zilongwang/ReadingBank huggingface dataset:
SS.912.W.1.In.f Identify the role of history in shaping the identity of culture and character. SS.912.W.1.Su.f Recognize the role of history in shaping the identity of culture and character. SS.912.W.1.Pa.f Recognize a characteristic of cultural identity. SS.912.W.4.In.b Recognize an influence of architectural, artistic, and literary development of Renaissance Italy. SS.912.W.4.Su.b Recognize that artistic, literary, and technological accomplishments are distinctive characteristics of societies. SS.912.W.4.Pa.b Recognize that architecture is a characteristic of society. SS.912.W.4.In.c Recognize the artistic, literary and technological contributions during the Renaissance of artists, such as da Vinci and Michelangelo; of writers, such as Petrarch and Shakespeare; and of inventors, such as Gutenberg. SS.912.W.4.Su.c Recognize a development of the Renaissance, such as the work of artists, like Michelangelo and da Vinci; writers, like Shakespeare; or inventors, like Gutenberg. SS.912.W.4.Pa.c Recognize that art is a characteristic of society. SS.912.W.4.In.d Recognize characteristics of Renaissance humanism in literature and the arts. Unit 7 Renaissance Weekly Assignment 19: Create a collage of artwork made during the Renaissance. (SS.912.W.4.In.b) Weekly Assignment 20: Compose a review of a piece of literature written during the Renaissance (Shakespeare). (SS.912.W.4.In.d) Weekly Assignment 21: List features of Renaissance architecture. (SS.912.W.4.Su.b)
House of Dun and Montrose Basin Nature Reserve JM Barrie's Birthplace Finavon Doo'Cot Barry Mill Preston Mill Harmony Robert Smail's Printing Works Priorwood Garden Balmerino Abbey Hill of Tarvit Kellie Castle Falkland Palace Newhailes Inveresk Gladstone's Land Georgian House, 7 Charlotte Square Caiy Stone Branklyn Garden Alloa Tower Menstrie Castle The Pineapple Culross Bannockburn House of the Binns Malleny Dollar Glen St Abb's Head Craigower Dunkeld Killiecrankie Linn of Tummel The Hermitage Hermiston Quay CONT/ HS&E Adviser (West) – based Glasgow Office: Cameronian's Regimental Memorial Pollok House Greenbank Holmwood House The Tenement House Wester Kittochside Farm Weaver's Cottage Geilston House and Garden The Hill House Arduine Garden Crarae St Modan's Well Ben Lawers Ben Lomond Blackhill Burg, Isle of Mull Macquarie Mausoleum Iona Staffa Moirlanich Longhouse Bucinch and Ceardach Islands Tighnabruaich Viewpoint Hutcheson's Hall Provan Hall Bachelors' Club Burns National Memorial Souter Johnnie's Cottage Carlyle's Birthplace Rockcliffe Venniehill Broughton House Bruce's Stone Grey Mare's Tail
(Per W2) ____Medicaid? ____Public housing? ____Are you generation to attend college? ____Graduated from a high school with low graduation rates/SAT scores? Total point: 1 point per positive response Definitions: **HRSA (Health Resources & Services Administration) https://www.hrsa.gov/definitions Several definitions are helpful when determining whether areas are known as rural, MUA, HPSA, underserved, etc. Use the following links to try to determine if your workplace and/or home are located in one of these areas. Do your best to determine this, based on the physical address of your home and/or clinic. You can also ask the leadership at your clinic whether they qualify as rural, MUA, HPSA, or underserved. But, if you are unsure, please apply anyway. We can help you determine these qualifications. If you have questions about this, please contact Ms. Melinda Morris, , or Dr. Carol Rizer, . Rural Area -a geographic area that is located outside towns and cities The Health Resources and Services Administration of the U.S. Department of Health and Human Services defines the word "rural" as encompassing "...all population, housing, and territory not included within an . Whatever is not urban is considered rural. . You can also use 2010 urban area file containing a list of all texas counties. (Areas not specified as urban will be classified as rural.) MUA: Medically Underserved Area; HPSA: Health Professional Shortage Area; Underserved area: Generally determined through a review of client base. Sometimes based on # of Medicaid/subsidized patients seen in the clinic. If you have trouble with this form, please contact us. We would be glad to assist you!
