zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION Post Title: Personal Assistant Location: Trafford Completed by: Jennifer Bartlett Date: 2014 Please see guidance notes before completion of this specification. Only criteria relevant to the post should be included. Essential Criteria Desirable Criteria Method of Assessment Attainments Basic numeracy skills Basic English literacy skills Commitment to completing Induction and training within agreed timescales Previous experience of working with disabled people Experience of e-mail, internet and word processing systems Health and Social Care Diploma Level 2 or 3 or equivalent Tested at interview Application form / tested at interview Interview Special skills and aptitude A positive attitude towards people with disabilities Ability to demonstrate a positive, person-centred, and respectful approach Ability to use initiative in dealing with complex situations Ability to engage with individuals and develop warm and trusting relationships Ability to undertake personal and intimate support for service users Good verbal communication skills and ability to listen sensitively to others and respond appropriately An insight into the needs of people with disabilities Ability to engage in a professional manner with other agencies such as colleges and activity centres Ability to support service to plan activities and make links with local and wider community Has experience of supporting someone into voluntary / paid employment. Application form / Interview / References Interview / References Interview / References / Application form Application form / Interview Interview / Application form
Person Specification – Pastoral Support Assistant SELECTION CRITERIA ESSENTIAL DESIRABLE Qualifications /Training Experience of working with young people and families Experience of working successfully with disaffected students, including those with challenging behaviour Experience of working within education knowledge of CAF Professional Knowledge and Understanding Personal and Professional Qualities and Attributes
SCHOOL SUPPORT STAFF PERSON SPECIFICATION Criteria Essential Desirable Qualifications and Experience To have a good level of written and spoken English and Mathematics (GCSE Grade C and above or equivalent). Basic IT Skills. To have experience of working with children with special educational needs, including those with social, emotional and behavioural difficulties. Experience working with children with autism. Abilities and Skills The ability to work creatively and sensitively with children. To be able to undertake under direction. To be able to follow initiative. The ability to relate to children and young people in a positive and supportive manner. The ability to maintain confidentiality inside and outside the workplace. To have good verbal communication skills. The ability to motivate children. The ability to assist with organising the learning environment. The ability to work collaboratively with other staff in the class and whole school setting. Valid driving licence. An understanding of Health and Safety and Protection. Additional qualifications/ training relevant to the role ie PECS, Makaton, First Aid. Attributes/Qualities A positive interest in working with children with special educational needs, in particular children on the autistic spectrum. Enjoy working as part of a team. Patience. Adaptability. A sense of humour. Imaginative. Empathic. Calm. Resilient.
PERSON SPECIFICATION TEACHER OF SPANISH ATTRIBUTES CRITERIA Essential /Desirable ASSESSMENT METHOD(S) RELEVANT EXPERIENCE Previous experience of delivering Advanced Level Spanish courses Previous experience of delivering GCSE Spanish Track record of good and outstanding teaching outcomes A, R A, R A, R EDUCATION AND TRAINING Minimum of Level 2 qualification in numeracy e.g. GCSE Maths at A*-C, or able to demonstrate equivalent level of ability. Recognised teaching qualification (e.g. PGCE, Cert Ed) Honours degree, or equivalent, in a Spanish-related discipline Successful teacher placement in a Spanish department (if a new teacher) E D E D C C C A, R SPECIAL KNOWLEDGE AND SKILLS A high interest in, and enthusiasm for, the subject of Spanish Knowledge or experience of Spanish within contexts such as “world of work,” research and development, real-life applications etc. Ability to employ a range of teaching, learning and assessment styles to suit individual student needs A good knowledge of best practice in teaching, learning and assessment. Good knowledge of tracking student achievement and putting appropriate support strategies in place Strong interpersonal, communication and team skills The ability to develop good working relationships with students and colleagues at any level Excellent organisational and administrative abilities, including time-management skills. Ability to work flexibly and creatively within the job and when new challenges and opportunities arise. E D E D E E E E E A, T, I A, T, I A, T, I A, T, I A, T, I A, T, I A, T, I A, T, I A, T, I ADDITIONAL FACTORS Commitment to equality and diversity initiatives, anti-discriminatory practice, CSE initiatives and the prevent agenda Suitability to work with children and young adults E E A, O, R A, O, R
PERSON SPECIFICATION - Counsellor Factors Essential Desirable How identified Qualifications GCSEs/O Levels/NVQs or equivalents to show evidence of level of education attained A recognised qualification appropriate for the post, at least to diploma level or in final year of diploma Student or full membership of a professional body relevant to the post, i.e. BACP, UKCP Ideally registered by the British Association of Counselling and Psychotherapy or the UK Council for Psychotherapy Application form Verification and demonstration of knowledge at interview Professional Experience/ Knowledge and Skills Experience of working with children and/or young people Experience/further qualification in working with children, people and families, eating disorders, addiction, alcohol and drug abuse and self-harm Application form Selection procedure Interview questions Performance in selection methods Interview by demonstration of ability to display knowledge and skills References Personal Qualities/ Communication Good clear speech to be able to pass on clear instructions and information Able to speak confidently to a wide variety of people Able to write clearly and logically. Able to listen to others and absorb A good organiser with the ability to organise others To remember information and know how to store, log and/or use it Very reliable, calm Needs to be fully self-reliant and independent and to understand fully and accept responsibility A flexible attitude to work and events Able to influence colleagues, staff living and working on site, pupils and visitors to the site (authorised and unauthorised) Good social skills, able to persuade, manage, understand and help people Application form Selection procedure References Interview Performance in related selection exercises
