zilongwang/ReadingBank huggingface dataset:
HSCRC Performance Measurement Work Group (as of 11/3/17) Thelma Baker Chief Operating Officer HQI LaValle Vice President, Financial Policy & Advocacy Maryland Hospital Association Ed Beranek Director of Regulatory Compliance Johns Hopkins Health System Theressa Lee Director, Center for Quality Measurement and Reporting Maryland Health Care Commission Barbara Brocato President Barbara Marx Brocato and Associates Robert Murray Consultant CareFirst Zahid Butt, MD, FACG CEO Medisolv Inc. Orlee Panitch, MD Chief Administrative Officer US Acute Care Solutions East Daniel Cochran Vice President, CFO Shady Grove Adventist Hospital Chad Perman Director, Health Systems Transformation Maryland Department of Health Linda Costa, Ph.D., RN, NEA-BC Assistant Professor, OSAH University of Maryland School of Nursing Tricia Director, Office of Planning Maryland Department of Health Justin Deibel Senior Vice President, CFO Mercy Medical Center Farzaneh L. Sabi, MD Kaiser Mid-Atlantic Permanente Medical Group Lori Doyle Chief Operating Officer Mosaic Community Services Jodi B. MD, MPH, FACP Professor of Medicine, Epidemiology, & Health Policy & Management Johns Hopkins University Barbara Epke Vice President LifeBridge Health Amar Setty, MD Chief Executive Officer Patient Premier & AnesthesiaStat Consulting and Perioperative Management Patricia Ercolano Vice President, Quality Management University of Maryland Medical Systems Tony Tucker Office of Personnel Management Laura Herrera Scott, MD Managing Medical Director Amerigroup Benjamin Turner Program Manager Primary Care Coalition of Montgomery County Albert Wu, MD, Ph.D. Director, Center for Health Services and Outcomes Research Hopkins Bloomberg School of Public Health Stephanie Klapper, LGSW Maryland Citizens’ Health Initiative Maryland Health Care for All! Coalition HSCRC STAFF Dianne Feeney Associate Director, Quality Initiatives Allan Pack Director, Center for Population-Based Methodologies Alyson Schuster, Ph.D. Associate Director, Performance Measurement
Diversity and Inclusion Behavior Based Comments: Judgement and Problem Solving Behavior Based Comments: Reliability and Behavior Based Comments: Adaptability Behavior Based Comments: Leadership and If not applicable, do not put a rating and list N/A in the comments Behavior Based Comments: Give an overall appraisal of the employee’s job performance. Highly Ineffective Performance Partially Successful Improvement Fully Successful &/Or Effective Performance Superior/Highly Effective Performance Distinguished Performance and Role Model Status Overall Evaluation
Diversity and Inclusion Behavior Comments: Judgement and Problem Solving Behavior Based Comments: Reliability and Behavior Comments: Adaptability Behavior Based Comments: Leadership and If not applicable, do not put a rating and list N/A in the comments Behavior Based Comments: Give an overall appraisal of your job performance. Highly Ineffective Performance Partially Successful Improvement Fully Successful &/Or Effective Performance Superior/Highly Effective Performance Distinguished Performance and Role Model Status Overall Additional Comments (optional):
2018 Objectives (set LY) Full Yr Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6: WHS related Performance Summary Full Yr 2018 Objectives: Values & Behaviours: Overall 2018 Contribution Values and Behaviours: Full Yr Demonstrates justice and equity. Demonstrates dignity and respect to all. Maintains professional boundaries. Demonstrates understanding and compassion. Demonstrates compliance with privacy & confidentiality. Escalates matters when appropriate. Receptive to receiving guidance and advice. Has identified conflict/s of interest & management strategies. If applicable – employee comments attached: For Full-year review Volunteer’s Signature: ___________________ Strengths Demonstrated & Development Needs Indicated: Progress in Meeting Development Plans during 2018: Development Plans for 2019: 2019 Objectives Agreed: Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6: WHS related Full-Year Review: Date Meeting with Employee Held: __/__/__ Manager’s Signature: ___________________
Performance Task Unit 2 – PreAP/GT Directions: Read the nonfiction text provided. As you read highlight or take notes on the text structure, main idea, and how it supports the text structure. Use your notes to help you write a thorough explanation of how the author organizes information and how it supports the main idea. 4 3 2 1 Text Structure Student correctly identifies and explains the text structure. Student identifies the text structure. Student vaguely identifies the text structure. Student incorrectly identifies the text structure. Supporting detail Student correctly explains how it supports the main idea of the text. Student explains how it supports the main idea of the text. Student vaguely explains how it supports the main idea of the text. Student does not explain how it supports the main idea of the text. Main Idea Student correctly identifies and explains the main idea of the text. Student identifies the main idea of the text. Student vaguely identifies the main idea of the text. Student incorrectly identifies the main idea of the text.