EPP RESOURCE – FIRE DRILL LOG Month Fire Date/Time Conducted By: (Initial) Fire Alarm Test Date/Time Conducted By: (Initial) Smoke Detector Test Date/Time Conducted By: (Initial) Fire Extinguisher Inspection Date/Time Conducted By: (Initial) January February March April May June July August September October November December Agency
EPP RESOURCE – ALL OTHER DRILLS LOG Month Tornado Drill Date/Time Drill Date/Time Hazardous Material Drill Date/Time Law Enforcement Drill Date/Time Earthquake Drill Date/Time Bomb Threat Drill Date/Time Other Drill Date/Time Conducted By: (Initial) January February March April May June July August September October November December Agency Notes
Design Answer Key—one per teacher Activity Materials Part 1: Reading Activity None Part 2: Exploration Activity None Part 3: Engineering Design Activity Note: If an item is listed as Extension/Optional, you only need it if you are doing the extension activity with your class. Hand or power drill and various sized drill bits if you are using plastic bottles and caps For “standard” 3/16” airline tubing, use a ¼” drill bit for holing the bottle cap. The seal around the tubing does not need to be airtight. 500ml Erlenmeyer Flasks (recommended over beakers) if you are not using plastic bottles Rubber or Foam Stoppers with one and/or two holes if you are not using plastic caps Thermometers Glass stirring rods Tape (masking and duct tape) Graduated cylinders Extension/Optional: Turbidity measuring kit Extension/Optional: Microscope and slides to take cell counts Buyer’s Guide Item Information Quantity: Class size of… Local Retail Ext Costs: Class size of… Online Ext Costs: Class size of… Item to purchase (item it simulates) Re usable Store Type 30 40 Ea. 30 40 Ea. 30 40 Live Algae & Containment 1 vial of live algae in culture; Scenedesmus is the organism we tested; most green algae suitable yes online 1 1 $7.20 $7.20 $7.20 $7.20 $7.20 $7.20 Fertilizer no Variety, Home Improvement, grocery 2 2 $3.00 $6.00 $6.00 $0.00 $0.00 $0.00 Amazon 1 1 $0.00 $0.00 $0.00 $4.90 $4.90 $4.90 Containers, e.g. 12 to 20 oz. water yes variety, grocery 16 20 $0.83 $13.28 $16.60 $0.83 $13.28 $16.60 Home 16 20 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Part 3B: Evaluation and Improvement Evaluation and Improvement Handout Solution Redesign 6. Test a proposed solution(s), collect and process relevant data and incorporate modifications based on data from testing or other analysis. Part 3A: Engineering Engineering Design Handout Solution Test Data Calculations Part 3B: Evaluation and Improvement Evaluation and Improvement Handout Solution Analysis Solution Redesign 7. Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear Part 3A: Engineering Engineering Design Handout Solution Test Data Calculations Part 3B: Evaluation and Improvement Evaluation and Improvement Handout Solution Analysis Solution Redesign 8. Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative designs as well as identifying further engineering that might be done to refine the recommendation. Part 3A: Engineering Design Handout Solution Proposal Part 3B: Evaluation and Improvement Evaluation and Improvement Handout Solution Analysis Solution Redesign 1.3—Pre-Requisite Knowledge 1.3.1—Algebra Students need to know how to perform basic algebraic manipulation of equations and substitution techniques. 1.3.2—Chemistry Students should be aware that chemicals interact in reactions that change the chemical and/or physical properties of a system. Also, students should have some experience with mole balances or stoichiometry (quantitative aspect of chemistry). 1.3.3—Physical Science Students should be familiar with concept of energy, that it can be exchanged, and that it comes in different forms. 1.4—Motivation for this Lesson This lesson develops an understanding of heat transfer and heats of solution. It also helps students understand how we measure these heat transfer and the problems we encounter in trying to do this accurately and inexpensively in real-world situations. 2.1—Glossary of Terms Calorimeter: A device designed to measure transferred energy, or heat. Calorimetry: The applied use of a calorimeter.