Whatever they express they express through the style of a decade and a half—; a style she helped create. . . —She must know that now she probably would not do a trill in exactly that way,— that the whole sound, atmosphere, dramaturgy of her recordings have just slightly become those of the past. . . —Is it bitter? Does her soul tell her that she was an idiot ever to think anything material wholly could satisfy?. . . —Perhaps it says: The only way to escape the History of Styles is not to have a body. * * * When I open my eyes in the morning, my mystery stands before me . . . —I know that I am intelligent; therefore the inability not to fear food day-and-night; this unending hunger ten minutes I have eaten . . . a childish dread of eating; hunger which can have no cause,— half my mind says that all this is demeaning . . . Bread
• you fail to comply with the review and monitoring process as detailed in clause 3; or • criminal activity or a deliberate misuse of the is suspected. 4.10 Stop the payments to you and notify you in writing if: • Following a review or reassessment of the child or young person’s needs, they no longer meet the criteria for Element 3 (Top Up) Special Educational Needs Funding, SEN transport funding or Social Care Services; • The direct payment has been used for or services other than those specified within clause 2.3 and it has been proved there has been a misuse of funds, theft of funds, fraudulent activity or a persistent breach of the terms and conditions of this agreement. • The child or young person begins a 52 week residential placement. • The agreed provision can no longer by secured by means of Direct Payments The Council becomes that the making of Direct Payments is having an adverse impact on the other services which the Local Authority provides or arranges for children and young people with an EHC plan which the authority maintains or is no longer compatible with the Council’s efficient use of its resources. 4.11 If you have supplied information that is later found to have been given fraudulently and has resulted in the receipt of direct payments to which you were not entitled, the Council will require the full amount of the direct payment to be paid back on demand and with interest from the date of the fraudulently received payment to date of repayment in full. The rate of interest for these purposes shall be as specified in clause 4.8 above. 4.12 In the event of the death of the child or young person, this agreement will end with immediate effect. The local authority and its partners will consider what contractual responsibilities exist at the time of death when determining what money should be repaid. 4.13 The Council will not have any contractual responsibility for the delivery of the services or support defined within this Agreement. 5. Review and monitoring 5.1 You can request a review of the arrangements defined within this agreement at any time should your needs change. 5.2 The Council will review with you your education, health and social care assessments and the personal budget arrangements at annually on an agreed date.
3.a Why clothes should be changed and washed regularly Learners should identify why clothes should be changed and washed regularly The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b A routine for changing underwear Learners should identify a routine for changing underwear 4 The learner will know the importance of oral health The learner must know: Assessment Requirements Evidence Location
4.a Why oral health is important Learners should identify why oral health is important The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b Two examples of oral care products Learners should give two examples of oral care products 4.c When and how teeth should be cleaned Learners should identify when and how teeth should be cleaned Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will understand the need for personal hygiene The learner must know: Assessment Requirements Evidence Location 1.a Why bathing or showering is part of a regular personal routine Learners should identify why bathing or showering is part of a regular personal routine The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Another personal hygiene routine and when it be used Learners should identify another personal hygiene routine and when it might be used 2 The learner will know the uses of toiletry products The learner must know: Assessment Requirements Evidence Location
Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b Examples of advantages of using oral health products Learners should give examples of advantages of using oral health products 4.c When and how teeth should be cleaned. Learners should identify when and how teeth should be cleaned. Tutor Feedback (Strengths and Areas for Improvement):
