zilongwang/ReadingBank huggingface dataset:
SMART Goal #1 Goal (entered by student): [type here] Related Area(s) of Clinical Competency (entered by student, maximum of 3): Goal type (entered by student): Evidence of Attainment (entered by student): [type here] Grade (entered by Clinical Instructor): Goal is clearly met 2 Minor elements were not demonstrated 1 Major elements were not demonstrated 0 Comments (entered by Clinical Instructor): [type here] SMART Goal #2 Goal (entered by student): [type here] Related Area(s) of Clinical Competency (entered by student, maximum of 3): Goal type (entered by student): Evidence of Attainment (entered by student): [type here] Grade (entered by Clinical Instructor): Goal is clearly met 2 Minor elements were not demonstrated 1 Major elements were not demonstrated 0 Comments (entered by Clinical Instructor): [type here] SMART Goal #3 Goal (entered by student): [type here] Related Area(s) of Clinical Competency (entered by student, maximum of 3): Goal type (entered by student): Evidence of Attainment (entered by student): [type here] Grade (entered by Clinical Instructor):
Thoroughness of Self Reflections All six (6) elements of reflection included every week 4 One (1) element missed on one week 3 Two (2) elements missed over the course of the placement 2 Three (3) elements missed over the course of the placement 1 Four (4) or more elements missed over the course of the placement 0 Comments: Accuracy of Linking Self Reflections to Clinical Competencies and SMART Goals All four (4) elements accurately linked every week 4 One (1) element inaccurately linked on one week 3 Two (2) elements inaccurately linked over the course of the placement 2 Three (3) elements inaccurately linked over the course of the placement 1 Four (4) or more elements inaccurately linked over the course of the placement 0 Comments: Degree of Variety Included in Self Reflections over the Course of the Placement Excellent: extensive range of experiences reviewed for each of the four (4) sections 4 Good: most sections reflected unique experiences 3 Some: at least half of the sections reflected unique experiences 2 Limited: some sections varied while most were repetitive 1 None: reflections in all four (4) sections were repetitive week-to-week 0 Comments: Level of Analysis Demonstrated in Self Reflections over the Course of the Placement Robust Reflection: student clearly and consistently tied experiences to their functional importance and made astute recommendations to further learning, provided evidence of a constructive change in perspective or approach 8 7 Good Reflection: good choice of experience examples, analysis of functional importance and opportunity to continue development improved over time to include some astute learning 6 5 Good Understanding: good choice of experience examples, variable analysis of functional importance and opportunity to continue development 4 3 Limited Understanding: inclusion of some good experience examples, weak analysis of functional importance and opportunity to continue development 2 1 Poor Understanding: weak choice of experiences, no evidence of attempting to reach an understanding, no significant change in quality of analysis over time 0 Comments:
Table 1. The number of employees advised by ethics/ integrity advisor in ministries (including subordinate agencies), anti-corruption and other independent institutions (source – self-evaluation reports) MoFOR MoINT MoDEF MoREG MoECO MoEDU MoFIN 0 49,999 761 1082 54 29 No reply 16 925 No data 20,290 1120 9479 36 0 No reply 124 686 20 22,901 830 7110 42 1231 No reply 356 34 30 10,333 676 7168 41 740 No reply 318 24 MoEUF MoJUS MoENV MoLAB MoCOM MoHEA MoYOU MoTRA 0 1000 119 1136 0 79% No reply 58 0 60%, 869 112 820 0 139 No reply 2 0 1745 59 747 0 147 No reply 3 5 962 189 1352 0 104 0 10 ANI, Auth. Omb. Council for Solving Superior Council of Court of Comp. Council of 0 0 0 90* 0 0 3 No reply No reply 49 0 1 0 0 0 No data No reply 31 0 0 80 0 0 3 No data No reply 0 0 0 50 0 No data 3 No data No reply * Employees took note of the code's provisions. Anti- fraud Dep. DGA DNA High Court of Cass. and Justice (HCCJ) General of Police Office Prosec. Office (at HCCJ) Intell. Service Senate 1 Incl. in 0 0 7933 NA No reply No reply No reply 0 0 0 9059 NA No data No No 4 4 5 2 2 5 2 2 5 4
Shiny and New Car – Current research and information is usually best. For example, if you’re researching a controversial issue, you should consider the debate that is playing out right now. In the sciences, new practices and innovations are being introduced all the time. Current information could make the difference between life and death. Currency – Questions to Ask? When was the source (website, article, book, etc.) published? Books – Have the date information on the back of the Title Page. Internet Articles – and websites usually post the date information just after the article title or at the bottom of the webpage. Do you need ‘up-to-date’ info? Does your topic require recent sources? If you are writing about iPads or heart surgery techniques, you are going to need very new, up-to-date information. If you are writing about Abraham Lincoln it might be okay to have information that is older, such as a book or an article written 10 or even 40 years ago. Relevance Does this source really fit into your argument? Party Crashing Sources Have you ever thrown a party and suddenly wondered, “Who are all of those people? Who invited them?” The same thing happens with sources. Your searches will often turn up sources that just aren’t right.