Final Temperature (Degrees C) 12 12.5 13 12.5 Change in Temperature (ΔT) (Degrees C) -12 -12 -12 -12 Known values Cp of Water (J/g-Degree C) 4.184 Molar Mass of 1 mole of Potassium Chloride (g) 74.60 ΔH of KCl (KJ / mol) 17.22 Calculations Trial 1 Trial 2 Trial 3 Average Calculation of Qexp -5020.80 -5020.80 -5020.80 -5020.80 Qexp in kJ -5.02 -5.02 -5.02 -5.02 Convert to kJ Calculation of Qideal Q = -ΔHn n = m / molar mass 0.34 0.34 0.34 0.34 Qideal in kJ -5.77 -5.77 -5.77 -5.77 Food-Grade Potassium Chloride DATA Trial 1 Notes Volume H2O 100 ml Mass of H2O 100 Density of water = 1.0 g/ml Mass of KCl 25 grams Initial Temperature 24 C Final Temperature 11 C Change in Temperature (ΔT) -13 C Cp of Water 4.184 J/g-degres C Calculations Trial 1 Notes
Calculation of Qexp Q=m * Cp * ΔT Energy of dissolution -5439 J Convert to KJ -5.44 kJ Calculation of Qideal Q = -ΔHn ΔH of KCl 17.2 kJ/mol
Programs of Choice Student/Parent Information Meetings Date Program Time Place For more information: 11-14-16 District HS Programs of Choice Information Session 6:30 PM The Oaks @ LCCA 2719 Tumbling Creek Rd. / 30501 Innovative and Advanced Programs: Laurie Ecke: Sally Krisel: 11-15-16 District HS Programs of Choice Information Session 6:30 PM HCSD District Office 711 Green Street / 30501 11-16-16 JISA at Johnson High School: 5:00 PM JHS Media Center 3305 Poplar Springs Rd. / 30507 JISA Coordinator Holly Wilson 11-17-16 I2 / World Scholars Program at West Hall High School: 5:30 PM WHHS Learning Commons 5500 McEver Road / 30566 i2 Coordinator Leigh Ann Nicolella WSP Coordinator Cristina Vera-Silva: 11-28-16 ATLAS / STEM at North Hall High School: 6:00 PM NHHS Performing Arts Center 4885 Mt. Vernon Road / 30506 ATLAS Coordinator: Kimberley Boyd STEM Coordinator: Candi Clark 11-29-16 STEAM at Flowery Branch High School: 6:00 PM FBHS Theatre 6603 Spout Springs Rd. / 30542 STEAM Coordinator: Ean Sonnier: 11-30-16 RACE at Chestatee High School: 6:00 PM RACE Room at CHS 3005 Sardis Road / 30506 RACE Coordinator: Natalie White 12-2-16 LCCA / Oaks at Lanier Career Academy: 6:30 PM The Oaks @ LCCA 2719 Tumbling Creek Rd. / 30501 LCCA: Kim Guy 12-5-16 EPiCC at East Hall High School: 6:00 PM EPiCC Building (upstairs) at EHHS 3534 East Hall Road / 30507 EPiCC Coordinator: Michelle Fair
Students can accurately identify and explain at least five symbols shown in the key. Students identify DRD, neurological disorders, fibromyalgia and depression in the pedigree. Students show a Punnett square depicting a recessive inheritance pattern. Students suggest additional medical testing including: DNA sequencing, blood testing, additional family history, etc. Analyzing and Interpreting Data: Sequencing Analysis Basic Progressing Proficient Exemplary Question 5a: Students can relate the caption to the graphic in the figure. Questions 5b, c, d & e: Students can compare and recognize similar DNA sequence patterns. Question 6: Students can use the sequence data to determine how the twins inherited the condition. Question 7, 8, & 9: Students can create and use a chromosome model to depict parental genotypes and predict the genotypes of the children. Students recognize that the data is for two different points in the same gene on a chromosome. Students recognize that the twins have the same sequence pattern from Joe at one position in the gene and the same pattern from Retta at the second position in the gene. Students recognize that the twins inherited a mutated gene from each parent. Students create accurate models of the genotypes of parents and the children.