Profiler Trace Events to Watch during Processing Watching in Profiler, you can observe of the following Progress Report Begin and Progress Report End events. The Progress Report End event contains a Duration column. Focus on the largest Duration events. Table 6. List of related trace events EventSubclass Progress Report Begin and End TextData Explanation 1 – Process Processing of the 'YourPartitionName' partition has started. Finished processing the 'YourPartitionName' partition. The Duration on the Progress Report End event tells you how long the ProcessData phase took. The ProcessRecalc phase begins later. 25 – ExecuteSQL select * from YourTableName The SQL query run for that partition 17 – ReadData Reading data for the 'YourTableName_GUID' table started. Finished reading data for the 'YourTableName_GUID' table. The Progress Report Begin fires when the first row is read from the relational data source. If the CurrentTime on this event is much delayed from when partition processing started, the SQL query was slow to return rows. If the duration on the Progress Report End event is longer than expected, optimize the SQL query. The Progress Report Current displays the number of rows returned in the IntegerData column. 53 – VertiPaq Compression started for the 'YourTableName_GUID' table. Compression for the 'YourTableName_GUID' table completed in '141509' steps with '60108' clusters computed in total. Execution has been timeboxed. Despite the text mentioning that compression is starting for the table, this pair of events is seen once per segment. See above for explanation of compression and timeboxing. 44 – Compress Segment Compressing segment 0 of column 'YourColumnName' for the 'YourTableName_GUID' table started. Finished compressing segment 0 of column 'YourColumnName' for the 'YourTableName_GUID' table Detecting which columns take a long time to compress can be seen by monitoring the Duration column on the Progress Report End event. 54 – Hierarchy processing Started processing the 'YourColumnName' hierarchy. A long Duration on the Progress Report End indicates a very high cardinality column for building the hierarchy is expensive. Consider
REF: PAA/0218/ Job Performance Analyst – Affiliate Provider All application should be emailed to or a signed hard copy returned to: The Monitoring Officer Northern Ireland House of Sport 2a Upper Malone Road BELFAST BT9 5LA Salary £30 per hour + holiday pay Closing Date 17:00 on Friday 2 2018 Please ensure you read the ‘Information for Applicants’ booklet before filling out this application form. SECTION 1 - PERSONAL DETAILS Surname Forename Title Email Address Home address Postcode Telephone Numbers Home Work Mobile NI Number How did you hear about this vacancy? SECTION 2 – REFERENCES Please state the names of three employment related referees, including your current employer. Reference 1 Name Address Telephone No. Position Reference 2 Name Address Telephone No. Position Reference 3 Name Address Telephone No. Position May SNI contact your present employer? REF: PAA/0218/
EQUALITY ANALYSIS What is the potential impact in relation to the General Duty of this proposal on each of the protected groups below? Protected characteristics Positive Impact Does the proposal: Negative Impact (provide details and mitigating actions taken or proposed) No Impact (√) eliminate unlawful discrimination (provide details) advance equality of opportunity (provide details) Foster good relations (provide details) Other positive impact (provide details) Age The Peformance and Capability procedures clearly outline the which need to be taken to deal effectively with performance issues by staff; taking into account the speicifc circumstances. Managers are the tools to deal with all performance and capability issues as effectively as possible and in a consistent manner. N/A The Policy and supporting documentation provides management with discretion in certain circumstances and allows cases to be dealt with individually. The Policy and supporting documentation provides a consistent approach for dealing with any performance and capability issues. Staff can cleary see the process for managing under performance. The appendices clearly outline processes and also provide template letters for each stage. Disability Sex Sexual orientation Gender reassignment Marriage and civil partnership Pregnancy and maternity Race Religion and belief including non-belief If there is no potential impact (positive or negative) please provide a brief explanation why this is the case, e.g. the data utilised in arriving at the decision, summary of responses to consultation etc.
