zilongwang/ReadingBank huggingface dataset:
Experience of providing written and oral reports on major projects, project briefs and presenting reports before internal and external stakeholders. Experience of financial management of projects including the preparation of reports and forecasting of cost to completion. Experience in the implementation of automated train control systems to GoA 4 Skills and Aptitudes Required Project management competency at a practical level across all areas and expert in some areas. Skilled in the use of project management and software including MS Project, Primavera and SharePoint type systems Skilled in use of computer communication technology e.g. MS Outlook, Office, Word, Excel. Ability to lead and motivate a team of professionals to achieve projects on time, budget and quality. Good performance management skills. Self-motivated, able to work to own initiative but demonstrates team working attributes. Having an ability to be focussed on the objective at hand but also having the wider appreciation of organisational perspectives. Ability to be self-organised and work with minimal direction and supervision, whilst effectively managing others Excellent communicator both orally and in writing, including the ability speak at public meetings. Strong liaison, influencing, negotiation and contract management skills. Strong leadership skills with ability to deputise in the absence of senior staff and make a positive contribution to the leadership of the dept. Able to motivate and inspire individuals and form, develop and manage highly performing and experienced teams. Skills relating to project management in a public authority environment. Ability to critically appraise reports produced by others e.g. consultants and other public bodies. Consensual and inclusive leadership style. Awareness of the corporate body and how this impacts on organisational and departmental responsibilities.
Positive Working Relationships Cultural and Linguistic Diversity Personal Accountability Innovation/Quality Assurance/ Continuous Improvement Support other team members Share knowledge and information Build relationships with other teams Willingness to work towards resolution of any issues Auslan skills/willingness to learn Flexible and adaptable communication techniques Be aware of and adapt to cultural/linguistic diversity Adherence to policies/standards/procedures Compliance with health, safety and wellbeing requirements Undertake continuing professional development Work in an efficient and resourceful manner Resourceful and creative approach to work Suggest & make changes to improve quality of services Be open to new ways of working Evaluate own work to ensure quality service Be proactive in identifying service gaps Key Outcomes to be achieved Outcome: Engagement with clients, public and stakeholders is positive and increasing Vicdeaf is viewed positively, is more visible and is seen as a leader by more clients, the public and stakeholders Indicative time 30%
Officer Training for 2014 Range Training for Weapons Qualification and Familiarization Active Shooter Training hosted by Beloit Police Department and the F.B.I. Wisconsin Office CPR Training Blood Bourne Pathogens Training Training on the New Dispatching System Incident Command Training for Large Incidents Range Officer Update Training Work Violence Training Work Place Harassment Training Traffic Safety Training Crime Information Network Operator Training Update Downtown Allen Street during 2014 Tub Run Chief Hooker with the A and W Root Bear and several Rock County Officers at the 2014 National Night Out Assisting in handing out valor medals to the deputies who assisted me at a high risk call in 2013 Officer Aaron Walz with law enforcement officers from around Rock County after completing a leg of the special Olympics torch run. 2013/2014 Arrest and Citations by Village Ordinance and Wisconsin State Statute
Wrote a faith statement Included a parent/ family Free Spot by Grace Involved a service component Included field trips – to other churches, funeral home, etc. Had a mentor Took Worship Notes Grew in faith The pastor was your confirmation teacher It was meaningful Participated in a Special Confirmation Service/ Affirmation of Baptism had a large group format Memorized Bible Verses Created deep relationships Had to meet with the church council Appendix B Historical Timeline of Confirmation Here is a overview of the development of Confirmation All references are from: Confirmation: Engaging Lutheran Foundations and Practices. Minneapolis: Fortress Press, 1999 Stage 1 - Early Church – catechemenate, baptism, bishops, and separate rite – In the first several centuries confirmation was part of the “rite of baptism” and connected to the adult catechumenate. (48) By A.D. 1000, the rite of confirmation became fully separated from baptism and was “performed by a bishop.” (50) Yet practically it was hard to live this commitment out, as bishops did not have easy access to parishes. Therefore many parishes ignored it. (50) Stage 2 - Pre-Reformation period – confirmation completes baptism, sacrament, and less catechetical instruction - Confirmation was an official action of the church done by bishops in which “Christians grow in grace and are strengthened in faith.” (50) By the eighth or ninth century, the time between baptism and confirmation grew longer and confirmation became seen as “a completion of what was begun in infant baptism.”
