zilongwang/ReadingBank huggingface dataset:
Current Job Vacancies to Post? Yes No Benefits Offered: Medical Dental Vision Vacation Sick Leave Holidays Retirement/Pension 401-K Stock options Life Insurance Uniform Allowance Tuition Assistance Child Care Job Share Flex-time Company Vehicle Relocation Assistance Other: Employer Type: Private Sector State Gov’t Local Gov’t Federal Gov’t Non-profit Int’l Gov’t. Education (higher) Education (K-12) Are you a Federal Contractor: Yes No What other hiring/training needs exist or are project? MARK items of interest. Louisiana Enterprise Zone or other tax incentive programs. Training programs and assistance to improve your workforce. Appointment with Business Services to discuss options, resources or concerns. Free OSHA Consultation to assess workplace safety. Post a Job Vacancy, get help with a job description or seek employer-based training. Learn about being a WorkReady business using WorkKeys assessments to measure existing or new employees. FEEDBACK: FOR CLIENT USE ONLY. OTHER INSTRUCTIONS: PREPARING A JOB PROFILE … Date Prepared/Revised: / / Contact Person: Title: Company: Registered Name in HIRE (LAVOS): Mailing Address: Phone: Physical/Worksite Address: Fax: Email Address: Website: Major products/services: NAICS: DUNS#/SAMS#: Federal Tax ID: Unemployment Insurance #: Female-owned Minority-owned Government Private Public Non-profit Veteran-owned JOB VACANCY TO POST Job Title Number of Openings # ________________ Maximum number of applicants to refer. # ________________ Display in HIRE at www.laworks.net online to jobseekers suppress show company name have BCSC staff screen applicants Job Occupation Location of this job Employer size? (current # employees) / / Earliest Date to Display / / Latest Date to Display Type of Job Hours/Duration Hiring Requirements Regular Temporary Seasonal Contract Volunteer None selected Full-time Part-time PRN 150+ days 4-150 days 1-3 days Drug Testing/Screening Background Checks Credit Checks Reference Checks Motor Vehicle Check Other (describe): Test requirement By employer By BCSC None Mark if WorkKeys required. SELECT MINIMUM LEVEL . Bronze Silver Gold Platinum JOB DESCRIPTION Abbreviated description below. SEE ATTACHED. REQUEST WORKFORCE OFFICE FOLLOW-UP/ASSISTANCE SKILLS DESCRIPTION Use default Do not define REQUEST WORKFORCE OFFICE FOLLOW-UP/ASSISTANCE Selected skills (describe):
[Insert Note Title Here] Note Fields List the desired questions or headings and fields (selections) for the documentation note. A notes function is to structure data from an assessment or exam, for documentation of interventions or events, and can focus on anything. Some examples of Notes include: health history, SOAP, SBAR, pain assessment, clinical journaling, home evaluation, telephone triage, and many more. Notes typically include structured questions and fields for documentation. Fields can be any of the following types: Instructional text (gives the student information, without enabling an action or documentation) Text area (enabling the student to write in an answer, long or short) Check boxes (enabling the student to select more than one answer from a list, as applicable) Radio buttons (enabling the student to select one choice from a short list of two or three choices) Combo boxes (a drop-down selection, enabling the student to select one of three or more choices) In this documentation note submission template, please list all text you want included in the note and indicate the type of field from the list above, if applicable. An example documentation note submission excerpt is shown below. The following note is for example purposes only: Vital Statistics Allergies: text Weight (lb/kg): text Hight (in cm): text Temperature: F/C text Pulse: text Respirations: text Blood Pressure: text Pain scale: combo box: options List out 0 – 10 Comments: text Contraception
security payable in Kenya Shillings. The value of the two securities shall be in the same proportions of foreign and local currencies as requested in the form of foreign currency requirements. 29.3 Failure of the successful tenderer to lodge the required Performance Security shall constitute a breach of Contract and sufficient grounds for the annulment of the award and forfeiture of the Tender Security and any other remedy under the Contract. The Employer may award the Contract to the next ranked tenderer. 30 Advance Payment An advance payment, if approved by the Employer, shall be made under the Contract, if requested by the Contractor, in accordance with clause 60(1) of the Conditions of Contract. The Advance Payment Guarantee shall be denominated in the proportion and currencies named in the form of foreign currency requirements. For each currency, a separate guarantee shall be issued. The guarantee shall be issued by a Bank located in the Republic of Kenya, or a foreign Bank through a correspondent Bank located in the Republic of Kenya, in either case subject to the approval of the Employer. 31 Corrupt or fraudulent practices 31.1 The procuring entity requires that tenderers observe the highest standard of ethics during the procurement process and execution of contracts. A tenderer shall sign a declaration that he has not and will not be involved in corrupt or fraudulent practices. APPENDIX TO INSTRUCTIONS TO TENDERERS Notes on the Appendix to Instructions to Tenderers The following appendix to instructions to tenderers shall complement or amend the provisions of the instructions to tenderers (Section II). Wherever there is a conflict between the provisions of the instructions to tenderers and the provisions of the appendix, the provisions of the appendix herein shall prevail over those of the instructions to tenderers. (Complete as appropriate) CLAUSE 13 Tender Security Amount of Tender Security is Kshs………………………… (Note: This amount should not exceed 2% of the total value of the Works)
This is a picture of the Luzhniki Stadium in Moscow which will stage the World Cup Final on Sunday, 15th July, 2018. Its seating capacity is over 80,000. Click Slide 17 Temperatures can soar to 45.0 C in parts of Russia during the summer. Click Slide 18 Do you recognize any of these world famous football stars? Hands up for answers or write the names of the stars down …….12 in total and see how many you get right. Click Slide 19 How many did you recognize? (The names will appear) Click Slide 20 Where did it all begin? The World Cup has been going on since 1930 when Uruguay won the first final. The game was played at Rio’s “Maracanã” stadium and nearly 200,000 people were present; a world record for a football match attendance. But there was a smaller international football tournament that was held around 20 years earlier: It included club sides from around the world and so it was actually the very first ‘World Cup’ Do you have any idea who might have won it? Click Slide 21 West Auckland – A lowly, amateur team from a small, coal-mining town in County Durham were asked to take part when the English Football Association refused to enter a professional club. Click Slide 22 Completely against the odds, they won the tournament in 1909, beating some of the top teams in the world. Click Slide 23 Two years later they were invited back, as champions. They went on to beat the mighty Juventus 6 -1 in the final and were awarded the ‘Sir Thomas Lipton trophy’ to keep forever. Click Slide 24 Does anyone know which year it was when England won the World Cup?