Section A: Employee Details APPRAISAL PERIOD: EMPLOYEE ID No. NAME OF THE EMPLOYEE: POSITION POSITION LEVEL: DIVISION: DEPARTMENT/AGENCY: Assurance on Accuracy of CV: I have verified my CV in CSIS and hereby declare that the information is correct as of…..date……………………………. SECTION B: Performance Assessment (Individual Work Plan) (70%) Division Output Activities Targets Values Target Achieved specified by individual Employee’s Final Score by Supervisor Level 4 Level 3 Level2 =[1.00 Level 1 [<=0.99] 1. 1. 1……… 1.2. …….. 2. 2.1…………… 2.2……………
2.2 Collaboration & Engagement Takes lead in communication and consultation, engaging with a wide range of supervisors, peers and stakeholders across division, department, and agencies. Help to keep team performance and morale high even during periods of intense pressure or heavy workload. Actively development opportunities for team Demonstrate to work in a team and foster sharing of workloads while he/she is not utilized. confines to his/her own assigned task and does not extend and seeks support to collaborate and engage in a team. Work only to serve and meet personal goals Blame others for mistakes and/or setbacks that negatively affect team results. 3. Motivation for Excellence 3.1. Achieving Results Strives hard to achieve agency’s five year and annual targets by focusing on national interest to ensure efficiency and high standards of delivery. Achieves all targets set within the allocated resources without compromising on the quality Minimizes waste of his Agency and nation’s resources Always look towards achieving the result with best quality within the resources under his/her control Hard working towards achieving the results but needs extra resources to achieve it Do not deliver as per the set targets and budget allocated Wastes his Agency and nation’s resources 3.2 Commitment and Accountability Demonstrates personal integrity and commitment to serving Bhutan’s national interest Upholds both explicit and implicit terms and understandings he has with the Royal Government, public, family, Demonstrate strong bond towards the Royal government and uphold the belongingness Upholds the blondness towards one public family as and when required only and resistance Breach the norms and values of the society and act in a way that is not
agency, superiors, peers, subordinates and clients Ready and willing to take additional responsibility by one’s own initiatives of oneness among the public family. Needs guidance to take the initiatives to take initiatives in conformity to the civil service values of integrity, professionalism, honesty, impartiality, accountability, loyalty, and leadership. Do not participate any extra assignments TOTAL Score / Number of Competency Behaviour SECTION D: Final Performance Evaluation Score [Section B &C]
TEAM PERFORMANCE RUBRIC The following rubric is designed to be used to assess student performance in teams. Student Name: Instructions: Using the right-hand columns, mark the highest level achieved in each category. Criteria: 20 = Superior Level Performance 15 = Accomplished Level Performance 10 = Intermediate Level Performance 5 = Beginning Level Performance 0 = Unacceptable Level of Performance T O T A L Individual Responsibility: Contributed to the team and helped others in the group when finished with their own tasks. 20 15 10 5 0 Individual Contribution: Contributed to the success of the team and offered constructive feedback to other members during completion of team tasks. 20 15 10 5 0 Team Performance: The team completed a task or finished a project accurately, on time, & according to specifications. 20 15 10 5 0 Team Function/Collaboration: The team functioned at a high level—with all members carrying out specific roles and contributing equally. 20 15 10 5 0 Team Communication/Presentation: Each member of the team contributed to an effective team output, presentation, or communication of effort. 20 15 10 5 0 TOTAL POINTS ORAL PRESENTATION RUBRIC The following rubric is designed to be used to assess student presentation performance.
New York State Division of Criminal Justice Services Performance-Based Contracting Quarterly Fiscal Cost Report Program: Implementing Agency: Contract Number: Reporting Period ________________ to ________________ MM/DD/YYYY MM/DD/YYYY Contract Term: Quarterly Final Milestone (from Appendix B1 of Contract) Annual Goal (from Appendix B1 of Contract) Number Completed Unit Cost (from Appendix B1 of Contract) Subtotal Amounts Reimbursement Rate _____% Payment Request SUBMIT IN DUPLICATE TO: NYS DCJS Alfred E Smith Building Finance Office 10th Floor 80 South Swan Street Albany, New York 12210 CERTIFICATION I certify that the above milestones are made in accordance with the pertinent grant, are appropriate to the goals and objectives of the project described therein, and are not duplicative of milestones claimed on this or any other grants. PREPARER’S NAME: GRANTEE: ORIGINAL SIGNATURE REQUIRED NAME DATE PRINAME & TITLE TELEPHONE FISCAL OFFICER: ORIGINAL SIGNATURE REQUIRED EMAIL ADDRESS DATE PRINAME &
______________________________ Signature ______________________________ Name and Title ______________________________ Address of Incorporation: Liability Limit $ Insert Corporate Seal Co-Surety(ies) ______________________________ Signature ______________________________ Name and Title ______________________________ Address State of Incorporation: Liability Limit $ Insert Corporate Seal Below
Type of use Type of content What is allowed Copyright status One off use (no storage beyond class) All Making material available online for students and staff to access. Material must be removed at the end of the lesson. Free Longer term storage Works (eg, books, text, photographs, diagrams, scores, poetry) Making material available online for students and staff to access is allowed under the . Note copying limits apply – for more information see Paid for under the Text and Artistic Statutory Licence Longer term storage Off-air broadcasts (TV and Making material available online for students and staff to access is allowed under the . Paid for under the Statutory Broadcast Licence Longer term storage Other audio visual content (eg, films and sound recordings) Making material available online for students and staff to access may be allowed Free