Figure 1: Project logic Outputs/ deliverables Short-Term Outcomes Intermediate Long-Term Quality training programme Technicians trained Pharmacists trained SOP for dispensary work flow Good communication about PACT to all pharmacy staff Technicians have skills, knowledge and confidence to perform new PACT role Increase in pharmacist time spent directly on activities Improved health outcomes for patients Lead pharmacists have skills, knowledge and confidence to support new PACT role Quality and safety of dispensing maintained Increase productivity pharmacy staff Better use of pharmacists and technicians (improve current practice) Increase workforce satisfaction Increase understanding and support for PACT role in pharmacy Site engaged and able to participate Efficiencies in dispensary workflow Improve career pathway for technicians Decrease in pharmacy staff turnover Increased enjoyment of work Colour code Training-related Communication related Project related outcomes Long term outcomes outside of the scope of this project
< 60% complete, major issues Most ratings below adequate (3) with some poor or very poor (1-2), comments highlight major issues Overall rating less than 5 out of 10 60-80% complete, substantial issues Most ratings adequate or good (3-4) all adequate or above, comments highlight issues of importance Overall rating 5 or 6 out of 10 > 80% complete, minor issues Most ratings good or very good (4-5) with one or two adequate (3), comments support this Overall rating 7 or 8 out of 10 100% complete, no issues All ratings good or very good (4-5), comments support this, no weaknesses of any consequence Overall rating >8 out of 10 Criteria Poor OK Good Fantastic all training modules successfully completed by technicians everyone needing training receives it Process of collating a portfolio of evidence achievable Assessment of technicians on completion of the training period effective Possible within the legislative frameworks Technicians have confidence, knowledge and skills needed to perform the new PACT role Pharmacists have the skills, knowledge and confidence to support the PACT role Technicians Supervising Pharmacists demonstration sites have capability and capacity to undertake training Instilled confidence in ability to complete training Provided skills/tools needed to Technicians Supervising
Has the grantee previously completed an evaluation? If so, was it an impact evaluation? Please add details of past evaluation: Yes No Yes No The evaluation plan includes all required sections Yes No (see below) Large grantees only: Grantee is proposing an impact evaluation (QED or RCT) Yes No N/A Large grantees only: Grantee is proposing an independent (i.e., external) evaluation Yes No N/A Large grantees only: Independent/external Evaluator Qualifications Evaluation Plan Review Summary:
All evaluators receive training and support in evaluation skills IC 20-28-11.5-5(b) 511 IAC 10-6-3 Description ongoing evaluator training Feedback and Remediation Plans Requirement Statutory / Regulatory Authority Examples of Relevant Information Reference Page Number(s) All evaluated employees receive completed evaluation and documented feedback within seven business days from the completion of the evaluation. IC 20-28-11.5-6(a) System for delivering summative evaluation results to employees Remediation plans assigned to teachers rated as ineffective or improvement necessary IC 20-28-11.5-6(b) Remediation plan creation and timeframe Process for linking evaluation results with professional development Remediation plans include the use of employee’s license renewal credits IC 20-28-11.5-6(b) Description of how employee license renewal credits and/or Professional Growth Points will be incorporated into remediation Means by which teachers rated as ineffective can request a private conference with the superintendent IC 20-28-11.5-6(c) Process for teachers rated as ineffective to request conference with superintendent Instruction Delivered by Teachers Rated Ineffective Requirement Statutory / Regulatory Authority Examples of Relevant Information Reference Page Number(s) The procedures established for avoiding situations in which a student would be instructed for two consecutive years by two consecutive teachers rated as ineffective IC 20-28-11.5-7(c) Process for ensuring students do not receive instruction from ineffective teachers two years in a row The procedures established to communicate to parents when student assignment to consecutive teachers rated as ineffective is unavoidable IC 20-28-11.5-7(d) Description of how parents will be informed of the situation
All evaluators receive training and support in evaluation skills IC 20-28-11.5-5(b) 511 IAC 10-6-3 Description ongoing evaluator training Feedback and Remediation Plans Requirement Statutory / Regulatory Authority Examples of Relevant Information Reference Page Number(s) All evaluated employees receive completed evaluation and documented feedback within seven business days from the completion of the evaluation. IC 20-28-11.5-6(a) System for delivering summative evaluation results to employees Remediation plans assigned to teachers rated as ineffective or improvement necessary IC 20-28-11.5-6(b) Remediation plan creation and timeframe Process for linking evaluation results with professional development Remediation plans include the use of employee’s license renewal credits IC 20-28-11.5-6(b) Description of how employee license renewal credits and/or Professional Growth Points will be incorporated into remediation Means by which teachers rated as ineffective can request a private conference with the superintendent IC 20-28-11.5-6(c) Process for teachers rated as ineffective to request conference with superintendent Instruction Delivered by Teachers Rated Ineffective Requirement Statutory / Regulatory Authority