PERSONAL DATA SHEET I. PERSONAL INFORMATION POSITION/S APPLIED FOR 2. HOW DID YOU COME TO KNOW OF THE POSITION? GENDER Male Female PREFIX FAMILY NAME NAME MIDDLE NAME NICKNAME PRESENT ADDRESS (# Street, Barangay, City, Province, ZIP) LIVING WITH E-MAIL PERMANENT ADDRESS (# Street, Barangay, City, Province, ZIP) LIVING WITH MOBILE NO. PROVINCIAL ADDRESS (# Street, Barangay, City, Province, ZIP) LIVING WITH TELEPHONE NO. PLACE OF BIRTH CITIZENSHIP RELIGION Buddhist Catholic Iglesia ni Cristo Muslim Protestant Others _______ CIVIL STATUS Single Married Widowed Separated Divorce PHILHEALTH NO. PASSPORT NO. PASSPORT EXPIRATION DATE PASSPORT COUNTRY OF ORIGIN PAG-IBIG NO. TIN SSS NO. FATHER’S NAME OCCUPATION/EMPLOYER DATE OF BIRTH (M/D/Y) MOTHER’S MAIDEN NAME OCCUPATION/EMPLOYER DATE OF BIRTH (M/D/Y) NAME OF SPOUSE OCCUPATION/EMPLOYER DATE OF BIRTH (M/D/Y) NAME OF YOUR CHILDREN DATE OF BIRTH (M/D/Y) 1) 2) 3) NAME OF YOUR CHILDREN DATE OF (M/D/Y) 4) 5) 6) PERSON TO CONTACT NAME ADDRESS TELEPHONE NO. RELATIONSHIP IN CASE OF EMERGENCY: ATTAINMENT NAME OF SCHOOL COURSE FROM TO HIGHEST LEVEL COMPLETED HIGH SCHOOL VOCATIONAL SCHOOL COLLEGE POST GRADUATE NATURE OR TITLE OF SEMINAR, WORKSHOP, SPECIAL COURSE, OR FELLOWSHIP NAME AND LOCATION OF INSTITUTION INCLUSIVE DATES ATTENDED
Laptops CDI Partnership Program (Recertified) $260-400 $400 – 500 CPU - Intel i5 520M2.4-2.6 GHz Ram - 4 GB Hard Drive - 250 GB Screen Size - 14 inch Battery Life - 4-5 hours Operating Sys - Windows 10 CPU - Intel i5 3320M/2.6 GHz Ram - 4 GB Hard Drive - 250 GB Screen Size - 14 inch Battery Life - 4-6 hours Operating Sys - Windows 10 Low cost Low cost Powerful CPU Low powered CPU but sufficient for everyday needs Used Battery 1. Smaller battery Laptops CDI Partnership Program (New) $400 – 600 $600 - 1000 CPU - Celeron Ram - 4 - 8GB DDR3 Hard Drive - 500GB Screen Size - 14 - 15 inch Battery Life - 6 hours Operating Sys - Windows 10 CPU - Intel i5 - i7 Ram - 8GB Hard Drive - 500GB – 1TB / *256SSD Screen Size - 14 - 15.inch Battery Life - 5 – 10 hours Operating Sys - Windows 10 1. More powerful CPU 2. Better graphics 3. Large hard drive 4. * Some models include a state HD 1. 15 inch screens are common which means a heavier device. 1. Expensive Laptops, touch screen laptops and convertible laptops $600 – 1000+ CPU - Intel i5 – i7 Ram - 8 GB – 12 GB Hard Drive - 500GB – 1TB Screen Size - 14-15 inch Battery Life - 5-10 Operating Sys - Windows10 Devices in this price range offer more power than what is needed for this initiative. Long lasting battery 3. Hybrid laptops are available at this price range i.e. Convertible laptops 1. Expensive Tablets; iOS, Samsung and Microsoft $300-500 Display Size: - 8 - 10 inches Storage - 16 – 32+ GB Screen Size - 7-10.6 inch Battery Life - 6 -10 Long lasting battery Hybrid device Light weight Slower processor Smaller screen size and no keyboard $500 – 1000+ CPU - Intel i5 – i7 Ram - 2-4 GB Hard - 64 – 128+ GB Screen Size - 10 – 12+ inch Battery Life - 8 -10 hours Powerful CPU Long lasting battery Light – 2.0 lbs. Hybrid device Optional keyboard 1. Expensive & smaller screen
Standard 1 Learners will: Be able to use a software package to process digital photographs Learners should know/be able to: a. Connect a digital camera to a computer b. Download photographs from a digital camera c. Load photograph files d. Save photograph files e. Resize a photograph to meet agreed purpose f. Position a photograph on a page to meet agreed purpose g. Print photographs Assessment: This standard is assessed internally by the centre and externally verified by AIM Awards. Please read this guidance in conjunction with Appendix 1 - A Guide to Assessing AIM Awards Qualifications. The following assessment methods can be used in the assessment of this standard: (This list is not exhaustive and other appropriate assessment methods may be used.) For 1.a, learners should Connect a digital camera to a computer For 1.b, learners should Download photographs from a digital camera For 1.c, learners should Load photograph files For 1.d, learners should Save photograph files For 1.e, learners should Resize a photograph to meet agreed purpose For 1.f, learners should Position a photograph on a page to meet agreed purpose For 1.g, learners should Print photographs
1 The learner must know what is meant by income and expenditure The learner must know: Assessment Requirements Evidence Location 1.a Examples of income Learners should give examples of income The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Examples of expenditure Learners should give examples of expenditure 2 The learner will know ways to deal with living on a limited budget The learner must know: Assessment Requirements Evidence Location
2.a Possible difficulties of coping on a limited budget Learners should identify possible difficulties of coping on a limited budget The following assessment methods can be used in the assessment of this standard: Written and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b How to deal with a difficulty of coping on a limited budget Learners should give examples of how to deal with a difficulty of coping on a limited budget 3 The learner will know how to undertake financial transactions The learner must know: Assessment Requirements Evidence Location
3.a Different methods of paying for goods or a service Learners should give examples of different methods of paying for goods or a service The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b How to make a financial transaction in a specified situation Learners should indicate how to make a financial transaction in a specified situation 4 The learner will know how to find key financial information on everyday documents The learner must know: Assessment Requirements Evidence Location
3.a Examples of financial transactions and their purpose Learners should give examples of financial transactions and their purpose The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Different methods of paying for goods or a service Learners should outline different methods of paying for goods or a service 3.c Different methods of paying money into an account Learners should outline different methods of paying money into an account 4 The learner will know where to find key financial information on everyday documents The learner must know: Assessment Requirements Evidence Location 4.a The purpose of a receipt and identify key items on it Learners should outline the purpose of a receipt and identify key on it The following assessment be used in the assessment of standard:
27. Any act, as an adult, involving evading, resisting or interfering with any peace officer in making any arrest or detention of any person, including yourself. Yes No 28. Any act involving the unlawful possession of any explosive weapon, machine gun, short-barreled firearm, armor piercing ammunition, silencer, switchblade knife, knuckles, chemical dispensing device, or zipgun. Yes No 29. Any act, as an adult, involving the unlawful carrying of a handgun, illegal knife or club. Yes No 30. Any act, as an adult, involving possession, downloading or accessing of obscene materials that contain images of a child (under 18 years of age). Yes No 31. Any act, as an adult, involving downloading or accessing of obscene materials on an employer’s computer. Yes No 32. Any act, as an adult, involving illegal gambling, including promotion of a gambling house or possessing a gambling device, excluding dice or cards. Yes No 33. Any act involving any participation in any criminal enterprise or organized activity which seeks to further murder, arson, robbery, burglary, theft, kidnapping, aggravated assault, forgery, gambling, prostitution, promotion or distribution of drugs, promotion or sale of obscene materials or any other criminal act. Yes No 34. Involvement and/or participation in any type of activity, as an adult, which resulted in arrest, police investigation, or questioning by a law enforcement agency. This includes any instance where charges were filed, warrants issued and/or bond was posted. Yes No 35. Have you ever been a member of or associated with a street gang? Yes No IN THE SPACE PROVIDED FOR YOU BELOW, PLEASE EXPLAIN ALL "YES" ANSWERS THAT YOU HAVE GIVEN TO ANY OF THE ABOVE QUESTIONS. (GIVE DATE OF INCIDENT, CIRCUMSTANCES AND VALUE OF ANY PROPERTY INVOLVED.) ITEM # EXPLANATION CRIMINAL ACTIVITY - ILLEGAL DRUGS In all cases, the Department is concerned with the illegal sale of drugs to another person (with or without profit to you); delivery of illegal drugs to another person; transporting illegal drugs to be sold; trading illegal drugs for anything of value; manufacturing illegal drugs; the cultivation of illegal drug plants; or any other way being involved in a transaction involving illegal drugs. In the provided below, please list the type of illegal drug sold, manufactured, cultivated or
2. If you do not have a driver’s license, any of the following documents are acceptable: unexpired State-issued ID Card; U.S. Military ID Card; School ID Card with photograph; unexpired ID Card issued by a federal, state, or local government agency; Voter Registration Card; U.S. Passport; Unexpired Foreign Passport with Employment Authorization; or, Alien Registration Card with photograph. 3. Foreign/International diplomas or education credentials must be evaluated by a TDCJ-approved evaluation service or a member organization of the National Association of Credential Evaluation Services (NACES).
EMPLOYMENT SKILLS PERSONAL INTERVIEW SCORECARD Contestant Name Team No. Chapter Member No. Possible Points Score Appearance and Courtesy 45 Greetings and introduction 45 Speech Grammar Vocabulary Volume Enunciation 45 Attitude and personality Forcefulness Poise Temperament Sincere 45 Ability to convince or impress interviewer Persuasiveness Self-confidence 45 Knowledge and presentation of abilities Educational experience Occupational experience 45 Reliability Frankness Consistency Accuracy 45 Poise Tact Discretion Questions asked of interviewer 45 Career Objective Degree to which the contestant has determined career objective 45 Conclusion of the interview 45 Total 450 __________________________________ __________________________________ __________________ Judges Name Judges Signature Date
**The Learning Plan is intended to be completed between the student and supervisor. The Co-op Team recommends formulating 4-6 goals (focus on quality rather than quantity). Consider SMART goals – Specific, Measurable, Action-oriented, Realistic, Timely. Research shows that the more specific you are in formulating goals, the more likely you are to achieve them. The Personal Learning Plan is intended to be updated and revised as you progress through your work term. Co-op staff understands that priorities shift and new projects may come up, therefore it is important to revisit your plan on an ongoing basis. The Learning Plan is also a great tool to refer back to when you are back on-campus and updating your resume. These columns are completed by the co-op supervisor at the end of the work term Learning Goal I want to learn… Strategy I will learn by… Evidence of Success I will know I am successful when… (provide specific work examples) Target Date Evaluation of Objective (Exceeded Expectations, Met Expectations or Did Not Meet Expectations) Supervisor’s Comments Student’s Name: Supervisor’s Name: Date:
Texas Department of Criminal Justice STATEMENT OF AVAILABILITY Parole Officer Applicants Please indicate the area(s) in you would accept permanent assignment if selected for employment with TDCJ. You will be considered for employment in the area(s) that you indicate; however, TDCJ may make an offer of employment in another area according to the needs of the Agency. If you decline employment in an area that you have indicated, your application will be inactivated and you will no longer be considered for employment. You may select up to 3 areas of preference. Please write “1” next to your first, “2” next to your second and “3” next to your third. Parole Region I () Parole Region II (Dallas) Parole Region III (Houston) Parole Region IV () Parole Region V () Angleton Orange Nederland Ft. Worth Dayton Corpus Christi Orange Garland Nederland Galveston Del Rio Mineral Wells Bryan Houston Georgetown Sherman Conroe Huntsville Rosenberg Harlingen McAllen Huntsville Waxahachie McAllen Greenville Monahans Temple Mt. Pleasant Applicant’s Printed Name Signature Social Security No. Date NOTE TO APPLICANTS: With few exceptions, you are entitled upon request: (1) to be informed about the information the Agency collects about you; and (2) under sections 552.021 and 552.023 of the Government Code, to receive and review the collected information. Under section 559.004 of the Government Code, you are also entitled to request, in accordance with the Agency’s procedures, that incorrect information that the Agency has collected about you be corrected.