Eosinophils Eosinophils Lymphocytes Lymphocytes Monocytes Monocytes CMP (Comprehensive Metabolic Profile) CMP (Comprehensive Metabolic Profile) Albumin Albumin Alkaline phosphatase Alkaline phosphatase ALT (alanine aminotransferase) ALT (alanine aminotransferase) AST (aspartate aminotransferase) AST (aspartate aminotransferase) BUN (blood urea nitrogen) BUN (blood urea nitrogen) Calcium Calcium Chloride Chloride CO2 (carbon dioxide) CO2 (carbon dioxide) Creatinine Creatinine Glucose test Glucose test Potassium test Potassium test Sodium Sodium Total bilirubin Total bilirubin Total protein Total protein Creatine kinase (CK) isoenzymes Creatine kinase (CK) isoenzymes CK-BB CK-BB CK-MB (cardiac) CK-MB (cardiac) Troponin CK-MM Creatine phosphokinase (CPK) Creatine phosphokinase (CPK) Creatinine Creatinine Electrolytes Electrolytes Calcium Calcium Calcium, ionized Calcium, ionized Chloride Chloride Magnesium Magnesium Phosphate Phosphate Potassium Potassium Sodium Sodium Lipid Profile Lipid Profile Cholesterol, total Cholesterol, total HDL cholesterol HDL cholesterol LDL cholesterol LDL cholesterol Triglycerides Triglycerides Liver Panel (Liver function panel) Liver Panel (Liver function panel) ALT ALT AST AST ALP ALP
Potential Corrective Actions: Metric X: Measure I: Metric X: Measure II: Metric Y: Measure III: Metric Y: Measure IV: Baseline Condition Sampling/Data Mining Plan: Metric X: Measure I: Metric X: Measure II: Metric Y: Measure III: Metric Y: Measure IV: Observational Data Collection Plan: Metric X: Measure/Variable/Parameter I: Purpose: Methods: Schedule/Timing and Frequency: Sample Size: Site Locations: Quality Assurance and Quality Control: Measure/Variable/Parameter II: Purpose: Methods: Schedule/Timing and Frequency:
Appendix D. Observational Data Plan EXAMPLE for Infrastructure Planning Project NOTE: The following information is provided as an example using a hypothetical/fictitious project and provides information regarding only two observational data elements. The specifics provided below are not factual and do not reflect elements of a real project. The information serves simply as an example. Complete documentation, including descriptions of all observational data collection elements will be required by grantees for consideration and approval by the Council prior to Plan implementation. Where applicable, metric units are required in all cases where (e.g., horizontal, geospatial measurements, etc.) except when dealing with vertical datums (i.e., ft. NAVD88.) Project Name: Dauphin Island Public Pier Agency: AL Current Project Phase: _X Planning Implementation Observational Data Plan Element Type (check all that apply): X Planning Implementation Project Observational Data Plan Point of Contact(s): (name, phone, email) Expected observational data collection start and end date for overall project: March 2017 Short description of the project location: Project activities will take place on the barrier island of Dauphin Island, AL, at the public beach on the side of the island. Short description of the overall project construction features: Project is a planning project. No construction will occur during the course of this funding cycle. Consistency with Local or Regional Planning/Monitoring Efforts (if applicable): Planning efforts will be coordinated with Mobile County, AL, and the town of Dauphin Island. Overall Project Goals and Objectives: Alabama will complete planning, design, engineering and feasibility assessments for a public fishing pier to be built on the south facing side of the Dauphin Island, AL. Once these planning activities are completed, the state would have a full understanding of the feasibility of building the pier complete with environmental impact and public benefit metrics. Specific Goals and Objectives: Field Surveys, Investigations, Studies and Reports Draft Construction Plans and Order of Magnitude Construction Estimate Projection
Step 1: Identify the Hazards The supervisor is to start the hazard identification process before the job begins by identifying hazards that are known to exist on site and documenting them. By identifying hazards early, the supervisor may be able to implement controls before any workers arrive on site. To ensure the process is thorough the supervisor should: look at all aspects of the work, include non-routine activities such as maintenance, repair, or cleaning, look at accident / incident / near-miss records, include people who work “off site” either at home, on other job sites, drivers, teleworkers, with clients, etc., look at the way the work is organized or “done” (include experience and age of people doing the work, systems being used, etc), look at foreseeable unusual conditions (for example, possible impact on hazard control procedures that may be unavailable in an emergency situation, power outage, etc.), examine risks to visitors or the public, include an assessment of groups that may have a different level of risk such as young or inexperienced workers, persons with disabilities, or new or expectant mothers. To identify potential hazards, consider the following questions (this is not a complete list): Can any body part get caught in or between objects? Do tools, machines or equipment present any hazards? Can the worker make harmful contact with objects? Can the worker slip, trip or fall? Can the worker suffer a strain from lifting, pushing or pulling? Is the worker exposed to extreme heat or cold? Is excessive noise or vibration a problem? Is there a danger from falling objects? Is lighting a problem? Can weather conditions affect safety? Is harmful radiation a possibility? Can contact be made with hot, toxic or caustic substances? Are there dusts, fumes, mists or vapours in the air?
