zilongwang/ReadingBank huggingface dataset:
Maryland Department of Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 @ Child Placement Agency Report Provider Organization: MENTOR Maryland Licensing Agency: DHR Contracting Agency(s): DHR, DJS Name of Chief Administrator: Colette Walker-Thomas Email: License Type: Treatment Foster Care, ILP Type of Inspection: Re-license Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Lanham Children’s Services 4501 Forbes Rd., Suite 140 Lanham, MD 20706 Unlimited SED 150 DHR 35 CFSA 1 #00148 / 6/30/2016 6/16/2014 Baltimore Teens in Transition TFC/ILP 1540 Caton Center Dr., Baltimore, MD 21227 Unlimited TFC 55 ILP 20 BTIT DHR 21 DJS 29 ILP DHR 10 DJS 3 / 6/30/2016 #00408 / 6/30/2016 6/17/2014 Salisbury Teens in Transition TFC/ILP 821 Eastern Shore Blvd Salisbury, MD 21804 Unlimited TFC 55 ILP 20 ECS DHR 28 DJS 13 STIT DHR 8 DJS 18 ILP DJS 2 #00318 / 6/30/2016 / 6/30/2016 6/18/2014 Baltimore Children’s Services TFC/ Medically Complex TFC 5720 Executive Drive Baltimore, MD 21228-1757 Unlimited SED 150 MC 100 BCS DHR 113 MC DHR 76 #00147 / 6/30/2016 6/23/2014 Inspection Summary Number of Records Reviewed: Youth 31 Staff 32 Foster Parent 90 Adoptive Parent N/A Number of Interviews: Youth 9 Staff 6 Foster Parent 5 CPA Office Inspection: Approved Number of ILP Apartments Inspected: 4 Number of Foster Homes Inspected: 5 COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Complaint Outcome: N/A
Mentor Preparation Workshop January to December 2017 All sessions at UHH will be held in Room 428, fourth floor UHNT Classroom 24/25 Date 2017 Time Location 5th January 09:30-12:30 UHNT 12TH January 13:00 -16:00 UHH 2nd February 09:30 -12:30 UHNT 9th February 13:00 – 16:00 UHH 2nd March 13:00 – 16:00 UHH 15th 09:30 – 12:30 UHNT 6th April 13:00 – 16:00 UHH 13th April 09:30 – 12:30 UHNT 4th May 13:00 – 16:00 UHH 11th May 09:30 – 12:30 UHNT 1st June 13:00 – 16:00 UHH 7th June 09:30 – 13:30 UHNT 6th July 13:00 – 16:00 UHH 13th July 09:30 – 12:30 UHNT 3rd August 13:00 – 16:00 UHH 11th August 09:30 – 12:30 UHNT 7th September 13:00 – 16:00 UHH 14th September 09:30 – 12:30 UHNT 5th October 13:00 – 16:00 UHH 9th October` 09:30 – 12:30 UHNT 2nd November 13:00 - 16:00 UHH 9th November 09:30 – 12:30 UHNT 7th December 13:00 – 16:00 UHH 15th December 09:30 – 12:30 UHNT
Dioceses of Durham and Newcastle Boards of Education Mental Health in Schools Conference Wednesday 5th July 2017 Marriott Hotel Metro Centre | Gateshead | NE11 9XF Time Item Lead 09.00 Registration and Coffee 09.30 Conference Commences Introduction from Paul Rickeard 09.35 Introduction to the Day Gill Hedworth - Education Consultant in Behaviour and Well-being 09.50 Policy and Practice in Schools Minds Ahead – Leeds Carnegie Centre for Excellence in Mental Health - Claire Wong Consultant 10.20 What Works in Schools Gill Hedworth 10.45 Coffee Break 11.00 Local Overview – Emotional Health CAHMS – Rhian Davies and Angela Miller 11.45 Emotionally Healthy School Quality Mark – Audit your own School and plan how to gain this Award Claire Wong and Gill Hedworth 12.25 Close by Deputy Leader of Newcastle City Council Joyce McCarty 12.30 Lunch 13.30 Workshop Sessions *Workshops will last approximately 50 minutes and you will get the opportunity to attend all three Workshop 1 - Resilience Threedom Solutions Workshop 2 - Self-Harm Primary and Secondary CAHMS Workshop 3 - Anxiety Minds Ahead 16.30 Conference Concludes
GREATER AUBURN COMMUNITY CAREER CONFERENCE Emerald Downs March 27, 2013 Career Conference – Parent/Guardian Permission Form Please have your parent /guardian initial appropriate areas below, sign and return this permission form to me by: Tuesday, March 27, 2013 Student Name: Mentor Name: ______I am interested and give permission for my student to participate in the Greater Auburn Community Career Conference on Tuesday, March 27, 2013 from 8:00 – 1:30 p.m. at Emerald Downs in Auburn. Lunch for your student will be provided. The School District will transport students to and from the Greater Auburn Area Career Conference. ***Your student may be photographed during the event. Photographs may appear in Auburn School District or Auburn Area Chamber of Commerce publications. Parent/Guardian Print Name Parent/Guardian Signature - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - -- - - - - - - - - - GREATER AUBURN COMMUNITY CAREER CONFERENCE Emerald Downs March 27, 2013 Career Conference – Parent/Guardian Permission Form Please have your parent /guardian initial appropriate areas below, sign and return this permission form to me by: Tuesday, March 13, 2013 Student Name: Mentor Name: ______I am interested and give permission for my student to participate in the Greater Auburn Community Career Conference on Tuesday, March 27, 2013 from 8:00 – 1:30 p.m. at Emerald Downs in Auburn. Lunch for your student will be provided. The School District will transport students to and from the Greater Auburn Area Career Conference. ***Your student may be photographed during the event. Photographs may appear in Auburn School District or Auburn Area Chamber of Commerce publications. Parent/Guardian Name Parent/Guardian Signature
