the Teachable Moment √ √ Evaluating your Teaching Session √ √ Supporting Learning Giving & Receiving Feedback √ √ Supporting Reflective Practise √ Support & Supervision √ √ Opportunities to Learn √ √
Leadership C1 Communication C2 Personal and People Development C3 Health, Safety and Security C4 Service Improvement C5 Quality C6 Equality and Diversity Personal Qualities & Self-awareness Personal Values √ Leadership Styles √ Communication Skills √ √ Negotiating and Influencing √ √ Personal Resilience √ Professionalism and Team Working Professionalism √ Team Roles √ √ Effective Team Working √ Managing Conflict √ Change Leading & Communicating Change √ √ Managing Risk √ √
Exceptional changes to Table A (to be approved by e-mail or signature by the student, the responsible person in the sending institution and the responsible person in the receiving institution) Table A bis During the mobility Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) to be awarded by the receiving institution upon successful completion of the component □ □ □ □ Exceptional changes to Table B (to be approved by e-mail or signature by the student and the responsible person in the sending institution) Table B bis During the mobility Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) for the group of educational components in the student's degree that would normally be completed at the sending institution and which will be replaced by the study abroad □ □ □ □ After Mobility Academic Outcomes at Receiving Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table C After the mobility Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Was the component successfully completed by the student? [Yes/No] Number of ECTS credits (or equivalent) Receiving Institution Grade Total: … Recognition Outcomes at Sending Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table D After the mobility Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending Institution Grade (if applicable) Total: … Annex 1: Guidelines
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Department Erasmus code (if applicable) Address Country Contact person name; email; phone University of Naples Federico II I Napoli01 Corso Umberto I 40 80138 Napoli Italy Fernanda Nicotera ; +390812537102 Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone ☐ < 250 employees ☐ > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 ☐ A2 ☐ B1 ☐ B2 ☐ C1 ☐ C2 ☐ Native speaker ☐ Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Organisation
UNIVERSITY OF GENOA Learning Agreement - Student Mobility for Traineeships Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone UNIVERSITA’ DEGLI STUDI DI GENOVA I GENOVA 01 ITALIA Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to:
Evaluation plan … The trainee, the sending institution and the receiving organisation/enterprise confirm that the proposed amendments to the mobility programme are approved. Approval by e-mail or signature from the trainee, the responsible person in the sending institution and the responsible person in the receiving organisation/enterprise. II. CHANGES IN THE RESPONSIBLE PERSON(S), if any: New responsible person in the sending institution: Name: Function: Phone number: E-mail: New responsible person in the receiving organisation/enterprise: Name: Function: Phone number: E-mail: Section to be completed AFTER THE MOBILITY TRAINEESHIP CERTIFICATE Name of the trainee: Name of the receiving organisation/enterprise: Sector of the receiving organisation/enterprise: Address of the receiving organisation/enterprise [street, city, country, phone, e-mail address], website: Start and end of the traineeship: from [day/month/year] ……………. till [day/month/year] ……………. Traineeship title: Detailed programme of the traineeship period including tasks carried out by the trainee:
OQEANOUS Credit Transfer System in East Asia LEARNING AGREEMENT Academic year 20 - 20 Study period: from to STUDENT INFORMATION Last name First name Date of Birth Nationality Gender Degree Univ. Year □M/□F □B/ □M □1/□2/□3/□4 Home address Postal code Country Phone number(Mobile) E-mail address Home Institution Country The level of ENGLISH proficiency at the start of the study period is: □TOEFL □IELTS □TOEIC □Other English Tests □Poor □Conversational □Fluent □Native Speaker Details of the proposed STUDY PLAN OQEANOUS Code Educational Component (as indicated in Course Catalog) Lecturer in charge Number of CTSEA credits Number of credits to be approved at home institution Research Plan ( for DDP students only) If there is not enough space, please use the attachment 1. Research Theme Abstract of Research Research Contents Prospective Supervisors
Form 1 OQEANOUS Program Completion Report Student’s Name: Student’s ID Number: At the Host Institution Period of the mobility: from〔month/year〕 to〔month/year〕 OQEANOUS Code Educational Component (as indicated in Course Catalog) Lecturer in charge Semester Number of CTSEA credits awarded by the Host Institution Grades received at the Host Institution Home Institution Institutional Coordinator’s signature OQEANOUS administrator’s signature Date: Date: At the Home Institution OQEANOUS Code Educational Component (as indicated in Course Catalog) Lecturer in charge semester Number of CTSEA credits recognized by the Home Institution Host Institution Institutional Coordinator’s signature OQEANOUS administrator’s signature Date: Date:
Trainee Last name(s) First name(s) ID number Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Universitat Rovira i Virgili International Center E TARRAGO01 Av. Països Catalans, 17-19 43007 Tarragona Spain (ES) Marina Casals Sala +34 977 55 9754 Receiving Name Department Address; website Country Size Contact person name; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to:
Name MNPO 7055 Date LEARNING CONTRACT INTERNSHIP: Name SUPERVISOR: Supervisor’s Name and Title I. OVERALL GOAL OF INTERNSHIP A. Main Project: Name of project Objectives/ Skills Addressed Outcomes – Deliverables/learnings directly linked to the syllabus in your logic model Date Summary – Highlights of the internship; similar to an executive summary 1. Main project/task Corresponding numbers Explain outcomes Timeline for completing project/task Describe the end result 2. Main project/task 3. Main project/task (add tasks as needed)
B. Side Project: Name of side project Objectives/ Skills Addressed Outcomes Date Summary 1. Side project/task Corresponding numbers Explain outcomes Timeline for completing project/task Describe the end result 2. Side project/task 3. Side project/task (add tasks as needed) C. Side Project: Name of side project Objectives/ Skills Addressed Outcomes Date Summary 1. Side project/task Corresponding numbers Explain outcomes Timeline for completing project/task Describe the end result 2. Side project/task 3. Side project/task (add tasks as needed) II. DELIVERABLES
Qualifications and Professional Memberships HNC, A level, NVQ 3, HND level or equivalent with a number of years' relevant experience. Or: Broad vocational experience, acquired through a combination of job-related vocational training and considerable on-the-job experience, demonstrating development through involvement in a series of progressively more demanding relevant work/roles. E Degree or equivalent D Technical Competencies (Experience and Knowledge) This section contains the level of competency required to carry out the role (please refer to the Competency Framework for clarification where needed and the Job Matching Guidance). Essential/ Desirable Level 1-3 A confident user of IT in a general work context (MS Office, Excel, PowerPoint, Internet, etc.) including experience with managing databases and webpage writing/content development E 3 A proactive approach with the ability to use initiative in dealing with issues as well as a flexible approach to work and ability to multi-task E 3 Accuracy and attention to detail E 3 Ability to work independently in relation to less routine activities E 2 Experience of inputting, managing and analysing database information (e.g., using Excel, Access and other programmes) E 2 Awareness of the practical requirements of study for an undergraduate degree D N/A Special Requirements: Essential/ Desirable Willingness to work flexibly under annualised hours working arrangements E Willingness to participate on an occasional basis in non-core hours working to support programme activities E Core Competencies This section contains the level of competency required to carry out this role. (Please refer to the competency framework for clarification where needed). n/a (not applicable) should be placed, where the competency is not a requirement of the grade. Level 1-3 Communication Adaptability / Flexibility Customer/Client service and support Planning and Organising Continuous Improvement Problem Solving and Decision Making Skills Managing and Developing Performance Creative and Analytical Thinking Influencing, Persuasion and Negotiation Skills Strategic Thinking & Leadership 3 2 3 2 2 2 2 1 1 2 This Job Purpose reflects the core activities of the post. As the Department/Faculty and the post holder develop, there will inevitably be some changes to the duties for which the post is responsible, and possibly to the emphasis of the post itself. The University expects that the post holder will recognise this and will adopt a flexible approach to work. This could include undertaking relevant training where necessary. Should significant changes to the Job Purpose become necessary, the post holder will be consulted and the changes reflected in a revised Job Purpose.
Calderdale Therapeutic Services 13/09/2016 9.30am – 4.30pm Nicky Everett 20/06/2016 9.30am – 11.30am Leeds Counselling Tier 2 CAMHS 15/06/2016 9.30am – 4.30pm WFD 27/06/2016 9.30am – 12.30pm WFD 20/09/2016 9.30am – 12.30pm WFD & CSCB Expression of interest* TBA Domestic Abuse and Working with Abusive Partners – bespoke and in-house training available through the Women’s Centre. For more information contact Lynn Walsh on or 01422 386500. DCATCH Please ensure you have entered an email address above. Central 6/6/2016 & 6/9/2016 contact Upper Valley 9/06/2016 & 8/12/2016 contact Lower Valley 8/06/2016 & 12/10/2016 contact North & East 23/06/2016 & 13/10/2016 contact WFD 06/06/2016 9.30 am– 4.00pm WFD 04/07/2016 9.30 am – 4.00 pm WFD 5/09/2016 9.30 am – 4.00 pm WFD 23/05/2016 1.30pm – 4.00pm WFD 15/06/2016 9.30am – 12.00pm WFD 30/06/2016 1.30pm – 4.00pm WFD 11/07/2016 9.30am – 12.00pm WFD 15/08/2016 1.30pm – 4.00pm WFD 12/09/2016 9.30am – 12.00pm WFD 29/09/2016 1.30pm – 4.00pm Equality, Diversity and Inclusion WFD 23/05/2016 9.30am – 1.00pm