zilongwang/ReadingBank huggingface dataset:
ACT Reporting nonconformity Dealing with problems Root cause analysis Corrective action Management review Responses to feedback CHECK Monitoring Measuring Customer surveys Internal audits External audits This QMS Overview does the following: Describes the system and its scope of application Explains how the clauses of the ISO 9001 quality standard are addressed Each of our key work processes is described in a Process Plan. documents play an important role in the management of our work processes – they bring together consideration of various attributes of the process. Each process has an ‘owner’ who will review the plan at least annually. The plan and any related procedures and other documents will be updated in line with our business plan and corporate objectives. We have implemented a programme of Internal audits to ensure that we are consistently doing what we set out to, and we are achieving the desired performance. Top management reviews the system at once a year to ensure its continued suitability for purpose, and effectiveness in satisfying requirements (including those of ISO 9001). The Qudos 3 software application performs a key role in automating and enabling the efficient administration of our QMS. Scope The QMS applies to… Make reference to products / services, relevant interested parties and their relevant needs and expectations. State any limits to its application.
Attachment D STRATEGIES FOR MANAGING OVERTIME The following are suggested ways to manage overtime to ensure eligibility for regular compensatory time off or to avoid payment of overtime. Obtaining Approval for Overtime 1. Obtain approval, to the extent feasible, on the first workday of a workweek (normally on a Monday). 2. Don’t include specific work schedules (employees identified to work, work assignments, and hours of work) in requests for approval of overtime submitted prior to the workweek for which the overtime is scheduled. Planning and Scheduling 1. Make weekly determinations of overtime needs; don’t plan specific work schedules in advance for subsequent workweeks. 2. Give only a general notice to the staff or potentially affected employees when overtime needs are identified in one week, but the overtime is expected to be performed during the following or subsequent week(s). 3. Avoid overtime work on Sundays when Sunday is the first day of the workweek, because such work will normally need to be approved and scheduled during the previous workweek. 4. Allow employees as much latitude as possible in establishing how and when the overtime will be accomplished and have them provide their plans for accomplishing it on the first workday of the workweek in which the work will be done. 5. If extra hours of work are needed, schedule them early in the workweek and attempt to balance them out by scheduling an equal amount of time off later in the week, to avoid working employees over 40 hours in any workweek. If the employee is on a 80-hour biweekly schedule, adjust the employees’ regular days off if applicable and avoid working them over 80 hours. 6. Stagger employee work schedules when an office needs coverage for more than 8 or 9 hours daily. 7. Ensure that employees who have earned compensatory time use that time within 26 pay periods to avoid payment for overtime.
open ITT intended ITT not on EMITS yet / no info ESA/Tender Deadline This Proposal is w.r.t. Title of the ESA Activity ESA Reference Number Procurement Policy Funding scheme If other funding scheme, please specify: Is this a CCN? If yes, indicate initial ESA contract reference: If yes, indicate the total initial amount: k€ If yes, indicate the total initial amount for CH: k€ Additional Information about the Activity Is this a follow-up activity? If yes, provide information: Does this activity upon a previous ESA activity? If yes, provide information (title, ref., status, schedule, consortium, deliverables etc.): Consortium Company / Institute Country Costs Prime with a share of k€ k€ internal funding) Subco1 with a share of k€ k€ internal funding) Subco2 with a share of k€ k€ internal funding) Subco3 with a share of k€ k€ internal funding) Subco4 with a of k€ k€ internal funding) Subco5 with a share of k€ k€ internal funding) Requestor’s role and responsibilities If there are more than 5 subcontractors in the consortium, please extend the table above. Product / Market Fit from a company perspective
SS Peter & Paul Catholic Primary School Overview of Whole School Attainment 2016 2017 2018 National Data 2018 Working At Expected or Above Working at Greater Depth Working At Expected or Above Working at Greater Depth Working At Expected or Above Working at Greater Depth Cohort Size 20 max 20 max 20 max EYFS Good Level of Development (GLD) 79% 67% 63% % Year 1 Phonics 72% 79% 74% 81% Phonics by End of Year 2 84% 72% 95% KS1 Reading 63% 11% 64% 29% 71% 24% 76% /25% KS1 Writing 63% 11% 64% 14% 67% 14% 68%/16% KS1 Maths 68% 11% 64% 21% 67% 29% 75%/20% KS1 English & Maths Combined 63% 5% 57% 7% 67% 10% 63%/11% KS2 Reading 84.2% 0% 80% 13% 100% 41% 75%/28% KS2 Writing 78.9% 0% 67% 0% 88% 18% 78%/20% KS2 GPS 78.9% 26.3% 67% 33% 94% 53% 78%/34% KS2 Maths 84.2% 15.8% 67% 13% 88% 35% 76%/24% KS2 English & Maths Combined 63.5% 0% 67% 0% 82% 12% 64%/10% Average Scaled Score Reading 100 106 109.1 105.1
OVERVIEW OF ART PATHWAY PROGRAMME FOR TEACHING AND LEARNING Week Themes Practical Workshops Session 1&2 Week 7 INTRODUCTION TO THE PGCE ART AND DESIGN Course Structure Organisation for PGCE ‘The Pedagogical Sketchbook’ RATIONALES FOR TEACHING ART Why is Art taught in schools? Rationales for Teaching Art Advocates for Art and Design in Schools Creative Practice Session 3&4 Week 8 TEACHING ART AND DESIGN Qualities and Attributes for a teacher of Art and Design Relationships for High Performance Pedagogy for High Performance Teaching for Creativity. Key Teaching Skills - Explaining Key Teaching Skills – Setting Objectives and Success Criteria Lesson Planning 1– Objectives, Success Criteria and Assessing Classroom Management – The Teacher Drawing Session 5&6 Week 9 LEARNING IN ART AND DESIGN. Learning Theories and Art and Design Mindsets Metacognition Flow Key Teaching Skills - Questioning Key Teaching Skills - Feedback Lesson Planning 2 – Teaching and Learning Episodes Classroom Management – The Pupils Painting Session 7&8 Week 10 THE CURRICULUM FOR ART AND DESIGN? The Current situation of Art and Design in Schools The National Curriculum Schemes of Work The place of Critical Studies Key Teaching Skills - Modelling Key Teaching Skills – The mid-lesson Lesson Planning 3 – Differentiating Learning 3D 1 Printing 1