South Tees Hospitals NHS Foundation Trust Initial nursing mentor workshops 2016 The initial nursing mentor workshop is mandatory for all staff before starting the mentoring in practice module at Teesside University. (LRI is the Learning and Research Institute formerly known as the Academic Centre) 5 January 2016 9am – 12noon Room 1, LRI, JCUH 8 January 2016 9am – 12noon Cleveland Room, LRI, JCUH 12 January 2016 9am – 12noon Room 1, LRI, JCUH 15 January 2016 9am – 12noon Room 16, LRI, JCUH 19 January 2016 9am – 12noon Room 9, LRI, JCUH 22 January 2016 9am – 12noon Room 10, LRI, JCUH 26 January 2016 9am – 12noon Room 10, LRI, JCUH 9 February 2016 9am – 12noon Room 1, LRI, JCUH 16 February 2016 9am – 12noon Room 1, LRI, JCUH 23 February 2016 9am – 12noon Room 1, LRI, JCUH Norma Barran 8 March 2016 9am – 12noon Room 1, LRI, JCUH 29 March 2016 9am – 12noon Room 1, LRI, JCUH Norma Barran 6 September 2016 9am – 12noon Room 1, LRI, JCUH 13 September 2016 9am – 12noon Room 1, LRI, JCUH 27 September 2016 9am – 12noon Room 1, LRI, JCUH 4 October 2016 9am – 12noon Room 1, LRI, JCUH Jean Cornfoot 11 October 2016 9am – 12noon Room 1, LRI, JCUH Jean Cornfoot 25 October 2016 9am – 12noon Room 1, LRI, JCUH
8 November 2016 9am – 12noon Room 10, LRI, JCUH 29 November 2016 9am – 12noon Room 1, LRI, JCUH Annual mentor updates – JCUH 2016 13 January 2016 9am – 11.30am Room 9, LRI, JCUH 28 January 2016 1pm – 3.30pm DKLT, LRI, JCUH Dawn Bellwood 16 February 2016 9am – 11.30am Room 9, LRI, JCUH 25 February 2016 1pm – 3.30pm Room 1, LRI, JCUH 8 March 2016 9am – 11.30am Room 9, LRI, JCUH 24 March 2016 1pm – 3.30pm Room 9, LRI, JCUH Norma Barran 12 April 2016 9am – 11.30am Room 9, LRI, JCUH 28 April 2016 1pm – 3.30pm Room 1, LRI, JCUH Susan Russell 10 May 2016 9am – 11.30am Room 9, LRI, JCUH 26 May 2016 1pm – 3.30pm Room 22, LRI, JCUH 7 June 2016 9am – 11.30am Room 9, LRI, JCUH Norma Barran/Alan Armstrong 23 June 2016 1pm – 3.30pm DKLT, LRI, JCUH Susan Russell 5 July 2016 09:00 – 11:30 Room 9, LRI, JCUH Alan Armstrong 21 July 2016 1pm – 3.30pm Room 9, LRI, JCUH David Jackson 9 August 2016 9am – 11.30am Room 9, LRI, JCUH 25 August 2016 1pm – 3.30pm DKLT, LRI, JCUH David Jackson
6 September 2016 9am – 11.30am Room 9, LRI, JCUH Alan Armstrong 22 September 2016 1pm – 3.30pm Cleveland Room, LRI, JCUH David Jackson 11 October 2016 9am – 11.30am Room 9, LRI, JCUH Alan Armstrong 27 October 2016 1pm – 3.30pm Cleveland Room, LRI, JCUH 8 November 2016 9am – 11.30am Room 9, LRI, JCUH 24 November 2016 1pm – 3.30pm DKLT, LRI, JCUH Jean Cornfoot 6 December 2016 9am – 11.30am Room 9, LRI, JCUH 15 December 2016 1pm – 3.30pm Cleveland room, LRI, JCUH Annual mentor updates – FHN 2016 11 January 2016 1pm – 3.30pm Exec boardroom, FHN 12 February 2016 9.30am – 12noon Exec boardroom, FHN 2 March 2016 1pm – 3.30pm Exec boardroom, FHN 11 April 2016 9.30am – 12noon Exec boardroom, FHN 10 May 2016 9.30am – 12noon Exec boardroom, FHN Jacquie Horner 17 June 2016 1pm – 3.30pm Exec boardroom, FHN Mark Wheatley 5 July 2016 1pm – 3.30pm Exec boardroom, FHN 15 August 2016 3.30pm– 5.pm Exec boardroom, FHN Mark Wheatley 16 September 2016 9.30am – 12noon Exec boardroom, FHN
What is Bipolar Disorder? What is bipolar disorder? Bipolar disorder is a mental health condition that involves extreme swings in moods, from feeling extremely energetic, overly-excited or irritable- known as “mania”, to feeling low in mood, with decreased energy, known as “depression”. Between these severe highs and lows, there may be stable times. What are the symptoms? symptoms can include: elevated or irritable mood increased activity, restlessness and excitement talking very fast loss of normal social inhibitions decreased need for sleep inflated self-esteem increased sexual drive risky behaviour Depressive symptoms can include: loss of interest in daily life feeling guilty or worthless lack of energy difficulty sleeping or sleeping too much weight loss or gain changes in appetite a sense of hopelessness suicidal feelings What causes bipolar disorder? Bipolar disorder does run in families, suggesting a genetic link. Most research suggests that a stressful environment, social factors, or physical illness may trigger the condition. Sleep disturbance can be an important contributor. How is it diagnosed? It is best to first eliminate any potential physical causes of symptoms. For example, an overactive thyroid gland can mimic the symptoms of bipolar disorder. Street drugs like cocaine, ecstasy or amphetamine can also cause symptoms similar to mania. It is best to be seen by a psychiatrist who can make the correct diagnosis. What treatment is available? Medication is important to reduce symptoms, which can include “mood stabilisers”. Talking treatment is also helpful in addition to medication, providing education about the illness and medication. If the person is particularly distressed or unable to cope at home, they may benefit from a hospital admission. How can family and friends help? It is helpful if the family or carer is also aware of the importance of medication and to know what early warning symptoms to look out for.