What first aid can I do for hypothermia? Hypothermia is a medical emergency. At the first sign, find medical help immediately. The survival of the victim depends on their co-workers ability to recognize the symptoms of hypothermia. The victim is generally not able to notice his or her own condition. First aid for hypothermia includes the following steps: Seek medical help immediately. Hypothermia is a medical emergency. Ensure that wet clothing is removed. Place the victim between blankets (or towels, newspaper, etc.) so the body temperature can rise gradually. Body-to-body contact can help warm the victim's temperature slowly. Be sure to cover the person's head. Give warm, sweet (caffeine-free, nonalcoholic) drinks unless the victim is rapidly losing consciousness, unconscious, or convulsing. Quickly transport the victim to an emergency medical facility. Do not attempt to rewarm the victim on a site (e.g., do not use hot water bottles or electric blankets). Perform CPR (cardiopulmonary resuscitation) if the victim stops breathing. Continue to provide CPR until medical aid is available. The body slows when it is very cold and in some cases, hypothermia victims that have appeared "dead" have been successfully resuscitated.
Skiing a Run – Knee Injury Prevention Safety Talk Overview Safety Talks are a method to refresh an employee’s knowledge and skills, maintain their interest in safety and illustrate the organization’s commitment to creating a healthy & safe work environment. Safety Talks can be performed on a weekly basis or before the start of a new scope of work and should be about 15 minutes in duration. Generally, these Safety Talk meetings are led by a supervisor and should be mandatory for all crew members to attend. The content should be centred on a single topic (e.g. a safety rule, safe job procedures, recent incident, Joint Health & Safety Committee (JHSC) meeting minutes, inspection results, etc.). Topic Overview: At helicopter and snowcat skiing companies in BC every year, a number of workers are injured while skiing runs, commonly resulting in knee ligament injuries. Demonstration and Discussion Topics Discuss the hazards involved in skiing a run. Tour the work area with workers pointing out where the accidents can occur. Distribute the “Do’s & Don’ts” section of this handout. Use the “Instructor Guide” section of the handout as your discussion guide Discuss how accidents can happen. Remind employees that they are required to wear adequate personal protective equipment. Explain what can be done to minimize the risk of accidents (Do’s & Don’ts in handout) Emphasize that following safe work procedures is mandatory. Make it real by telling at least two true stories of injuries from your experience. Discuss the attitude of “it won’t happen to me”. Remind them that an injury can and will happen if they take shortcuts or are careless. Answer any questions or concerns they might have. Set a good example by working safely at all times. Document the Safety Talk by completing the “Safety Talk Record” section and filing it.
Working Around a Helicopter Safety Talk Overview Safety Talks are a method to refresh an employee’s knowledge and skills, maintain their interest in safety and illustrate the organization’s commitment to creating a healthy & safe work environment. Safety Talks can be performed on a weekly basis or before the start of a new scope of work and should be about 15 minutes in duration. Generally, these Safety Talk meetings are led by a supervisor and should be mandatory for all crew members to attend. The content should be centred on a single topic (e.g. a safety rule, safe job procedures, recent incident, Joint Health & Safety Committee (JHSC) meeting minutes, inspection results, etc.). Topic Overview: Safety begins on the ground – so before any flight as a passenger, or if you’re working near or around helicopters, here are some safe work practices and guidelines that all employees should be aware of. Demonstration and Discussion Topics Discuss the hazards associated with working around helicopters. Tour the work area with workers pointing out where the accidents can occur. Distribute the “Do’s & Don’ts” section of this handout. Use the “Instructor Guide” section of the handout as your discussion guide and the “Safety Talk Record” to document the meeting. Discuss how accidents can happen. Remind employees that they are required to wear adequate personal protective equipment. Explain what can be done to minimize the risk of accidents (do’s & don’ts in handout) Emphasize that following safe work procedures is mandatory. Make it real by telling at least two true stories of injuries from your experience. Discuss the attitude of “it won’t happen to me”. Remind them that an injury can and will happen if they take shortcuts or are careless. Answer any questions or concerns they might have. Set a good example by working safely at all times.
