zilongwang/ReadingBank huggingface dataset:
Note Although communication could be impacted by all these factors, there may be more factors with a specific group. Putting a checkmark in three different colors to represent the three groups may be a method to capture the groups’ ideas. Or numbering 1, 2, or 3 for the different groups is another way to capture these factors and their impact. It will also be useful in looking at the following questions. Ask Point out environment, noise level, time of day, pain, hunger, and mood, then ask: How might the individual you support be experiencing communication based on these factors? And does that differ from how our coworkers, managers, family, or friends might be impacted? Say Most of us have learned through trial and error (for some, more errors than for others) how to successfully convey meaning through use of tone, pitch, and volume as well as body language. That being said, we sometimes forget how important it is that our spoken words match our body language. If someone asks a question of me (as the facilitator) and I roll my eyes, look another direction, and shrug while saying, I will find that answer for you… I am pretty sure, that even though I meant what I said, how I conveyed that answer didn’t look very convincing. Ask What impact would this perspective have on how we see the individuals we support if they too don’t use verbal language that matches body language, or if they don’t have a spoken language and we are interpreting their body language?
Activity Ask Give 3-4 min before sharing correct answers Comparison Object: Deck of cards Checkbook 4 dice Computer mouse Ping pong ball Baseball CD CD case Thimble or tip of the thumb Shot glass Tennis ball Answers may include: being able to guess a portion, knowing a portion helps you know what you need for shopping and what is necessary for administering insulin Instruct them to match the photos with the serving sizes of foods. using the correct answers Instruct them to ma Serving Size: 3 oz. poultry or red meat 3 oz. of fish 1 oz. of natural cheese medium potato tablespoons of peanut butter 1 cup of pasta 1 pancake 1 slice of bread 1 teaspoon butter, margarine, or oil 1/3 cup nuts ½ cup cooked cereal or rice Why would learning abou Tion
Say Note Since the last tip refers to documentation, let’s take a look at the documentation Marvin’s staff completed. Since the HR department was made aware of the details of this appointment, the prior staff is no longer working with your agency. You are left with this documentation. Note to Facilitator: Print and handout copies of the medical appointment form used by your agency. Ask What do you need to know to assist Marvin? Example answers staff identify out loud should include: completion of all areas of the form, legible writing, follow up dates, objective explanations or statements, signatures, etc. Let’s look at a more complete version of this form. What can you learn from this version that would help you better support Marvin? Allow staff to identify what information they have available and any follow up needed. Apply-Demonstrate Learning Application to Real Work (3-4 minutes) Ask If Marvin was your loved one, how would you feel about the prior staff’s interactions at the medical appointment? What does it mean to be a good advocate? Curriculum Toolkit Write in your Curriculum Toolkit at least 3-4 statements regarding your expectations of someone supporting and advocating for your loved one at a medical appointment.
Teach and Train (10 minutes) Ask Have you heard the saying “an ounce of prevention is worth a pound of cure”? What does that mean? Say This expression means that it is better to try to avoid problems in the first place, rather than trying to fix them once they arise. Show Show A Pound of Prevention video (1:25) Ask What are ways to prevent health problems? Curriculum Toolkit Let’s take a look at the list of habits in the Curriculum Toolkit section of this chapter. Activity Your task will be to circle the healthy habits and cross out the unhealthy ones. Provide 2-3 minutes for participants to identify the healthy/unhealthy habits.
INTRODUCTION TO WASHINGTON STATE’S RESIDENTIAL SERVICES CURRICULUM 4.1 EDITION FACILITATOR GUIDE Welcome to Washington State’s Residential Services Curriculum! You have this Facilitator’s Guide in order to provide consistent, thorough, and effective training of staff. The content is mandatory and no parts of it are optional. You may not alter the course content. If you complete this training in less than 40 hours it is your responsibility to make up the difference with additional information from the 30 hour menu of options. See WAC 388-829 for additional information. The training has been designed with the adult learner in mind. Because of this, you will notice the following concepts are considered in the design of this training: Adults need to know why they need to learn something before undertaking to learn it. Adults have a self-concept of being responsible for their own decisions, for their own lives. Adults arrive at a formal training event with a great deal of life experiences and knowledge. Adults are motivated to learn things they believe will help them be able to cope effectively, perform tasks, or deal with problems in their real-life situations. (Knowles, 1998) We also believe that all people need to be respected, and that adults learn most easily when they are communicated and interacted with in respectful ways in the learning environment. Additionally, a variety of learning styles have been acknowledged throughout the activities and resources within each chapter of this curriculum. Following the Facilitator Guide ensures that all learners experience segments of learning that are engaging and “easy” for them to learn because it appeals to the strengths of their natural learning style(s). As you facilitate this training, you have a great opportunity to model compassion, respect, appropriate, and professional behavior. Remaining focused on effectively modeling your interaction with participants provides an example of the same level of respect and care that you anticipate staff will use with individuals supported. There are four components to the resources provided to you in this curriculum: Facilitator’s Guide (Order code: FFDSHS162) Participant Curriculum and Fundamentals (Order Code: FFDSHS163) Visuals per Chapter with videos embedded and found on Chapter Assessments