CTE Teacher Certification Program Verification of Mentor Visits Directions: Form to be completed by the Mentor and signed by the Mentor and CTE Director. Upon completion of the mentor activities, submit the original to the CTE Director and mail or e-mail a scanned copy to Niketa Dean at . By mail to, Office of Career and Technical Education/Workforce Development, Alabama Department of Education, P.O. Box 302101, Montgomery AL 36130-2101. Semester 1 Program Mentor Session I (October -December) Visit Type Visit Date of Comments One New Teacher Visits Mentor at Mentor’s school (Visit Required) Two Mentor Visits New Teacher at Mentee’s school (Visit Required) Three Mentor/Mentee - check one below: Via Telephone and Emails (6 hours total) Visit occurred off-site at a mutual location and is relative to the program being taught Four Mentor/Mentee Visit - check one below: Via Telephone and Emails (6 hours total) Visit occurred off-site at a mutual location and is relative to the program being taught Semester 2 Program Mentor Session II (January-May) Visit Type Visit Date of Visit Comments One New Teacher Visits Mentor at Mentor’s school (Visit Required) Two Mentor Visits New Teacher at Mentee’s school (Visit Required) Three Mentor/Mentee Visit - check one below: Via Telephone and Emails (6 hours total) Visit occurred off-site at a mutual location and is relative to the program being taught Four Mentor/Mentee Visit - check one below: Via Telephone and Emails (6 hours total) occurred off-site at a mutual location and is relative to the program being taught Program: Mentor’s Name: Mentee’s Name: Mentor’s School System: Mentee’s School System: Mentor’s CTE Director: Mentee’s CTE Director: Date Signature of Mentor Date Signature of Mentor’s CTE Director
P.O. Box 541429 Flushing, NY (718) 460-3801 Ext.11, (917) 885-3584 Mentor Application Unni – Hyung Mentoring Program Date:_________________ General Information Full Name _____________________ M ____ Last _______________________ Address City, ST, ZIP Code Primary Phone # ( ) ________ - __________ Alt. Phone # ( ) ________ - __________ E-Mail Address Birth Date MM/DD/Year ________/________/____________ Birthplace (Country) # of years in the U.S. Ethnicity (please specify) Spoken languages besides English How did you hear about the Unni-Hyung Program? Internet Brochure Police Precinct Friend / Family TV Other Organization Event Newspaper National Mentoring Partnership (please specify) _______________________________________ Employment Are you Currently Employed? Yes No
Advocacy Interpersonal Organizing experience sharing meeting and creating opportunities to best practices Skill building Trainings Trainings covering technical issues related to mental health as well as IPC/C skills Jobaids Print materials Medical journal/Newsletter on mental health issues and latest developments Printed materials with relevant information on mental health and pocket references Development of directory (living document available online and in print) of mental health and supportive services to which individuals diagnosed with mental illnesses may be referred Media Oriented TV/radio TV/radio spots that show the importance of mental health and the role that all health service providers can play to ensure mental wellbeing of individuals that seek services Panel discussions on dealing with MH issues and delivering high quality service that broadcasted on TV and Radio
Mentor Name; Company/Organisation Address Daytime Telephone Email Region Profile (no more than 60 words); Industries Picture (we need a head and shoulders shot for your online profile) I’m happy to be a Mentor delete as appropriate Yes / No I ‘m happy to be an Expert delete as appropriate Yes / No I’m happy to mentor all graduates from Loughborough University delete as appropriate Yes / No Maximum number of mentees I can mentor is Please number here;
Mentors First Last Name Title Office Agency First Last Name Title Office Agency First Last Name Title Office Agency First Last Name Title Office Agency First Last Name Office Agency First Last Name Title Office Agency First Last Name Title Office Agency First Last Name Title Office Agency First Last Name Title Office Agency Last Name Office Agency Protégés First Last Name Title Office Agency Last Name Title Office Agency First Last Name Title Office Agency
You will then be taken to the first time visitor’s page. Here your Name and email should be prefilled, however, you will need to create a new username, password and security question for the Brookes Connections portal (Tip: It will be easier for you if you keep these the same as your alumni account) Please read and tick that you agree to the privacy policy and terms and conditions, then select ‘next’. Step 3) Creating an Email-for-Life If you do not have an email-for-life (an @oxfordbrookes.net email address) this is your chance to create one. Don’t worry, you can skip this section and still have the chance to create one at a later date! If you wish to create one, your username will be prefilled into the email username (you can change this if you wish). Then select ‘set up email addresses. If you wish to skip, press ‘skip this step’. If you already have an email-for-life account, you shouldn’t be shown this message. However, if you are, please select ‘skip this step’. Step 4) Your Account This is your ‘my account’ page, links your Brookes Connections directory and your email accounts, as well as some other settings. To access your email-for-life from here, please select email accounts, and ‘access webmail’. At this point you can also choose to ‘create an account’ if you have not set one up. To access the Brookes Connections portal please select ‘The Directory’ and ‘Access to the Directory’. Step 5) Getting Started with Brookes Connections After clicking ‘Access the Directory’, you will be directed to the Brookes Connections set-up wizard. From here on you will be setting up your directory profile and mentoring profile (if you wish to be a mentor). To make things easier for you, we have allowed you to sync your LinkedIn details to populate your profile. If you wish to do this, please select ‘Get my data from LinkedIn’, if not ‘next’ and you can fill your profile in manually later.