Examples of Relevant Information Reference Page Number(s) The procedures established for avoiding situations in which a student would be instructed for two consecutive years by two consecutive teachers rated as ineffective IC 20-28-11.5-7(c) Process for ensuring students do not receive instruction from ineffective teachers two years in a row The procedures established to communicate to parents when student assignment to consecutive teachers rated as ineffective is unavoidable IC 20-28-11.5-7(d) Description of how parents will be informed of the situation Teacher Appreciation Grant Policy Requirement Statutory / Regulatory Authority Examples of Relevant Information Reference Page Number(s) The amount of a stipend awarded to a teacher rated as Highly Effective must be at least 25% greater than the amount of a stipend awarded to a teacher rated as Effective IC 20-43-10-3.5 Process and calculation for differentiating award amounts The TAG policy may differentiate between school buildings IC 20-43-10-3.5 Indication of whether amounts will be differentiated between schools within the corporation
Worksheet 7: Sample evaluation workplanning sheet Prepare a detailed workplan Activity and Deliverable Timeline/ Deadline Notes re: Approach and Activities Staff days Consultant Days Evaluation Planning Evaluation Committee established August Evaluation strategy finalized Sept 30 Tools designed Oct 5 Stats collection/ monitoring system finalized Oct 15 Implementation Interviews set up Nov 1 Interviews conducted Nov 15 Analysis and Reporting Analysis and reporting Analysis session Dec 1 Report writing/editing Dec 10 Report finalized Dec 20 Report presentation Jan 15 Dissemination Total Days Worksheet 8: Evaluation budget template Item Notes/Description Days In-Kind Costs
What is good about where you live? No comme nt 2% Weathe r 1% Job 3% Fe e l a t home 3% Church inclusion 3% He a lth 4% Good for kids 5% Ne w frie nds Schools/e duca tion Quite /sa fe loca tion Pe ople /ne ighbours 11% 19% 24% Graph 14: What is good about where you live? How could life be improved? When asked ‘how could life be improved?’ a combined 68 per cent recorded one or all of the following factors: to have a job, to have security in housing and better English (Graph 15). One third of all participants stated ‘having a job’ would improve their lives significantly, because to provide for the family here, assist family overseas and repay any loans accrued in coming to Australia required more than the welfare provision from Centrelink. Additionally, many men felt they were ‘begging’ when they had to present at their local Centrelink Office. Graph 15: Aggregate responses - how life could be improved?
21 Did the Service Provider help you find a place to live? 22 Does your accommodation meet your needs? 23 What types of things do you do for entertainment (where do you go)? 24 What is good about your life in --- ? 25 How could your life in --- be improved? 26 Do the services in --- meet your needs? Services such as:(examples a-h) 26a Centrelink 26b employment services 26c schools 26d health services including torture and trauma counselling 26e English language tuition 26f Translating and interpreting services 26g The services you received from your settlement service provider when you first arrived in --- 26h the police 27 Are there any other services in --- that you would like to comment on? 28 How have you been received by the community in --- ? (examples Church/religious groups, social clubs, neighbours, shop assistants). 29 Does the local community participate in cultural events? 30 You have lived in --- for some time now, can you tell me what makes you stay here? 31 Can you see yourself living anywhere else in Australia? If Yes : 32 Can you tell me what would enable you to move there? Why would you move there?
DHB How the funding was used Other major locality initiatives Northland Manaia PHO Funded a new primary mental health clinical role that has developed new services and coordinated service provision Packages of care Kaikohe SST Youth One Stop Shop (YOSS) – Whangarei YOSS - Youth Space Te Tai Tokerau PHO Developed a model for youth mental health Contributed to the work provided in assessment by the adolescent health nurse and by the primary mental health co-ordinator Packages of care Waitematā Increased packages of care to HealthWest Ranui SST Auckland Enhanced youth mental health packages of care delivered through Auckland Youth Health Services Alliance YSLAT. Counties Manukau Manurewa Youth Mental Health Pilot Project 2013 (Unsuccessful and not continued) 19 / 33 high schools in DHB area have School Based Health Services (SBHS- A ‘youth-friendly’ primary-care based quality improvement initiative and recruitment of a Primary Care Youth Health Quality Advisor (1 year, 1 FTE 18+ Clinical Care Model depression programme Waikato The majority of funding went to the three PHOs for additional primary mental health FTEs and additional packages of care SST in Waikato District, South Waikato, Waitomo and Taumarunui DHB to consult with PHOs around new youth AOD model of care DHB time to support SST in district Bay of Plenty Each of four providers received funding equivalent to 0.5FTE but funding was not tagged to a particular position Whakatāne SST Kawerau SST
District DHB staff PHO Site Visit Stakeholders Total Interviews Provider survey response Northland 1 + 1 3 Yes In-depth examples: Examples of co-location: Adolescent clinical specialist x 1 Bream Bay Trust – co-located specialist x 3; Te Ora Hou – The Pulse x 2; Whangarei Youth Space (YOSS) x 2; GP FG x 1; Teen parent unit x 1; Other: Youth alt-ed group Focus Group x1 Other: Adolescent health clinics near schools x 1 17 26 Waitematā 1 + 1 - Yes In-depth examples: HealthWest - Your Choice x 3 Other: Marinoto West x 1; MOE x 1 7 9 Auckland 1 YSLAT Programme Manager x 1 YSLAT PHO members x 3 Yes In-depth examples: Enhanced School Based Health Service x 4; Other: Deputy Principal of profile school x 1; Pastoral Care Team of profile school x 1 (Focus Group = 10) 11 17 Counties Manukau 3 + 1 5 x Mental Health Coordinators No No example; Other: NGO x 1; MYD x 1 11 22 Waikato 1 3 Yes In-depth examples: Youth Alcohol and Other Drug Model of Care x 1 5 8