Organising – The Environment Session 9&10 Week 11 ASSESSMENT IN ART AND DESIGN Assessment of Learning and Assessment for Learning. National Curriculum Levels and the aftermath Feedback Monitoring and Tracking Data in Schools and the impact on Art teaching Fischer Family Trust Key Teaching Skills - Peer and Self Assessment Classroom Management – Distribution and storage of work Batik Printing and 3D 2 Session 11&12 Week 12 INCLUSION IN ART AND DESIGN Inclusion Diversity SMSC and British values Multiculturalism Key Teaching Skills – Setting the challenge Key Teaching Skill – Plenaries Classroom Management – Clearing up. Ceramics Session 13&14 Week 13 BEHAVIOUR FOR LEARNING IN ART AND DESIGN Strategies School Behaviour Policies Dreikurs Paperwork and procedures for Placement 1 Preparation of materials for placement
(Reading sections of passages, plays or dialogs out loud) (2) Question and Answer Exercise (Asking questions in the target language and having students answer in full sentences) (3) Student Self-Correction (Teacher facilitates opportunities for students to self correct using follow-up questions, tone, etc) (4) Conversation Practice (Teacher asks students and students ask students questions using the target language) (5) Fill-in-the-blank Exercise (Items use target language only and inductive rather than explicit grammar rules) (6) Dictation (Teacher passage aloud various amount of times at various tempos, students writing down what they hear) (7) Paragraph Writing (Students write paragraphs in their own words using the target language and various models) Comments The Direct Method is undoubtedly a highly effective method in terms of creating language learners who are very competent in terms of using the target language communicatively. However, as pointed out above, it requires small class sizes, motivated learners and talented teachers in order to succeed really well. It is also an unfortunate fact of life that students of foreign languages these days need more than just the ability to communicate confidently - they need to be able to demonstrate grammatical accuracy and good reading skills in order to succeed in both national and international language testing systems. It becomes something of an issue in countries where English language learning is primarily EFL-based (that is, English as a Foreign Language) and there is a distinct shortage of both (1) the opportunity to apply the language communicatively in real-life situations outside the actual classroom, and (2) teachers who have the required level of native or native-like ability in the target language and the creativity to provide realistic examples to illustrate what elements of the language actually mean. Some of the teachers who go on to practice this kind of methodology tend to be native speakers who travel to foreign countries where they have no ability in the local language. In many cases they are not even aware they are following what is known as the "Direct Method" - they are trying to make the best out of a difficult classroom situation where creativity and constant (careful) use of the target language are required to make up for teachers' shortcomings elsewhere, whether that be a lack of ability in the students' mother language or a lack of knowledge about various pedagogic approaches to language teaching.
(epistemological & analytic) (epistemological & analytic) (epistemological & analytic) Literary Theory Reader-response Reception Feminisms Marxism Postcolonialism Deconstruction Post-Structuralism Places & Dates America & Germany 1960s-1970s Germany 1960s Britain, America, France 1960s-1970s Russia & Germany 1960s-1980s Formerly British colonized countries 1960s- 1980s France 1970s-1980s France 1960s-1970s Proponents Stanley Fish, I.A. Richards, Louise Rosenblatt Hans Robert Jauss Virginia Woolf, Elaine Showalter, Adrienne Rich Leon Trotsky, Georg Lukacs, Terry Eagleton Frantz Fanon, Helen Tiffin, Homi Bhabba Jacques Derrida, Michel Foucault Roland Barthes, Jacques Derrida Principles/Beliefs/Focus Reality not found in external world, but in one’s perception of it Lit. work created by reader Reader makes transactions with text Aesthetic reading Text’s social history important in interpretation Focus on how text was accepted/received by its contemporary readers Readers from historical period devise criteria for critiquing text Horizons of expectation vary from one period to another Gender discrimination in lit. texts & in canon Masculine hegemony Often combined with other theories Opposed to patriarchy Sexual politics Counter stereotypes of women in literature Person’s consciousness not shaped by spiritual entity Humans define themselves based on social interactions Economic factors affecting publication Social relationships within & outside text Political function of lit. Lit. product of ideology & of history Opposed to bourgeoisie hegemony In favour of proletariat & communism Concerned with British colonization Diverse emphases including Universality Difference Nationalism Representation Resistance Ethnicity Language Education Cultural hegemony Colour Race Economic oppression Friedrich of God No such thing as objective reality All truth subjective creation of human mind Truth relative- based on social & cultural influence Controversial Emphasis on ambiguity & contradiction “all interpretation is misinterpretation” No single correct interpretation Language unstable therefore lit. unstable Meaning constantly deferred De-centred universe Uncertainty, no fixed landmarks Based on philosophy, not linguistics Meanings fluid & subject to constant “slippage” Oppositions Historical context of lang. affect modern usage No fixed meaning “death of the author”: textual independence Uncover unconscious dimension of text