2.a Examples of how life events might influence a person’s identity, views and behaviour towards other people Learners should give a minimum of three examples of how life events might influence a person’s identity, views and behaviour towards other people. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b Why it is important to be non-judgemental of others Learners should explain why it is important to be of others. Final Tutor Feedback (Strengths and Areas for Improvement):
Please tell us your age: Do you consider yourself to have a disability? No yes do you have a: Physical impairment Sensory impairment Learning disability Mental health condition (long term) Other health condition (long term) Ethnicity Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background or Black British African Caribbean Any other Black background Mixed White and Asian White and Black African White and Black Caribbean Any other mixed background White White British White Irish Any other White background Other ethnic group Chinese Any ethnic group Please state: ___________________________ Rather not say
Were you involved as much as you wanted to be in decisions about your care and treatment? [Please tick one box] Yes, definitely Yes, to some extent No I did not want / need to be involved Was the main reason for your call to the ambulance service dealt with to your satisfaction? [Please tick one box] Yes, completely Yes, to some extent No Overall how would you rate the care you received from the London Ambulance Service? [Please tick one box] Excellent Very good Good Fair Poor Very poor How likely is it that you would recommend the London Ambulance Service to friends and family if they were to need similar care or treatment? [Please tick one box] Extremely likely Likely Neither likely nor unlikely Unlikely Extremely unlikely Don’t know Please can you tell us the main reason for the score you have given in Question 13? three aspects of the care provided by the London Ambulance Service are the most important to you? (1) (2) (3)
Galbraith, M. W. (2003). The adult education professor as mentor: A means to enhance teaching and learning. Perspectives: The New York Journal of Adult Learning, 1(1), 9-20. Johnson, J. and Daniel D. Pratt. (1998). The Apprenticeship Perspective: Modelling Ways of Being, in Five Perspectives on Teaching in Adult and Higher Education, Daniel D. Pratt (ed), Krieger, 83-101. Johnson, W. Brad. (2007). On Being a Mentor: A Guide for Higher Education Faculty, Lawrence Erlbaum Associates. Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26, 608-625. Nicholls, G. (2002). Mentoring: The Art of Teaching and Learning, Chapter 12 in: , Peter Jarvis (ed), Stylus. Nyquist, J.D. and D. Wulff. (1996). Working Effectively with Graduate Assistants, Sage. University of Michigan, (2006). University of Washington, (2005). . Zelditch, M. (1990). Mentor roles. Proceedings of the 32nd Annual Meeting of the Western Association of Graduate Schools, Tempe, Arizona, 16-18 March, 1990, p. 11.
3. (if applicable) Desired Outcome (Product) (enter your desired outcome here) Action Plan Template #2 Name: __________________ Date: __________________ Performance Goal:________________________________________________________________________________ For the above goal, list objectives for achieving the goal, i.e. what will you do to achieve the goal? What steps do you need to take to achieve each objective? (Milestones) What is your plan to complete steps within the year, i.e. by what date will each milestone completed? What resources, including other people, will be needed? How will you know that each goal has been achieved?