2018 Calendar – Statewide Vision Resource Centre – Term 2 Month Sun Mon Tue Wed Thu Fri Sat April (cont) 8 9 10 11 12 13 14 15 16 17 18 19 20 SSP 21 22 23 24 Braille PD 25 ANZAC Day 26 27 SSP 28 29 30 May 1 2 Art PD Day 3 4 SSP 5 RT - Sydney 6 RT - Sydney 7 RT - Sydney 8 Dot Power & RT 9 10 11 SSP 12 13 14 15 16 17 18 SSP 19 20 21 22 23 24 25 SSP 26 27 28 29 30 31 June 1 SSP 2 3 4 5 VT Master Class 6 7 8 SSP 9 10 11 Queen's Bday 12 13 14 15 SSP 16 17 18 19 20 21 22 SSP 23 24 25 26 27 28 29 SSP 30 Brl Camp July 1 Brl Music Camp 2 Brl Music Camp 3 Brl Music Camp 4 Brl Music Camp 5 Brl Music Camp 6 Brl Music Camp 7 Brl Music Camp
Declaration if you are the Partner and an employee of the University I like to notify the University that I am entitled to take shared Parental Leave. I must give notice of my entitlement at least 8 weeks before the start of the Shared Parental Leave. I will use the booking form PD48c to book leave. Name of Employee Complete if baby has not been born/ child has not been placed Expected date of Birth or Expected date of Placement (if adopted) Complete if the baby has been born/ child has been placed Actual Date of Birth or Actual Date of Placement (if adopted) Start Date of your partner’s Maternity/Adoption Leave or Pay (or Maternity Allowance) End Date of your partner’s Maternity/Adoption Leave or Pay (or Maternity Allowance) Total number of maternity/adoption weeks taken by the end date of maternity/adoption Total amount of Shared Parental Leave available (in full weeks, e.g. 52 weeks minus the number of weeks in the cell above) 52 weeks -______________=__________weeks The amount of Shared Parental you intends to take, including dates Please book dates using form PD48c Total weeks: Dates: The amount of Shared Parental Leave your partner intends to take, including dates (non-binding) Total weeks: Dates: Shared Parental Pay Scheme (Please tick which scheme you are opting in to for more information please check the ) Statutory ShPP & University ShPP Statutory ShPP only (in the first 39 weeks after the start of maternity/adoption and lump sum if returns to work for more than 3 months or equivalent) University ShPP only (where maternity allowance or other benefits paid by DWP) Statutory ShPP only (no lump sum as taking pay when employee requires) Declaration: I confirm that the above information is accurate and that; I meet or will meet the eligibility conditions and am entitled to take Shared Parental Leave
Students with Disabilities Ages 3-21 4. In-School Suspensions 5. Disciplinary Removals Disability A. Number of Students with Disabilities with Suspensions Totaling 10 Days or Less B. Number of Students with Disabilities with Suspensions Totaling More Than 10 Days A. Total Number of Disciplinary Removals B. Number of Students with Disabilities with Disciplinary Removals Totaling 1 Day C. Number of Students with Disabilities with Disciplinary Removals Totaling 2-10 Days D. Number of Students with Disabilities with Disciplinary Removals Totaling More Than 10 Days 1. Autism 2. Emotional Disturbance 3. Learning Disability 4. Intellectual Disability 5. Deafness 6. Hearing Impairment 7. Speech or Language Impairment 8. Visual Impairment Including Blindness 9. Orthopedic Impairment 10. Other health Impairment 11. Multiple Disabilities 12. Deaf-Blindness 13. Traumatic Brain Injury 14. Preschool Student with a Disability 15. Total
TABLE 2 – REPORT OF STUDENTS WITH DISABILITIES, AGES 3-21, REMOVED TO AN INTERIM ALTERNATIVE EDUCATION SETTING (IAES), OR SUSPENDED OR EXPELLED, OUT-OF-SCHOOL OR IN-SCHOOL, BY RACE/ETHNICITY, BY GENDER and BY ELL/MLL STATUS Please review definitions and instructions beginning on page 3 before completing this Students with Disabilities Ages 3-21 1. Unilateral Removals to an IAES by School Personnel 2. Number of Students Removed to IAES on an Impartial Hearing Officer Determination Regarding Likely Injury 3. Out-of-School Suspensions or Expulsions Race/Ethnicity, Gender and English Language Learner (ELL/MLL) Status A. Unduplicated Count of Students Reported in Columns 1B, 1C and 1D B. Number of Times Students were Removed for Drugs C. Number of Times Students were Removed for Weapons D. Number of Times Students were Removed for Serious Bodily Injury Unduplicated Count of Students A. Number of Students with Disabilities with Suspensions/Expulsions Totaling 10 Days or Less B. Number of Students with Disabilities with Suspensions/Expulsions Totaling More Than 10 Days 1. Hispanic/ Latino 2. American Indian or Alaska Native (not of Hispanic/ Latino Ethnicity) 3. Asian (not of Hispanic/ Latino Ethnicity) 4. or African American (not of Hispanic/ Latino Ethnicity) 5. Native Hawaiian or Other Pacific Islander (not of Hispanic/ Latino Ethnicity) 6. White (not of Hispanic/ Latino Ethnicity) 7. Two or more races (not of Hispanic Origin) 8. Total by Race/Ethnicity¹ 9. Male 10. Female 11. by Gender² 12. English Language Learner 13. Not English Language Learner 14. Total by ELL/MLL Status³
TABLE 3 – STUDENTS SUBJECT TO EXPULSIONS WITH AND WITHOUT EDUCATIONAL SERVICES BY DISABILITY STATUS Please review definitions and instructions beginning on page 3 before completing this Table. A. Received Educational Services During Expulsion B. Did not Receive Educational Services During Expulsion Students with Disabilities Ages 3-21 Students without Disabilities, Grades K-12 Total
H.R. 1776 Improving Access to Affordable Prescription Drugs Sponsor: Rep. Jan Schakowsky Yes No If not, why not?? (50 word limit) H.R. 947 Family and Medical Insurance Leave Act (The Family Act) of 2017 Sponsor: Rep. Rosa DeLauro Yes No If not, why not?? (50 word limit) H.R. 934 Personal Drug Importation Fairness Act of 2017 Sponsor: Rep. Keith Ellison Yes No If not, why not?? (50 word limit) War and
Selecting Email Folders to Synchronize on Your PDA Sync the PDA and then “Tools,” “Options.” Highlight “Email” and click “Settings.” Click “Select Folders.” Check the folders you wish to sync. “Close” and “OK” your back out to the initial window. ActiveSync starts working on synchronizing the folders you selected. See also . September, 2008