Evaluating Product Promotion Rubric Student Name: _____________________________________ CATEGORY 20 15 10 5 Defined Product Being Promoted Product well defined. Product explained but needed more explanation. Product lacked explanation needed for understanding. Product not defined, team assumed the audience already knew the product. Outlined the Promotion Thorough, easy to use outline. Complete outline that could use more content. Basic outline that needed more content. Incomplete outline missing key components. Defined the Message for the Promotion Promotional message well defined. Promotional message given an acceptable definition. Incomplete promotion message definition. Promotional message not clearly revealed. Defined the Target Market Fully described the target market. Solid description of the target market that needed additional demographics. Briefly defined the target market. Assumed the audience already knew the definition for the target market. Quality of Overall PowerPoint Presentation Excellent presentation that thoroughly covered all points. 7 or more slides Solid presentation that covered all basic concepts. 5 – 7 slides Good presentation missing some key elements. 3-5 slides Incomplete presentation that did not fulfill the task. 3 or less slides Total Score ____________ Maximum 100 Points.
Appendix Two: Online mental health tools Non-exhaustive list of the online tools available for youth mental health. Note that some are target adults as well as youth. Primarily sourced from Online tool What is it? Target group: age Target group: severity Media Requirements Affiliation Online CBT tools SPARX Self-help computer programme (game) using CBT techniques to manage depression 12 to 19 years Mild to moderate Website Free Prime Minister’s Youth Mental Health Project Beating the Blues Online CBT – 8 weekly sessions of 50mins Adults Mild to moderate depression / anxiety Website GP referral required Developed in UK, available in NZ Moodgym Online CBT to prevent and cope with depression and “problem emotions” Adults Depression Website Free Australian National University Online discussion board for people experiencing mental health issues Big White Wall Anonymous online community of people experiencing mental health issues supported by “Wall Guides” 16+ years Common mental health issues including stress and/or anxiety Website Android app iPhone app Free to Auckland DHB residents UK-based Tools and coping strategies CalmKeeper Tools to help manage anxiety and panic attacks, developed by clinical psychologists All ages Anxiety and/or experiencing panic attacks iPhone app $4.99 in iTunes store NZ-based
SAM – Self Help for Anxiety Management App to understand and manage anxiety All ages Anxiety Android app iPhone app Free University of the West of England (Bristol) This Way Up Online courses to control anxiety and depression, developed by hospital and university experts All ages Anxiety and depression Website Android app iPhone app AU$59/course St Vincent’s Hospital / University of New South Wales Wellbeing Podcasts Podcasts to help relax and improve general wellbeing All ages General wellbeing Website iTunes Free Mental Health Foundation (UK) Websites with information for those experiencing mental health issues CALM website Computer Assisted Learning for the Mind. Includes practical techniques for managing stress University students Cope with stress / managing life Website Free University of Auckland thelowdown Information and tools (including a moderated forum) about depression Young people Depression and anxiety Website Free Health Promotion Agency (NZ) Reachout.com Website with information and links for youth experiencing a variety of mental health concerns Young people mental/ physical health concerns Website Free Australian Depression.org Interactive website with focus on self-management – links to The Journal Adult Depression Website Free National Depression Initiative (NZ)
Conference TITLE Speaker Evaluations Date Content A/V Aids Overall to practice Title Speaker Comments: Title Speaker Comments: Title Speaker Comments: Title Speaker Comments: Title Speaker Comments: Please rate each speaker from 1-5 (5 = excellent; 1 = poor)
CE Program Title Sponsoring organization Date How to fill out this form: On your screen click to mark your choice in each of the rows, according to the options in the black bars. Alternatively, you can print the form and use a pen. Instruction Strongly Disagree 1 Disagree 2 Neither Agree nor Disagree 3 Agree 4 Strongly Agree 5 1. The program objectives were met. A. Objective #1 (Write out specific objective) B. Objective #2 (Write out specific objective) C. Objective #3 etc. (Write out specific objective) 2. Accuracy and utility of content were discussed 3. Content was appropriate for postdoctoral level training 4. Instruction at a level appropriate to postdoctoral level training 5. Teaching methods were effective 6. Visual aids, handouts, and oral presentations clarified content Instructor 1: Name: Strongly Disagree 1 Disagree 2 Neither Agree nor Disagree 3 Agree 4 Strongly Agree 5 7. Knew the subject matter 8. Presented content effectively (e.g., promoted deep reasoning and learning; included a consideration of obstacles or anomalies) 9. Elaborated upon the stated objectives 10. Maintained my interest 11. Answered questions effectively 12. Was responsive to questions, comments, and opinions 13. Provided a variety of applied examples (e.g., case presentations) Instructor 2: Name: Strongly Disagree 1 Disagree 2 Neither Agree nor Disagree 3 Agree 4 Strongly Agree 5 14. Knew the subject matter 15. Presented content effectively (e.g., promoted deep reasoning and learning. Included a consideration of obstacles or anomalies) 16. Elaborated upon the stated objectives 17. Maintained my interest 18. Answered questions effectively 19. Was responsive to questions, comments, and opinions 20. Provided a variety of applied examples (e.g., case presentations) Professional & Ethical Issues