Exercise evaluation tool to each evaluator Updated mall fact sheet and applicable policies and procedures for reference Appropriate audio visual equipment, including a projector and microphones as necessary, and meeting supplies Certificate of Attendance for each participant (optional) Course at a Glance Time (Mins.) Pages (SITMAN) Description Welcome 15 N/A Introductions Administration Pre-Exercise Seminar 45 N/A Current threat assessments and lessons learned from similar incidents Mall information and emergency procedures overview Exercise Briefing 30 9 Overview of scope, purpose and objectives as well as rolls of participants Module 1 20 13 Presentation of first module: Awareness & Information Module 1 facilitated discussion 10 30 13 Key issues are presented Group discusses how its work should be coordinated Module 2 20 15 Presentation of second module: Notification & Response Module 2 facilitated discussion 10 30 15 Key issues are presented Group discusses how its work should be coordinated Module 3 20 17 (Optional) Presentation of third module: Recovery & Business Restoration Module 3 facilitated discussion 10 30 17 Key issues are presented Group discusses how its work should be coordinated Facilitated Post-Exercise Discussion Hotwash 45 N/A Group discusses additional discussion questions Review objectives to see if they were met Complete/Collect participant feedback forms The Way Forward 15 N/A Lead Planner, Facilitator and Participants discusses questions regarding the exercise and forward planning Times listed above are a suggested guideline but may vary slightly depending on group dialogue. Approximate Total Exercise Time: Approximately 4-5 hours
(b) Notice of proposed removal. Except as provided by paragraphs (a) and (e) of this section, FMCSA initiates the process for removal of a provider from the Training Provider Registry by issuing a written notice of proposed removal to the provider, stating the reasons that removal is proposed under § 3XX.XXX and any corrective actions necessary for the provider to remain listed on the TPR. If a notice of proposed removal is issued, the provider must notify current trainees and trainees scheduled for future training of the proposed removal. [Facilitator Note: A stakeholder participant in the IE WG conference call of 5/26/15 raised the issue of what happens to students who enroll in good faith in a training program only to discover, mid-course, that their training provider may lose its certification. What recourse do they have vis a vis their training provider or what obligations does their training provider have to them? A stakeholder on the call noted that some states require that licensed trainers post a surety bond to cover such contingencies, and the question was asked whether FMCSA has authority to make this a federal requirement. After the call, FMCSA Counsel’s office informed the Facilitator that this may be a possibility, theoretically and legally, but as a practical matter such a requirement would be very complex and controversial among interests not necessarily at the table, and is probably not doable at this late stage. Since this is more of a minor, technical issue than a fundamental policy decision, the plenary may wish to leave this issue unresolved and allow the FMCSA to be guided by public comment in the course of normal rulemaking.] In addition, no new training sessions may commence until FMCSA withdraws the proposed removal. (c) Response to notice of proposed removal and corrective action. A provider that has received a notice of proposed removal from the Training Provider Registry must submit any written response to the Director, Office of Carrier, Driver, and Vehicle Safety Standards no later than 30 days after the date of issuance of the notice of proposed removal. The response must indicate either that the provider believes FMCSA has relied on erroneous information in proposing removal, as described in paragraph (c)(1) of this section, or that the provider will take any corrective action specified in FMCSA’s notice of proposed removal, as described in paragraph (c)(2) of this section.
Respect for People Workshop Facilitator’s Guide Intended Outcomes: Learners will gain an understanding of the relation between respect in the workplace and safety (both psychological and physical). Learners will understand their role in supporting Respect for People in the workplace. Learners will have tools to proactively discuss and build Respectful Workplaces. Learners will develop and enhance skills to foster productive resolution to conflict. Slides Agenda Item Learning Outcome(s) Activities Resources Pre-Reading “” Pre-Reading Pre-Thinking Participants will consider a recent conflict in the workplace (their own or others’) and come prepared to discuss with co-learners Introduction 1 - 2 Introduction of Agenda, concepts for workshop Part 1 Debrief Pre-Reading 4 Discussion of articles Participants will understand the connections between and importance of the connections between respect, safety and continuous improvement. Small groups: Ask participants “What connections are you making between Respect for People and: Health Equity Diversity Safety Etc. Large group debrief 5 SCARF Exploration Large group, ask for insights participants have had from the e-learning related to the neuroscience of respect 6 SCARF Discussion Leaders apply SCARF concepts to real life situations With the story of conflict that the participants were thinking about ahead of time, have them complete the handout and then discuss with a partner. Large group debrief #1. SCARF and Respect Worksheet Part 2 The Leader’s Role 8 - 10 Examining what we each bring to conflict Follow slide notes Ask for their connections to Lead Self Module (ladder of inference, learner/judger, e.g.) 11 - 13 Frameworks for conflict Follow slide notes Encourage large group