Slide 4 Population Adult Population Growth in adult population 15 to 24 year olds (as % adult population) 65 years plus (as % adult population) Median age Lithgow LGA 17,300 5% 15% (2,600) 23% (4,000) 42 Mid-Western Regional LGA (Mudgee) 20,200 7% 14% (2,900) 24% (4,800) 41 New South Wales 6,011,500 9% 16% (971,200) 19% (1,124,100) 38 Source: ABS, Estimated Residential Population, 2013; ABS, Census of Population and Housing, 2011 Slide 5 Ageing population, young people leaving the area Source: ABS, Estimated Residential Population, 2013 Slide 6 Unemployment remains high Region Unemployment rate
Overview of System Failures — A Guidance for Incident Commander/Hospital Command Center Impacts Primary Users (Who is Affected) Key Actions (What Do You Need to Do) Primary Partners Normal Power Failure Lighting All facility Assess critical areas affected Use flash lights/lanterns as needed Caution for trip hazards Minimal lighting on generators POM Medical Devices Clinical areas Laboratory Surgery, Cath Lab, L&D Critical devices in Red Plugs Delay/cancel elective procedures Consider relocating services to unaffected areas Bio Med Equipment All facility Critical equipment in Red May need to unlock Pyxis/medication delivery Manual activities POM Pharmacy Computers All facility Use Downtime Procedures as needed # computer is on generator IT Elevators All facility for trapped persons in elevators Limit unnecessary elevator use # 1&2 elevators are on generator POM Communications Fax DOD Lines Nurse Call Telephone Server Pagers All facility Notification of failure Inform of alternate plans Cell phones, HAM, other backups Runners See Communication Failure below POM Telecom Insert Additional Items as Needed Emergency Power Failure Generator Parts Maintenance Issues All facility Maintain life safety activities Potential of cancelling procedures Medical equipment batteries back-up Small portable generators POM Nursing Electrical Distribution Components Transfer Switches Breakers Isolated areas or all facility Maintain life safety activities Potential of cancelling procedures Medical equipment batteries back-up Small portable generators POM Nursing
Identify potential loss of services due to loss of power Tanks or piped POM Notify Dietary Identify potential loss of services due to loss of power POM Access Control and Surveillance Systems Failure Interior Identify security sensitive areas that may need monitoring Inform staff of need for increased vigilance Are security cameras functioning Security Exterior Determine access to parking structures Identify security sensitive areas that may need monitoring Are security cameras functioning Security Card readers/ Key C- Cure All facility Identify area of failure Notify staff Alternate time clock methods Parking Lot access Identify which secure areas to unlock – does it have to be all or nothing POM Security IT Resources Piped Medical Gases Failure Oxygen Patient care Surgery Refer to Med Gas Failure Policy/Procedures Prioritize – NICU, ICU, OR Transport Portable cylinders to areas needed Consider need to cancel/reschedule procedures Consider relocating patients with highest need to one area and back feed the area Respiratory Vendors POM Nitrous Oxide Surgery Transport Portable cylinders to areas needed Respiratory Vendors POM Nitrogen Surgery Loss of surgical power tools Respiratory Vendors POM Vacuum Patient care areas Surgery Use portable Vacuum Pumps Respiratory Vendors POM Medical Air Patient care areas Surgery Transport Portable cylinders to areas needed Respiratory Vendors POM
English Proficiency and Labour Market Outcomes: Source: ABS 2011 Census of Population and Housing There is a clear correlation between English language proficiency and labour market outcomes. Among those who reported lower levels of proficiency in spoken English, unemployment rates were higher and participation rates lower. This data is from the 2011 Census of Population and Housing, which asked for the English proficiency of those who primarily spoke a language other than English at home. Slide 18 Employment Growth by Industry – Adelaide Source: ABS, Labour Detailed, Quarterly, August 2012 (cat. no. 6291.0.55.003), four quarter averages of original data This slide shows the strong employment growth over the past year in industries such as the Health Care and Social Assistance , Education and Training and Professional, Scientific and Technical Services industries. By contrast, the Manufacturing and Constructions industries have both experienced a large decrease in employment. Slide 19
Enthusiasm Confidence Slide 20 Occupations difficult to fill Source: DEEWR, Survey of Employers’ Recruitment Experiences This slide shows the occupations that employers in the Mid-North Coast PEA most frequently reported as being difficult to fill. Bachelor Degree or Higher VET Qualifications Real Estate Agents* Motor Mechanics* Chefs* Registered Nurses* Carpenters and Joiners Metal Fitters and Machinists Structural and Welding Trades Workers Other Occupations Assistants (General) * Bar Attendants and Baristas* Child Carers Truck Drivers Kitchenhands* Nursing Support and Personal Care Workers* Waiters Receptionists Aged and Disabled Carers * Occupation also reported as difficult to fill in the June 2010 survey of the region. Slide 21 Recruitment Using Informal Methods Only
Name of Tissue System Location in Plant Body Function in Leaves Function in Stems Function in Roots Tissue The outermost layer of cells. Absorption, gas exchange, and protection. Gas exchange and protection. Protection. Vascular Tissue System tubes that extend from top to bottom of the plant. Transport of water up the plant and glucose down the plant. Aids in structural support. Transport of water up the plant and glucose down the plant. Aids in structural support. Transport of water up the plant and glucose down the plant. Aids in structural support. Tissue In between the dermal and vascular tissues in nonwoody plants. Photosynthesis Structural support and storage. Structural support and storage. Name Date Concept Covered: Overview of Tissue Systems List each tissue system in the chart below. Complete the corresponding questions for each. Name of Tissue System Location in Plant Body Function in Leaves Function in Function in Roots