Name: _______________________ # _________ Kaydin has 345 baseball cards. Josh has 645 baseball cards. How many fewer baseball cards does Kaydin have than Josh? Crystal drove 1,023 this year. Candice traveled 100 more miles than Crystal. How many miles did Crystal travel? Carry has 14 jelly beans, Sandra has 16 jelly beans, George has 12 jelly beans, and Kari has 20 jelly beans. How many jelly beans do they have in all? Bob counted 426 birds on the power lines. Jill counted 10 less than Bob. How many birds did Jill count? Jimmy has a pizza with 8 slices. 3 slices are peperoni, 2 are cheese, and the rest are chicken. What fraction of the pizza is chicken? Lilly want to buy a journal at the school store for $1.00. She has 2 quarters, 3 dimes, and 1 nickel. Does she have enough money to buy the journal? Sophia had 3 pies for a family dinner. Each pie had 4 pieces. If her family ate 1 whole pie and 2 slices of another pie. How much pie is left over? Sally has 14 Barbie dolls, Jan has 20 Barbie dolls, and Kelly has 18 Barbie dolls. How many Barbie dolls do they have altogether? Jim has 863 marbles in his collection. His brother has 652 marbles in his collection. How many more marbles does Jim have than his brother? Cody has 1 quarter, 5 dimes, and 2 nickels. If he want to buy an eraser from the school store for $1.00, what group of coins can he add to his collection to have $1.00 Sarah has a rectangular candy bar she wants to share with herself and three friends. Draw a picture to show how she can cut the candy bar so everyone gets an equal piece. Nick observed 362 ants walking to the ant pile. Kendra observed 10 more than Nick. What number of ants did Kendra observe? 2nd Grade Math Homework Week of March 6th-10th
Green Mountain Book Award Committee Chair Kara Rosenberg U-32 Junior/Senior High School 930 Gallison Hill Road Montpelier, VT 05602 kara.s.rosenberg@gmail.com Department of Libraries Contact Jennifer Johnson, Library Advancement Assistant Vermont Department of Libraries 109 State St. Montpelier, VT 05609 (802) 828-2721 jennifer.johnson@vermont.gov This publication is supported by the Institute of Museum and Library Services, a federal agency, through the Library Services and Technology Act.
1) Headache Classification Committee of The International Headache Society. The International Classification of Headache Disorders (second edition). Cephalalgia 2004;24(Suppl 1):1-160. 2) Lance JW, Goadsby PJ. Mechanism and Management of Headache. (7th ed.) New York: Elsevier, 2005. 3) May A, Leone M, Afra J, Linde M, Sandor PS, Evers S, et al. EFNS guidelines on the treatment of cluster headache and other trigeminal-autonomic cephalalgias. Eur J Neurol 2006;13:1066-77. 4) May A, Goadsby PJ. Neuromodulatory approaches to the management of cluster headache. European Neurological Review 2010;5:97-99.
Student Plans Goal Areas This table is used when writing goals for students on the IEP/IIIP/ISP. They can be defined as needed. Abbreviations are required and are necessary if Goals need to be exported. Goal areas are linked to the Goal Library. Goal Library Goals are defined within a Goal Area (see above) and contain objectives. Customization codes, such as @firstname@, may be used to personalize goals and objectives. If you determine that you no longer need a goal or objective, it is strongly recommended to make the default goals/objectives inactive rather than to delete it as they may be linked to old IEPs. The field ‘Abbrev’ was imported with the PRISM goals/objectives. Changing it will prevent your district from importing other goals from that system later. See the user section for more information on Goals. To view the available Goals, click on the plus sign next to the Goal Area. After clicking on Academic Performance a list of goals are displayed. At this point there are several options available. Add Goal Edit Goal View Objectives for that Goal Edit Objective for that Goal
Goal Attainment Scaling What is Goal Attainment Scaling? Scoring system to assess/report on outcomes Clients make the goals in collaboration with providers Scores based on goal outcomes Five levels of outcomes Five Point Scale +2 Most favourable +1 More than expected 0 Expected outcome -1 Less than expected -2 Most unfavourable Five Point Scale – Example Goal: Increase mobility and weight bearing capacity +2 Walk around the block three times per week using the aid sparingly at three months +1 Walk around the block three times per week without an aid at three months 0 Walk around the block two times per week with use of an aid at three months -1 Cannot walk around the block with or without an aid at three months -2 Walk around the block once per week with use of aid at three months Rehabilitation Assessment Life Satisfaction Indicators (LSI) are identified by client LSI creates a snapshot of the client’s satisfaction with life LSI results assist with the Rehabilitation Assessment Rehabilitation Plan with Scaling Goals are made for Rehabilitation Plan based on Assessment Up to four Goals Five levels of outcomes are defined for each goal and activities identified
VI. Mid-Year Review (Describe goal progress and other relevant data) Comments: Data attached Teacher’s Signature _________________________________________ Date _____________________ Evaluator’s Signature ________________________________________ Date _____________________