Friends Information Sessions they organise, so that she can keep a database of this information. Plymouth University Dementia Friends IS reported there are now 100 people who are now ‘Dementia Friends’ within the workforce of Plymouth University. Dementia Friends Information Sessions Re. 4, IS wants to establish a list of dates from key organisations within the PDAA to run Dementia Friends Information Sessions. Kayleigh Milden will coordinate Dementia Champions in the PDAA and ask them to arrange Dementia Friend information sessions requested by other organisations (proposed by MA and IS) KM and other PDAA Dementia Champions Dementia Action Alliance Website KM reported that the Plymouth section of the Dementia Action Alliance Website is near to completion; she is currently working with the Action Alliance website developer to design the webpage. IS asks PDAA members to forward any pending report to KM asap for inclusion on the website Members with pending reports Derriford Hospital IS reported that 6000 nurses at Derriford Hospital have received dementia awareness training Chemists IS highlighted the importance of getting chemists supporting Dementia Friendly Communities, including large companies such as Boots. States that David Bearman is working in this area. Dementia Friends Information Sessions HO proposes that KM is notified of any Dementia Friends Information Sessions in schools. KM will also notify HO of any information sessions taking place in schools. As described in discussion column KM, Dementia Champions Dementia Champions IS will contact the Alzheimer’s Society HQ to request that they run another Dementia Champions training event in Plymouth asap. As described in discussion column IS Dementia Training KS reported that more specialist training is available through the affiliated training providers of the
Project Implementation Phases Project Decisions (Pending or Final) Decisions will be made with consideration of the Success Indicators and Measures. Decision Status Pending or Final Date Pending – date decision is needed Final – date decision was made Project Tasks In Progress Week of through Tasks that are behind schedule are in red Task Owner Est Start Act Start Est Complete Act Complete Project Issues and Resolution Issue Steps to Resolve Who, By When Success Indicators and Measures
Government Statistical Service – Presentation and Dissemination Committee Members Department Member Contact details Constituent Contact(s) Department for Business Energy and Industrial Strategy (BEIS) Hiren Bhimjiyani Peter Antoniades 0207 215 8237 Department for Education: Ofsted: Ofqual: Department for Communities & Local Government (DCLG) 0303 444 2337 Home Office: Department for Environment, Food and Rural Affairs: John.Joseph@defra.gsi.gov.uk Department for Culture, Media & Sport (DCMS) Niall Goulding Niall.goulding@culture.gsi.gov.uk 0303 442 2373 Cabinet Office- HM Treasury: Department for Transport (DfT) (Chair) (Group Chair) 0207 944 6399 Office of Rail and Road: Goodman Ministry of Justice: Department for Work and Pensions (DWP) Katie Dodd 0191 216 6263 Health and Safety Executive: alan.spence@hse.gsi.gov.uk,
Department of Health (DH) 0113 824 9227 NHS England: Covered by Dawn (as she is from DH but on secondment to NHS England) GSS Good Practice Team 01633 455789 None NHS Digital Watson 0113 254 7045 Department for International Development: S-Rasdale@dfid.gov.uk, Public Health England (PHE): Clare.Griffiths@phe.gov.uk Ministry of Defence Amy Brockett 0207 218 2071 None Office for National Statistics (ONS) 01633 455539 Welsh Government: 01633 455840 Scottish Government (SG) 0131 244 0442 Information Services Division (NHS) Scotland: National Records Scotland : Esther.Roughsedge@gro-scotland.gsi.gov.uk Valuation Office Agency (VOA) 03000 507 096 Revenue and Customs : dawn.leyman@hmrc.gsi.gov.uk Office Manpower Economics: Associated Members Member Contact details Constituent Contact(s) Northern Ireland Statistics and Research Agency (NISRA) 028 90348113 None
GSS Presentation and Dissemination Committee Presentation Sub Group Terms of Reference v1.2 Background The GSS Presentation and Dissemination Committee (PDC) has recognised the need for a presentation subgroup to work across GSS departments to improve and coordinate the presentation of statistical products. The sub group provides mechanism to bring skills and expertise from across the ONS and wider GSS together. The group will also provide both GSS staff and PDC with a central point of contact on issues of statistical presentation and dissemination. This sets out how the presentation champions, PDC and presentation sub group fit together to coordination improvement of presentation & dissemination in the Government Statistical Service. Objectives The objectives of this sub group are: to identify and promote best practice and innovation in the presentation of official statistics to improve the presentation and dissemination of official statistics, advise PDC and the GSS on ways to improve statistical presentation / products. Where necessary, help address barriers to improvements. to support PDC in raising the capability of the GSS, supporting the development of core skills (as identified in the main PDC work programme) The group will achieve these objectives by developing and taking forward a sub group work programme of activities - which will relate to and feed into the main PDC work programme. Products within the scope of the subgroup include statistical commentary, charts & tables, datasets, data tables and infographics. The subgroup’s scope includes both regular and ad-hoc products. This group will build on the success of ONS Statistical Products Working Group (SPWG) and the GSS presentation champion network (formally the commentary champion network). Membership The group membership will consist of representatives from ONS Statistic’s Product Working Group, the GSS Good Practice Team (GPT) and GSS Presentation Champions. The ToR for the Presentation Champions has been updated to reflect this new role which now encompasses all aspects of presentation, plus aspects of user engagement / insight. Roles and Responsibilities The terms of reference for the GSS presentation champions provide more information about what is expected of presentation champions and all champions are automatically members of the PDC presentation sub group (see ). Presentation champions are expected to attend sub group meetings on a regular basis and share their department experiences of improving presentation with both other champions and the GPT. Presentation champions are also expected to volunteer for and contribute to activities within the sub group’s new work programme. Frequency of meetings The group will meet quarterly, approximately 7 to 14 days before the main Presentation and Dissemination Committee meetings.