Result for EPA 1664A/B Frequency & Concentration (indicate units) Acceptance Criteria** Initial Holding Time/ Sample Prep Verification Study Not in EPA 1664A/B. For D7575, use lab prepared standards and analyze at or after 28 days. Do not use Calibration Standard Devices (CSD). Initial prior to analysis: 200; 160; 120; 80; 40; 4; 1 mg/L. D7575: cal. stds. read back within +/-5% of true. Verified lin. cal. range and current cal. Initial Calibration Stds. Initial prior to analysis; EPA 2, 1000 mg D7575: 200; 160; 120; 80; 40; 4; 1mg/L or CSD. EPA 1664A/B: +/-10% at 2 mg, +/-0.5% at 1000 mg. D7575: cal. stds. read back within +/-5% of true. Calibration Blank Not in EPA 1664A/B D7575: <1 mg/L Method Blank One each batch of 20 samples EPA 1664A/B: <5 mg/L. D7575: <MDL or <10% of known conc. of associated test samples Permit Conc. Limit for Analyte† Initial Cal. Verification Before and after batch: EPA 1664A/B; 2, 1000 mg D7575: OPR at 40 mg/L, do not use CSD. EPA 1664A/B: +/-10% at 2 mg, +/-0.5% at 1000 mg. OPR reads back within +/-5% of true. Continuing Cal. Verification Before and after batch: EPA 1664A/B: 2, 1000 mg D7575: OPR at 40 mg/L, do not use CSD. EPA 1664A/B; +/-10% at 2 mg, +/-0.5% at 1000 mg. D7575: OPR reads back within +/-5% of true. Ongoing Precision & Recovery (OPR) One per 40 mg/L. HEM Recovery: 78-114%
Precision Units / Limit & Source IPR Results Summary (EPA 1664A/B) Units: mg/L Analyte Level of Spike Result #1 Result #2 Result #3 Result #4 Average % Recovery/ Evaluation Std. Deviation (n-1) Relative Std. Deviation/ Evaluation In addition to this IPR summary, provide copies of supporting documentation including: run logs; standard/reagent prep. logs; sample prep. logs; instrument outputs; bench sheets. IPR Results Summary (D7575) Units mg/L Analyte Level of Spike Result #1 Results #2 Result #3 Result #4 Average % Recovery Std. Deviation (n-1) Relative Std. Deviation MDL Results (EPA 1664A/B) Units: mg/L Analyte Level of Spike Result #1 Result #2 Result #3 Result #4 Result #5 Result #6 Result #7 Std. Dev. (n-1) MDL MDL Results (D7575) Units: mg/L Analyte Level of Spike Result #1 Results #2 Result #3 Result #4 Result #5 Result #6 Result #7 Std. Dev. (n-1) MDL Method Detection Conc. of Spike or QC and Conc. Units Low Cal. Std. Conc. = Quant. Limit (QL) Permit Limit (PL) Student’s t value 3.143 for n=7 Is MDL < QL < Permit Limit for Ref. Method? Is MDL < QL < Permit Limit for ATP Method?
REF: PCC/0218/ Job Title Performance Coordinator – Affiliate Provider All application forms should be emailed to or a signed hard copy returned to: The Monitoring Officer Sport Northern Ireland House of Sport 2a Malone Road BELFAST BT9 5LA Salary £30 per hour + holiday pay Closing Date 17:00 on Friday 2 March 2018 Please ensure you read the ‘Information for Applicants’ booklet before filling out this application form. SECTION 1 - PERSONAL DETAILS Surname Forename Title Email Address Home address Postcode Telephone Numbers Home Work Mobile NI Number How did you hear about this vacancy? SECTION 2 – REFERENCES Please state the names of three employment related referees, including your current employer. Reference 1 Name Address Telephone No. Position Reference 2 Name Address Telephone No. Position Reference 3 Name Address Telephone No. Position May SNI contact your present employer? REF: PAA/0218/
4. Contribution to overall of department: Consider the extent to which the professional service is contributing to the goals of the department and the users of this service. Is the service consistent and responsible? Does the employee possess a professional team spirit? Contributes very little to department goals despite counseling Usually contributes a number of new ideas and suggestions A strong leader, continually contributes excellent ideas 5. Professional Development: Consider the extent to which the employee works toward professional development on own initiative, through sponsored training and development courses, etc. Makes no clear effort to improve professionally Generally pursues improved professional abilities Strives to be on top of professional developments Comments or action to be taken: Performance Objectives and Development Plan 1. Employee’s areas of strength: 2. Outline a plan for development covering specific training needs, self-development, or other approaches which will help the employee in accomplishing his/her responsibilities: Overall Performance Rating Performance at Unacceptable Level Performance Meets Requirements Performance Substantially Exceeds Requirements Other Rater Remarks: Employee Comments: If probationary employee, do you recommend retention as a regular employee? Yes No If no, explain: A copy of this report has been given to me and has been discussed with me. This does not necessarily imply agreement or disagreement. Signatures: Employee: Title: Date: Supervisor: Title: Date: Next Level Supervisor: Title: Date:
USF St. Petersburg connects seamlessly to St Petersburg and the surrounding region. Our students enroll in the city as well as bringing to the city the exuberance that only a residential campus culture can provide. Our community-based partners and mentors multiply opportunities for students and challenge faculty and administrators to recognize new areas for innovation and exploration. Together we shine. Care for Natural Environment We celebrate our organic connection to the waterfront and cityscape. Through study and service, we serve as stewards for the plants, animals and systems that sustain us. We take seriously our commitment to become carbon neutral. Goals – Strategic goals are listed below. Detailed implementation strategies can be found within the strategic planning documents. Goals include: Distinctive Identity Student Success and Culture Faculty Excellence in Teaching an Research Strategic Partnerships Infrastructure to Meet Current and Future Needs Sustainable Funding and Objectives for this Evaluation Period: Results: 1. Exceeded Achieved Not Achieved 2. Exceeded Achieved Not Achieved 3. Exceeded Achieved Not Achieved 4. Exceeded Achieved Not Achieved 5. Exceeded Achieved Not Achieved Ratings: Exemplary Performance far exceeds all standards/expectations. Exceptional results are consistently produced. Commendable Performance frequently exceeds standards/expectations. Achieves Performance consistently meets standards/expectations. Requisite competencies and knowledge are demonstrated. Needs Improvement Performance does not consistently meet standards/expectations. Some requisite competencies and knowledge are demonstrated. Individual may still be learning the job and/or functions and requires additional time to develop. Unsatisfactory Performance does not meet standards/expectations. Major deficiencies require immediate attention and improvement.