Team-based implementation over 2-3 years with on-going training and coaching 3-5 School-wide behavioral expectations defined, taught and systematically acknowledged Continuum of consequences for responding to problem behavior Collection and use of data to assess both fidelity and impact Three tiers (levels) of evidence-based behavior support for universal, targeted and intensive prevention support Administrative and district support needed for initial fidelity and sustained implementation Illustration from Practice 6 Documenting Other Indicators of Program Support Improving and sustaining the effort has been supported with continued state funding and local education agencies are contributing support to continue the effective programs in their schools. Documenting Input Input indicators detail what was done to meet the needs, address the problems, and manage the opportunities of a SWPBS program as a basis for planning and re-planning efforts, allocating resources, and assessing fidelity and outcomes. They document critical aspects of professional development and illustrate key features of training and technical assistance provided as part of the implementation process. The focus is on describing the training events that were conducted, who participated in them, and their perceived value to the participants. Input indicators and assessments represent data gathered during the implementation process, (e.g., after a SWPBS program is planned but before full implementation is achieved). What Professional Development Was Provided? When appropriate, state, district, and school indicators of types and number of professional development activities should be described in narrative and tabular forms. This information provides
motivating factor. As Recreation Director I have a responsibility to put my staff in the best possible situation to allow them to succeed. This evaluation tool will allow us to correct areas of weakness and enhance areas of strength to ensure that we have a program that will stabilize participation to ensure future opportunities. Elected officials are also stakeholders in this program as it is a representation of the Town government and must be run professionally. Their main concern would be that staff would do everything that they could to continue to provide opportunities for basketball for the youth of Black Mountain. Coaches of the local Middle School and High School would also be stakeholders in this program. Their stake would be to develop a youth program to best prepare players for competitive teams in the future. The more skill development, participation, and positive outlook on basketball there is at the younger levels the more likely they are to have future success. Purpose This evaluation will be a formative in nature because its purpose is to help shape the program to perform better (Rossi, Lipsey & Freeman). These evaluation results will be used to create a better product (youth league) than we currently have. The philosophy of our youth league is: Our goal for youth sports is that children shall enjoy their experience in the sport by their development physically, psychologically and socially through the activity. A quality experience can be achieved if the coach, parents and leader applies four principles. Those principles are participation, sportsmanship, team play, and teaching the fundamentals of the activity. Our youth sports program strives to promote the philosophy that the enjoyment of participating in team sports is of fundamental concern, with competition a natural growth of that involvement. There must be a mutual respect for all teams and individuals involved on the leagues; because without them there would not be a program. Striving to win is fundamental to any enjoyable competition, but it must be kept in perspective. (Bmrecreation.com)
DD) *Teacher: An Educator employed in a position requiring a certificate or license as described in 603 CMR 7.04(3)(a, b, and d) and in the area of vocational education as provided in 603 CMR 4.00. Teachers may include, for example, classroom teachers, librarians, guidance counselors, or school nurses. EE) *Trends in student learning: At least three years of data from the district-determined measures, arrived at through consultation with and input from the Association, and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low. 3) Evidence Used In Evaluation The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures, arrived at through consultation with and input from the Association, of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least three years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of at least ten (10) minutes in duration. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples.
the level required for fruitful participation 1 2 3 4 5 the financial conditions to attend 1 2 3 4 5 12. Was the venue adequate for the training activities? 1 2 3 4 5 13. How would assess the assistance provided by the EJTN staff members before and during the seminar? 1 2 3 4 5 14. Would you recommend this seminar to your colleagues? Yes No 15. Have you consulted the EJTN website ()? Yes No 16. According to you in which EU law related topics should EJTN provide training? General comments: We thank you for your cooperation!