Emergency room data attributable to diagnosis is only available for AB and ON Community mental health service data may encompass a variety of services across jurisdictions with no standard definition and funded by a variety of ministries (social, children, seniors etc.) of services used for mental health and addictions cannot always be distinguished – adds complexity in distinguishing different types of services Costs for shelters for homeless people with MI only available from BC and only for one point in time Not-for-profit – to avoid double counting, costs included full cost of government funded community mental health services and for non-profits included only the amount raised from sources other than provincial governments Employment programs – no standardized reporting for disability related to MI – only includes data for provinces who separately reported number of people with a psychiatric disability Income support – not all provinces attribute data to MI and data only include for provinces that distinguished disability type Short term disability – EI program does not keep records on reasons for disability so data are not available for those who temporarily lose their jobs due to mental illness Does not include short-term and long-term disability leaves covered by employer insurance plans Estimates for those who temporarily lose their jobs due to MI Complete data across all services not available for all provinces to the education system for children with MI are not included Costs to the criminal justice system are not included due to data availability Costs exclude child and youth services. For included categories, but where some provinces are missing data, estimated values are calculated based on the known costs. Excludes information regarding the attribution related to specific mental illnesses Excludes dementia Excludes costs for child and youth services Data not available for all provinces/territories for all categories Costs are not attributable to specific MIs, are not available by age and sex stratifications Costing data not available to look at of ‘excess’ utilization for those with MI
Term 1 Autumn 1 1.The evolution of English and English and identity 2. Textual bias, especially in the media Practise written task Written task 1 Part 1 Part 2 Term 2 Autumn – Xmas 1.‘The handmaid’s tale’ by Margaret Atwood 2. The language of power Written task 2 Exam practise Part 3 Part 1 Term 3 Xmas-Feb ‘A streetcar named desire’ Mock exams paper 1 IOC mock Part 4 Term 4 Feb- March Streetcar named desire Gender and sexuality Written task 3 Part 1 Part 2 Term 5 April-June Gender and sexuality ‘Killing us softly’ (film) Trip week Persuasive language in advertising Written task 3 Mock exam paper 2 Part 1 Part 2
A further wrist and forearm stretch targeted in a standing position. The main aim is again to loosen the joint, restore movement and improve flexibility of the arm and the wrist. With additional flexibility and fluidity with wrist movements, individuals are less likely to adopt awkward repetitive postures, which leads to further complications. Targeted Muscles and Problems Improve wrist mobility and movements Avoid onset of Carpal Tunnel Syndrome Instructions Place one arm straight out in front of you with your elbows straight, wrist straight and fingers facing down towards the floor Spread your fingers slightly and use your other hand to apply gentle pressure to the down-facing hand, stretching wrist and fingers as far as you are able to When you read the maximum of flexibility, hold this position for about 20 seconds Repeat this action applying gentle pressure to the down facing hand, this time lifting it up towards the ceiling, holding this position for about 20 seconds Switch hands and repeat Do this 3 times each for both left and right hands. Neck Head Circuit (2 minutes) Description The neck and head circuit is a series of exercises and stretches designed to stretch and exercise the neck in all planes of motion. These motions include side to side rotation, lateral flexion, as well as nodding forwards and backwards. The benefits of this head and neck circuit include Lengthening and stretching the neck muscles Releasing tightness accumulated due to poor posture Targeted Muscles and problems Targets the muscles around the shoulder and the neck Releases tightness associated with poor postures Instructions
Placing hands on shoulders, bring the elbows in front of the chest, then up to the ceiling, and then down, as depicted in this figure. Bring your fingers up towards the side of your shoulders to touch the sides, and then back down, as shown in this figure. Repeat steps 1-4 5 times
(1) Service name Your position title Length of employment Service address Number and street or PO Box number Suburb, town or city State, county or province Post code Country Age range of children you worked with (2) Service name Your position title Length of employment Service address Number and street or PO Box number Suburb, town or city county or province Post code Country Age range of children you worked with (3) Service name Your position title Length of employment Service address Number and street or PO Box number Suburb, town or city State, county or province Post code Country Age of children you worked with and consent Please tick each clause below and sign the declaration in the presence of the witness I, (the applicant) declare that: the information contained in this application and in the supporting documents is true and correct