Objective 2.04:Assess political events, issues, and personalities that contributed to sectionalism and nationalism. Henry Clay American System Panic of 1819 McCulloch v. , 1819 Election of 1824 “Corrupt Bargain” Suffrage Spoils System Tariff of Abominations, 1828 Nullification Crisis 1832 Exposition 1828 Election of 1832 Pet Banks Whig Party Election of 1840 Nat Turner’s Rebellion 1830 Doctrine 1823 Gibbons v. , 1824 John C. Calhoun Objective 2.05:Identify the major reform movements and evaluate their effectiveness. Dorothea Dix Horace Mann Cady Lucretia Mott Convention, 1848 Declaration of Sentiments 1848 Sojourner Truth Susan B. Anthony Utopian Communities • Brook Farm • • Rehabilitation Prison Reform 2nd Great Awakening Objective 2.06:Evaluate the role of religion in the debate over slavery and other social movements and issues William Lloyd Garrison Grimke Sisters David Walker Frederick Douglass Charles G. Finney
My Birth I was born in the roots of Virginia were peanuts grow plentiful and people of all sorts of backgrounds live. On the first day of summer in 1997 with the air conditioning broken in the room and Winnie the Pooh on the television, I was born midday. Being the daughter of Shannon Sexton who was go to school full time while working nights, and Scott Sexton who working days, I spent a lot of one on one time with my parents. I spent most of my time as I grew up outside. Nothing could keep my indoors. When I was exactly four years and eleven months old, my brother was born and soon after my sister followed. My parents have raised me in a Christian household to believe in the American dream. I say “yes ma’am” and “no sir”, hold the door for people, and treat others with respect. I was spanked and taught how to treat people and make an impact on their life. My parents were young and wild before me, but when I came along, they led me down the path to change the world in a positive way. Birth to 10 My first memories are hunting and fishing with my dad. These times were our special times. We bonded over the smell of stinky fish and gunpowder. It is here where I learned my dad was someone who loved me unconditionally and I could trust him with anything. I was daddy’s little girl and no matter what he did, I could forgive him because of those moments he gave. School started for me at kindergaren. I did not go to preschool as most because my mom would spend the days with me, even though I did go to daycare when she had classes. School and daycare allowed me to strength indepedence and social skills. This ignited my love for learning which eventually lit my dislike for ignorance in my fellow classmates.
40-50 By early 40’s I will retire fom the army and get a real stable job at a hospital close to home, allowing me more freedom of time for my family. The extra income from my retirement will go to a college fund for each and save for a rainy day. Although the transition from military to civilian will be a difficult one, by this time, I will be mentally exhausted and will need to retire. This will help me kickstart my career in a hospital to prevent stagnation. My childrens’ graduation from highschool and college will be bitter sweet. They will leave my care to find themselves and follow their dreams. As a parent, I will support them no matter what. I will help them follow their dreams, no matter the cost on me and will help them to be the best human beings they possibly can. Stages: intimacy vs. isolation, generativity vs. stagnation 50-60 Grandchildren will enter my life and I will spoil them rotten. I will feed them cookies and take them to movies. I will love them unconditionally and treat them like they are the center of the universe. They will make me proud to call them my grandmother through
GOAL ATTAINEMENT FOLLOW-UP GUIDE Level of Attainement Skaala 1 Asiakkaat, jotka saavat suojatyöpaikan Skaala 2 Competitive Wage Earners Paljon vähemmän -2 kuin odotettiin 6 % tai vähemmän. $ 89 tai vähemmän Hieman vähemmän -1 kuin odotettiin 7 – 9 %. $ 90 - $99 Tavoite on toteutunut 0 odotetulla tavalla 10 – 12 % kaikista asiakkaista on pysyvästi suojatyössä 90 päivän kuluessa. Kaikkien ohjelman päättäneiden, työllistyneiden asiakkaiden keskimääräinen ansio on 100 – 110 $ viikossa. Hieman enemmän +1 kuin odotettiin 13 – 15 %. $ 111 - $120 Paljon enemmän +2 kuin odotettiin 16 % tai enemmän. $ 121 tai enemmän Huomautukset Esimerkki 4.18. Kuntoutusneuvonta: ohjelman tavoitteet (s. 80). Kirjan toinen, kuntoutusta koskeva esimerkki, löytyy sokeiden ja näkövammaisten kuntoutuksesta. Tässä yhteydessä skaaloja laadittiin mm. matkustustaidoista, ruuanvalmistuksesta ja sokeutumiseen sopeutumisesta. Lisäksi sovelluksia löytyy mielenterveyspalveluista, sosiaalipalveluista (esim. avioliittoneuvonta, lasten hyväksikäyttötapaukset), kriisiterapiasta, vankeinhoidosta ja päihderiippuvuuden hoidosta.
sen/niiden toteuttamiseksi. viikon aikana (oma arvio). Hieman enemmän +1 kuin odotettiin On toteuttanut suunnitelmaa (esim. työhaastattelu). Vähintään 65% ajasta. Enemmän myönteisiä kuin kielteisiä piirteitä. Paljon enemmän +2 kuin odotettiin On saanut työtä haluamallaan alalla. Vähintään 85% ajasta. Enimmäkseen myönteinen kuva itsestä. Huomautukset Esimerkki A.1. TAULUKKO A.1. Muuntoavain seurantataulukolle, jossa on yksi skaala Skaalapisteiden summa Skaalapisteiden keskiarvo T-arvo - 2 - 2.00 30.00 - 1 - 1.00 40.00 0 0 50.00 + 1 + 1.00 60.00 + 2 + 2.00 70.00 TAULUKKO A.2. Muuntoavain seurantataulukolle, jossa on kaksi skaalaa Skaalapisteiden summa Skaalapisteiden keskiarvo T-arvo - 4 - 2.00 25.19 - 3 - 1.50 31.39 - 2 - 1.00 37.59 - 1 - 0,50 43.79 0 0 50.00 + 1 + 0.50 56.21 + 2 + 1.00 62.41 + 3 + 1.50 68.61 + 4 + 2.00 74.81 TAULUKKO A.3.