Evaluation of Candidate for Full Professor (research and teaching) in XXX The committee should consider the criteria below. The evaluation should be based on the application (cover letter, CV, teaching portfolio, publications submitted at the time of application) relative to the advertised position. Candidates are judged by a balanced evaluation of the criteria. They are divided into three categories: A-criteria are very important. B-criteria are also important, but it is acceptable if some are only partly fulfilled. C-criteria are qualifications and experiences that are not specifically required by a candidate for this type of position. However, these count positively and may to some extent compensate for not fulfilling all A- and B-criteria. 1. Applicant Name, year of birth and nationality Academic exams and degrees (discipline, date and institution) Current position and number of years in the current position 2. Research (peer-reviewed publications) (A) Numerous papers in high-quality journals or other high-quality publication channels. (A) Several papers in the very best publication channels within the research area. (A) Many papers with good citation numbers. (A) Excellent H-index (depending on research area). (A) Independent production after PhD (e.g. demonstrating ability to work in different subareas and with different people). 3. Research (network) (A) Extensive international research collaborations (e.g. joint papers and applications). (A) Programme/organising committees, editorial boards, invited lectures, peer-reviewing, etc. (A) Long-term research stay(s) abroad at another internationally acknowledged university or research institution. (C) PhD-study/employment in a world-class research group.
14. Comments: -Similar material for several presentations. -Good to have a UK wide perspective from Keith Ison All the speakers gave talks with inspiring aspects to them. I would like to hear more from those trainees who are recently registered or nearing this point. Really enjoed Dr Ison's talk. Dr Keith Ison's talk was exceptional. I took so much from it, it was really useful and I felt that hearing his talk gave me a much greater understanding of what the meeting was supposed to be addressing. I felt that the talk Gillian gave was the most useful and could relate directly to it. Digi vote session told us nothing we didn't already know from looking at website . Stuart parks talk was boring and headache inducing from diagrams used. Still don't know what Amanda Forsyth was talking about, don't even think she did,certainly not topic advertised Most talks were clear and informative but most benefit was gained from interactive sessions Gillian spoke from her heart . Delivered a clear, concise presentation. Sharing her personal experience has inspired others to get networking and knock on doors. Congratulations and well done. None of the speakers had a lasting impact on me. The digi-vote was a bit of a gimmick. I enjoyed Dr Keith Ison's talk on leadership as he gave us useful information on different styles of leadership and where we can go to learn about these. Leadership is relevant to my progression in my career. I enjoyed Dr Park's talk, and understand the importance of innovation, however I did not find this relevant to my training. I did not find the other talks particularly useful. I particularly enjoyed Dr Stuart Parks talk as it was in an area that I am very interesting in. The workshops were a great way to meet people from other areas in the NHS and learn more about their jobs and ideas. They were also educational in that they allowed you to find new ways to think about our future. 15. Please rate the workshops? Were they useful and how could they have been improved? Series name 1 John McKinlay / David Stirling (Leadership) 2 Mark Johnston (Human Factors) Question Average N John McKinlay / David Stirling (Leadership) 2.32 38 Mark Johnston (Human Factors) 2.05 38 16. John McKinlay / David Stirling (Leadership) Name 1 Excellent 2 Very Good 3 Good 4 Average 5 Poor 6 Very Poor
Name of Organization:________________________________ Name of Project:_____________________________________ EVALUATION CRITERIA CRITERIA SCORE SCORE AWARDED COMMENTS Delivery of Letter of Intent for Proposals on or before the date set by the COC. YES, go to the next question. NO, proposal is rejected. By not submitting the Letter of Intent on the time established on the Public Notice, the proposal will be rejected automatically. Submitted the proposal on ESNAPS on time or before the date set by the COC. YES, go to the next question. NO, proposal is rejected. Submitted the required certification on NOFA Submitted certifications Did not submit certifications (5 points) (0 points) HUD 2880, HUD 50070, Certificate of Consistency, "Good Standing" as a Nonprofit Entity. Monitoring or audit findings If the organization has no monitoring or audit findings. If the organization has a corrective plan for monitoring or audit findings Has monitoring or audit findings without a corrective plan. (5 points) (3 points) (0 points) The type of project gives priority to homless families with children or unaccompanied youth. Demonstrates priority for homeless families with children or unaccompanied youth. Does not prioritize these populations. (5 points) (0 points ) The Project uses a Housing First Model as established by HUD. Meets all the criteria of the Housing First model. Does not meet all the criteria of the Housing First model. (5 points) (0 points)