9. a. Are you assigned as the director of the occupational therapy assistant program on a full-time basis? Yes No b. Are you provided with release time for your position as program director? Yes No c. If yes, please indicate the amount of release time provided for your position: d. Are you assigned to any additional institutional duties external to the occupational therapy assistant program? Yes No e. If yes, please list those additional duties, the percentage of time allocated to those additional responsibilities, and briefly describe how you ensure that the needs of the occupational therapy assistant program are met: Date: Name/Signature AOTA ID #:
Attachment 1 – Area Health Services (AHS) Code Description X160 Children’s Hospital at Westmead X170 Justice Health X500 Sydney South West AHS X510 South Eastern Sydney & Illawarra AHS X520 Sydney West AHS X530 Northern Sydney & Central AHS X540 Hunter & New England AHS X550 North Coast AHS X560 Greater Southern AHS X570 Greater Western AHS X900 Ambulance Service of NSW X910 NSW Not Further Defined X920 Victoria X930 Queensland X940 South Australia X950 Western Australia X960 Tasmania X970 Northern Territory X980 Australia Capital Territory X990 Other Australian Territories X997 Overseas Locality X998 No Locality X999 Not Stated/Other
Pain relief: Epidural/caudal block [anal_epi] Available for 1998-2006 0 = No/not stated 1 = Yes Pain relief: Spinal anaesthetic [anal_spi] Available for 1998-2006 0 = No/not stated 1 = Yes Pain relief: General anaesthetic [anal_ga] Available for 1998-2006 0 = No/not stated 1 = Yes Pain relief: Other [anal_oth] Available for 1998-2006 0 = No/not stated 1 = Yes Analgesia for labour: Nil [an_l_nil] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Nitrous oxide [an_l_no2] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Systemic opioids [an_l_im] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Spinal [an_l_spi] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Epidural/caudal [an_l_epi] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Combined spinal-epidural [an_l_com] Available from 2006 onwards 0 = No/not stated 1 = Yes Analgesia for labour: Other [an_l_oth] Available from 2006 onwards 0 = No/not stated 1 = Yes Anaesthesia for delivery: Nil [an_d_nil] Available from 2006 onwards 0 = No/not stated 1 = Yes
Mother referral hospital [ref_hos] If mother referred from another hospital, hospital code Code lists are updated regularly. If information on specific facilities is required, these should be specified by name. Referral prior [ref_pre] Referral to the onset of labour 0 = No 1 = Yes Referral post [ref_post] Referral post onset of labour 0 = No 1 = Yes Baby’s sex [bsex] Baby sex 1 = Male 2 = Female 3 = Indeterminate 9 = Unknown Baby’s Aboriginality [aborigin_bub] Baby’s Aboriginality from 2011 onwards. See notes above regarding access to this variable 1 = Aboriginal or TSI 2 = Non-Aboriginal 9 = Not stated Baby’s Indigenous status [abtsi_bub] Baby’s Indigenous status from 2011 onwards. See notes above regarding access to this variable 1 = Aboriginal 2 = Torres Strait Islander 3 = Aboriginal and Torres Strait Islander 4 = None of the above 9 = Not stated Plurality of birth [plural] The number of fetuses or babies from the pregnancy. On this pregnancy may be classified as single or multiple 1 = Singleton 2 = Twins 3 = Triplets etc 9 = Not stated Birth order [plurnum] The order of birth 1 = First 2 = Second 3 = Third etc 9 = Not stated Gestational age [gestage] Gestational age measured in weeks, based on the best clinical estimate
funds for PD activities for faculty and staff ($20,000 for faculty, and $10,000 for staff). b. Debrief of Flex Week D Good options for workshops during the week, attendance was low. Krista: Classified offered 3 staff focused workshops on Tuesday and Wednesday with some attendance. It is difficult for classified staff to attend PD workshops because it is the week before classes start and challenging to leave office. Krista mentioned the statewide classified employee of the year awards were announced. Courses and wellness forum was also discussed. Armine: Attendance in SLO workshop was very low and very short, only 45 minutes. This workshop needs to be brought back with upcoming Accreditation and the need for continued evaluation. Robert: Mentioned the need for PD activities during mid semester. Spring break workshops for classified staff would be a good time. The need to reach out to new faculty was discussed by the committee. It is important to pursue these workshops because of the hiring in the spring for new faculty, approximately 8 new hires. Tom mentioned that in previous years we would send an official letter inviting faculty and staff to participate in flex activities. Now, we only send an email that not everyone is checking during the summer break. We may need to reconsider bringing back the letter invite instead of email.