C: Family Education Rights Privacy Act (FERPA) – p. 2 of 8 APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 3 of 8 APPENDIX C: Family Education Rights Privacy Act – p. 4 of 8 APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 5 of 8 APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 6 of 8 APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 7 of 8 APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 8 of 8 APPENDIX D: Faculty Evaluation Form – p. 1 of 4
S.N. Name of the project to be undertaken Tentative duration of the project No. of volunteers required Duration for which each volunteer is required(Total Days and Hrs/per Day) Organisation/ NGO to be associated with 1 Awareness among the migrant poor people about the relevance of Aadhaar card Tutorial group 5 days RESEARCH ORIENTED COMMUNITY OUTREACH PROGRAMMES:
Sl.No. Name of the research project to be undertaken Tentative duration of the project No. of volunteers required Duration for which each volunteer is required Organisation/ NGO to be associated (if any) 1 Deforestation in Kandi Shiwaliks Three months 100 Team work and flexible period -- SUBJECT ORIENTED COMMUNITY OUTREACH PROGRAMMES
Section Page 1. Introduction 1 2. RFP Information 3 3. Proposal Selection and Award Process 10 4. Technical Requirements 15 Part 1 – Agency Application Instructions and Forms 17 Part 2 -- Program Application 38 Part 3 – Overview of Proposal review process, review evaluation criteria, quality assurance and required reports 48 5. Program Requirements 55 6. Community Business Development Partners Procedures 63 7. Appendices 65
The police profession is analogous to the military in many respects. Formal mentoring programs in military academies support what is suspected to be a critical component of professional development. One extensive study determined that formal mentoring programs correlated to less stress and significant commitment to their respective careers (Hu, Wang, Sun & Chen, 2008). Mentoring correlated to leadership potential and the increased potential to serve as mentors. This is noteworthy as organizations and other paramilitary organization strive to maximize their investments in officers and officer candidates for the future. A longitudinal supports the existing data as well. Three specific contributions were identified over more than a five year study of graduate students; 1) Self-efficacy, 2) Motivation and 3) Performance (Paglis, et al., 2006). Self-efficacy or the belief in one’s ability to accomplish specific tasks, correlates to positive performance and intrinsic motivation. These three were clearly ideal attributes found in successful graduate students. A mentoring program correlates to consistent value over an extended period of time which validates its worth both in the short and long term. Implementation of a viable mentoring program or career development program can be daunting considering the generational gaps that are ubiquitous in all organizations. Those selected for mentoring others can sometimes encounter a vast age difference that can be problematic for fostering a positive relationship. Whitesell (1999) succinctly states the importance of the mentor/mentee relationship. It is important to get a sense of the mentee’s hopes and dreams, goals and ambitions, strengths and weaknesses. Failure to know the understudy will result in the mentor trying to create a younger version of themselves. This hamstrings the effort by limiting potential and perhaps in some instances holding them to an
Mentoring There are many definitions of mentoring. Some common elements: Mentoring is a learning relationship The mentee sets the agenda The focus is on the mentee’s needs and wishes The context is work Personal and/or professional development High degree of trust Independent of and takes place outside any line management Support, encouragement and challenge Mentoring and the Lancaster Programme Our hope is that trainees will establish mentoring relationships that will support their work related development needs and help to make training a valuable and manageable experience. Please note that mentoring is optional (but strongly encouraged) for trainees. We recognised that what a mentoring relationship work for one mentee/mentor pair may be very different from another. Your mentoring relationship can be one that is shaped by you and focuses on what is important for you. At trainee request we are pulling together some mentor and mentee narratives of mentoring (see attached or please email Naomi Allen. Personal Development Associate Tutor n.allen@lancaster.ac.uk and she will send these to you). We hope that these will help you think about what you want and can gain from mentoring. When can I see my mentor? The ideal time to meet with your mentor (or potential mentors when in the process of setting up a mentoring relationship) is during your study time. However, you may negotiate time out of placement with your supervisor. You should NOT take time out of teaching for mentoring purposes. If you experience any difficulties arranging times to meet please contact Naomi Allen. Confidentiality Only Naomi Allen, the academic programme assistant and the teaching programme assistant need to know who you have as a mentor. Naomi needs to know so that she can manage the
UC International Faculty-led Study Abroad Mentoring Grant AVAILABLE PROGRAMS FOR MENTEES 2018-2019 Mentor Program Name Focus Location Approximate Dates Leader Email Todd Herzog Film Studies Austria, Czech Republic & Croatia 05/26/2019 - 06/09/2019 herzoghr@ucmail.uc.edu Theresa Little Business Canada 05/04/2019 - 05/08/2019 Westmoreland Service Learning & Culture Costa Rica Spring Break 2019 westmocl@ucmail.uc.edu Ryan White Chemistry France Spring Break 2019 white2r2@ucmail.uc.edu Michele Vialet EU Issues & French Culture France 05/06/2019 - 05/24/2019 Anne-Marie Jezequel French Language France 06/07/2019 - 07/21/2019 (partial travel will be funded) jezequa@ucmail.uc.edu Evan Torner German Culture Germany torneren@ucmail.uc.edu Shaun Bond Finance Germany Spring Break 2019 Pat Graman Athletic Training Greece gramanpm@ucmail.uc.edu Joyce Miller Italian Language & Culture Italy 05/26/2019 (partial travel will be funded) mja@ucmail.uc.edu Carol Tonge Mack Service Learning & Culture Jamaica Spring Break 2019 tongemcg@ucmail.uc.edu Eugene Rutz Engineering Scotland Spring 2019 Trusty Horticulture UK 05/18/2019 - 05/27/2019 trustyse@ucmail.uc.edu Kate York Global Health and Nursing UK Spring Break 2019 yorkkj@ucmail.uc.edu Note: UC Spring Break 2019 is Monday – Sunday, March 18 – 24, 2019 Spring 2019 Exams end Thursday, May 2, 2019 Summer 2019 Classes begin Monday, May 13, 2019
Massachusetts Innovation Mentoring Initiative: Rolling Mentoring Awards Request for Proposals RFP No. 2015-JAII-03 Massachusetts Technology Collaborative Innovation Institute 75 North Drive Westborough, MA 01581-3340 Procurement Team Leader: Sarah Rahman and Henry Fields RFP Issued: October 14, 2014 Answers to Questions: Posted Within Seven Days of Receipt Responses Due: Rolling through June 30, 2016 Applicant Interviews: As Requested by MassTech 1. Introduction The Massachusetts Technology Collaborative (“MassTech”), in collaboration with the Executive Office of Housing and Economic Development (“EOHED”), is implementing the “Massachusetts Innovation Mentoring Initiative” or “Mentoring Initiative” as a way to strengthen entrepreneur and startup mentoring activities in regions and communities across the Commonwealth. Created as part of the 2012 Jobs Bill legislation and reauthorized by the Legislature and Governor Patrick in the 2014 Economic Development Bill, the Massachusetts Innovation Mentoring Initiative seeks to