Personal Narrative Rubric Sensory Language Writing contains little to no sensory language. Writing contains a few examples of sensory language, appealing to at least one sense. Writing contains many examples of sensory language, appealing to various senses, mostly describing setting. Writing contains many examples of sensory language, appealing to various senses and describing characters, setting, and objects. Pacing Writing little to no evidence of appropriate pacing. Writing some evidence of appropriate pacing with thorough description of at least one significant moment. Writing shows evidence of appropriate pacing with thorough description of many significant moments. Writing exemplifies appropriate pacing which includes brief description of insignificant moments and thorough description of significant moments. Dialogue Writing contains little to no relevant dialogue. Writing contains at least one example of relevant dialogue. Writing contains many examples of relevant dialogue that develop characters. Writing contains many examples of relevant, realistic dialogue that develop characters. Spelling/ Grammar/ Overall Presentation Spelling and grammar errors inhibit understanding frequently. Spelling and grammar errors occasionally inhibit understanding. Spelling and grammar errors rarely inhibit understanding. Writing contains little to no spelling and grammar errors. 0 1 2 3
Last First Middle Position Title: Immediate Supervisor Name: Full-Time Employer: Part-Time Mailing Address: Title: Summer City & State/ZIP: Temp/Project Employer’s Telephone No.: AC ( ) Supervisor’s Telephone No.: Give average # Starting Date Leaving Date Current/ Technical AC ( ) of hours worked per Day Yr. Day Yr. Final Salary Non-Managerial If supervisory, number of employees you week if part-time: supervised: Summary of experience including special training/skills/qualifications you have used in the performance of this job: Specific reason for leaving: Position Title: Immediate Supervisor Name: Full-Time Employer: Part-Time Mailing Address: Title: Summer City & State/ZIP: Temp/Project Employer’s Telephone No.: AC ( ) Supervisor’s Telephone No.: Give average # Starting Date Leaving Date Current/ Technical AC ( ) of hours worked per Day Yr. Day Yr. Final Salary Non-Managerial If supervisory, number of employees you week if part-time: supervised:
2.a Why it is important to make a good first impression Learners should outline why it is important to make a good first impression. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b Ways of creating a positive impression when meeting, speaking and writing to people for the first time Learners should identify a minimum of three ways (of each) of creating a positive impression when: (a) meeting (b) speaking (c) writing to people for the first time Final Tutor Feedback (Strengths and Areas for Improvement):
Personal Problems Checklist For Adults John A. Schinka, Ph.D Name: ________________________________________ Age: _____________ Sex: _______ Marital Status: ________________ Date: ____________ 1620 N. Florida Ave. – Lutz, FL 33549 – 1-800-331-TEST (8378) – www.parinc.com Copyright© 1985 by Psychological Assessment Resources, Inc. All rights reserved. May not be reproduced in whole or in part in any form or by any means without written permission of Psychological Assessment Resources. Inc. all problems which trouble you. Circle the most important.