Geographical location according to the need reflected in the count. The municipality where the project is located reflects the need, according to the PIT and HIC The municipality reflects very little or no need. (5 points) (0 points) From where they will receive the participants From the street, emergency shelters or safe havens. Other (5 points) (0 points) Project ability to start immediately, once HUD approves it. If the project can be implemented in a period of 6 months or less If the project requires more than 6 months for the start of services. (5 points) (0 points) Cost Evaluation vs Housing Units Most cost effective project Not cost effective (5 points) (0 points) Divide the annual amount requested by the number of beds. Matching Funds Demonstrates a 25% matching of the total funds requested. Does not demonstrate a 25% of matching of the total funds requested. (5 points) (0 points) Servicios de apoyo Provides two (2) or more support services, such as case management, counseling, life skills, and child care. Provides only one (1) support service such as case management. Does not provide support services (5 points) (3 points) (0 points) Mainstream benefis and services Facilitates participants obtain benefits to which they are eligible such as SNAP, SS, Health Insurance. Does not indicate that they coordinate mainstream benefits for clients. (5 points) (0 points) Positive history of the organization Has satisfactory experience of 4 years or more in project (5 points) Unsatisfactory history record includes
Organisation Name: Example evaluation framework: Project aim: Outcome Measures of success (indicators)* Evidence (what, how collected) Timescale (when will evidence be collected, and regularity) e.g. Improved environmental performance Reduction in carbon emissions by 10% one year after building opens (est. Apr 2015) Display energy certificate (DEC) Baseline Apr 2011 On completion of project Apr 2014 Final reporting Apr 2015 *You will need to set at least one indicator per outcome
Column Titles Resources Activities Outputs Short-Term Outcomes Long-Term Outcomes Impact Overview Factors which potentially enable (or limit) program effectiveness. Products, services, and infrastructure used to bring about the desired results. Data about direct results of program activities. Results you expect to achieve one to three years after a program activity is under way. Results you expect to achieve in four to six years. The results expected seven to ten years after an activity is under way – the future change your program is working to create. Complete these phrases In order to accomplish our set of activities we will need the following: In order to address our problem or asset we will conduct the following activities: We expect that once completed or under way these activities will produce the following evidence of service delivery: We expect that if completed or ongoing these activities will lead to the following changes in the first half of the grant: We expect that if completed or ongoing these activities will lead to the following changes in the second half of the grant: We expect that if completed these activities will lead to the following changes in 7–10 years: Examples Funding, existing organizations, potential collaborating partners, existing organizational or interpersonal networks, staff and volunteers, time, facilities, equipment, and supplies. Processes, techniques, tools, events, technology, and actions of the planned program. Size and scope of services/products delivered or produced by the program. Specific changes in knowledge, attitudes, behaviors, skills, status, level of functioning. Specific changes in knowledge, attitudes, behaviors, skills, status, level of functioning. Organizational, policy, community, or system level changes expected to result from program activities. Outcomes and Impacts should be SMART: • Specific • Measurable • Action-oriented • Realistic • Timed
Project Title: ______________________________________________________________________________________________ Research Questions: Resources Activities Outputs Short-Term Outcomes Long-Term Outcomes Impact In order to accomplish our set of activities we will need the following: In order to address our problem or asset we will conduct the following activities: We expect that once completed or under way these activities will produce the following evidence of service delivery: We expect that if completed or ongoing these activities will lead to the following changes in the first half of the grant: We expect that if completed or ongoing these activities will lead to the following changes in the second half of the grant: We expect that if completed these activities will lead to the following changes in 7–10 years:
INTRODUCTION In 2013, Equinet commissioned a paper on . It provides recommendations on what equality bodies could do in terms of measuring the impact of their work by developing and using effective planning processes, indicators and systems of evaluation. The paper also explores the state of play within equality bodies when it comes to measuring their impact. The paper identifies a number of challenges, such as the limited evaluation carried out by equality bodies and the
pressure exercised by evaluation methodologies on their work. The paper also outlines the benefits of evaluation for equality bodies. Evaluation enables the equality body to assess what is working well. It provides a basis from which to set targets for the work of the body. It provides a means for the body to communicate its objectives and its achievements. It enhances the quality of the work done by the body and improves its internal processes. In 2014, Equinet launched the Evaluation Lab. This is a two-year project, aiming to build on the findings of the paper and provide a platform for expert staff members of equality bodies interested and experienced in the topic. Its objectives were the following: Discuss the findings and proposals of the 2013 paper Equip equality bodies with better knowledge and tools to evaluate their work Pave the way for further developing the evaluation work being done by equality bodies Ten equality bodies joined the project following an open call: Albania Czech Republic France Greece Ireland Former Yugoslav Republic of Macedonia (FYROM) Portugal Portugal UK Northern Ireland UK Great Britain