CONTENTS DESCRIPTION PAGE LOCATION ……………………………………………………………………. 2 CLIMATE ……………………………………………………………………. 3 GEOLOGY ……………………………………………………………………. 3 TRANSPORTATION …………………………………………...………………. 4 GOVERNMENTAL FEGULATIONS ………….……….………………. 5 ECONOMIC SYSTEM ………………………………………………....... 5 JOB-SITE AND CUSTOMERS REQUIREMENTS …..….….……..… 6 UTILITIES …………………………………………………..…...………….. 7 HOUSING ………........................................................................... 8 LOCALLY AVAILABLE EQUIPMENT/MATERIALS ......................... 9 LOCAL LABOR RATES ….................................................... 10 CONSTRUCTION INDUSTRIES …………………………………………… 11 LOCATION
Reference # Origin of Action ( Target ,HRR etc..) Description of Action Resources Required(Specialist, personnel, equipment, financial) Accountability (The person accountable for the action item) Timeframe for Completion Status (In progress, On hold, Complete or No Progress) Quarterly Status Summary Progress against the plan should be reviewed quarterly. Please provide comments on actions taken. Quarter 1 Jan / Feb / Mar Quarter 2 Apr / May / Jun Quarter 3 Jul / Aug / Sep Quarter 4 Oct / Nov / Dec Final Outcome e.g.1 e.g. Target – 100% of scheduled workplace inspections complete e.g. Create a schedule for completing workplace inspections including assigning H&S representatives to complete each inspection. Communicate to all involved. e.g. H&S representatives, Inspection checklists Joe Bloggs Quarter 2 In Progress 30% complete. Schedule has been created and HS representatives allocated. e.g.2 e.g. HRR – Electrical – Use of faulty electrical equipment e.g. Appoint a third part certified vendor to test and tag all electrical equipment e.g. Electrician, Purchase Order Joe Bloggs Quarter 1 Complete 100% complete. Electrician appointed and testing completed 20 February. e.g. e.g. Due Diligence Checklist – acquire and keep up-to-date knowledge of HS matters e.g. schedule attendance of Dean/Director at Health and Safety Committee meeting e.g. Dean/Director Dean/Director Quarter 3 In Progress Outlook appointment forwarded to Dean to attend Q3 meeting School / Centre Health and Safety Improvement Plan Approval This health and safety improvement plan and its associated actions, resources, accountabilities and timeframes for completion were developed in consultation with and endorsed by the Local HS Committee and approved by the undersigned. A list of those involved in its development can be found overleaf. Title Faculty / Centre Name Signature Date Local HS Committee Chair Dean / Director [delete as applicable] [add additional Approvers if required]
Health and Safety Inspection: Action Plan Area(s) inspected: Inspected by: Date: Responsible manager (e.g. Head of Department / Section) Name: Signed: Date: Area for improvement Action needed Who will take action Priority H, M , L Target Date Date achieved This action plan will be reviewed by (name and job role): Planned review dates: Once reviewed initial to confirm:
Resource Set Photograph of Clarence Broadnax at Piccadilly Cafeteria Civil Rights Protest Southern Christian Leadership Conference Handbook for Freedom Army Recruits Eyes on the Prize: 02: Fighting Back, John F. Kennedy Address on Civil Rights APPARTS Definitions (Resource Title Here) Photo: June, 5, 1964 Document: 1964 Oral Histories Video Handout (Context) (Resource Link Here)
Resource Set National Archives Bob Ray Sanders Medrano Brothers Viva Kennedy Button White House Press Release White House Telegram Transcript Document Analysis Worksheet Oral History Excerpt Oral History Excerpt Part of the 1960 Presidential campaign September 30, 1962 September 30, 1962. Resource Set adapted from Teaching with Primary Sources, Library of Congress Other Document Needed: Court Cases PDF
Date #7: Data Sources: Summary: Next Date #8: Data Sources: Summary: Next Steps: Date #9: Data Sources: Summary: Next Date #10: Data Sources: Summary: Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary: Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary: Next Steps: Date #17: Data Sources: Summary: Next Date #18: Data Sources: Summary: Next
Physical Activity 2. Physical Activity Knowledge Investigates the relationship between physical activity, nutrition, and body composition. (HSL1.3.2.A) Identifies fitness principles (such as overload, recovery, specificity) and can apply them to a variety of physical activities in their personal fitness plan. (HSL2.3.2.A) Evaluates risks and safety factors that might affect physical preferences throughout the lifespan. (HSL1.3.2.B) Lists opportunities to increase daily physical activity. (HSL2.3.2.B) Investigates activities that can be pursued in the local environment (such as health clubs, recreational leagues, indoor/outdoor trails, community centers). (HSL1.3.2.C) Describes community and school resources to engage in physical activity. (HSL2.3.2.C) High School Level 1 (PE I & II, Required Courses) High School 2 (Elective PE) Physical Activity 2. Physical Activity Knowledge Identifies issues associated with exercising in various of weather conditions (such as heat, humidity, and cold). (HSL1.3.2.D)