conversation, specifically: What do you notice in your area? When/how do you choose to intervene? What types of interventions do you use? Part 3 Tools to Support Respectful Workplace 14 - 15 Respect for People Distribute the R4P Document, small group discussion as per notes in PP #2. 16 R4P at Huddles Ask for thoughts or questions they had related to these tools from the e-learning #3. Part 4 Addressing Conflict 17 Addressing Conflict 18 - 19 Impact / Perception AND SIP Introduce the concept Share a story of a personal situation Ask for questions, insights Good place for leader’s story 20 - 21 Basics of Conflict Facilitation Formal / Informal approaches Distribute handout Large group conversation / questions #4 22 Who ya gonna call? Explain that an OLL consultant can be assigned to assist leaders working through real life scenarios 23 Scenarios Follow instructions on the slide #5 24 Session Evaluation Follow instructions on the slide
[NOTE: This description is the introductory narration for the BUILDING CAPACITY, LEADERSHIP and FACILITATION video segment and is the text on the Professional Learning Cycle Notes Organizer, Appendix A-2.] Supporting Implementation contains three segments, each of which is approximately 5 minutes in length: Building Capacity Leadership Facilitation Section (15:20) Supporting Implementation - Building Capacity Suggested Activities 1 (0:00 – 6:25) Building Capacity learning teams within and across schools principals learning team facilitators A: Guided Viewing - Quote B: Discussion 2 (0:00 –4:38) Leadership shared leadership the importance of the principal creating the conditions for professional learning leaders as co-learners multi-level alignment A: Compare and Share - Formal and Informal Leaders B: Making Connections - Core Leadership Capacities 3 (0:00 –4:28) Facilitation building community narrowing the focus using facilitation skills A: Guided Viewing B: Response to Quote C: Facilitation Investigation 1, 2 & 3 All sections A: Sticky Note Sort B: Discussion - Collaborative Inquiry Continuum A CLOSER LOOK BUILDING CAPACITY Activity A: Guided Viewing and Quote Duration Materials Required Total: 20 minutes (includes viewing time) Video: 0:00 -6:25 Professional Learning Cycle Notes Organizer (Appendix A-2) Quote – on chart paper or slide
resident. PLAY VIDEO: ASK: How was I PASS the BATON used in this nurse to nurse example? SAY: Another way to effectively communicate among all team members is to use structured language. Structured language uses keywords as “red flags” to prompt team members that something important is being said and all team members should pay attention. This type of communication can also be used to increase the speed at which information is shared. It is important that both the sender and the receiver understand the words that are used during structured language communication. SLIDE 19 SAY: “CUS” is one type of structured language. How many of you have had the experience of telling someone something important but you believe they may not hear you because they are busy or distracted by other tasks or people while you are trying to convey an important message? CUS is one method that can be used to be sure your message is heard. CUS stands for the three words: Concerned: I am Concerned! Uncomfortable: I am Uncomfortable! Safety: This is a Safety issue! When staff are trained to use the CUS tool, they become conditioned to listen when they hear these three keywords. CUS can be used as one way to “Stop the line” when something unsafe is about to happen to a resident. Let’s watch this short video depicting how to use CUS. PLAY VIDEO: ASK: What did you learn from watching staff use CUS? SLIDE 20
Module Summary The “Big Ideas” Instructional Program Options and Instructional Program Services are designed to ensure English Learners, parents and staff meet the needs of students, monitor their progress and develop language proficiency. Participants’ Learning/Performance Objectives By the end of this training module, participants should be able to understand the following EL Program Options and Progress Expectations The importance of English Language Development ELD Instructional Grouping Use of primary language Presenter’s Activities to Support this Learning During this training, the presenter will engage participants in Use a scenario to further their capacity to explain program options Turn and Talk Use textual evidence to enhance their understanding and capacity to explain ELD Group Discussion Tools and Materials Handouts Powerpoint slides (If working with Elementary use the following slides:1-14 and 20-22) Powerpoint slides: (If working with Secondary use the following slides 1-9 and 15-22 Copy of the Master Plan
Critical Thinking is one of the main Essential Skills shown at use in the video. The definition of critical thinking is: “Making judgments by using criteria to evaluate ideas and information and the related consequences.” Rewrite this definition in your own words. What are two important things that you remember about this skill from the video? a) b) As all Essential Skills and work habits are transferable, provide an example to show how you would use this skill in each of the following contexts. If you don’t think you have used this skill yet, describe a situation where you think you could use it. When finished, share your ideas with a partner. Work: Learning: Life:
Decide that winter is not a criterion for using this product. Compare each criteria or item in the list. • Between the floors is similar in meaning to floor to floor • 200 mm is less than 254 mm • Space for caulking gun means that the product can be applied • 11˚C is more than 5˚C but less than 25˚C Decide that this product is suitable for this situation for the following reasons: • Between the floors is similar in meaning to floor to floor • 200 mm diameter is less than 254 mm • Space for caulking gun means that the product can be applied • 11˚C is more than 5˚C but less than 25˚C Skill Focus: Decision Making - Level 2 Additional Skills: Document Use - Level 1, Finding Information - Level 1
element. II.A.3: Meeting Diverse Needs II-A-3. Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
Session Roadmap Section 1: Scheduling the Three Pillar Model: Fitting In CKLA and GRAIR into Your Daily Schedule Time: 35 minutes [35 minutes] In this section, you will… Identify best practices around scheduling and the rationale behind these practices. Articulate one or two key strategies within model classroom schedules that support ‘fitting it all in.’ Identify key priorities for Guided Accountable Independent Reading. Materials used include: CKLA Sample Schedules (11_Session3_SampleSchedules.pdf) Blank Scheduling Template (12_Session3_blank schedule.pdf) The Intersection of the Goals of Instruction and Language Arts Components (13_Session3_settingpriorities.pdf)
Section 2: Considering Sample Schedules: Thinking Outside the Box Time: 30 minutes [35 minutes] In this section, you will… Identify best practices around scheduling and the rationale behind these practices. Articulate one or two key strategies within model classroom schedules that support ‘fitting it all in.’ Identify key priorities for Guided Accountable Independent Reading. Materials used include: CKLA Sample Schedules (11_Session3_SampleSchedules.pdf) Blank Scheduling Template (12_Session3_blank schedule.pdf) The Intersection of the Goals of Instruction and Language Arts Components (13_Session3_settingpriorities.pdf)
Time Topic Outcomes Resources 15 minutes Acknowledgement of Country Introductions Participants know who is in the room and what to expect from the training Knowledge of names of traditional owners and their lands 30 minutes What does being a leader mean Why do I want to be a leader? Everyday leadership Participants explore their understanding of leadership Drew Dudley Video 7 min 37 sec Handout 1 Reflection questions Handout 2 Leadership in everyday life Handout 3 Leadership in my life Stretch break 30 minutes Leadership Skills and Talents (Slide 19) Participants identify qualities and skills needed for “great” leadership Handout 4 Skills, talents and qualities of leaders Handout 5 Great leaders I know 20 minutes TEA BREAK 45 minutes How can I be a better leader? (Slide 23) Participants appreciate what they are already doing to be a leader and practice being a leader Handout 6 What makes me a great leader? Handout 7 Practice being a leader
You are currently spending two afternoons a week with your client. Her son wants you to increase that time to four afternoons a week so he can have ‘time out’. Your client’s daughter (and principle carer) wants to go away for a weekend with a group of friends. She asks you if you will live in from Friday night to the following Monday morning. Your client lives with ailing parents. The parents have started asking you to perform domestic duties for them.
References Haythornthwaite, C., & Andrews, R. (2011). E-learning Theory and Practice. [Adobe Reader]. Retrieved from Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. [Adobe Reader]. Retrieved from
Surfacing Traditional and CCSS Approaches to Teaching Canonical Texts 15 min Participants surface traditional and CCSS approaches to teaching canonical texts. Session PowerPoint Module 9.1 Unit 3 Overview Position mic runners at various spots around the room for report out. Sampling the Curriculum 30 min Participants read and annotate an excerpt from Romeo and Juliet, answer text-dependent questions and discuss supports for students. Session PowerPoint 9.1 Unit 3 Lesson 1 Position mic runners at various spots around the room for report out. Sampling the Curriculum Part 2 30 min Participants read Romeo and Juliet Act 3, Scene 2, lines 1–34 and experience an excerpt from Unit 3 Lesson 13. Session PowerPoint 9.1 Unit 3 Lesson 13 “Romeo and Juliet Excerpt and Question Sampler” Position mic runners at various spots around the room for report out. Discussion and Reflection 10 min Participants reflect on learning and consider implications for practice Session PowerPoint Position mic runners at various spots around the room for report out. 90 mins Total for this session Session Roadmap
Session Overview Section Time Overview Prepared Resources Facilitator Preparation Introduction 10 min Introduce session, objectives, and key writing assessments in Module 9.4. Session PowerPoint 9.4.1 Mid-Unit Assessment Handout 9.4 Module Overview Read and download all session materials. Experiencing the Cognitive Demands of Argumentative Writing 30 min Participants closely read p. 70 from Sugar Changed the World and “How Your Addiction to Fast Fashion Kills” in order to complete the Argument Outline Tool and the Mid-Unit Assessment. Session PowerPoint Argument Outline Tool Position mic runners at various spots around the room for report out. Deconstructing Literate Thinking in Module 9.4 15 min Participants will deconstruct their own thinking and cognitive “bottlenecks” while constructing their Argument Outline Tool. Session PowerPoint Argument Outline Tool CCSS Reference Page Position mic runners at various spots around the room for report out. Examination of Module 9.4 Argumentative Writing Scaffolds 15 min Participants will annotate and explore relationships between Module 9.4 text excerpts, learning standards, tools, and the Mid-Unit Assessment. Session PowerPoint 9.4 Module Overview Position mic runners at various spots around the room for report out.