Part D: Finance Project Costs Development Costs (R’s ) Installed Costs (R’s) Other Costs (R’s) Total Project Costs (R’s) Sources of Finance Equity Name of Organisation(s) and amount (R’s) contributed by each Debt (long term) Name of organization(s) and amount (R’s) for each Debt (short term) Name of organization(s) and amount (R’s) for each Amount not identified (R’s) Amount (R’s) and a summary of the needs and any outstanding issues (1 paragraph or less) Total CDM Contribution sought Amount (R’s) and a brief summary of the needs and any outstanding issues (1 paragraph or less) Expected Price of CER in case of a contract to purchase for: A period of 7 years A period of 10 years A period of 14 years (2x7 years) Price? (R’s) Price? (R’s) Price? (R’s) Indicate the projected Internal Rate of Return for the project with and without CER revenues. Note: Please indicate assumed price of CER as used in your calculation Constraints on tradability of carbon credits Have any commercial arrangements been made that may impact the tradability of the carbon emission reductions? If yes, please define.Note. Examples would be subjection to a mortgage, government tax etc.
Name___________________Date_____________Period 6 MOVIE GUIDE: WHICH WAY HOME How do most of the immigrants travel towards the Mexican border? What percentage of them are children traveling alone? What reasons do the kids give as to why they want to leave their families to go to America? Is it legal to ride on top of the trains in Mexico? Why can’t anyone seem to enforce the laws and control the riders? What sorts of ideas do the kids have about what life is like in the U.S? Where do they get these ideas? What happens to children who are detained by the authorities? When interviewed, what does Esmeralda say about her son’s departure? How many children are apprehended each year trying to enter the U.S.? What are some of the risks/dangers of trusting your child to a smuggler? What is the women pay when they leave their families behind to come to America? What kind of life does “EL PERRO” say he is leaving behind? Who are GRUPOS BETA? What purpose do they serve? What kinds to advice to they give to the immigrants they meet along the way? What are some of the risks associated with riding LA BESTIA (train)? How do the refugee houses help the immigrants as they pass through? What kinds of assistance do they provide?
collected using ResearchKit. Sci Data 2016;3:1–9. 19. Aghanavesi S, Nyholm D, Senek M, Bergquist F, Memedi M. A smartphone-based system to quantify dexterity in Parkinson’s disease patients. Informatics Med Unlocked 2017;9(March):11–7. 20. Kostikis N, Hristu-Varsakelis D, Arnaoutoglou M, Kotsavasiloglou C. A Smartphone-Based Tool for Assessing Parkinsonian Hand Tremor. IEEE J Biomed Heal Informatics 2015;19(6):1835–42. 21. Haubenberger D, Kalowitz D, Nahab FB, et al. Validation of digital spiral analysis as outcome parameter for clinical trials in essential tremor. Mov Disord 2011;26(11):2073–80. 22. Zhan A, Mohan S, Tarolli C, et al. Using Smartphones and Machine Learning to Quantify Parkinson Disease Severity. JAMA Neurol 2018;75(7):876. 23. Fisher JM, Hammerla NY, Ploetz T, Andras P, Rochester L, Walker RW. Unsupervised home monitoring of Parkinson’s disease motor symptoms using accelerometers. Park Relat Disord 2016;33:44–50. 24. Ossig C, Antonini A, Buhmann C, et al. Wearable sensor-based objective assessment of motor symptoms in Parkinson’s disease. J Neural Transm 2016;123(1):57–64. 25. Hssayeni MD, Burack MA, Ghoraani B. Automatic assessment of medication states of patients with Parkinson’s disease using wearable sensors. 2016 38th Annu Int Conf IEEE Eng Med Biol Soc 2016;2016:6082–5. 26. Roy SH, Cole BT, Gilmore LD, et al. High-resolution tracking of motor disorders in
Blueprint contains the Goal Statement, Targeted Standards, Performance Indicators, and Performance Measures. Need to emphasize the alignment of the components: The Goal Statement is based upon the “Big Ideas” which are aligned with Pennsylvania Standards. The targeted content standards selected reflect the “Big Idea.” The Performance Measure is designed/selected to measure the targeted content standards associated with the goal statement. The Performance Indicators reflect how the targeted standards impact student performance outcomes. Blueprints assist in creating “coherent” SLOs: “Coherent” SLOs are created when all the components of the SLO Process are aligned. A blueprint is a tool that maps out the process and helps to ensure that SLOs are aligned and therefore “coherent.” Learning Activity Slide 18 Blueprint: Basic Elements Concept All SLO blueprints must contain the basic elements noted above: Goal statement – a narrative articulating the “Big Idea” upon which the SLO is based. Targeted Standards – reference the PA standards that align with the Goal Statement. Performance Measure (PM) – an assessment tool used to measure the knowledge and skills acquired by students. Performance Indicators (PI) – a description of the expected of achievement in the SLO population based on the Performance Measure. Key Points for Trainers Remind teachers that they will determine (by consensus) all parts of the SLO Blueprint. A Performance Measure is an assessment tool used to measure the knowledge and skills acquired by students. Art – Grade 8 Example PM #1: Mood Portrait – Measure student ability to communicate a mood, theme, or point of view through a work of art. PM #2: Demuth Oil Pastel Drawing – Measure student ability to explain and analyze works of others within each art form through performance. PM #3: Clay Architectural Structure – Measure student ability to identify and analyze the impact of historical and cultural influences on common themes, and techniques from works in the arts. A Performance Indicator is a description of the expected level of achievement for each student in the SLO population, based on the scoring tool(s) used for each Performance Measure.