High School Level 1 (PE I & II, Required Courses) High School Level 2 (Elective PE) 1. Personal Responsibility Employs effective self-management skills to review time commitments (among individual student’s curricular/extracurricular agenda) to identify barriers and modify physical activity and exercise patterns accordingly. (HSL1.4.1.A) Takes responsibility for engaging in daily physical activity and regular participation in lifetime fitness pursuits (such as trying out new activities, giving full effort and attention to the opportunities before them, being a positive role model for others, etc.). (HSL2.4.1.A) 2. Rules and Etiquette Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity. (HSL1.4.2.A) Adheres to established or developed rules for participation in physical activities, respects the etiquette aspects of participation, and displays a positive disposition. (HSL2.4.2.A) 3. Working With Others Solves problems and thinks critically when working with others during physical activity, both as an individual and in groups. (HSL1.4.3.A) Modifies the physical activity or lifetime pursuit so that all ability levels are meaningfully engaged. (HSL2.4.3.A) Demonstrates the ability to engage in leadership roles in various physical activity settings to help facilitate successful participation (such as proposing rules/modifications, helping resolve conflicts, or deciding on an outcome). (HSL2.4.3.B) High School 1 (PE I & II, Required Courses) High School Level 2 (Elective PE)
4. Safety Both demonstrates and applies best practices for participating safely in physical activity and exercise (such as injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). (HSL1.4.4.A) Differentiates an inherent risk versus an unsafe practice. (HSL2.4.4.B)
back slope 6° on solid surfaces (paving slabs, floors etc). These need to be clean (no oil, moss or leaf litter) and free of loose material (sand, packaging materials etc) so the feet can grip. Shiny floor surfaces can be slippery even without contamination Never stand ladders or stepladders on moveable objects, such as pallets, bricks, lift trucks, tower scaffolds, vans, stacks of paper or boxes etc. If the ladder or stepladder won’t reach, you need to use a more suitable type of access equipment. You should only use ladders or stepladders: where they will not be struck by vehicles, by protecting them with suitable barriers or cones where they will not be pushed over by other hazards such as doors or windows, by securing doors (not fire exits) and windows where possible. If this is impractical, have a person standing guard at a doorway, or inform building occupants not to open windows until they are told it is safe to do so where pedestrians are prevented from walking under them or near them, by using barriers, cones or, as a last resort, a person standing guard at the base Safety in use – ladders On a ladder do not: overload it – you and anything you are carrying should not exceed the highest load stated on the ladder overreach - keep your inside the stiles and both feet on the same rung throughout the task rest ladders against weak upper surfaces e.g. glazing or plastic gutters. Use effective spreader bars instead use the top three rungs move the ladder while someone is using it extend a ladder while standing on the rungs slide down the stiles Overreaching – not maintaining 3 points of contact Maintaining 3 points of contact Do: make sure the ladder rungs are level. This can be judged by the naked eye. Ladders can be levelled using specially designed devices but not by using bits of brick or whatever else is at hand check that the weather is suitable - do not use ladders in strong or gusting winds wear sensible footwear. Shoes should not have the soles hanging off, have long or dangling laces, or be thick with mud or other slippery contaminants. High heels are also unsuitable!
magnesium + 3M hydrochloric acid 24.305 -440 .026 mol q= - 9.5Kj Calc. T=21.40C Exp. T=20.90C .0411 mol q= - 18.1Kj Calc. T=42.80C Exp. T=39.90C .0822 mol q= - 36.2Kj Calc. T=85.60C Exp. T=82.30C magnesium oxide + 3M hydrochloric acid 40.3044 -151 .0124 mol q= - 1.87Kj Calc. T=4.430C Exp. T=4.60C .0248 mol q= - 3.74Kj Calc. T= 8.860C Exp. T=9.10C .0496 mol q= - 7.48Kj Calc. T=17.50C Exp. T=18.10C Attachment 7. Data Sheet E Compound Amount Theoretical Change (from Reference Sheet E) Amount Experimental Change
HDFS 449 HS-4: Time Report Intern: ______________________________ Site: ______________________________ Report # ______ out of 7 Instructions: Please provide a brief overview of the work you completed during this time period. Time Reports are to be submitted by 11:55pm every other Friday. HOURS WORKED Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1 2 Total WEEKLY ACTIVITY Week Worked on/completed Worked With New What’s Next Other 1 2 Supervisor: Please assess the intern’s performance during this bi-weekly period:
4. ________________________________________________________________________________________ __________________________________________________________________________________________ Background Paragraph: Turn your article notes into a paragraph. Your paragraph should include a topic sentence, at least three supporting details, and a concluding sentence. Procedure: Describe what you want the students to do during the exploration activity as a series of steps. Recording information
seat back height and tilt adjustment? seat height adjustment? castors or glides? Is the chair adjusted correctly? The user should be able to carry out their work sitting comfortably. Consider training the user in how to adopt suitable postures while working. The arms of chairs can stop the user getting close enough to use the equipment comfortably. Move any obstructions from under the desk. Is the small of the back supported by the chair’s backrest? The user should have a straight back, supported by the chair, with relaxed shoulders. Are forearms horizontal and eyes at roughly the same height as the top of the DSE? Adjust the chair height to get the user’s arms in the right position, and then adjust the DSE height, if necessary. Are feet flat on the floor, without too much pressure from the seat on the backs of the legs? If not, a footrest may be needed. Environment Is there enough room to change position and vary movement? Space is needed to move, stretch and fidget. Consider reorganising the office layout and check for obstructions. Cables should be tidy and not a trip or snag hazard.