Analyzing Spotlight Student Writing Samples 30 min Participants will analyze the writing samples of spotlight students in order to determine student writing competencies and needs. Session PowerPoint 9.4 Module Overview Position mic runners at various spots around the room for report out. Adaptation of Module 9.4 Lesson 15 min Participants will unpack and modify a lesson based on the identified writing needs of spotlight students. Session PowerPoint Module 9.4.1 Lesson 16 Position mic runners at various spots around the room for report out. Reflection and Closing 5 min Participants reflect on learning and consider implications for practice. Session PowerPoint Position mic runners at various spots around the room for report out. 120 min Total for this session
GP: OK that’s good. So you had some tests last month? Lesley: Mmm.... was the result alright? GP: Well, a little on the high side, but then that’s not unusual for you....very similar to the last one. Lesley: Oh...right. GP: Perhaps we had better do some more in three months just to keep an eye on it. Lesley: Oh dear....I really don’t like blood tests. GP: Well that’s fine then.... If you make an appointment to see me in three months once you’ve had your blood test taken? Lesley: Oh right (gets up to leave) erm...... by the way.... I’ve been thinking, doctor... I’m finding working full-time really hard, I just get terribly tired.... Introduce the second example. Situation One GP: Hello Lesley, thanks for coming in to see me. I thought we might start by having a look at your medication. You are still taking Bupimide 5mgs every day? Lesley: Yes that’s right. GP: You’ve been taking them for over three years now. Any trouble with them? Lesley: Er..... I don’t know really......... I don’t think so.
Once you become more confident as a Self-Management coach you may wish to extend this technique by asking the person some further questions if they state that their goal is not important to them. NB Use of this in-depth technique is not an essential competence for facilitators. The technique uses scaling 0-10, similar to that used in measuring confidence. How might the conversation go? Participant: My goal isn’t that important. Facilitator: So, on a scale of 0-10, where 0 is “you don’t care about eating crisps whilst watching TV” and 10 is “not eating crisps whilst you watch TV, is the most important thing to you”, where would you be on the scale? Participant: I suppose 4 or 5. Facilitator: OK, I’m interested in what makes it 5 rather than 3?” At this point the participant has to think about why they have said 5: Participant: Well, once I have opened the packet, I realise I’m not that hungry, I feel guilty because they are opened… and I still eat them anyway so I feel even more guilty. I don’t like feeling like that”. Facilitator: So, it sounds as though you like the idea of the crisps but then you feel guilty about opening them? Participant: Yes, often I do, I don’t need them, it’s just habit......I suppose it is quite important to me really, to get out of the habit and I won’t feel guilty then. Facilitator: So it’s important to you to be able to watch the TV and not feel guilty about eating crisps. At this point facilitator returns to the set of Questions to help you set your Goals chart.
Network Infrastructure: Yale operates a high-performance network infrastructure in support of research computing and HPC. A 100-Gbps Science Network physically connects the HPC datacenter and the two research storage facilities. It also provides a direct connection to the Internet2 through a non-firewalled Science DMZ, currently running at 10 Gbps, but scalable up to 100 Gbps should that be required in the future. Virtual LAN technology is used to segregate access and applications on the network, and 10-Gbps connections are provided via the VLANs to a number of individual laboratory and departmental storage and server facilities. Yale has a separate main campus network based on a 10-Gbps backbone, with most buildings connected via 1-Gbps local networks. The main campus network is currently used for all university purposes other than high-speed data transfer through the Science Network VLANs. It also provides commodity Internet connectivity via multiple 1-Gbps connections from several commercial vendors. Yale connects to the Internet2 via the Connecticut Education Network (CEN), which connects, in turn, to the Northern Crossroads GigaPop (NOX). In addition to the direct connection from the Science DMZ, Yale provides one firewalled 10-Gbps connection from the main campus network. File-sharing Infrastructure: Yale has a site license for the Globus file transfer and sharing software. The YCRC supports a number of endpoints on the HPC clusters. Other Yale departments and laboratories may provide endpoints supported by departmental or IT staff. All endpoints are connected to Yale’s Science Network and Science DMZ to facilitate high-speed data transfer and sharing among Yale, national supercomputing facilities, and other universities with whom Yale researchers collaborate world-wide.