West Virginia Positive Behavior Support Endorsement Mentoring/Supervision Guidelines Purpose: The purpose of mentoring/supervision for the West Virginia Positive Behavior Support (WV PBS) Endorsement is to assist mentees in improving their skills in using person-centered planning tools; facilitating teams; conducting functional behavior assessments (FBA); and developing, implementing and evaluating behavior support plans for consumers. The ultimate goal is to improve the quality of life of consumers. Also integral to the supervision process is to assist mentees in recognizing and working through various ethical considerations which might arise as part of their work. Mentoring/Supervision Activities: Supervising Mentors must meet with mentees at least monthly for 1 hour per month for 12 months. At least two of the 12 meetings must be conducted face-to-face. Mentoring activities include watching mentees in natural environments, providing performance feedback and skills training, modeling ethical behavior, reviewing data, providing feedback on behavior support plans, teaching mentees to use various technological tools (e.g., Excel, Powerpoint, data collection apps, etc.) and assisting with problem solving as difficulties arise. Supervising Mentors are expected to actively engage and assist mentees in developing the following skills: Identifying and using various person-centered planning tools Identifying and using various indirect FBA tools (including but not limited to, interviews, checklists, rating scales, etc). Identifying, developing and implementing direct observation data collection tools Coaching others to collect direct observation data (e.g., teachers, caregivers, direct care staff, etc.) Summarizing direct observation data and being able to clearly present summary data to others Developing accurate hypotheses based on indirect and direct data Identifying appropriate evidence-based strategies directly tied to hypotheses which will improve consumer skills and decrease challenging behavior Coaching others to implement evidence-based strategies outlined in the behavior support plan Facilitating teams during person-centered planning activities and support plan development Identifying, implementing and teaching others to implement ongoing data collection procedures to measure plan effectiveness Determining when to make changes to behavior support plans based on ongoing data collection Identifying and modifying systems issues impact effective behavior support activities, when possible Mentee Activities: Mentees are expected to accumulate and document at least 60 hours per month for 12 months of experience related to PBS. Activities which count toward the 60 hours include:
Psychotic Disorder – difficulty recognizing reality Schizophrenia Mood Disorders – disturbances of emotions Depression Bipolar Anxiety Disorder – unexplained feelings of apprehensions and tenseness Obsessive Compulsive Disorder Post-traumatic Stress Disorder Panic Dissociative Disorder – person’s of self separates from the individual’s memories, thoughts or feelings Dissociative Identity Disorder Dissociate amnesia Dissociate Somatoform Disorder – physical problems occur for psychological reasons. Hypochondriasis Conversion Disorder Personality Disorder – unpleasant and peculiar personality patterns Antisocial Personality Disorder Borderline Personality Disorder Fairy Tale List Rapunzel Chicken Little Snow White Peter Pan Gingerbread Man Aladdin Beauty and the Beast Princess and the Pea The Frog Prince Tom Thumb Thumbelina Goldilocks The Lion and the The Tortoise and the Hare Rumplestilskin Cinderella Three Little Pigs Little Mermaid Hansel and Gretel Jack and the Beanstalk Ugly Duckling Swan Princess Little Red Riding Hood The Boy who Cried Wolf The Emperors New Clothes King Midas Stinky Cheese Man The Ant and the Grasshopper The Lion in Love The Miser and His Gold Country Mouse/City Mouse
Mentor Models Model Description Benefits Challenges Building Colleague Mentor The new teacher is matched with an colleague. Mentors should be carefully selected and trained. The of the mentor is more important than the grade level or content match. Mentors are encouraged to meet weekly with the new teacher, assist with goal setting, facilitate reflective practice, observe at least quarterly and provide formative feedback, and co-observe an accomplished peer. Suggested caseload 1:1 Full-Release District Mentor Experienced teachers are carefully selected and trained to be district-wide mentors. Full-release mentors are completely released from classroom duties and mentor new teachers full-time. Mentors assist with goal setting, regularly observe and provide formative feedback, meet weekly with new teachers, facilitate reflective practice, model strategies, organize and facilitate new teacher cadre meetings, and facilitate professional development designed to meet the unique needs of new teachers. The full-release mentor is not assigned to a particular building and serves new teachers throughout the district. These set
Mentorship Action Plan Mentee: Mentor: Placement: Long Term Placement Goals Actions Steps (What do you need to do to achieve your goal) Timelines (By when do you need to complete the action steps) Indicators of Success (How can you identify your success)
Supporting successful induction into teaching careers. Enhancing professional development and personal Enhancing strategic school initiatives and improving productivity. Addressing retention challenges and reducing turnover costs. Building collaborative, collegial, and professional learning communities. Using in-house staff as experts for professional development. Supporting the school/community culture by creating healthy working relationships. Mentors Mentors enjoy many benefits: Increasing their learning and teaching performance. Refocusing on instructional practices and the development of reflective skills. Strengthening their own job performance and building leadership skills. Gaining insights from the mentee's background and history useful to the mentor's professional and personal development. Gaining satisfaction in sharing expertise with others. Re-energizing the mentor's career. Gaining an ally in promoting the school’s Learning more about other areas within the organization. Mentees Mentees enjoy many benefits: Gaining from the mentor's expertise. Receiving critical feedback in key areas, such as communications, interpersonal relationships, technical abilities, management, and leadership skills. Developing a sharper focus on their need to explore new ideas and alternatives. Learning specific skills and knowledge that are relevant to goal setting. Having a forum to share experiences and successes. Developing and enhancing effectiveness and service to the education of children. Administration Mentorship program benefits for administration include Achieving better work performance from participants in the mentorship program. Providing orientation and successful transition for teachers new to the school/community. Providing and building leadership qualities/opportunities for educators. Motivating teacher engagement and proactive practices. Providing a model for professional development.