Is the lighting suitable, eg not too bright or too dim to work comfortably? Users should be able to control light levels, e.g. by adjusting window blinds or light switches. Consider shading or repositioning light sources or providing local lighting, eg desk lamps (but make sure lights don’t cause glare by reflecting off walls or other surfaces). Does the air feel comfortable? DSE and other equipment may dry the air. Circulate fresh air if possible. Plants may help. Consider a humidifier if discomfort is severe. Are levels of heat comfortable? Can heating be better controlled? More ventilation or air conditioning may be required if there is a lot of electronic equipment in the room. Or, can users be moved away from the heat source? Are levels of noise comfortable? Consider moving sources of noise, e.g. printers, away from the user. If not, consider soundproofing. Final questions to users… Has the checklist covered all the problems they may have working with DSE? Have they experienced any discomfort or other symptoms which they attribute to working with their DSE? Has the user been advised of their entitlement to eye and eyesight testing? Does the user take regular breaks working away from DSE? Write down the details of any problems here:
Appendix 5 RISK ASSESSMENT MATRIX Risk Priority Likelihood Consequence 1 Insignificant 2 Minor 3 Moderate 4 Major 5 Catastrophic 1 - Rare 1Gree 2 3 4 5 2 - Unlikely 2 4 6 8 10 3 - Possible 3 6 9 12 15 4 - Likely 4 8 12 16 20 5 - Almost Certain 5 10 15 20 25 Key: Red – High Risk Amber – Medium Risk Green – Low Risk Risk Matrix – Likelihood Likelihood rating Description 5 Certain this type of event will happen frequently 4 Highly Likely this type of event will happen, but it’s not a persistent concern 3 Likely this type of event may well happen (e.g. 50/50 chance) 2 Unlikely unlikely that this type of event will happen 1 Rare cannot believe that an event of this type will occur in the foreseeable future
Person Specification Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A core professional qualification or recognised clinical experience and KSA equivalence using BABCP criteria. A post-qualification in CBT that enables the applicant to become qualified for accreditation Currently accredited with BABCP A first degree: 2:1 or above Formal training in CBT with secondary care conditions/psychosis Training in supervision in CBT Publication Peer review journal Application form/CV Interview/BABCP membership details Work Experience Ability to undertake duties of the post Evidence of: At least two years in a job in which CBT was an important element Experience of working in different service settings to CBT training. Clinical involvement working with clients with serious mental illness Work on a CBT course Formal teaching experience Formal teaching qualification Current clinical involvement with clients with psychosis and other serious mental illnesses Application form/CV Interview Skills and Knowledge Includes abilities and intellect Knowledge of CBT training Knowledge and experience of CBT supervision Knowledge and experience of CBT in Psychosis Publication in CBT Application form/CV Interview Personal Qualities Includes any specific physical requirements of the post (subject to the provisions of the DDA Act) Evidence of: Enthusiasm and interest in Cognitive Behavioural Therapy training Ability to travel Application form/CV Interview
Person Specification Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Clinical Psychologist registered as a practitioner psychologist with the Health and Care Professions Council Doctoral degree Publications in peer-reviewed journals Application Letter/CV Interview Work Experience Ability to undertake duties of the post Evidence of: 2 years post-qualified experience as a clinical psychologist Placement supervision of clinical psychology trainees Teaching experience in a clinical psychology Research experience Application Letter/CV Interview Skills and Knowledge Includes abilities and intellect Evidence of: Extensive knowledge of clinical psychology training. An ability to develop teaching and actively contribute to assessment and examinations An ability to communicate complex conceptual ideas to widely divergent audiences. Application Letter/CV Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. Evidence of: Enthusiasm and interest in clinical psychology training. A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities. Working in an open and transparent way, providing Application Letter/CV Interview
Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of the strategic landscape for advanced practice. An ability to develop new courses and actively contribute to the assessment of learning outcomes. An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment, etc. Evidence of active contribution and influence in the following areas: Accreditation of courses by professional bodies Acting as a visiting examiner at Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Application Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A willingness to contribute to University activities and initiatives including open days, graduation ceremonies etc. Willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working , particularly on interdisciplinary activities Continuous Professional Development Ability to balance the pressures of competing workload demands to achieve deadlines. Application Interview
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training  Nurse registration with the Nursing and Midwifery Council  First Degree  Motivation, intention and capacity to complete Master’s level education  Existing NMC Registered Teacher status or commitment to achieve such within 2 years of appointment  Expected to achieve Associate Fellow level of the Higher Education Academy as represented within the UK Professional Standards Framework, within 2 years from commencement of the post  Master’s degree Application Interview Other Work Experience Ability to undertake duties of the post Evidence of:  Substantial experience of clinical skills within nursing practice.  Experience of providing mentorship, support and education to student nurses Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of:  An extensive knowledge and understanding of undergraduate and postgraduate nursing.  Ability to teach effectively at undergraduate level  An ability to communicate complex conceptual ideas to widely divergent audiences Application Interview Other Personal Qualities Evidence of:  A willingness to contribute to University activities and Application Interview
Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) initiatives including open days, graduation ceremonies etc.  Willingness to undertake administrative activities  Working in an open and transparent way, providing information and communicating effectively with colleagues  Collaborative working, particularly on interdisciplinary activities  Continuous Professional Development Must be able to undertake regular travel around the North Lincolnshire area
Person Specification Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Clinical Psychologist registered as a practitioner psychologist with the Health and Care Professions Council Doctoral degree Publications in peer-reviewed journals Application Letter/CV Interview Work Experience Ability to undertake duties of the post Evidence of: 2 years post-qualified experience as a clinical psychologist Placement supervision of clinical psychology trainees Teaching experience in clinical psychology Research experience Application Letter/CV Interview Skills and Knowledge Includes abilities and intellect Evidence of: Knowledge of clinical psychology training. An ability to develop teaching and actively contribute to assessment and examinations. An ability to communicate complex conceptual to widely divergent audiences. Application Letter/CV Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information how you meet the requirements under additional information as stated in the job description documentation. Evidence of: Enthusiasm and interest in clinical psychology training. Ability to negotiate and work in a team. A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities. Application Letter/CV Interview
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Registered Nurse (Learning Disability) with current registration with the NMC The post holder will hold an NMC recordable teaching qualification, if not this must be achieved within 18 months of appointment PhD in relevant discipline or a committment to undertake a PhD Recognised professional accreditation where appropriate A minimum requirement to be at Associate Fellow level as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post Experience of teaching and assessing clinical nursing skills in simulated practice environments. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Developing reputation nationally and internationally for research Experience of the development of innovative materials to support flexible delivery of learning outcomes Excellence in teaching from peer review, from student assessment/feedback, from examination results, from external examiner reports and from teaching awards Experience of Programme Leadership Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition Track record of attracting research funds Application Interview Skills and Knowledge Includes abilities and intellect Evidence of active contribution and influence in the following areas: Accreditation of courses by professional bodies Departmental /Faculty course development, assessment examinations, recruitment, etc. Effective management of resources Evidence of active contribution and influence in the following Membership of Departmental Teaching Committee or equivalent Acting as a visiting examiner at Institutions Involvement with external quality audit or assessment Application Interview Other
Mentorship and supporting students is practice Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate paramedic provision An ability to communicate complex conceptual ideas to widely divergent audiences Experience and knowledge of advanced roles within the Paramedic arena An active contribution to University activities such as committees and research groups Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Application Interview Other
Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Interview Other
PERSON SPECIFICATION – Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training In the final stages of a PhD in relevant discipline, including but not limited to Social Sciences, Health Sciences, and Psychology. BSc, BA or Master’s degree in relevant discipline Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Data collection Analysis and interpretation of results Drafting research reports, participating in scientific conferences and contributing to drafting scientific publications Experience of working with qualitative data and undertaking qualitative data analysis. Experience of conducting a literature review and secondary data gathering Experience of working in a research team Experience of and interest in undertaking research into long term conditions. Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research Strong academic English Language Skills – written and verbal Membership of Departmental Research Committee or equivalent Collaborative working and networking to enhance and develop research Application Interview Personal Qualities Evidence of: An expectation to positively contribute to University activities and initiatives including Application Interview