Easter Seals Volusia Flagler Elder Source Embry- Riddle Aeronautical University ESP Case Management Family Renew Community Florida Department of Health in Volusia County Florida Department of Vocational Rehabilitation Florida Health Care Plans Florida Hospital Volusia/Flagler Florida Public Relations Association Florida Sheriff’s Youth Ranches Florida United Methodist Children’s Home Fun Coast Worksite Wellness Council Futures Foundation for Volusia County Schools Girl Scouts of Citrus Good Samaritan Society Goodwill Self- Sufficiency Job Center Guardian ad Litem Program Halifax Council of the Blind Halifax Habitat for Humanity Halifax Health – Healthy Communities Halifax Health – Hospice of Volusia/Flagler Halifax Urban Ministries Haven Hospice Health Planning Council of Northeast Florida Healthy Communities Housing Authority of the City of Daytona Beach Humana Impower James Moore & Company Jim Rose KC Originals Lifetree Café Loads of Smiles Luxion Consulting Medallion Health Care Services Mid-Florida Community Services, Inc. Head Start Molina Healthcare of Florida MyMarketing Café Neighbor to Family North American Office Solutions PACE Center for Girls Palmer College of Chiropractic Ponce Inlet Lions Club Regions Bank SEDNET – Volusia, Flagler, Putnam and St. John’s Counties Southwest Volusia Habitat for Humanity Stetson University Stewart Marchman Act Behavioral Healthcare The Arc Volusia, Inc. The Health Planning Council of Northeast Florida The Healthy Start Coalition of Flagler & Volusia Counties The House Next Door The Neighborhood Center of West Volusia The Salvation Army The Tears Foundation United Healthcare Community Plan United Way of Volusia-Flagler Counties University of Central Florida- Daytona Campus VITAS Innovative Hospice Care Volunteers for Community Impact Volusia County Schools Volusia County Sheriff’s Office Volusia/ Flagler Coalition for the Homeless Volusia Flagler Family YMCA Webster University West Volusia Habitat for Humanity Windward Behavioral Care WORC
“Mussolini’s Shadow War: The Struggle against Organized in Fascist Italy” Benjamin Ray Linzy, Murray State University “No Time for Hitler: Insubordination and Misconduct in the German 21st Flak Division, 1943-1945” David R. Snyder, Austin Peay State University Session: 1B Time: 9:00 – 10:15 a.m., Friday, October 11, 2013 Meeting Room 2 Race Issues in Kentucky Chair/Commentator: Patricia Minter, Western Kentucky University “Calm of the Tornado: C. Sumpter Logan, Theodore A. Braun, and School Desegregation in Henderson Kentucky” Lai, University of Kentucky “Willie Larry Lawrence, et al v Bowling Green, KY Public Schools: Desegregation in South Central, Kentucky” Robert Rabold, Western Kentucky University
“The Persuasive Discourse of Racial Uplift: Exploring the Political activism of Margaret Murray Washington” Sheena Harris, Austin Peay University Session: 4B Time: 3:00 – 4:15 p.m., Friday, October 11, 2013 Meeting Room 2 Significant Persons in the Upper Cumberland in Early Nineteenth Century Tennessee History Chair/Moderator: Michael Birdwell, Tennessee Technological University “Making a Statement with their Legs: Runaway Slaves in the Upper Cumberland” Wali Kharif, Tennessee Tech University “Trailing Tecumseh in the Upper Cumberland”
“Grant is not a mighty genius, but he is a good soldier”: An Examination of the Generalship of Ulysses S. Grant John D. Fowler, Dalton College Session: 6B Time: 10:30 – 11:45 a.m., Saturday, October 12, 2013 Meeting Room 2 Violence and Race Chair/Commentator: Selena Sanderfer, Western Kentucky University “Revolutionary Legacies: How the American Revolution Shaped Gerrit Smith’s Abolitionism” Kevin Tanner, Austin Peay State University Roles in Antebellum Riots” Erica Rhodes Hayden, Vanderbilt University “Above the Law: Texas Rangers and the El Porvenir Massacre of 1917”
& $300 $$$ Workshops January thru April Online or any campus session counts! Oviedo Campus Dates & Times . Networking Basics Thu 1/19 11:30am Resume/Cover Letters Wed 1/25 1:30pm Job Search Strategies Thu 2/9 10:00am Internship 101 Tue 2/21 3:00pm Promoting Yourself Wed 3/15 3:30pm Job Interviewing Thu 3/23 9:30am Letters Wed 3/29 1:30pm Job Search Strategies Thu 4/6 12:00pm Networking Basics Wed 4/12 1:00pm Job Interviewing Mon 4/17 2:00pm Get Paid to Be Your Brand Expand Your Network Create a Winning Resume’ Find Your Dream Job Ace the Interview Room OVF - 104 Sarah Hernandez Career Development Coordinator, Oviedo 407-971-5124 OVF 101B
OVR CONTACTS FOR PRE-EMPLOYMENT TRANSITION SERVICES DISTRICT Counties Contact Elizabethtown District Adair, Bullitt, Green, Hardin, Larue, Marion, Meade, Nelson, Taylor, Washington Email: Angie Via Whitesburg District Bell, Clay, Harlan, Jackson, Knox, Laurel, Leslie, Letcher, McCreary, Perry, Whitley Email: Pamela McIntosh or phone: 606-633-2568 Bowling Green District Allen, Barren, Butler, Edmonson, Hart, Logan, Metcalfe, Monroe, Simpson, Warren Email: Leslie Hudson Or: Provance Ashland District Bath, Boyd, Bracken, Fleming, Greenup, Lewis, Mason, Montgomery, Robertson, Rowan Tina Prichard Covington District Campbell, Kenton, Pendleton Email: Carol Leonhart and cc: Kim Lestingi Bluegrass District Anderson, Bourbon, Fayette (Zip 40511, 40515, 40516), Franklin, Harrison, Jessamine, Nicholas, Scott, Woodford Email: Lynda Puckett Middletown District Jefferson, Oldham, Shelby Email: Jenna Caswell Florence District Boone, Carroll, Gallatin, Grant, Kenton, Owen, Trimble Email: Stacy Dearborn Lexington District Clark, Fayette (Zip Codes-40502-40508, 40510, 40512-40514, 40517, 40522-40524, 40526, 40533, 40536, 40544, 40546, 40550, 40555, 40574-40583, 40588, 40591, 40598), Powell Email: Judy Caudill Louisville District Jefferson (Zip Codes-40201-40206, 40208, 40119, 40210-40213, 40217, 40218, 40228, 40229, 40292), Spencer, Henry Email: Denise Lampton
West Liberty District Morgan, Wolfe, Breathitt, Carter, Menifee, Magoffin, Floyd, Pike, Knott, Lawrence, Martin, Elliott, Johnson Anthony Perry Danville District Boyle, Casey, Clinton, Cumberland, Estill, Garrard, Lee, Lincoln, Madison, Mercer, Owsley, Pulaski, Rockcastle, Russell, Wayne Email: Tim Shelton Western Kentucky District Ballard, Carlisle, Marshall, McCracken, Lyon, Livingston Paducah: Fulton, Graves, Calloway, Hickman Murray: Caldwell, Crittenden, Hopkins, Muhlenberg Madisonville: Todd, Trigg, Christian Hopkinsville: Owensboro District Breckinridge, Daviess, Grayson, Hancock, McLean, Ohio Owensboro: Henderson, Union, Webster Henderson: Office of the Blind Becky Cabe 502-564-4754