II. Ensure that financial information generated from the Synagogue is properly reflected in accounts generated from the Centre. Promote and maintain high standards of financial recording, monitoring and control. DUTIES & RESPONSIBILITIES The Synagogue Facilities and Finance Executive is an employee of the US. In carrying out the duties, the post holder should be fully acquainted with the Byelaws of the United Synagogue and how it relates to the operations of the Synagogue. The Synagogue Executive is pivotal to the efficient operation of the department and when required by each Synagogue and therefore your passion for the United Synagogue should be demonstrable at all times. You will act as the first point of contact for the community on a range of issues, including but not limited to: SYNAGOGUE COMPLEX AND FACILITIES In conjunction with the Honorary Officers, responsible for all the property and the effects that belong to, or in the care of the Synagogue. Work to support the Marketing, Communications and Events Manager to ensure that the BES facilities are available, appropriately allocated and equipped, safe and secure at all times and that contingency plans are put in place to deal with unforeseen circumstances. Direct, coordinate and plan essential services such as, security, maintenance, cleaning, catering, waste disposal and recycling. Report to the Honorary Officers of the Synagogue and to the United Synagogue Property Department any damage to the fabric of the Synagogue and its ancillary buildings, or damage to, or loss of, any of its movable property due to fire, burglary or any other cause, and shall also similarly report any cases of personal injury that may occur within the precincts of the Synagogue or its ancillary buildings. Ensure the buildings meet health and safety requirements and that facilities comply with legislation. Ensure that the Building is kept clean and maintained at all times. Keep staff safe. Check that agreed work by staff or contractors has been completed satisfactorily and follow up on any deficiencies. Respond appropriately to emergencies or urgent issues as they arise and deal with the consequences. Carry out weekly walk rounds with the Head Caretaker, to ensure the buildings fabric is in good order, noting any defects and raising with the Marketing, Communications and Events Manager. Coordinate follow up action.
Competency Identified by Knowledge and Experience Has an Honours Degree or Equivalent relevant experience in Facilities Management, Security or a relevant subject. Application/Interview Has demonstrable experience of managing an operational customer facing team. Experience planning and delivering services and projects, exceeding performance targets and deadlines. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development Application/Interview Has knowledge and experience working in either Facilities Management or the Higher Education Sector Application/Interview Ability to utilise ICT systems to deliver efficient services and able to learn systems relevant to the area of work. Application/Interview Experience of generating and working with Key Performance Indicators. Application/Interview Experience working in a security setting Application/Interview
OADBY AND WIGSTON BOROUGH COUNCIL Person Specification Date Issued: October 2018 Job Title: Facilities Officer Team: Planning, Development & Regeneration Salary Band: Band 4 SPC 18-21 Car Allowance Level: NA Employment Status: Temporary, Part Time (18.5 hours per week) Criteria Essential Method of Assessment Desirable Method of Assessment Qualifications and Processional or Vocational qualifications Experience and training relevant to the duties set out in the job description. A United Kingdom driving licence. App, E App, E Facilities management qualification Health and safety qualification App, E App, E Relevant Experience and Knowledge Experience in the maintenance of public buildings and assets. Experience in managing contractors on site. Able to demonstrate a sound understanding of health and safety legislation and principles in relation to public buildings. Sound IT skills (particularly MS Word and Excel). App, Int, T App, Int App, Int App, Int Experience in managing the installation of street furniture Local Government experience Experience in preparing risk assessments Experience in dealing with members of the public App, Int App, Int App, Int App, Int
Skills and Abilities Plan, schedule, and co-ordinate work and assignments. Able to work independently with initiative. Able to work under pressure and cope with a wide variety of issues. Able to multi task, effectively prioritise and deal with matters quickly. Able to apply analytical thinking and problem solving skills to make rmed decisions. Good communication skills Able to provide good customer care. App, Int App, Int App, Int App, Int App, Int App, Int App, Int Negotiating skills App, Int Attitude and Motivation A confident and friendly disposition Flexible in terms of hours and duties. Positive attitude. Int Int Int Other Assessment Key: E = Evidence App = Application Form Int = Interview T = Test/Assessment
Core Campus – B/West Center – C02 West Campus – C/West Campus – W12 Northeast Campus – H/Northeast Campus – NE22 Core Campus – B/Hoy Quad – C03 North Campus – D/Cornell Heights – N13 Southeast Campus – I / Southeast Campus – SE23 Core Campus – B/Bailey Plaza – C04 North Campus – D/North Campus – N14 Cascadilla Creek – J/Cascadilla Creek Gorge – CC24 Core Campus – B/Garden Ave – C05 Collegetown – E/College Town – CT15 Cascadilla Creek – J/Meadows – C25 Core Campus – B/Ag Quad – C06 South Campus – F/Maplewood – S16 Cascadilla Creek – J/Cascadilla Creek Gorge– CC26 Core Campus – B/Alumni Quad – C07 South Campus – F/East Hill Village – S17 Fall Creek – K/ Fall Creek Gorge Core Campus – B/East Center – C08 South Campus – F/Cornell Park – S18 Fall Creek – K/ Beebe Lake - FC28 Core Campus – B/Judd Falls – C09 Countryside – G/Arboretum – C19 Fall Creek – K/Fall Creek - FC29 Core Campus –B/ Vet Quad – C10 Countryside –G/Orchards – CS20 Outside of Area – Z/Outside of Zone - 0