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Minimum 2:1 honours degree in Dietetics or Nutrition (or equivalent) A PhD, or working towards a PhD (or equivalent qualification), within the field of Dietetics or Nutrition. Recognised teaching qualification (PGCHE). Recognised professional accreditation where appropriate (BDA, SEN, AfN, or equivalent) Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching settings Previous experience of teaching and/or leading modules in the area of Dietetics or Nutrition. Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups Proven track record of contributing to module design and leadership in Dietetics or Nutrition. An extensive knowledge and understanding of undergraduate and postgraduate Dietetics or Nutrition. Knowledge of wider issues surrounding Dietetics or Nutrition. Previous clinical experience working in Dietetics or Nutrition Previous experience working closely with professional bodies Application Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in Immunology Recognised professional accreditation appropriate) Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Broad experience of Immunology applied in areas such as Oncology and/or Wound healing. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to effectively at undergraduate and postgraduate level in a variety of teaching An emerging track record of high quality research output, with publications in factor journals Have research experience in the Department’s main research themes Supervision of undergraduate and postgraduate research projects Involvement in applying for research funding Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate (Department or discipline) A creative research vision for development, implementation and delivery of successful research projects Application Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment etc Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working Continuous Professional Development Collaborative working, particularly on interdisciplinary activities Application Interview Other
Competency Identified by Knowledge and Experience Has knowledge and experience of working in an office environment covering a of administrative tasks Application/Interview Can use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A-C Can demonstrate experience in project administration, preferably in a clinical trials setting Application/Interview Application/interview
Person Specification Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A core professional qualification or recognised clinical experience and KSA equivalence using BABCP criteria. A post- training qualification in CBT that enables the applicant to become accredited with the BABCP Currently accredited with BABCP A first degree: 2:1 or above Specific training in CBT with secondary care conditions/psychosis Training in supervision in CBT Publication in Peer reviewed journal Application form/CV Interview/BABCP membership details Work Experience Ability to undertake duties of the post Evidence of: At least two years in a job in which CBT was an important element Experience of working in different service settings. Clinical involvement working with clients with a serious mental illness: either Personality Disorder Psychosis or Bipolar Disorder Work on a CBT training course Formal teaching experience Formal teaching qualification Clinical involvement working with clients with a range of serious mental illness: either Personality Disorder, Psychosis, Bipolar Disorder, or Complex Presentations Current clinical involvement with clients with clients with SMI conditions ( Application form/CV Interview Skills and Knowledge Includes abilities and intellect Knowledge of CBT training Knowledge and experience of CBT supervision Publication in CBT Knowledge of specific CBT models for working with SMI conditions Application form/CV Interview
Knowledge and experience of CBT in serious mental illness Personal Qualities Includes any specific physical requirements of the post (subject to the provisions of the DDA Act) Evidence of: Enthusiasm and interest in Cognitive Behavioural Therapy training Ability to work in an open and transparent way, providing information and communicating effectively with colleagues. Collaborative working, particularly on interdisciplinary activities. Continuous Professional Development Ability to travel Application form/CV Interview Please contact Kerry Smith (Programme Director, PG Diploma in CBT ) on 01482 463534 for further information.
PERSON SPECIFICATION – Research Band 6 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Masters degree by research Research qualification in social science research methods Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Undertaken research with or in a health or social care organisation Applying for ethical approval Conducting data collection using qualitative methods Analysis and interpretation of qualitative data Drafting research reports, and contributing to drafting scientific publications Conducting data collection using quantitatative methods Analysis and interpretation of quantitative data Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research A good publication history Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: Working in an open and transparent way, providing information and communicating effectively with both university colleagues and partners in the practice environment Collaborative working, particularly on interdisciplinary activities Continuous Professional Development. Application Interview
PERSON SPECIFICATION – Research Band 6 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training BSc, BA or Masters degree in relevant discipline Experience of conducting exercise interventions A PhD in relevant discipline or being registered for and close to finishing PhD Strength and conditioning qualifications NSCA or similar). Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Data collection Analysis and interpretation of results Drafting research papers or reports Previous work experience of delivering research support or exercise programmes to athletes or medical populations Previous work experience programming and delivering strength and conditioning interventions Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research Knowledge of quantitative methods and exercise programming Some knowledge of qualitative methods Knowledge of obesity and strength and conditioning Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A willingness to make a positive contribution to University activities and initiatives including open days, graduation ceremonies etc and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Independent, self- starter researcher Application Interview