mission is to transform conflict and build community through face-to-face dialogue programs. Advoz formed last year from the merger of long-serving Center for Community Peacemaking (LAVORP) and Conflict Resolution Services (Lancaster Mediation). For more about Advoz and its events see: . To RSVP, please visit , or contact Mila at (717) 397-2404 or . Advoz: Fall 2017 Trainings Now Open Restorative Justice Victim-Offender Conferencing Training April 3-21, 2018 (35 hours) Could you facilitate restorative justice and healing from conflict and crime? Advoz is training volunteers to facilitate face-to-face restorative justice with youth and adult offenders and those they’ve harmed. In addition to learning the conferencing process and practicing it through role plays, trainees will learn about the justice system, about victim’s rights and needs, ethics and communication skills. Learn about the following topics: • Victim-offender conferencing process • Court and Probation Systems • Victim rights and needs • Ethics • Communications tools Practice being a facilitator through multiple role plays. Basic Mediation Training May 3-5, 9:00am – 5:00pm Want to feel prepared to handle constructively conflicts that crop up in your personal and professional life? And help others in their conflict? This course introduces you to each stage of the mediation process and to practice being a mediator through multiple role plays. The communication and conflict resolution skills that a mediator models will also be taught and practiced in the training. Learn about and practice: • Communication methods • Conflict resolution skills • The mediation process • Ethics Practice a mediator through multiple role plays. Equips you for basic use of mediation in a personal and professional context. Advanced training and mentoring available afterward through Advoz. Full fee of $475 includes training materials, lunch and refreshments, all led by experienced professional trainers. Discounts and scholarships available. Save $50 when you register by 30th. Registration deadline is April 26th. Members of PA Council of Mediators receive an additional $50 discount. Please contact us to learn more about discount and scholarship opportunities. Continuing education (CEU) is available for social workers, professional counselors and family therapists and continuing legal education (CLEs) is available for attorneys for an additional $50. **Early Bird Registration Discount Ends Friday, March 30!
Josh Shapiro Chairman Derin Myers Acting Executive Director OVS Newsletter January 18, 2017 In this Issue... Upcoming Events WebEx Online Trainings Available Compensation Related: Basic, Advanced-Counseling, Transportation Expenses, Restitution and much more! Credits towards VOCA/RASA/VOJO training requirements are available for all sessions (unless indicated otherwise in the session description). To receive training credits: 1) you must be logged into the session and 2) the WebEx application must be on your computer for the entire duration of the session. As the OVS recognizes that emergencies may arise and you may not be able to attend the entire session, there is no prohibition against attending part of a session (although training credits will not be given in that instance). Return to top Scholarships Available For 2017 National Victim Service Conferences The Pennsylvania District Attorneys Institute (PDAI) is pleased to announce the availability of funding for scholarships to attend eligible national victim service conferences. This funding is made available through a grant awarded to PDAI by the Pennsylvania Commission on Crime and Delinquency (PCCD) for the purpose of subsidizing the costs associated with attending these training conferences. These costs may include registration fees, per diem (for food), and reasonable transportation and lodging expenses. The scholarships are only available to victim service professionals to attend any national conference focused on victim service training. To qualify, the applicant’s entire job focus must be on providing support, information, and assistance to victims. Any eligible conference must be completed within the 2017 calendar year. Only one person per agency can receive a scholarship
Tuesday, December 5, 2017 9:30 AM-4:00 PM Crowne Plaza, Harrisburg-Hershey 23 S 2nd St Harrisburg, PA 17101 Registration Deadline (without Hotel Room): 11/28/17 ***Registration is Free*** Who should attend? Law Enforcement, Probation and Parole Officers, Victim Services Advocates, Prosecutors and other first responders and those working with domestic violence offenders. For more information, please click . 2018 PCAR State Conference: Call for Workshop Proposals It is time to submit Workshop Proposals for the 2018 PCAR Statewide Conference! The conference will be held at the Radisson Hotel Harrisburg on July 18th and 19th. The 2018 theme, Beyond Barriers, is dedicated to advocates and allied professionals who are going above and beyond to reach the underserved. From alternative school prevention programs to curriculums on reaching LGBTQ survivors, your peers around the state are eager to learn how you and your agency are reaching beyond the barriers to address sexual assault. Workshop topics of all varieties and subjects are welcome. If you are interested in submitting a workshop proposal please click . The deadline for submissions is Friday; January 19th, 2018 by 5 pm. Presenters will receive free registration towards the conference. Community Crisis Response: Compassion, Quality, Responsiveness Conference Registration is now open for the Community Crisis Response: Compassion, Quality, Responsiveness Conference presented by KCIT. The event is open to anyone with an interest in community crisis response! May 2nd - 4th, 2018 Ramada Conference and Golf Hotel 1450 S. Atherton Street State College, PA 16801 Topics to include: Grief Trajectory, LGBTQ and Trauma, Vicarious Trauma, ACEs, Disaster Spiritual Care, Autism Spectrum Disorder and Crisis Intervention, Institutionalized Trauma, Body based Interventions, Lessons learned and teaching moments in a crisis. Keynotes to include: A Virginia Tech shooting survivor, Columbine High School principal of the school and a Columbine High School survivor To learn more and to register for this event, please click . Sponsors and Exhibitors wanted—email for more information. Innovative Timesavers: Track It Forward it Forward is an app that makes reporting of volunteer service hours instantaneous. It has a monthly cost of up to $150 month for an organization. For more information, please click .