Affiliate ID: Performance period: Evaluation date: Employee name: Position title: Supervisor: Department: Type of review: Annual Other (describe): _____________________________________________________________________________________________ Important: Review the Evaluation rating chart and University core expectations on page two before filling out this form. Results: Summarize the employee’s performance against core job duties, projects, professional development and defined goals for the review period. Please list examples. Enter performance rating — 1 2 3 4 or 5 : .A rating of five is high, and a rating of one is low. Core expectations: How results were accomplished – behaviors. Core expectations for staff Rating Supervisor comments Comments are required for ratings one or five. It is recommended for ratings four, or two. Service-oriented, positive attitude, helpful Trustworthy, adheres to ethics and compliance standards Collaborative, team-oriented Productive, commitment to ASU Flexible, adaptable Respectful communicator Resourceful, committed to sustainability Enter core expectations rating — 1 2 3 4 5: A rating of five is high, and a rating of one is low. Final overall evaluation — leader’s summary comments an overall rating — 1 2 3 4 or 5: A rating of five is high, and a rating of one is low. 5 – Consistently exceeds performance expectations. 4 – Frequently exceeds performance expectations. 3 – Performance expectations fulfilled. 2 – Inconsistently fulfills performance expectations. 1 – Fails to meet performance expectations. Planning for next 12 months. Performance — core job duties, expectations, standards and defined goals. Professional development — growth in place or for advancement.
EVALUATION RATING CHART 5 Consistently Exceeds Performance Expectations 4 Frequently Exceeds Performance Expectations 3 Performance Expectations Fulfilled 2 Inconsistently Fulfills Performance Expectations 1 to Meet Performance Expectations • Consistently exceeds performance expectations •Almost always achieves performance expectations and frequently exceeds them •Work is of high quality in all significant areas of responsibility •The employee's work does not consistently meet the job requirements of the position. While the employee may have performed acceptably in some areas, job performance needs to be improved •The employee's work is below the basic requirements and immediate and continued improvement is required •Demonstrates exceptional quality of work in all essential areas of responsibility •Demonstrates performance of a very high level of quality •Consistently fulfills performance expectations and periodically may exceed them •For a "Results" or "overall" rating of 2, a corrective action plan is required or at least one development goal outlining the improvement required and the plan to achieve the improvement •A performance improvement plan is to be discussed and agreed to by the employee and the supervisor •Almost always makes an exceptional or unique contribution in achievement of unit, department, and university objectives •Significantly contributes to the success of the services and projects they support •Any performance concerns are resolved through coaching, feedback, and self initiative •Coaching from the supervisor is required •Continued failure to show improvement may result in additional action
PERFORMANCE REVIEW – objectives for year ahead (All objectives should be SMART – specific, measurable, achievable, relevant, timebound) Objective 1 Further information, key milestones etc Additional support, training or resources required Completion due date Objective 2 Further information, key milestones etc Additional support, training or resources required Completion due date Objective 3 Further information, key milestones etc Additional support, training or resources required Completion due date Objective 4 Further information, key milestones etc Additional support, training or resources required Completion due date
Reflection sheet for school council members Name (optional) _____________________________________________________________________ What is your impression of your experience on the school council? What are the successes and achievements of the school council during past year? 3 What areas of school council business could be improved? How?