Developing mastery and/or growth metrics associated with the performance measures; Establishing performance indicator targets; Identifying students included in the SLO data; and, Creating performance expectations. Learning Activity the SAS portal and the Homeroom learning portal, have participants review the following: (a) Template #4 SLO Process Template, (b) Template #5 Performance Task Framework, and (c) selected Models. Have participants identify and explain each section of Template #4-SLO Process Template. (A list of “Help Desk” statements designed to support this activity can be found in SLO/Build.) Slide 18 SLO Process Phases: REVIEW Concept The SLO Review Phase provides an opportunity for educators to complete a Quality Assurance Review to ensure the SLO, along with its applicable performance measures, are complete, comprehensive, and coherent. Teachers will be using checklists and rubrics to determine the Completeness of the SLO Template, the comprehensiveness of the performance measures, and the coherency (alignment) of the SLO. Training Module 3: Reviewing will provide further details related to this phase of the process. [Note: Teachers will use Handouts #4 and #5, and Template #6 during the Review Phase.] Key Points for Trainers Ensure the participants understand that Reviewing requires an extensive evaluation of the SLO’s quality in terms of the 3C’s. Completeness, Comprehensiveness, and Coherency Quality assurance checklist and rubric Process activities during this stage occur before and after the presentation to the principal, and include: Finalizing and submitting the proposed SLO; Refining the SLO based upon feedback from the principal; Collecting performance data on student achievement; Monitoring the SLO during the school year; Updating the SLO with data; Evaluating each performance indicator; and, Determining the Elective Rating. Learning Activity time for participants to access and review the following documents from the Homeroom learning portal:
A. ENVIRONMENTAL RESOURCES Indicate potential for adverse impacts. Use a separate sheet to clarify responses per instructions for Part A on page 9. Not Applicable - Resource does not exist No/Negligible Impacts - Exists but no or negligible impacts Minor Impacts Impacts Exceed Minor EA/EIS required More Data Needed to Determine Degree of Impact EA/EIS required 1. Geological resources: soils, bedrock, slopes, streambeds, landforms, etc. 2. Air quality 3. Sound (noise impacts) 4. quality/quantity 5. Stream flow characteristics 6. Marine/estuarine 7. Floodplains/wetlands 8. Land use/ownership patterns; property values; community livability 9. Circulation, transportation 10. Plant/animal/fish species of special concern and habitat; state/federal listed or proposed for listing 11. Unique ecosystems, such as biosphere reserves, World Heritage sites, old growth forests, etc. 12. Unique or important wildlife/ wildlife habitat 13. Unique or important fish/habitat 14. Introduce or promote invasive species (plant or animal) 15. Recreation resources, land, parks, open space, conservation areas, rec. trails, facilities, services, opportunities, public access, etc. Most conversions exceed minor impacts. See Step 3.B 16. Accessibility for populations with disabilities 17. Overall aesthetics, special characteristics/ features 18. Historical/cultural resources, including landscapes, ethnographic, archeological, structures, etc. Attach SHPO/THPO determination. 19. Socioeconomics, including employment, occupation, income changes, tax base, infrastructure 20. Minority and low-income populations 21. Energy resources (geothermal, fossil fuels, etc.) 22. Other agency or tribal land use plans or policies 23. Land/structures with history of contamination/hazardous materials even if remediated 24. Other important environmental resources to address.
KEY FUNCTION TASKS DECISION LEVEL DELEGATED TO SUPPORTING DOCUMENTS / REGULATIONS / PROCEDURES ETC Head teacher Committee Individual Governor MAT LGB 1 2 VISION AND Vision Determine the Trust’s vision and keep the LGB appraised of that vision and what it requires. Formulate and review a vision for the Academy is line with the Trust’s vision. Take a strategic role in the leadership and governance of the Academy in accordance with both the Academy's vision and the Trust’s vision. Strategy Determine the strategy and corporate planning for the Trust. See the Determine the strategic direction for the Academy in line with the Trusts
Academy Self – Evaluation Undertake regular self-evaluation of Academy effectiveness, produce a summary SEF and submit to the Central Team by specified date. For model summary SEF – see PDET website. Evaluate and challenge the Academy’s self-evaluation. PDET’s Academy Improvement Officers evaluate and challenge the Academy’s self - evaluation on behalf of the Directors. COMPLIANCE Statutory Ensure compliance across the Trust with all Statutory regulations and Acts of Parliament governing the operation of the Academy, including; Safeguarding Prevent duty Disclosure and Barring Service Checks (DBS) Health and safety Data protection Equalities legislation (in particular, the public sector equality duty). See PDET Governors’ Handbook for more information.