Personal Registration and Consent Form Children and Vulnerable Adults This template can be amended for use by Church Groups for such activities as Day Visits, Camps and Holiday Clubs. This template can also be amended for use as a registration form for adults or used as a registration and consent form for children and vulnerable adults. A new form should be completed annually for each participant. Insert Name of Church Insert Name of Group/Activity Insert Description of the activities involved/specific activity this form relates to Child’s/Adult Details First Name Surname Date of Birth School Name* (*For children) Home Address Family Doctor (Name & Address) Phone Number Email Address Do you/Does your have any food allergies or dietary needs? *If yes – please give details: No Yes* Do you/Does your child have any medical conditions? *If yes – please give details: No Yes* Are you/Is your child taking any medication? *If yes – please give details: No Yes* Do you/Does your child have any special needs? (Including Special Educational Needs, Disabilities or any other special requirements) *If yes – please give details: No Yes* Is there anything else you would like us to know about you/your child? *If yes – please give details: No Yes*
Directorate: Location: Team: Activity: HAZARD Activity / equipment / process etc HAZARD Possible injury / harm TO WHOM LIKELIHOOD (L) SEVERITY (S) RISK RATING (LxS) EXISTING CONTROLS* (Add, delete and amend as appropriate) ACTION REQUIRED* BY WHOM & WHEN* Travelling to destination by car (daytime) Injury from road traffic accident Driver and other road users 2 5 10 Appendix B: (3.0) Preparing (6.0) Driving (9.0) Out of hours Travelling to destination by car (night time callout) Injury from road traffic accident Falling asleep at wheel Driver and other road users 3 5 15 Appendix B: (3.0) Preparing (6.0) Driving (9.0) Out of hours Travelling to destination on foot Injury from attack or accident Visiting officer 2 3 6 Appendix B: (3.0) Preparing (5.0) Walking Visiting/Inspecting premises Verbal attack Injury from physical attack Held against will Injury from attack by animals Contract infectious disease Visiting officer Visiting officer Visiting Officer Visiting officer Visiting officer 4 2 2 2 3 2 5 3 2 3 8 10 6 4 9 Appendix A Appendix B: (8.0) Entering premises Appendix A Appendix A Appendix B: (8.12) Animals
Visiting/Inspecting premises cont Injury from hazardous processes (chemical & physical) Injury from dilapidated premises and services in disrepair Injury from fall from height (inc. ladder) Visiting officer Visiting officer Visiting officer 3 3 2 5 5 5 15 15 10 COP 3 Staff trained to recognise hazards. Follow site instructions and warning notices. Gather any information on hazards that are present from property file, database, or datasheets. PPE (list): COP 26 Follow site instructions and warning notices Interviewing in open plan areas Verbal attack Injury from physical attack Interviewing officer Interviewing officer 4 2 2 5 8 10 Training and instruction Appendix A Training and instruction. Appendix A
Science Social Studies Art Reading out loud Writing Stories/Poetry Understanding information I read Doing arithmetic Writing reports/essays Using calculator Word problems Talking to people I don’t know Making friends Working w/ old people Working w/ kids Helping other people with problems Athletics Teaching someone how to do something Finding info on the internet Using computer programs (publisher, word, powerpoint) Perseverance (don’t give up when frustrated) Responsible for materials Organized Good w/ money (sticking to a budget) Respectful Honest Fixing technology tools Singing Playing a musical instrument Advocating for myself Keeping a schedule/calendar Following verbal directions Good manners Understanding charts & graphs Reading maps Driving Dress stylishly Like learning new things Flexible Writing letters/ emails Being on time Making decisions Explaining how I feel to others Memorizing new vocabulary Cleaning Activity Worksheet (1 of 2) Grid worksheet
Bank/Building Society Details Name of Bank/Building Society: Address of Bank/Building Society: Account in the name of: Sort Code - - Account Number: Building Society Reference (if applicable): Electronic Payslips (ePayslips) The RAU no longer issue paper payslips. Depending on whether you are on the monthly or casual/weekly payroll, please note the following: Monthly paid employees: at Induction, the process for accessing your payslip will be explained. Casual/Weekly Payroll employees: it is important that you provide an email address, preferably not a work one, so we can email your payslip to you and you can access it confidentially using your national insurance number as the password. Email address: @ Declaration: I confirm the above details are correct: Signature of new employee: Date: For HR Use only: For Payroll Use (checklist and summary): Job Title NI Table Letter Department P45 received, checked and entered Start date checked: Tax Code operated at start: Contractual hours per week: preferences entered Term time only: Yes / No Pay Point (continue to onput) Annual weeks worked: Cost Centre/nominal check Grade and Scale Point: Pension: Salary/rate of pay: - Auto-enrolment Visa /work permit limitations: - Teachers’ Pensions Permanent/Fixed/Zero hours: - Support Staff Options Working pattern: - PHI/Life Cover (if applicable) Note: Note:
Recommended Books for Personal Development Network Marketing ***Dare to Dream and Work to Win by Tom Barrett ***Success Happens in Network Marketing, Let It Happen for You by Tom Barrett Flip Flop CEO by Janine Finney, Loy Muirhead, Whitney Roberts Your First Year in Network Marketing by Mark Yarnell Being the Best You Can Be in MLM by John Kalench The Four Year Career Future Choice by Michael Clouse Fears Failing Forward by John Maxwell Feel the Fear and Do It Anyway by Susan Jeffers If you want to walk on water you have to get out of the boat by John Ortburg Relationships How to win Friends and Influence People by Dale Carnegie Winning with People by John Maxwell ***Everyone Communicates Few Connect by John Maxwell Leadership 21 Irrefutable Laws of Leadership by John Maxwell Developing the Leader within You by John Maxwell Developing the Leaders around You by John Maxwell Leadership Gold by John Maxwell Lead Like Jesus by Ken Blanchard Personal Growth ***The Energy Bus / Training Camp / The Carpenter by Jon Gordon Better than Good by Zig Ziglar 12 Pillars of Success / Angel Inside by Chris Widener 7 Habits of Highly Effective People by Stephen Belief in yourself How to Succeed at Liking Yourself by Joyce Meyers Get out of that Pit by Beth Moore / So Long Insecurity by Beth Moore Battlefield of the Mind / Change Your Words Change Your Life by Joyce Meyers The 4:8 Principles by Tommy Newberry The Gift by Shad Helmstetter What You Say When You Talk to Yourself by Shad Helmstetter Purpose/Dreams ***The Dream Giver by Bruce Wilkinson Purpose Driven Life by Rick Warren Live your Dreams by Les Brown Think and Grow Rich by Napoleon Hill The Richest Man in Babylon by Richard S. Clason Selling Ziglar on Selling by Zig Ziglar / Closing the Sale by Zig Ziglar Go for No by Richard Fenton The Greatest Salesman in the by Og Mandino *** Highly Recommended Books
PERSONAL DEVELOPMENT PLAN NAME: EMPLOYER: COHORT: Aims & Ambitions: The long term 1.1 My longer term career ambition is to…….. 1.2 I hope that my time on Charityworks will contribute to this ambition through……….. Aims & Objectives: The short –term 2.1 Important goals that I want to achieve in the next 12 months are……….. 1. 2. 3. 2.2 Strengths that I already think I have that will help me to achieve these goals are……… 1. 2. 3. 4. 2.3 Strengths which I can sometimes overdo and might need to stop or control in the next 12 months to help me achieve my goals are………. 1. 2. 2.4 The specific skills and knowledge I want to gain over the next 12 months when working towards achieving these goals are 1. 2. 3. 4. 2.5 These are the people who can help me to achieve my goals………….. 1. 2. 3. Note: you can include additional points beyond the suggested number if needed.
Using your digital signature in outgoing emails NOTE: If you did not choose the option in the previous step to automatically sign emails, then you will manually digitally sign each email message, as indicated below Open a new email message Click on ‘Options’ then click on ‘Sign’ in the Permission Section Figure 19 NOTE: As you compose an email, there won’t be anything in the email that indicates the digital signature is being applied. To confirm this is working correctly, you can verify the signature ribbon is present by clicking on your sent email box and previewing the outgoing mail When the Email recipient opens the email, the Red ribbon icon shown below indicates the email has been digitally signed. The recipient can click on the ribbon icon to view details about the digital signature Figure 20 Signing documents, spreadsheets, presentations Open the document you wish to protect Select File, Info, click on ‘Protect Workbook’ (for Excel). Two options are available for digital signature protection, “:Mark as Final” and “add a digital signature”. Choose the appropriate option. The Mark as Final option will let the email recipient know that editing commands, typing, etc are disabled and the document is read only. Figure 21 Figure 22
Personal Emergency Evacuation Plan Name Staff Student Location Campus: Building: Floor and Room Number/s: Issue date Review date Have you practised the Emergency evacuation procedures? YES NO Type Further information – assistance/equipment required for evacuation Visual Hearing Mobility Other Personal evacuation procedures Staff/Student: Name ………………………………………………. Sign …………………………………………. Date ………………..…………… Emergency Warden: Name ………………………………………………. Sign …………………………………………. Date ………………..…………… A copy of this plan is to be held by both the PEEP owner and the relevant emergency warden.
c. The need to have a balance in all four components of physical fitness d. How the components of personal fitness relate to the Scout Laws and Scout Oath 5. Explain the following about nutrition: a. The importance of good nutrition b. What good nutrition to you c. How good nutrition is related to the other components of personal fitness d. The three components of a sound weight (fat) control program 1. 2. 3.
4. Explain the following about physical fitness: a. The components of physical fitness b. Your weakest and strongest component of physical fitness c. The need to have a balance in all five components of physical fitness d. How a program like ScoutStrong can lead to lifelong healthful habits e. How the components of personal fitness relate to the Laws and Scout Oath 5. Explain the following about nutrition: a. The importance of good nutrition
What shops do you buy your clothes from? What do you do at weekends? What do you wear? Have you ever taken part in a protest? Do you vote? How much do you weigh? Do you consider yourself to have a disability? Do you smoke? What internet sites have you viewed? What is in your bag/pockets?