Performance Rugby Program Online Resources Some of these online activities will be part of this course while others listed here may simply be useful when building on your rugby knowledge. 1. Download the IRB Laws app on your device. 2. Go to irbpassport.com and register. Email .............................................................. Password..................................... A Beginner’s Guide to Rugby Union – Read through the guide and take the interactive quiz. Laws of the Game RUGBY UNION – Read through each Law in number order and take the test. Rugby Ready – Read through sections by clicking links on left side of screen. Take the exam and print your certificate of completion. Coaching – Divided into 3 areas: Key Factor Analysis, Functional Role Analysis, Introduction to Rugby. Study the content and answer the questions in each section of each area. Strength & Conditioning Online Course – Course and Exam IRB Player Welfare – Concussion Management Keep Rugby Clean – Course and exam Performance Rugby Course Outline UNIT Strand or Focus Skill Assessment 1. Ball Handling Passing Mechanics of Passing Holding Ball Basic Passing Left & Right Pop Pass Spin Pass (Strong and Weak sides) Wide and Tight Off the Ground Misses and Dummies Daily Skill Tests Weekly in-class assignments Kicking Dribbling Placement Kick Punting Drop Kick Grub Kick Kicking for Point Daily Skill Tests Weekly in-class assignments
Line-Outs What is it Roles in it Throwing the Ball Lifting / Jumping Binding / Ripping Driving Off the Top Unit Test Positions Forwards and Backs Positional Skills and Requirements Positional Responsiblities Unit Test Starting and Restarting a Game From a Kickoff From a 22 From a Penalty Unit Test 3. Strategies and Tactics Offence Set Plays & 1st Phase Phase Play (2nd 3rd…) Forward Responsibilities Back Responsibilities Continuity Weekly assignments Class quiz Defense Set Plays & 1st Phase Phase Play (2nd 3rd…) Counter Attack Designing a Game Plan Weekly in-class assignment 4. What is History of the Game Invention Geography Tours Professionalism Levels of Play PowerPoint Research Assignment Culture Exchanges Camaraderie Roles on the Club Law of the Game Intro to Refing Advantage Law 15’s 7’s Unit Test Online Quiz Safety First Aid Sports Injuries Safe Play Sportsmanship Class discussion Online Quiz Case study Practical application Conflict Resolution flag rugby clinics flag rugby tournament officiating
REF: PSCA/0218/ Job Title Performance Skills Coach – Affiliate Provider All application forms should be emailed to or a signed hard copy returned to: The Monitoring Officer Northern Ireland House of Sport 2a Upper Malone Road BELFAST BT9 5LA Salary £30 per hour + holiday pay Closing Date 17:00 on Friday 2 March 2018. Please ensure you read the ‘Information for Applicants’ booklet before filling out this application form. SECTION 1 - PERSONAL DETAILS Surname Forename Title Address Home address Postcode Telephone Numbers Home Work Mobile NI Number How did you hear about this vacancy? SECTION 2 – REFERENCES Please state the names of three employment related referees, including your current employer. Reference 1 Name Address Telephone No. Position Reference 2 Name Address Telephone No. Position Reference 3 Name Address Telephone No. Position May SNI contact your present employer? REF: PSCA/0218/
Standards and Achievement The report below summarises the performance summary of our school over the last 3 years. Key Stage 2 Pupil progress 2017 Reading Progress Writing Progress Maths Progress All pupils + 2.1 +5.1 +7.8 Males +1.4 +4.7 +7.9 Females +2.9 +5.7 +7.7 FSM (in last 6 years) +2.0 +4.4 +7.3 Not FSM (in last 6 years) +2.2 +5.8 +8.3 Performance summary 2015 – 2017 EYFS 2015 2016 2017 Newham National Vicarage Primary Good level of Development 63% 68% 75% 71% 71% Year 1 Phonics Screening Check % achieving pass mark (32) 2015 2016 2017 Newham National Vicarage Primary Phonics Screening Check Year 1 95% 95% 81% 95%
Striped mirroring (RAID 0+1 or 10) Four-disk minimum Pros: Two data sources for every read request (up to 100% performance improvement) Balanced load Potential for better response throughput, and concurrency Cons: Writes must update mirrors Difficult stripe unit size choice Pros: loss and often multiple losses (in large are survivable Pros: loss and often multiple losses (in large do not prevent access Cons: Twice the cost of RAID 0 or JBOD to twice the power configurations configurations
Rotated Parity or Parity Disks (RAID 5) One additional disk required. Three-disk minimum Pros: Balanced load Potential for better read response times, throughput, and concurrency Cons: Up to 75% write performance reduction because of Decreased read performance in failure mode All sectors must be read for potential major slowdown Danger of data in invalid state after power loss and recovery if not carefully implemented Pros: Single loss survivable; active write requests might still become corrupted Cons: Multiple losses affect entire After a single loss, array is vulnerable until reconstructed Pros: Single loss does not prevent access Cons: Multiple losses prevent access to entire array To application access might be slowed or stopped Pros: Only one more disk to power Cons: Up to four times the power for write requests (excluding the idle power)
Performance Objective (The Service required—usually a shall statement) Standard Method of Surveillance PRS # 1. The contractor shall provide [Insert an objective that relates directly to a mission essential required item, i.e., analysis of NIH Business Process and Agency Operating Models and the PWS paragraph number, i.e., PWS paragraph 5.5]. The contractor provided [Insert the standard that should be followed, i.e, analysis of NIH Business Process and Agency Operating Model]. [Insert the minimum acceptable level of service, i.e., No more than one customer complaint per report.] [Insert the method of surveillance ( see listing below) and who performs, i.e., Validated Customer Complaint received by COR.] PRS # 2 (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) PRS # 3 (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) PRS # 4 (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) (See example provided in PRS 1.) 100 100%