Sample Numeracy Paper - Nursing This paper is intended to introduce you to the type of questions that will be included in the numeracy test undertaken during the interview. Please note that a calculator will not be permissible during the test. Spare paper will be provided for you to work out your answers and will need to be submitted along with your question paper. The paper will include 10 questions and you will have 30 minutes to complete the paper. In order to progress to the interview stage in the afternoon you will be required to achieve a minimum of 70% success rate Type of Calculation Summary of requirements Sample Question(s) Your answer Addition You will be required to undertake additions that may have part numbers 258.4+321.7 Subtraction You will be required to undertake subtractions that may have part numbers 912.3-445.7 Division Test papers may ask you to complete division of numbers or calculate ratios What is the ratio of 7:98 in its simplest form? Multiplication You will be required to complete multiplication of whole numbers 17 x 22 Use of Decimals You will be required to demonstrate an understanding of decimals as applied to a calculation 6.2 x 0.1 Fractions You will be required to complete fractions of whole numbers Calculate ¼ of 92 Percentages You will be required to work out a percentage of a whole number What is 15% of 340? Conversions It would be beneficial to have knowledge of converting different measurements e.g. kilograms and grams; litres and millilitres What is the weight of these items in grams: 1.2kg, 550grams, 800grams, 0.8kg There will be Scenario based questions that may require multiple types of calculation You will be required to identify the calculations that are required to solve the numeracy challenges presented within the scenario Sam needs to restrict her daily fluid intake to 1.5 litres. She has had 3 cups of tea at 175ml and one glass of water at 125ml. What percentage of her total daily allowance has Sam had so far? Please note that this is a sample numeracy paper and is intended for guidance purpose only. The questions in this paper will not form part of the test on the day of the interview.
Ideal Time 15 min PP 30 min PP 45 min PP 1 hr PP 90 min PP 2 hrs PP 3 hrs PP 4 hrs PP 3xJour 3xJour 3xJour Time Done Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Temperature Pulse pressure Respirations Pain Voiding Houman’s Sign Firmness of Fundus Level of Fundus Amount of Bleeding Color of blood Odor of blood Bowel Movement Perineum/ repair A. Documentation of Maternal Vital Signs. B. Monitoring of Infant Signs
Ideal Time 15minPP 30minPP 45minPP 1hr PP 90minPP 4hrPP 3x/jour 3x/jour 3x/jour Time Done Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Normal Abnormal Not Assessed Temperature Pulse Respirations Color Voiding Meconium Umbilicus Colostrum Nipples Engorgment
Nurse Diagnosis Mentor Diagnosis Nurse Treatment Mentor (Ideal) Treatment No complications Uterine Atony Post-Partum Hemorrhage Vaginal Laceration Cervical Laceration Retained Placenta Retained Placental Fragments Uterine Inversion Uterine Rupture Puerperal Sepsis Other: ___________ Other: ___________ No complications Uterine Atony Post-Partum Hemorrhage Vaginal Laceration Cervical Laceration Retained Placenta Retained Placental Fragments Uterine Inversion Uterine Rupture Puerperal Sepsis Other: ___________ Other: ___________ Routine PP Care IV Fluids initiated IV Antibiotics IV Uterotonic (i.e. Oxytocin) IM Uterotonic (Oxytocin) Uterine Massage Bladder Catheterization Attempt at repair of laceration Attempt manual removal of placenta or placental fragments Bimanual compression of uterus Transfer to District Hospital Other: ______________ Other: ______________ Routine PP Care IV Fluids initiated IV Antibiotics given IV Uterotonic (i.e. Oxytocin) IM Uterotonic (Oxytocin) Uterine Massage Bladder Catheterization Attempt at repair of laceration Attempt manual removal of placenta or placental fragments Bimanual compression of uterus Transfer to District Hospital Other: ______________ Other: ______________ Postnatal Care How many hours after delivery was the baby discharged from the hospital? _______ hours Were the following tasks completed within one hour before discharge: Yes No Comments Check the umbilical cord? Take the baby’s temperature? Weigh the baby? Observe and counsel on breastfeeding? Counsel on newborn danger signs? (poor breastfeeding, yellow skin, breathing fast, feeling hot or cold to the touch)
Mentor application form Full name : Job title : NHS band: Mobile number: Email address: Organisation : Preferred methods of contact with mentee (tick all that apply): Face-to-face Phone call Skype Availability : Do you have a mentoring qualification? This is not essential Yes No Do you have previous experience as a mentor? Yes No Mentoring experience: (e.g. length of mentoring, in what capacity etc.) Do you currently have a mentor or coach? Yes No Communications specialisms : I am willing to mentor bands: We are keen to support all levels of frontline communications staff 4 5 6 7 8 How did you hear about becoming a mentor? CV : Insert object here Please return your completed form to
The Bridge Builder by An old man a lone highway, Came at the evening, cold and gray, To a vast and deep and wide, Through which was flowing a sullen tide. The old man crossed in the twilight dim -- The sullen stream had no fear for him; But he turned when safe on the other side, And built a bridge to span the tide. “Old man,” said a fellow pilgrim near, “You are wasting your strength with building here. Your journey will end with the ending day; You again will pass this way. You’ve crossed the chasm, deep and wide, Why build you the bridge at eventide?” The builder lifted his old gray head. “Good friend, in the path I have come,” he said, “There followeth after me today A youth whose feet must pass this way. This that has been naught to me To that fair-haired youth may a pitfall be; He, too, must cross in the twilight dim; Good friend, I am building this bridge for him.” trial