KCIT’s Community Crisis Response: Compassion, Quality, Responsiveness Conference The Keystone Crisis Intervention Team (KCIT) invites you to save the date for KCIT’s Community Crisis Response: Compassion, Quality, Responsiveness Conference on May 2-4, 2018 in State College. We look forward in collaborating with you! Are you interested in presenting at the conference? We are looking for proposals! Please click to apply. Deadline for submission is October 6, 2017 Scholarships Available For 2017 National Victim Service Conferences The Pennsylvania District Attorneys Institute (PDAI) is pleased to announce the availability of funding for scholarships to attend eligible national victim service conferences. This funding is made available through a awarded to PDAI by the Pennsylvania Commission on Crime and Delinquency (PCCD) for the purpose of subsidizing the costs associated with attending these training conferences. These costs may include registration fees, per diem (for food), and reasonable transportation and lodging expenses. The scholarships are only available to victim service professionals to attend any national conference focused on victim service training. To qualify, the applicant’s entire job focus must be on providing support, information, and assistance to victims. Any eligible conference must be completed within the 2017 calendar year. Only one person per agency can receive a scholarship and only after providing a sufficient justification of need. Recipients are selected based upon the information provided in the application, the number of scholarships previously awarded, and remaining available funding. Please click for the Scholarship Application. The next OVS Newsletter will be published on Wednesday, October 11, 2017. If you would like any training events, fundraisers, or notable news published in this newsletter, please submit them to Heather Hewitt at by October 4, 2017. You have signed up to receive the OVS Newsletter from the Office of Victims' Services. This newsletter will be sent to you on a biweekly basis via email. If your email address changes or you would like to be removed from the OVS Newsletter distribution list, please contact Heather Hewitt at (717) 265-8730 or via email at . Pennsylvania’s | 3101 North Front Street | Harrisburg, PA 17110 | (717) 783-0551 PA Crime Victims Website Twitter:
(93 Mezzanine) 8:30 – 8:40: Welcome by Dr. Lorrene Buckley, Sr. Research Fellow, Toxicology (93 Auditorium) 8:40 – 8:55: Welcome and Logistics by Dan Petersen, OVSOT President (93 Auditorium) 9:00 – 10:00: Keynote Address – L. Stevens (93 Auditorium) 10:00 – 11:00: Doctoral student platform presentations and judging (93 Auditorium) 11:00 – 12:00: Poster viewing and judging (76 Mezzanine) 12:00 – 1:15: Lunch/Lunch with an Expert/Poster viewing (76 BDR) 1:15 – 2:15: Postdoctoral platform presentations and judging (93 Auditorium) 2:15 – 3:15: Keynote Address – Dr. Nicole Kleinstreuer, NIEHS (93 Auditorium) 3:15 – 3:30: Break & Refreshments (93 Mezzanine) 3:30 – 4:00: Awards presentation and closing remarks (93 Auditorium) Keynote Address Weighted Gene Co-Expression Network Analysis (WGCNA): Systems biology approaches to understanding adverse outcomes. James L. Stevens, Distinguished Research Fellow, Lilly Research Laboratories
November 16 and 17: Parent Teacher Interviews □ Parents are encouraged to bring in the hard copy of the course selection form to discuss with the homeroom teacher November 20 and 21: myBlueprint Course Selections @ school □ Students will be selecting and submitting their courses using myBlueprint ● Students will bring in their parent signed hard copy, handed to students in October. This copy will be used to help them complete their online course selections. This copy will then be handed in to the Guidance Counsellor after the student has completed their online course selections. ● Students will be bringing home their myBlueprint Print Off sheet ▪ please review the Print Off sheet and see that it matches the hard copy previously submitted and discussed ▪ If any changes need to be made they may be made at home using myBlueprint. ▪ This Off sheet (the original or the new one with changes already made) will need to be signed and submitted to the homeroom teacher ● student submits their courses to their homeschools (Meadowvale and/or Streetsville Secondary) online even if they have or are in the process of applying to another program ● If you know and are sure that your child will be attending a separate school, please make a note of this on the hard copy of the course selection form. Only these students will not be selecting their courses online December □ Online course selection closes. All changes that need to be made past this date will need to go through the Guidance Counsellor February: Regional Acceptances are emailed ● Regional Program Acceptances Come out ● Students who select a Regional Program will have their homeschool courses deleted and will be asked to input their new courses