1 Unsatisfactory – Performance at this level is unacceptable. The employee often fails to achieve basic requirements of the position and has exhibited little or no improvement in job performance. The employee performing at this level should not be continued in this position; or where extenuating circumstances exist, should be retained only upon significant improvements within a fixed period of time to be defined by the University. Rating: Comments: VI. OBJECTIVES AND PERFORMANCE EXPECTATIONS (for all employees) Objectives to be met by employee in the upcoming year: 1. 2. 3. 4. VII. DEVELOPMENT PLAN (for all employees) With the employee's assistance, outline development goals. Identify training, academic classes, or professional development opportunities that would benefit the employee in the next year. Indicate how you will work to support the development plans of the employee. I have discussed this review with the employee. ___________________________________ ____________ Signature of person completing review Date VIII. EMPLOYEE ACKNOWLEDGMENT Comments:
Reason and Specific Benefits of the Directive or Delegation: Does establishing the directive or delegation address patients’ best interests? Yes No Unsure Comments: Authorizer: Does the authorizer: Have the scope, authority from their college, competencies and privileges (where applicable) to authorize performance? Yes No Unsure Have an established or anticipated professional relationship with the patient? Yes No Unsure Agree the directive applies to all his/her patients who meet the conditions? Yes No Unsure Have the ability to provide ongoing supervision directly, or are other provisions for appropriate supervision in place? Yes No Unsure Comments: Implementer: Does the implementer: Have the scope and authority from their own college (where applicable) to perform the procedure(s) Yes No Unsure Have the baseline competencies to perform the proposed procedure(s) and manage the outcomes given the: of the patient’s condition and needs, of the procedure and its outcomes, and circumstances in the situation including resources and safeguards (such as established standards of practice, written materials, back-up and supervision), and opportunities to attain and maintain competence? Yes No Unsure Comments: Consent: Can informed consent be properly obtained? Yes No Unsure Comments: Review and Quality Monitoring Processes: Is there a process in place to ensure a regular review of the directive or delegation? Yes No Unsure
Is there a process in place to address questions or concerns arising from the directive or delegation? Yes No Unsure Comments: Practice Setting Feasibility Are the necessary human and material resources available to support the practice? Yes No Unsure Is the practice sustainable? (For example can new staff readily adopt the practice? If intensive resources are required to support the practice over the longer-term, is this feasible?) Yes No Unsure Does the practice broadly support effective health care delivery? (For example, if implementers are responsible for implementing the directive or delegation or performing the proposed procedure, will other services only they can provide be disrupted? Will other team members or care delivery systems be negatively impacted? Can these effects be offset?) Yes No Unsure Can any billing, cost or liability considerations be appropriately managed? Yes No Unsure Are there any other situation-specific factors to consider? Yes No Unsure Comments: Risk/Benefit Analysis: Do the benefits of proceeding by way of the directive, delegation or practice outweigh the risks? Yes No Unsure Comments: Education and Performance Readiness Plan: Is there a plan for enabling implementers to attain the necessary competencies and achieve performance readiness? (Identify a basic plan here, or where the plan is more involved, refer to the Performance Readiness Plan.) Yes No Unsure Comments: Communication Plan: Is there a plan for informing stakeholders and for activating the directive, delegation or practice? Yes No Unsure Comments: References to Support Practice: Are there references to support practice? (References may be listed here or attached) Yes No Unsure Comments:
The school uses an accurate accounting system and engages in appropriate budgetary planning, budget oversight, and budget revision. The school has and is maintaining appropriate internal controls, documented by a written set of fiscal policies and procedures. The school follows generally accepted accounting principles as evidenced by independent financial audits with an unqualified opinion and a limited number of findings that are quickly corrected. Sources of Evidence In order to assess charter school performance against the Criteria, the Department will consider a wide body of evidence, which includes, but is not limited to, the following: Faithfulness to Charter: Accountability plan Recruitment and retention plans Enrollment numbers and student demographic profile Opening Procedures activities Dissemination efforts Coordinated Program Review (CPR) reports & Mid-Cycle Review reports Complaints received and resolution status Documentation of current Certificate of Occupancy, Health, Safety, and Fire inspections. Materials made publically available by the school such as website, application, and promotional documents. Academic Program Success: State assessment scores (MCAS, PARCC, Next Generation MCAS) Student growth percentile (SGP) data Progress and performance index (PPI) data Performance within the statewide accountability system School percentiles Sub-group analysis (including those that may be statistically insignificant for state reporting purposes) for English learners and special education students School identified and collected data from other assessments Review of curriculum documents Internal program evaluation reports School Safety Discipline Report (SSDR) District Curriculum Accommodation Plan (DCAP) Special Education and English learners program self-evaluation. Parent/family surveys Organizational Viability: Annual financial audits Charter School End of Year Financial Reports Budgets Capital plans Board minutes Staff surveys Policy documents Board of trustees self evaluation or self study Evaluation of head of school and/or school leadership Handbooks- family, student, board Sources of evidence that will inform all three categories: Original charter application Charter amendments Annual reports Site visits Renewal inspection reports Data derived from the Student Information Management System (SIMS) and the Educator Personnel Information Management System (EPIMS) Summaries of review
Creating S.M.A.R.T. Specific Measurable Attainable Realistic Timely Specific: A specific goal has a much greater chance of accomplished than a general goal. To set a specific goal you must answer the six “W” questions: Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints. Why: Specific reasons, purpose or benefits of accomplishing the goal. EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.” Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as…… How much? How many? How will I know when it is accomplished?