Need Very Dissatisfied Mostly Dissatisfied Mixed Mostly Satisfied Very Satisfied How satisfied am I with the people in my current place? I don’t really like the other residents. How satisfied am I with the physical aspects of my current place? Nice TV, but I can’t watch what I want and I have to share a bedroom. I have no privacy. I can’t get healthy because I smell other people’s cigarettes. How satisfied am I with the activities in my current place? I’m bored w/ activities, and annoyed w/ chores. Step 3: How well do I think I’m doing here? How well do others think I am doing here? Need Very Unsuccessful Mostly Unsuccessful Mixed Mostly Successful Very Successful How successful do I think I am in my current place? I think I’m okay. I do everything they ask me to but I have no choice. How successful do others think I am in my current place and role? Some + / - mixed reviews from others
Acceptance Accountability Achievement Adventure Advocacy Ambition Appreciation Attractiveness Autonomy Balance Being the Best Benevolence Boldness Brilliance Calmness Caring Challenge Charity Cheerfulness Cleverness Community Commitment Compassion Cooperation Collaboration Consistency Contribution Creativity Credibility Curiosity Daring Decisiveness Dependability Diversity Empathy Encouragement Enthusiasm Ethics Excellence Expressiveness Fairness Family Friendships Flexibility Freedom Fun Generosity Grace Growth Flexibility Happiness Health Honesty Humility Humor Inclusiveness Independence Individuality Innovation Inspiration Intelligence Intuition Joy Knowledge Leadership Learning Love Loyalty Making a Difference Mindfulness Motivation Optimism Open-Mindedness Originality Passion Performance Personal Development Proactive Professionalism Quality Recognition Risk Taking Safety Security Service Spirituality Stability Peace Perfection Playfulness Popularity Power Preparedness Proactivity Punctuality Relationships Reliability Resilience Resourcefulness Responsibility Responsiveness Security Self-Control Selflessness Simplicity Stability Success Teamwork Thankfulness Thoughtfulness Traditionalism Trustworthiness Understanding Uniqueness Usefulness Versatility Vision Warmth Wealth Well-Being Wisdom Zeal Exercise Option 2: In this exercise you will be using the skill of understanding your values by placing them in the context of your life.
Performance and Development Goal setting guide This guide can be used for annual goal setting as part of the formal performance and development cycle. It can also be used for goal setting in the context of a coaching relationship or for shorter-term goal setting resulting from personal reflection, classroom observation or any other feedback. Teacher’s name: Review period: School leader’s name: Date completed: SMART Goals are: Specific Measurable Achievable Relevant Time-Phased # Performance and development goal to be achieved (stated simply) Evidence that will be used to demonstrate progression and goal achievement What actions will I take to achieve the goal? How does my goal connect to my professional growth, my school’s priorities and my students’ outcomes? Timeframe within which the goal will be achieved Support that will be required from the school to achieve the goal Is the goal SMART? Yes/No 1 Improved skills in differentiating classroom activities to meet student needs Student surveys and school-based assessments (see specific items in year level assessment schedule) Peer observation, research, collaborative work with colleagues, leading to trialling a range of differentiated activities I want to ensure I am meeting students’ needs. Student surveys highlighted the need for greater challenge. Appropriately challenging activities should lead to greater student achievement Within the first two terms Meetings with teaching and learning leader to improve understanding of strategies for differentiating tasks. Teaching and learning leader to scaffold development of classroom activities and review planning documents Yes
Key Activities / Procedures (What do you need to do to accomplish the goal?) Measurement (How do you know the goal and/or activity / procedure is completed?) Resources Needed (What do you need to accomplish the goal and/or activities/procedures?) Time Frame (When will the goal and/or activities/procedures be done?) People Oriented Goals People Oriented Individual Goal 1: Related to a specific XYZ Company goal: Key Activities / Procedures (What do you need to do to accomplish the goal?) Measurement (How do you know the goal and/or activity / procedure is completed?) Resources Needed (What do you need to accomplish the goal and/or activities/procedures?) Time Frame (When will the goal and/or activities/procedures be done?) People Oriented Goals People Oriented Individual Goal 2:
Teacher Goal Setting and Professional Development Template The Professional Practices and Responsibilities Domain is rated after the end-of-year conference when the appraiser and teacher meet to finalize the annual appraisal process. Dimensions: Professional Demeanor and Ethics Goal Setting Professional Development School Community Involvement Part I: Data Analysis and Goal Setting Note: This section must be provided to the appraiser within six weeks from the day of completion of the orientation (teachers new to T-TESS) or within six weeks from the first day of instruction (teachers previously appraised with T-TESS) Identify the data and processes used to assess students’ academic and developmental needs: Texas Academic Performance Report (TAPR) State student assessment data Curriculum-correlated assessment data Diagnostic assessment data and/or observations Teacher-designed assessments Other standardized assessment results Cumulative student performance/classroom data Other: ______________________________________________________________