Pos Agt/Atty FTE ($000) ($000) Total ($000) FY 2015 Net Annualization (change from 2014) ($000) FY 2016 Net Annualization (change from 2015) ($000) Current Services 0 25,000 25,000 25,000 25,000 Decreases 0 -3,000 -3,000 -3,000 -3,000 Total 0 22,000 22,000 22,000 22,000 D. Item Name: National Resource Center on Workplace Response Budget Decision Unit(s): Prevention and Prosecution of Violence Against Women and Related Victim Services Program Strategic Goal(s) & Objective(s): 2.1 Strengthen partnerships for safer communities and enhance the Nation’s capacity to prevent, solve, and control crime. Organizational Program: National Resource Center on Workplace Response Component Ranking of Item: 4 of 4 Program Reduction: Positions 0 _ Agt/Atty__0__ FTE ___0_ Dollars $__-,500,000 Description of Item The FY2012 Enacted level is $1,000,000 for the National Resource Center on Workplace Response. In FY 2014 we are requesting a $500,000 decrease. Justification The Department is reducing the funding level for the National Resource Center on Workplace Response to support other OVW critical initiatives that align with OVW priorities. To support these priorities, shifts in funding were necessary to support a program increase in the Rural Domestic Violence and Child Abuse Enforcement Assistance Program. Funding Base Funding FY 2012 Enacted FY 2013 CR FY 2014 Current Services Pos agt/ atty FTE $(000) Pos agt/ atty FTE $(000) Pos agt/ atty FTE $(000) 0 0 0 1,000 0 0 0 1,006 0 0 0 1,000 Reduction Cost Summary
Not Applicable Non-Personnel Reduction Cost Summary Non-Personnel Item Unit Quantity FY 2014 Request ($000) FY 2015 Net Annualization (change from 2014) ($000) FY 2016 Net Annualization (change from 2015) ($000) Total -500 -500 -500 Total Request for this Item Pos Agt/Atty FTE Personnel ($000) ($000) ($000) FY 2015 Net Annualization (change from 2014) ($000) FY 2016 Net Annualization (change from 2015) ($000) Current Services 0 1,000 1,000 1,000 1,000 Decreases 0 -500 -500 -500 -500 Grand Total 0 500 500 500 500 VII. EXHIBITS Exhibits Management and Administration Exhibits
Maori people name: Go to the Wikipedia Maori people website (). Choose a picture of a person and describe that person. Replace this picture. Write a description of your person. Write your description here. Expressions which might help you: height body skin hair eyes face huge medium short small sturdy tall athletic fat plump skinny slim strong thin weak dark light-brown scare smooth tanned tattooed white wrinkles bald brown curly dark long shaved straight wavy big black brown dark small beard beautiful long moustache pretty round ugly wide
Industrial action Option of paying wages, a percentage of wages or no wages but only with notice Overtime Bans No wages paid for the period of action. Partial Work Bans Must be paid unless the employer requested and the employee refused or the refusal was a breach of employee’s obligations under their terms and conditions.
Sources of Special Education Law, Policy and Practice Statute Regulations Judicial Decisions Administrative Decisions Administrative Interpretations OSEP OCR FEDERAL IDEA [OSEP] 34 CFR 300 USSC State plan approval OSEP Memoranda OCR Policy Document System Act [OCR] 34 CFR 104 Courts of Appeals (e.g., 9th Circuit) Policy Letters Letters of Finding (LoF) FERPA [FPCO] 34 CFR 99 District Courts (e.g., D. Wa.) Letters to constituencies, e.g., Governors, State School Officers, State Directors of Special Education Letters to constituencies, e.g., Governors, Chief State School Officers, State Directors of Special Education STATE Revised Code of Washington (RCW) 28A.155.090 and 28A.300.070 Administrative Code (WAC) 392-172 Court of Appeals ( App.) or Supreme Court () OSPI (Office of Superintendent of Public Instruction) http://www.k12.wa.us/SpecialEd/document.asp Office of Administrative Hearings: WAC 392-172-352(d) LOCAL General education policy §504 policy <http://www.kent.wednet.edu/district/policies/2162.html>
E.g. Grow the number of members of XYZ union Partially - only 53 net new members out of 75 The organising conversation tactic worked but needed to be followed up in campaign rather than just one off blitz Didn’t properly utilise new activist Barry from dept x Schedule in time to do follow up with Jo Blo for harder to shift potential members, or use new activists more effectively by asking to follow up in order to get last 22 new members 1. 2.
Feelings How are you feeling? What happened? What happened when you…? What did you do/say? How did they react? What is the learning? What you do differently? What worked well? Note: If the tasks have involved a framework you can link back to the framework to reinforce the theory. Applying learning? How will I use this now? What follow up? Next task 5. How does the next task you are asking the delegate to do build in complexity from this one? TASK Evaluate your plan Evaluate the success or otherwise of your learning plan:
CONFIDENTIAL STAFF APPLICATION FORM Please complete in BLACK as this form may be photocopied. APPLICATION FOR THE POST OF LOCATION: 1. PERSONAL DETAILS (BLOCK LETTERS PLEASE) SURNAME: FIRST NAME(S): Title you wish to be known by: (MR, MRS, MISS, MS, etc) Date of Address for correspondence: Permanent address (if different): Postcode: Postcode: Telephone Number National Insurance No. Home: Work: Email: 2. PRESENT EMPLOYMENT Name and address of present employer: Nature of employer’s business: Name and address of establishment at which employed: Present post: Date appointed: Notice required to terminate present employer: Annual Salary £ Scale/Grade: Brief description of duties: 3. PREVIOUS EMPLOYMENT (Starting with most recent first) Employer Post Grade/ Scale Full or (give hours) Dates Reason for Change From To
relationship Parent-Directed Interaction (PDI) (address concerns about discipline) Administer ECBI Engage parent commitment to PDI Provide overview of Parent-Directed Interaction (PDI) skills Caregiver(s) 2 hour session or 2 separate 1 hour sessions