Job (e.g., Rifleman, Security) Have you ever been subject to court martial or any other disciplinary proceeding under the Uniform Code of Military Justice? (Include non-judicial, Captain's mast, etc.) If "Yes," provide date(s), charge(s), military court(s) or authority(ies), and outcome(s). _________________________________________________________________________________________________ SPECIAL QUALIFICATIONS & SKILLS Identify any special licenses you hold (e.g., radio operator): If you know a foreign language, indicate your fluency in each block below(excellent, good, fair) Language Understanding Speaking Reading Writing Do you have any experience with firearms? Yes No MEMBERSHIP IN ORGANIZATIONS (PAST AND PRESENT) Name & Address Type (e.g., social, fraternal, professional) From To Have you ever been an officer or a member of, or made a contribution to, an organization that advocates or practices the commission of acts of or violence to discourage others from exercising their rights under the U.S. Constitution or right granted by law. Yes_______ No_______ PERSONAL DECLARATIONS Do you consume alcoholic beverages? Yes No If “Yes”, how often? _________________ Have you ever used marijuana or hashish? Yes No If yes, when last used? Have you ever used any illegal drug (including a performance-enhancing steroid) not prescribed by a physician? Yes No If yes how often___________ When last used______________ Provide explanation: Have you ever sold or furnished controlled substances or prescription drugs to anyone? Yes No If yes, give details:
Personal Hygiene Code Breaking Name: Date: Can you crack the code? Use the key below to find a very important personal hygiene message: A  E  I  M  Q  U  Y  B  F  J  N  R  V  Z  C  G  K  O  S  W  D  H  L  P  T  X  a  e  i  m  q  u  y  b  f  j  n  r  v  z  c  g  k  o  s  w  d  h  l  p  t  x  /  .  :  @  £  (  &  ?  ,  ;  “  %  )  !  Always remember to wash your hands thoroughly before starting to cook, after handling raw meat, touching rubbish or going to the toilet.
Children will be supervised at all times when washing hands to reinforce correct method. The children will be taught how to wash hands correctly with mild bacterial soap and dried with disposable towels. Procedure – Staff Staff to ensure that they wash their hands before and after snack / meal preparation. Staff must wash hands after visiting the toilet Staff must wash their hands after supervising / supporting children at toileting. Staff must wash their hands when cleaning noses Staff must wash their hands after being outside in the garden area and after removing the children's outdoor shoes. LAST UPDATED / REVIEWED ON: SIGNATURE March 2017 AISHA IDRIS MAHAMA August 2017 AISHA IDRIS MAHAMA
Part 7 – Gender Male Female Part 8 – Ethnic Origin White Black or Black British Asian or Asian British Chinese and other British African Bangladeshi Chinese Asian & white Irish Caribbean Indian Any ethnic background African & white Any other white background Any other black background Pakistani Black Caribbean & white Any Asian background Any mixed background Part 9 – Disability No Yes Do you have any long-term illness, health problem or disability which may affect your daily activities or the work you can do?” If “Yes”, it would be helpful if you could let us know how we could adapt the working environment to meet your needs and/ or what other assistance we could provide to help you.
Part 7 – Gender Male Female Part 8 – Ethnic Origin or Black British or Asian British Chinese and other Mixed British African Bangladeshi Chinese Asian & white Irish Caribbean Indian Any ethnic background Black African & white Any other white background Any other black background Pakistani Black Caribbean & white Any other Asian background Any mixed background Part 9 – Disability No Yes Do you have any long-term illness, health problem or disability which may affect your daily activities or the work you can do?” If “Yes”, it be helpful if you could let us know how we could adapt the working environment to meet your needs and/ or what other assistance we could provide to help you.
Personal Methodology Course Application First Name Office Use Only Family Name Home Address Other requests: (smoking, no pets, diets, allergies etc.) Town/City Post Code Country I require an arrival transfer Nationality I require a departure transfer Email Level of English - Tick one box Tel/Mobile Beginner (A1) Elementary (A2) Sex Male Female Pre-Intermediate (A2) Intermediate (B1) Date of Birth Upper-intermediate (B2) Advanced (C1) Passport Number Visa Requirements Tick one box UK Address I need a visa I do not need a visa Post Code Student Visitor Visa Contact Person in Emergency I would like travel insurance Telephone Accommodation Requirements Tick one box How did you hear about International House Newcastle? Half-board Homestay Friend Family Self-catering Homestay Webpage Travel Agent Self-catering Newcastle 1 (en-suite) Room Studio International House Agent No accommodation needed Start Date ____/____/____ Length of accommodation weeks Length of course weeks
Personal Ministries and community services Department data form Lay Crusades and Baptism Data Church District Pastor Speakers Date of Crusade No. Baptism Lay Preacher Pastor Market Day DATA Name of Church Date Market day Location Number of Persons Items were distributed to # Non-SDA/Organization Participation National Clean Up DATA Name of Church Date of Up Location Number of SDA Participation Number of Non-SDA Participation
Car / Vehicle Car or vehicle details: - Make - Model - Year and Current market value or resale price Bank Accounts Bank name and details of all accounts (e.g. current or saving deposit accounts) and Current balance in bank account/s Other Assets (give details) Other asset details, including: - Boat - Jewellery - Superannuation - Term deposits - Investment property and Current value/s of other assets
of Menstruation and No Education Procrastination problems, solution Website Builder Choices Drawn Manga 7.11 Comparing Against Design Specifications Specification Number Met/ Not Met Comments 1 Met The website was specifically concentrate on the negative effects of menstrual sanitation on the education of Tanzanian Girls, and nothing else.