SLII® Goal Setting - Highlights Goal setting is aligning on what needs to be done, when. SMART Goals and Tasks are Specific What exactly is the goal or task? What does a good job look like? When does the goal or task need to be accomplished? Motivating Is the goal or task meaningful for the individual? Will working on this goal build competence and commitment? Will working on this goal add or drain energy? Attainable Is the goal realistic, reasonable, and achievable? Is the goal within the individual’s control? Relevant Is the goal or task meaningful work for the organization? Is the goal or task aligned with organization and work team goals? Is the goal or task a high priority in relation to other goals? Trackable How will progress and results be measured and tracked? Think STRAM when writing a SMART goal or task. Discuss the S and T with your team member to ensure alignment. Write the S and T into the goal statement. Discuss the R, A, and M with your team member to ensure alignment. Do not write the R, A, and M into the goal statement. SMART Goal and Task Templates SMART Goal: Achieves-Outcome-When statement SMART Task: Performs-Activity-How-and-When statement
Goal Attainment Scaling Form Student Name: ________________________________ Date Developed: _______________________________ Developed by:________________________________ 0 Present Level of Performance DATE: 1 Initial Objective DATE: 2 Secondary Objective DATE: 3 Annual Goal DATE: 4 Exceeds Annual Goal DATE: NOTES:
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NT HEALTH CERTIFICATE AND WAYBILL (for Goats Only) Version 5 – 08/08/2018 Sections 1, 2, 3, 4, 7, 8 and 9 of this document are the minimum mandatory requirements for importation into the NT. Explanatory notes overleaf. SECTION 1 – Origin Information 1. Owner of livestock at Origin: (full name of person or company) 2. Address of Origin Property: (full address, town and post code) 3. Property of Origin (property name): 4. Property of Origin PIC (property PIC): SECTION 2 – Destination Information 1. Owner of livestock at Destination: (full name of person or company) 2. Address of Destination Property: (full address, town and post code) 3. Property of Destination (property name): 4. Property of Destination PIC (property PIC): SECTION 3 – Livestock Details and Identification SECTION 4 – Johne’s Disease (Goats) The Livestock are consigned to an abattoir for immediate slaughter  Yes |  No OR Livestock are declared to be free from Johne's Disease for the preceding 5 years  Yes |  No AND Are from a property with a Farm Biosecurity Plan  Yes |  No AND Complete and attach National Goat Health Declaration  Yes |  No
Budget: Item Unit Cost Quantity Amount Needed Community Contribution Total Cost Notes Housing building materials $10.40 per housing 90 $936.00 $936.00 The beneficiaries will source their own materials as part of their contribution Goats $25 45 $1,000.00 $125.00 $1,125.00 The goats will be bought from another village that is 2 hours away from Maluwa. On community contribution there are 90 beneficiaries each contributing MK1000 Transport $98.45 $76.55 $175.00 Transporting the goats to Maluwa from Phalombe . Possibly two trips. The 90 beneficiaries will contribute MK500 towards transport Training $5.55 $5.55 $5.55 Training to be conducted on raising the goats, meat production and compost production. Vaccine $17.50 1 $17.50 $17.50 For all the goats. Other costs $70 $70 Important emerging costs. TOTALS Amt Needed $1,191.50 $1,137.55 $2,329.05 Community $1,137.55 TOTAL PROJECT COST $2,329.05
INDIVIDUAL PROJECT M&E PLAN PROJECT TITLE: Goat Husbandry Volunteer: Tusa Sikwese Date Submitted: 16.11.16 What is the Objective/Goal? Sample size What is the indicator of success or progress for each goal? What exactly is being measured? What is the source of the data? Who is collecting the data? How often is this data being captured? What outcome is desired what is the target for this indicator? What is the baseline or where are you starting with this indicator? 1 All beneficiaries use goat manure for fertilizer 90 Production of manure Amount of manure produced Observation CorpsAfrica Volunteer Every two months 100% of the beneficiaries producing compost 0 2 To increase crop harvest 90 Positive difference in the yield of 2016/17 from 2015/16 crop yield Crop yield Questionnaires CorpsAfrica Volunteer Twice a year 70% increase in crop yield Crop yield measured before project begins 3 Food security for the beneficiaries 90 2aThe amount of food kept for household consumption The number of bags/ buckets of food Questionnaires CorpsAfrica Volunteer Twice a year 80% increase in food kept for household consumption Measure of bags/buckets of food prior to project beginning 4 To provide an income generating source 90 The beneficiaries selling their goats/goat meat (after 2 years) The profit from the sales Questionnaires CorpsAfrica Volunteer Twice a year increase in their household income by 40% 0 5 To develop a saving habit among the beneficiaries 90 The amount of money being kept in their goat husbandry bank Amount of money Observation(rec ords) CorpsAfrica Volunteer Monthly Increase in savings by 40% 0 Focus Group Discussions Every three months 0 Questionnaires Monthly 0
DRILL A REFRAME Clinician Patient Tell me what you understand about your illness. I’m not getting better with this treatment, but there’s got to be something else out there. I wish we had a more effective treatment. REFRAME Clinician Patient What is your sense of where things are? I know I’ve got COPD, and my breathing as gotten worse over the last several weeks. But I’ve had this for a while, and it will probably get better…. You have been living with this disease a long time. And, I think we’re in a different place now. Page 1 EXPECT EMOTION