Performance: Hard Times for Teachers Body Language, Presence Me and Him 1 After you have watched the show, fill in the gaps in this summary of the story Episode 1 Two strangers arrive at a beautiful place after a long, tiring journey. One is dressed in black and the other is dressed in (1)_______. One comes from the east, the other comes from the (2)________ They both like the place and decide they want to live there. There is room for both of them. Episode 2 First, they draw a line with a piece of (3)_____________, dividing the land between them. But then they build a wall, to stop the (4)_____________ from going from one side to the other: ‘Good fences make good (5)__________’, they say. They are very pleased with their wall. Episode 3 Then the man in white goes to work; the man in black stays at (6)________ and reads the newspaper. After a while, they begin to get suspicious about the man on the other side of the wall: what is he doing? Why is he so (7)________? Perhaps he is planning something bad? Perhaps he is wicked? Episode 4 They both decide it is dangerous to live next door to each other. One of them must (8)________. They fight; they pull down the wall; they (9)__________ the land. Everything is in ruins. Episode 5 They decide to (10) _______ the land and go somewhere else. It’s too late now. The problem was the (11) __________ They they should have built in stronger, thicker, (12) _______, longer. The Bank Robber BEFORE YOU WATCH 1 Which of the following would you say when robbing a bank? Would you mind giving me all your money? I wonder if you could possibly put your hands in the air? Stick ‘em up! Reach for the sky!
l Development Goals. Lists development goals the employee has completed within the past year, along with the goal's due date. l Development Plans. Displays all development plans in the employee’s profile along with the overall completion percentage for each plan. l Document. Lists documents that have been added to the employee's profile within the past year.
HealthcareSource Performance Manager Add Template Item Text 0Job 0e5Cf"lption l.J•t 0Table Orext 0 Speaal Form :@ Performance Goals IAdd "•m I eullet Type: §"------------- i ] D1splny Sett ngs rtlcandisplay on multirater apprarsals li'.lcandisplay on self-appraisals and multirater appralsals (unle-SS otherwtse in<hcated above)
employee. l Succession Planning Detail. Displays succession planning details for each employee within a given date range. l Non-Appraisal Task Status. A filterable report capable of delivering a wide range of task information. Training l Competency Summary. Summary report for both individual and multiple competencies. l Incomplete or Unassigned Trainings. Displays employees with incomplete or unassigned training competencies within a given date range. l Individual Competency Detail. Displays training competencies that have been completed by employees within a given date range. l Learning Opportunities and Professional Development. Details available learning opportunities and pro- fessional developments. l SCORM Training. Displays status of SCORM training within a given date range. l Training. Displays both completed and outstanding training activities within a given date range. l Training Department Detail. Displays training tasks for a department within a given date range along with sum- mary totals regarding complete and past due trainings. l Training Department Summary. Displays summary totals of complete, past due, and in process trainings along with department averages and charts for selected department(s). l Training Facility Summary. Displays summary totals for scheduled, in-process, complete and past due trainings along with corresponding pie charts for a given facility(s). Viewing reports Viewing reports in Performance Manager is a simple matter of selecting the desired report and setting available filters for your data. Locate the report you wish to view from the list on the left side of the page. Click the link for the name of the desired report. The page will load the available filters for the report. Select the desired filters for the report the available fields. Click the Generate Report button. Clicking the Generate Report button the report in the main viewing area where the filters were displayed.
Notes can be added to individual goals. Both managers and employees can add notes to a goal; only the person who created the note can delete it. Notes can be used to keep track of important details regarding the goal, provide status information when updating com- pletion percentages, or simply correspondence between an employee and a manager. Notes are viewed by clicking the Show Notes link in the goal. The number of notes a goal has is indicated by the num- ber in parenthesis next to the Show Notes link. There are two types of notes that can be added to a goal: l Manager notes. These are notes that are added to a goal when it is initially created, or when a manager returns to a goal form and edits an existing goal. Manager notes are not viewable by employees. l Goal notes. Goal notes are notes added to individual goals that are viewable by anyone that has access to the employee goal form. Both managers and employees can create goal notes; only the person who created the goal note can delete it. Notifications In order to keep both employees and managers up to date with the progress of their goals in the system, automatic noti- fications are sent when certain actions take place. l Manager approval of When a manager approves an employee’s goal form, the employee is sent an email noti- fication.
HealthcareSouroe . Performance Manager x Send Recognition Diel Y"" """"agreat experiencewith oneofemJll¥es or colleagues?Let them know! Select an employee Employee Search Thomas Joseph Nursing at General Hospital With which corporatevalue(s) does thisrecognition atign? x Live It x Tellusa moreabout what makes himor her sogreat. 83 / 10000 DSend anonymously Ill Cancel