3.5 Excellent organisational and time keeping skills I 3.6 Ability to work with discretion and integrity and work with confidential information appropriately I 3.7 Ability to lift and carry items such as chairs and sports equipment in order to set up rooms etc A Other work related requirements 5.1 Ability to support the Christian core values of the Association A,I 5.2 Willingness to undergo a satisfactory enhanced DBS check and to register with the DBS Update Service OR hold a satisfactory enhanced DBS check for the correct workforce plus existing registration for the DBS Update Service A,D 5.3 Ability to understand the needs of people from diverse cultural, social and racial backgrounds A,I 5.4 Physically able to climb ladders, carry goods and undertake a range of physical tasks such as decorating, mowing, digging etc A, I 5.5 Full clean driving licence and the ability and willingness to drive Association maintenance vehicles as required (Desirable) A, I, D 5.6 Ability to work flexibly to meet the needs of the service including evenings (including late evening / nights), weekends and bank holidays and participation in on call duties as required A, I *When Assessed – (A) on Application form, (I) At Interview, (T) During Test, (D) From Documentary evidence e.g. references, qualifications (proof of relevant qualifications will be required at interview), driving license etc Nottinghamshire YMCA is committed to promoting diversity and practicing equality of opportunity Nottinghamshire YMCA is committed to the protection of children and adults at risk
Job Description – Facilities, Fundraising and Communications Manager Responsible to: CEO Salary: £24,000 Hours: 40 hours Annual Leave: 28 days Based: Manchester locality Fixed Term: One year Level of DBS Check: Standard Job Summary To manage Anxiety UK’s new Wellbeing centre including identifying and leading on income generation opportunities and managing all facilities. To lead on fundraising including identifying and leading on all fundraising opportunities including grant & charitable trust funding, Charity of the Year opportunities, individual donors, Friends of Anxiety UK scheme, community fundraisers, sponsorship and advertising opportunities. To lead on Anxiety UK’s communication requirements including website development and maintenance, production of marketing materials including video production, in-house guides and publications and Anxious Times magazine, social media management, press enquiries, campaigns, stakeholder engagement including ambassador and clinical advisor engagement. Main Duties Facilities management To manage Anxiety UK’s Centre to include management of utilities, security and safety issues, pest control, cleaning etc. To identify and secure funding for the Centre to support the transformation of premises into a new Wellbeing Centre To manage the Wellbeing Centre including identifying and co-ordinating room bookings and other income generating activities arising from the Centre’s management. Fundraising To manage and expand Anxiety UK’s community fundraising network To manage and expand the Friends of Anxiety UK scheme To manage and expand legacies To manage and expand Anxiety UK’s lottery scheme To identify and secure, relevant grant/charitable Trust/other funding support To identify, manage and expand, Charity of the Year opportunities To identify, manage and expand sponsorship opportunities (e.g.) website, Anxious Times, social media, research and other paid-for marketing opportunities (sponsorship of in-house produced guides, for example) To lead on and manage, Anxiety UK fundraising events, specifically the Anxiety UK 50th anniversary event To lead on the securing of any relevant fundraising standards To report on all aspects of fundraising including income generation arising from Anxiety UK’s Wellbeing Centre
Specific learning disability (such as dyslexia or dyspraxia) General learning disability (such as Down’s Syndrome) Cognitive impairment (such as autistic spectrum disorder or resulting from a head injury) Long standing illness or health condition (such as cancer, HIV, diabetes, chronic heart disease or epilepsy) Mental health condition (such as depression or schizophrenia) Physical impairment or mobility issues (Such as difficulty using arms or using a wheelchair or crutches Deaf or serious hearing impairment Blind or serious visual impairment Other type of disability Prefer not to say Sexual orientation Bisexual Gay man Gay woman/lesbian Heterosexual/straight Other Prefer not to say Faith and religion Buddhist Christian (Church of England, Catholic, Protestant and any other Christian denomination) Hindu Jewish Muslim Sikh Another faith or religion (please describe) No faith or religion Prefer not to say
Candidate details Candidate Name: RICS Membership Number: Date of Birth: Pathway Number of years of relevant experience: Do you have relevant qualifications Yes No If 'YES' to either of the above, what subject? Employer/organisation: Month and Year of Assessment: Previously Referred at Associate: Case Study Title : Counsellor declaration: By countersigning this document you confirm that to the best of your knowledge that the candidate has understood the requirements and this document complies with RICS guidance. You are also confirming that the content of this submission is a true representation of the candidates own, unaided work and involvement in the projects detailed herein. Counsellor name: Counsellor signature: RICS membership number:
FACILITIES RENTAL ITEMS *All Items require a minimum delivery fee of $55.00* during regular working hours of 7AM – 5PM Monday – Saturday, with 2-HR window. Last Minute, Timed delivery or Before/After hour fees apply. FMS Metal Barricades (bike barricades) $15.75 Includes regular delivery from Monday –Saturday, with 2HR. – 3HR. window. FMS Chain Link Fencing (4ft, 6ft,) (plus tax) $1.90/ft. Price per Foot – Mandatory for events serving alcohol. Wind-screen available upon request. FMS White Plastic Fencing in 10’ Sections, 4’high (plus set up) $16.50 FMS Flags USA and/or California (plus delivery) $15.00 FMS Flag Stands (plus delivery) $5.75 FMS Hose and Spigot $10.00 Plus delivery and hook up charge / only where available FMS Standard Wooden Podium (no seal) (plus delivery) $60.00 FMS Wooden Podium (with seal) (plus delivery) $75..00 FMS Trashcans, Large – White Cardboard (plus delivery) $6.75 1-20 Trashcans - $55.00 Delivery Requires cleanup/disposal after event FMS Trashcan liners – CLEAR $0.55 FMS Trashcans, Recycle cardboard with lids (plus delivery) $7.85 1-20 trashcans - $55.00 Delivery Requires cleanup/disposal after event FMS Trashcans, Small, White Cardboard (plus delivery) – good for interior rooms. $4.50 1-20 trashcans - $55.00 Delivery charge FMS Sign Standards – White wooden 6’ high (plus delivery) $6.00 1-20 standards $55.00 If not at specified pickup location, additional charges will incur FMS Electrical Spider Box ( 50amp - provides 6-20 amp circuits) * (Plus hook-up fee) $85.00 Additional charges for 50-AMP. cables and cable ramps Electrical Extension Cords (plus delivery) ($15 for 100’), $12 for 50’), ($10 for 25’) FMS Electrical Cable Ramps (for spider box cables) $16.50 Plus installation FMS Electrical 50 amp Cables (for use with spider box) $19.50 Plus installation Porta Potties – Regular, VIP Call for quote
IN THE SUPERIOR COURT OF THE STATE OF CALIFORNIA IN AND FOR THE COUNTY OF SAN MATEO OUT OF STATE CASE TITLE AND COURT NUMBER ORDER DIRECTING WITNESS TO APPEAR Cal. Penal Code § 1334.2 WHEREAS, it appears to the satisfaction of this Court that NAME OF WITNESS (hereinafter “the witness”) is a necessary and material witness for the NAME OF OTHER STATE, and it will not cause him/her undue hardship to testify before the NAME OF COURT, LOCATION, in the above named criminal prosecution or grand jury investigation. WHEREAS, it appears that the laws of NAME OF OTHER STATE will give to the witness protection from arrest and service of civil and criminal process. WHEREAS, it appears that NAME OF OTHER COUNTY, STATE has and will provide for round trip transportation to and from NAME OF OTHER COUNTY, STATE, related surface transportation, lodging and reimbursement for witness fees, and it further appears that NAME OF OTHER COUNTY, STATE has given NAME OF WITNESS protection from arrest and service
Best Practice: For optimal life of the mechanical refrigeration equipment, repository ambient temperatures should be monitored and not allowed to exceed 22 °C (72 °F). This is particularly critical for rooms containing multiple mechanical units. Air Flow & Circulation: Air circulation is important to prevent excess moisture and condensation. High humidity can lead to fungal growth, which may affect specimen integrity and cause health problems for the staff. It is also important to provide enough space between refrigerators and freezers for air circulation to prevent overheating of compressors, which may shorten compressor life. Poor air circulation may also lead to the growth of mold and other harmful microbial contamination. ☐ Air circulation is sufficient to prevent excess moisture and condensation ☐ Sufficient space is available for optimal air circulation in areas housing freezers and refrigerators ☐ Adequate ventilation where liquid nitrogen and dry ice are used Waste: Some waste associated with biological materials must be disposed of separately from other waste because they are considered as potentially infectious. These include: all sharps, e.g. glass implements, needles, syringes, blades, etc. coming from facilities using infectious materials biologically cultured stocks and plates, human blood or tissues Other waste generated in the biorepository, that are not contaminated with biological agents or materials, are not treated as a biohazard and may be discarded in the regular trash container. ☐ Facility has a service available for removing biohazardous materials ☐ Institutional system in place for properly disposing of biohazardous materials Here is an example of a work stream for handling biological lab waste: Fire Prevention: Repositories should have a written fire prevention plan. The plan should include a list of major hazards, potential ignition sources, proper handling and storage procedures for hazardous materials, and the type of equipment necessary to control each major hazard. The plan should include procedures for regular maintenance on equipment used to prevent or control sources of ignition or fires and the name or job title of employees responsible for maintaining the equipment. ☐ Fire suppression equipment at the facility
The TMDC is located at 364 East Tuttle Road, Ionia Michigan 48846 and sits on approximately 2 acres behind the Educational Center. Built in 2001 this facility houses four bays for bus and vehicle repairs, offices for the Maintenance, Transportation and IT Departments as well as a shipping and receiving area and Computer Data Center for the District. A small second floor area is used for vehicle parts storage. All water supply and fire safety inspections are up to date. Observations Paint: The following areas were identified as needing to be painted: No items were identified. Flooring: The following areas were identified as needing flooring replacement: Front Offices Mechanical: The following areas were identified as needing mechanical upgrades: Upgrade climate control equipment in mechanical/wash bays. Grounds: The following areas were identified as needing upgrades: Parking lot replacement Building Structure: The following areas were identified as needing upgrades: Replace failing roof structure with DuraLast. Security: The following areas were identified as needing upgrades: No items were identified. 19