Set up appropriate staffing and financial arrangements and oversee the Academy’s work in relation to SEN. Ensure that the key responsibilities of the SENCO are drawn up and monitor the effectiveness of the way they are carried out against a list of illustrative activities. For illustrative activities – see Special Educational Needs and Disability Code of Practice 0-25 (January 2015). Discharge all other duties (legal or otherwise) in respect of pupils with SEN. Make reasonable adjustments for disabled pupils. Prepare and implement an accessibility strategy to improve the physical environment of the Academy for pupils with disability and SEN. If extended services are provided, consider duties in this respect under the Equality Act 2010. See Equality & Human Rights Commission for guidance. PUPIL WELFARE
Senior Leaders Determine salary increases for Senior Leaders at the Academy in accordance with the Trust’s Pay Policy. For Pay Policy - see PDET's website. Other Staff Determine salary increases for staff at the Academy in accordance with the Trust’s Pay Policy. For Pay Policy - see PDET's website. Capability Address any capability issues using the Trust's Capability Policy and notify PDET’s HR Manager. For Capability Policy - see PDET's website. HR Manager – Melanie Morris – Disciplinary Any disciplinary issues to be addressed using PDET's Disciplinary Policy and PDET’s HR Manager to be notified. For Disciplinary Policy - see PDET's website HR Manager – Melanie Morris – Redundancy Implement the Trust’s Redundancy Policy. NB – not to be implemented before discussing with PDET’s HR Manager – Melanie Morris –
Adding Books to a Learning Ally Bookshelf Accessing Books on a Learning Ally Bookshelf *These directions are to be used after the Learning Ally App has been downloaded to the iPad. If you need directions to download the App, see the document titled “Learning Ally Audio App Quick Guide.” *Note: The workflow below is for use with a computer. You can still follow these directions when adding a book title with an iPad (through Safari). *Reminder: Please remember you cannot share your Learning Ally account with others. It is a free service for qualified users only. ________________________________________________________________________________________________________ *IMPORTANT – UPDATES & CHANGES FROM LAST YEAR: *When adding books to a Learning Ally Bookshelf, you can use either an iPad or a computer. If your teacher assigns a book title to you, please add the book to your bookshelf as soon as possible. *I am available to help before and after school. Semester 1 I will not be available after school on Wednesdays. Semester 2 I will not be available Wednesday mornings. *I can answer just about any question via email, so send me your questions at . pattern: *Your username and password use the same pattern. Remember Learning Ally is case sensitive, so lowercase letters cannot be typed in as uppercase letters. The pattern is as follows: or followed by your own ID# - no spaces. *Example: UN: or567890 PW: or567890 *This is just an example, you must enter your own ID# after the “or.” *If you are a 6th grader at ORMS and you had Learning Ally last year, please note you have a new UN and PW. *Your nbisd email address is linked to your account in the case of a forgotten username and/or password. Happy Reading!
Partner Talk: Opening a Bank Account (Low Intermediate and Teacher: Edit this handout to include only the 10-12 words you need or want to emphasize with your learners. Word Example Sentence Partner Talk Sentence account Keep your safe in a bank account. ATM (automated teller machine) You can use your debit card to get money at the ATM. avoid Try to avoid paying fees. balance The balance is the amount of money in your account. bank A bank is a place to keep your money. cash (a check) If you need money, you can cash a check at your bank. charge Some banks charge for their services. check You can write a check to pay your bill. checking account Use your checking account to pay your bills. credit card Some banks offer credit card services. credit A credit union is a place to keep your money. debit card You might get a debit card with your checking account. deposit Putting money into your account is called a deposit. direct deposit Direct deposit puts your paycheck directly into your bank account. emergency You need to save money for emergencies. fee Ask what fees you will have to pay. goal My goal is to save more money. interest This bank pays interest on savings accounts.
Partner Talk: Managing Debt (Low Intermediate and Above) Teacher: Edit this handout to include only the 10-12 you need or want to emphasize with your learners. Word Example Sentence Partner Talk Sentence bill Debt can hurt your credit history if you pay your bills late. budget To get out of debt, start by making a budget. charge A debt relief company might charge high prices. choose Choose a credit counselor who can help you make a plan to stay out of debt. collect The company collects information about how you pay your bills. complain / complaint You can complain about a debt collector who does not follow the rules. court A debt collector might take you to court. credit card You should try to pay more than the minimum amount due on your credit card. credit counselor Choose a credit counselor who can help you make a plan to stay out of debt. credit history Debt can hurt your credit history if you do not pay your bills on time. credit You can find a credit counselor at a credit union. debt (in debt, out of debt) To get out of debt, start by making a budget. debt collector You can complain about a debt collector who does not follow the rules. debt relief A debt relief company might charge high prices. deposit You can deposit into a bank account. finances A good credit counselor will ask you about your finances. harass The law says that debt collectors cannot harass you. ignore Do not ignore notices about a lawsuit. in person Look for a credit counselor you can meet in person.
letter You may get a letter from the government. meeting A lawyer can handle your meetings correctly. notario A notario cannot give you help. notary public A notary public is not a lawyer. offer Honest people may offer to help you. original Always keep your original birth certificate yourself. passport Do not let someone else keep your passport. process I want to avoid scams in the immigration process. receipt You will get a receipt when you turn in your forms. report Report the scam to the FTC. represent A person who represents you cannot charge a fee. ruin A notario might ruin your chance to become a citizen. scam Immigration scams are illegal. scammer The government builds cases against scammers. target Some scams target immigrants. translate A friend can translate for you. turn in Keep a copy when you turn in your form.