Most SMART goals begin with a powerful action word. Try using one form the list below. Accelerate Accompany Achieve Acquire Adapt Address Adjust Administer Advance Advertise Advise Advocate Allocate Analyze Anticipate Apply Appreciate Arrange Assemble Assess Assign Assist Audit Authorize Balance Brief Budget Build Calculate Catalogue Centralize Chair Change Clarify Classify Collaborate Collect Command Communicate Collect Command Communicate Complete Compose Conceive Condense Conduct Construct Contract Contribute Control Convert Cooperate Coordinate Correlate Correspond Create Cultivate Customize Decide Define Delegate Deliver Demonstrate Design Determine Develop Devise Direct Discover Display Document Double Draft Earn Edit Educate Effect Eliminate Encourage Enforce Engineer Enhance Employ Establish Evaluate Exceed Execute Exhibit Expand Expedite Explain Explore Facilitate Finalize Finance Forecast Formalize Form Foster Found Fundraise Generate Govern Graduate Guide Handle Head Hire Identify Illustrate Implement Improve Improvise Incorporate Increase Influence Inform Initiate Innovate Inspire Install Instruct Insure Integrate Intensify Interpret Interview Invent Investigate Justify Launch Lead License Locate Log Maintain Manage Manufacture Market Master Mediate Mentor Minimize Mobilize Modify Monitor Motivate Negotiate Nominate Obtain Officiate Operate Orchestrate Order Organize Originate Outline Participate Perceive Perfect Perform Persuade Pinpoint Pioneer Plan Prepare Preside Prevent Prioritize Process Procure Produce Program Project Promote Propose Prove Provide Publicize Publish Purchase Qualify Quantify Realize Recommend Reconcile Recruit Reduce Reinforce Reorganize Report Research Resolve Respond Revamp review revise Schedule Screen Secure Select Serve Simplify Solve Spearhead Specialize Staff Standardize Streamline Strengthen Structure Succeed Summarize Supervise Support Survey Synthesize Systematize Tabulate Target Teach Test Train Transfer Transmit Translate Tutor Update Upgrade Use Utilize Verify Volunteer
Everyday, practical conversation Label things in the house (Door, Chair, Table) Encourage your refugee family to attend ESOL classes. USCRI can provide you with a current schedule. ESOL resources are available at Household Tasks Grocery shopping: finding the closest stores, learning to navigate them, choosing healthy food How and where to do laundry Cleaning Supplies-what products are available and how to use them in bathroom, kitchen, etc. Garbage & recycling Days to take out and where to put it How to use appliances at home Heating & Cooling the home: keeping thermostat below 70, cost of heat, other ways to regulate temperature Resources for Emergencies and General Info Who to call in case of emergencies:911 Poison control:1-800-222-1222 Nearest police station How to use the phone book and make calls How to use the internet Nearest public library Financial Literacy US Currency, learning to count bills & coins The importance of paying bills on time How to open a checking or saving account and what a bank is How to use debit or credit card Culture Dressing for the seasons; winter, fall, autumn and spring might all be new Teaching importance of appointments and schedules and how to keep them. Teach the family to use a calendar Buying a and how to use it Transport Using the bus: bus numbers, bus stops, bus schedules How to use a map Driving lessons if applicable Use of baby strollers Using baby seats in the car Childcare Issues Watching Children Must learn that children can’t be left alone or social services will take them Plan for who to call in a childcare emergency, i.e. a relative, a friend ,etc Use of diapers and how to dispose Baby food: where to get, how to prepare Men must learn to be responsible for childcare as well as women Fun Activities! Outdoors to the park, walking through the neighborhood, touring the city by foot, car, or bus Playing games Go to a a local festival, or other community event Invite them to your house for dinner ** Anything you can do to help get the family out of the house and getting to know the city is great ** USCRI Agency Overview
LIHEAP Peer-to-Peer Mentoring Program Profile Form - Mentor Participant Name: Grantee Name: Why do you want to participate in this program? (Include your desired goals for participation.) Please select topics that are of the most interest to you. (Click on the box to place an “X” in it.) Vendors Relationships Agreements Data exchange Systems Systems requirements System management/maintenance Funding new systems and upgrades Reporting and Analysis Using data to prepare reports Using data for performance management Data Collection Applications Data release Data definitions Policies for Subgrantee Contracting Procurement/acquisitions Financial Management Budgeting and funds tracking Monitoring Subgrantees, vendors, secondary state agencies Subgrantee Coordination/Relationships Memoranda of Understanding (MOUs) Training Developing the LIHEAP Model Plan Weatherization Contractor Designing a Benefits Matrix Program Improvement using Performance Information Other (Please specify below.) Would you prefer to have one mentee or multiple mentees? One Mentee Multiple Mentees