Data/Results As shown in Table A-1, the consistency of the egg white and yolk, location of the yolk and size of the air cell varied depending on the age of the egg. Additionally, as shown in Table B-1, we were able to determine the visible and aromatic characteristics of both fresh and deteriorate eggs after various amounts of hard-boiling. Table A-1 Evaluation of Egg Quality Egg Type Consistency of egg white Height of the yolk Location of the yolk Size of the air cell in the shell Price per dozen Fresh grade A egg Thicker toward the yolk, slightly watery toward the outer edges High on the white Ontop of the white Medium sized $2.39 Deteriorated grade A egg Very liquidy and runny Low, almost even with the white In the white Very large, almost 1/2 of the shell N/A Table B-1 Evaluation of Hard-Cooked Eggs Degree of Freshness Cooking Time (Minutes) Color Aroma Location of yolk Fresh 15 Bright yellow yolk, white whites Faint/dull egg smell Centered in the egg Fresh 60 Slightly brown whites, light yellow yolk Faint sulfur smell Centered in egg Deteriorated 15 Brow/green ring around the yolk, yolk yellow on the inside, white whites Sulfury Coming through the white on the edge of the egg, touching the shell Deteriorated 60 Dull yellow/green yolk with dark green/brown ring around the yolk touching the whites. Whites were grey/brown Very strong sulfur smell Coming through the white on the edge of the egg, touching the shell
Develop and implement high quality evaluation plans, which consider ‘what does success look like?’ and ‘how will we know whether we have reached it?’ Through increasing transparency, this should assist policy makers in their decision-making and allow other stakeholders to obtain a picture of the operation of the system at an aggregated level over time. Any future tranches of reforms should be incorporated into the performance monitoring system as they arise, with appropriate measures and data strategies. Reconsider communications in light of stakeholder information needs and preferences Presently, there seems quite high reliance on the ADC website (and perhaps the ITRF) to communicate changes to the anti-dumping system. These means of communication tend to reach stakeholders who are already moderately to heavily involved rather than potential stakeholders who are presently unaware or only marginally engaged. As an example, in relation to reform 4.2, an Anti-Dumping Notice (ADN) was placed on the ADC website about categories of exporters. However not all external stakeholders were aware that this advice existed: There exists a lack of transparency associated with what the ADC categorizes as 'cooperative' and 'non-cooperative' exporter. There exist no published guidelines on this issue, with decisions made on a case-by-case basis. As far as [we are] aware any changes to the guidelines on treatment of parties have not been published. This raises further questions: How frequently are interested stakeholders unaware that pertinent information exists or are unable to find it? How easy is it for them to navigate their way through the ADC website to information that is useful to them? Which stakeholder groups are well-serviced by current communication strategies and which may not be? What potential alternatives are there? What are the strengths and the weaknesses of the current approaches? Might a mini-review of communication strategies and their effectiveness be warranted? Another opportunity for improvement relates to reform 5.1, where the roles of the various agencies should be communicated more clearly and consistently to external stakeholders, with the mutual agreement of all agencies involved.
Learning Culture n Mostly agree Agree % Pos. All agencies mean^ Standard Deviation Innovation culture At our organisation we frequently refine the provision of existing products and services 154 43% 39% 82% 3.1 0.5 New ideas are readily accepted here 167 36% 47% 83% 3.3 0.4 It is useless for me to suggest new ways of doing things (R) 175 12% 8% 20% 3.1 0.3 At our organisation we highlight the learning that comes from successful service delivery 172 31% 51% 81% 3.2 0.6 and I can talk freely to my supervisor about difficulties I am having at work. 177 21% 69% 90% 3.5 0.3 I can talk freely to my peers about difficulties I am having at work. 172 29% 56% 85% 3.4 0.3 Reflective practice At our organisation we regularly ask ourselves questions about the best way of providing our services 179 31% 58% 89% 3.5 0.3 At our organisation we review the causes of our failures 167 40% 40% 80% 3.1 0.4 At our organisation we are encouraged to engage in informal discussions about what is working well and not so well 178 34% 51% 84% 3.3 0.4 Direct feedback loops I can trust my peers to approach me personally if they have comments on how I do my job 178 34% 50% 84% 3.2 0.4 I receive regular direct feedback from the people I support on how I am doing my job 175 34% 38% 71% 2.9 0.6
Item n Mostly agree Agree % Pos. All agencies mean^ Standard Deviation I understand the vision about what 'the change' is trying to achieve 111 42% 50% 93% 3.2 1.1 The change' is consistent with my preferred way of working 101 49% 38% 86% 2.9 1.0 The change' is too risky for the safety of my clients (R) 98 7% 4% 11% 3.5 0.6 The change' will lead to better outcomes for my clients 97 45% 43% 89% 3.0 1.1 Overall, 'the change' is a good idea for my team 98 43% 48% 91% 3.0 1.1 Mean scored out of four (4). Note. (R) = Reverse phrased The Change – Confidence in its Outcomes survey items Item n Mostly agree Agree % Pos. All agencies mean^ Standard Deviation People in our organisation will be able to deal with the change 104 51% 29% 80% 2.7 1.0 Our IT systems are adequate to support 'the change' 92 36% 23% 59% 2.4 0.9 The change' will help us fulfil our organisation's mission 102 52% 39% 91% 3.0 1.1 The change' will increase the sustainability of our organisation 94 51% 39% 90% 3.0 1.0
The change' will lead to better outcomes for our clients 99 45% 45% 91% 3.0 1.1 Overall, the change is a good idea for our organisation 96 42% 49% 91% 3.0 1.1 Mean scored out of four (4)