Staff Directly incurred posts EFFORT ON PROJECT Role Name /Post identifier Start date Period on project (months) % of full time Scale Increment date Basic starting salary London allowance (£) Super- annuation and NI (£) Total cost on grant (£) Fellow Total 0
CS-214 REV 8/2007 1. Position Code TRMTWKREB04R Federal privacy laws and/or state confidentiality requirements protect a portion of this information. State of Michigan Service Commission Capitol Commons Center, P.O. Box 30002 Lansing, MI 48909 P O S I T I O N D E S C R I P T I O N This form is to be completed by the person that occupies the position being described and reviewed by the supervisor and appointing authority to ensure its accuracy. It is important that each of the parties sign and date the form. If the position is vacant, the supervisor and appointing authority should complete the form. This form will serve as the official classification document of record for this position. Please take the time to complete this form as accurately as you can since the information in this form is used to determine the proper classification of the position. THE SUPERVISOR AND/OR APPOINTING AUTHORITY SHOULD COMPLETE THIS PAGE. 2. Employee’s Name (Last, First, M.I.) 8. Department/Agency Transportation 3. Employee Identification Number 9. Bureau (Institution, Board, or Commission) Highway Operations 4. Civil Service Classification of Position Transportation Maintenance Worker –E (6/7/E8) 10. Division University Region 5. Working Title of Position (What the agency titles the position) Transportation Maintenance Worker 11. Section Brighton Transportation Service Center 6. Name and Classification of Direct Supervisor Doug Lynch, Transportation Maintenance Supervisor 1 (11) 12. Unit Brighton Garage 7. Name and Classification of Next Higher Level Supervisor Andrew Hodges, Engineer Mgr. Licensed 3 (14) 13. Work Location (City and Address)/Hours of Work 10102 E Grand River, Brighton, MI, 48116 7:00 am – 3:30 pm – Monday thru Friday (hours may vary) 14. General Summary of Function/Purpose of Position Under the direction of a Transportation Maintenance Supervisor or a Transportation Maintenance Worker-A, perform maintenance activities. Operate equipment used in performing listed tasks. Perform all tasks in a safe manner. Participate in the TMW Work Element Program.
Prepare list of participants who indicate interest Confirm date Confirm trainer provider and trainer(s) Arrange transport (if appropriate) Inform all participants about exact date, time, venue, trainer, content and duration of training Conduct training(s) Get training report (list of participants; evaluation forms) Public Relations/ Promotion and approve press releases for Print, TV, Radio social media channels Opening Ceremony Define speaker(s) & length of speeches (presentations) Confirm speaker(s) Check sound system (Provide translation, if necessary) Positioning of Booths Prepare the positioning of booths for each company at the fair and check for electricity, plugs and other relevant infrastructure Draft a booth map
How to Tag Hyperlinks Cont. Hyperlinks Continued To find Unmarked in a PDF you have to search for them using the Find Element option. Right-click on “Link”. Select “Find” and it will open the “Find Element” search window. Highlight “Unmarked Links” option. Select “Find” to start the search.
Duty 3 General Summary of Duty 3 5% of Time Obtain required emergency response certifications and maintain the necessary knowledge acquired from the National Incident Management System (NIMS) and Incident Command System (ICS), as well as MDARD internal incident response systems. As directed, work within any temporarily established emergency incident response structure. Individual tasks related to the duty. Respond to and investigate food/dairy contamination incidents caused by natural and manmade disasters such as building or vehicle accidents, explosions, fires, floods, tornadoes, nuclear releases, and terrorist acts. Conduct recall/audit checks to verify removal of contaminated product(s) from commerce and traceback/traceforward investigations to determine the source or disposition of food products being investigated. Oversee the disposition of damaged or adulterated in these events, coordinating activities with emergency management officials. Implement control measures in accordance with MDARD authorities. Duty 4 General Summary of Duty 4 5% of Time Other duties and related assignments. Individual tasks related to the duty. Perform other duties as assigned, including assisting in other program areas such as conducting dairy program activities and consumer and industry outreach activities.
UPLOADING A PDF OR WORD FILE On shortcut bar click Add content; then select Document page. Give your page a Title. In the 'Pdf or Word Document' box, browse to your document and Upload. Save. HOW TO COPY THE ADDRESS OF YOUR FILE On your page, click Edit. Under 'File information', right-click on the file name and Copy Link Location. Return to normal screen. This copies the address of the actual pdf or Word file, so you can link it directly to menus, blocks or other pages. LINKING THE FILE TO A MENU TAB Go to Menu bar > Gear wheel > List links > Add link. Type in a Menu link title. Paste the Link location into Path box (Control-V). Select Parent Link. Save. You're back on Main menu screen. If wanted, adjust position of item using crosses. Save configuration. ADDING THE FILE TO A BLOCK Hover over title of block. Click Gear wheel > Configure block 'Block Body' shows its contents. Choose your place and type in a title for your item. Highlight your title. Then click on link icon (third from right, middle row). Paste the Link location in URL box (Control-V). OK. Save. INSERTING A LINK TO THE FILE FROM ANOTHER PAGE Go to page where you want to put it; click Edit. In 'Body' choose your place and type in a title for your item. Highlight your title. Then click on link icon (third from right, middle row). Paste the Link location in URL box (Control-V). Save.
CONFERENCE APPLICATION: Annexure A If you are applying for funding to attend a conference, please complete the following table in order for you to submit the best possible motivation and assist the selection panel to make an informed decision. This form should be completed and submitted together with your application form. Conference () Local Conference National Conference International Conference Who is hosting the conference? What is the Vision/Objectives of the Conference? Is the conference associated with an accreditation and or professional registration body? How often is the conference hosted? When last was the Conference hosted in Perth and or Australia? Why are there no alternatives to this conference?
Staff Directly incurred posts EFFORT ON PROJECT Role Name /Post identifier Start date Period on project (months) % of full time Scale Increment date starting salary London allowance (£) Super- annuation and NI (£) Total cost on grant (£) Fellow Total 0