POSITIONS HELD: 2016 Winter Visiting Professor, EHESS (Ecoles des hautes études en science sociale), CETOBaC (Centre d’Études Turques, Ottomanes, Balkaniques et Centrasiatiques) 2012- Professor of Sociology, University of Michigan. 2012-2014 Associate Director, Center for Middle Eastern and North African Studies. 2013 Interim Director, Center for Middle Eastern and North African Studies. 1995-2012 Associate Professor of Sociology, University of Michigan. 1999- Research Associate, Center for European Studies. 1995- Research Associate, Center for and East European Studies. 1988- Research Associate, Center for Research on Social Organization. 1988- Research Associate, Center for Middle Eastern and North African Studies. 1999-03 Director of Graduate Studies, Sociology Department. 1995-1998 Director of Undergraduate Studies, Sociology Department. Assistant Professor of Sociology, . 1999-00 Interim Director of the Women’s Studies Program. 1982-1984 Teaching Assistant, Princeton University. 1979-1981 Research Assistant, Bosporus University. PUBLICATIONS: I. Books a. Sole-authored: In English: Denial of Violence: Ottoman Past, Turkish Present and Collective Violence against the Armenians, 1789-2009. New York: Oxford University Press. 2015. * Winner of the ASA Culture Section 2015 Mary Douglas Best Book Award. * Honorable Mention at the ASA Comparative Historical Section 2016 Barrington Moore Best Book Award. The Transformation of Turkey: Redefining State and Society from the Ottoman Empire to the Modern Era. London: IB Tauris Publishers. 2011. Rise of the Bourgeoisie, Demise of Empire: Ottoman Westernization and Social Change. New York: Oxford University Press. 1996. East Encounters West: France and the Ottoman Empire in the Eighteenth Century. New York: Oxford University Press. 1987. In Turkish: İmparatorluğun Batışı, Burjuvazinin Yükselişi: Osmanlı Batılılaşması ve Sosyal Değişme Ankara: Ayraç Kitabevi. 2000. (Turkish edition of Rise of the Bourgeoisie, Demise of Empire: Ottoman Westernization and Social Change). b. Edited: Contested Spaces in Contemporary Turkey: Environmental, Urban and Secular Politics. London: I.B. Tauris. December 2017. Women of the Middle East (four edited volumes entitled Volume I. “Constructing Knowledge;” Volume II. “Listening for Meaning Making;” Volume III. “Issues”; Volume IV. Solutions”) London: Routledge. 2016.
NFHS Officials’ Code of Ethics Officials at an interscholastic athletic event are participants in the educational development of high school students. As such, they must exercise a high level of self-discipline, independence and responsibility. The purpose of this Code is to establish guidelines for ethical standards of conduct for all interscholastic officials. Officials shall master both the rules of the game and the mechanics necessary to enforce the rules, and shall exercise authority in an impartial, firm and controlled manner. Officials shall work with each other and their state associations in a constructive and cooperative manner. Officials shall uphold the honor and dignity of the profession in all interaction with student-athletes, coaches, athletic directors, school administrators, colleagues, and the public. Officials shall prepare themselves both physically and mentally, shall dress neatly and appropriately, and shall comport themselves in a manner consistent with the high standards of the profession. Officials shall be punctual and professional in the fulfillment of all contractual obligations. Officials shall remain mindful that their conduct influences the respect that student- athletes, coaches and the public hold for the profession. Officials shall, while enforcing the rules of play, remain aware of the inherent risk of injury that competition poses to student-athletes. Where appropriate, they shall inform event management of conditions or situations that appear unreasonably hazardous. Officials shall take reasonable steps to educate themselves in the recognition of emergency conditions that might arise during the course of competition. Officials shall maintain an ethical approach while participating in forums, chat rooms and all forms of social media.
God inspire your people 1. God, inspire your people in this world to build something of your kingdom! and to do your will. Lead us to discover partnership in love; bless our ways of sharing, and our pride reprove. 2. Holy is the setting of each room and yard, lecture hall and kitchen, office, shop and ward. Holy is the rhythm of our working hours; hallow then our purpose, energy and powers. 3. God of desk and altar, bind our lives in one, that in work and worship Love may set the tone. Give us grace to listen, clarity of speech; make us truly thankful for the gifts of each. 4. Strengthen, God for service, hand and heart and brain; help us good relations daily to maintain. Let the living presence of the servant-Christ heighten our devotion, make our life a feast. Fred Khan Tunes: or Au Clair de la Lune or . Inspireer ons, Here, te bouwen hier vandaag, aan Uw Rijk van de Vader, voor Uw wil te gaan. Leidt ons te ontdekken de liefde voor elkaar zegen ons in ’t delen, onze trots weerstaan. Heilig is elk plekje: kamer, tuin of hal collegezaal of winkel op kantoor, ja, overal. Heilig is het ritme van ons dagelijks werk. heilig dan ons doel vol energie gesterkt. God van elke werkplek, verbind ons met elkaar; dat als wij U aanbidden liefde staat centraal. Geef genâ bij ’t luisteren aangenaam van spraak. Maak ons dankbaar voor de gaven van elkaar. Sterk ons hart en handen om U te dienen, God, in ’t omgaan met de ander onderhouden Uw gebod. Wees Gijzelf aanwezig U bent knecht geweest - de toewijding verhogen tot een dagelijks feest. Vertaling: Hennie Duijf.