zilongwang/ReadingBank huggingface dataset:
from the battlefields of Syria, Nigeria, Lebanon and Yemen. Proxies are here to stay, and they are getting deadlier. Works Cited Berman, Howard. “H.R.2194 - 111th Congress (2009-2010): Comprehensive Iran Sanctions, Accountability, and Divestment Act of 2010.” legislation. N.p., 1 July 2010. Web. 26 Feb. 2016. Blanchard, Lauren “Nigeria’s Boko Haram: Frequently Asked Questions*.” Current Politics and Economics of Africa 7.2 (2014): 143. Print. Butler, B. Hezbollah: The Dynamics of Recruitment. DTIC Document, 2011. Google Scholar. Web. 24 Feb. 2016. Campbell, John. “Boko Haram: Origins, Challenges and Responses.” NOREF Policy Brief (2014): n. pag. Google Scholar. Web. 21 Mar. 2016. Diehl, Alexnader, and N. R. Jenzen-Jones. Small Arms Survey Feeding The Fire. Graduate Institute of International and Development Studies,Geneva, 2014. Print. Small Arms Survey. ElectronicResistance. Hezbollah Training & Combat Footage. N.p. Film. Flint, Julie. Beyond “Janjaweed”: Understanding the Militias of Darfur. Geneva: Small Arms Survey, Graduate Institute of International Studies, 2009. Print. Groh, Tyrone Lee. “War on the Assessing the Costs and Benefits of Proxy War.” Generic (2010): n. pag. Web. Jenzen-Jones, N. R., Yuri Lyamin, and Galen Wright. Iranian Falaq-1 and Falaq-2 Rockets in Syria. Armament Research Services Pty. Ltd., 2014. Google Scholar. Web. 24 Feb. 2016.
Regional Economic Outlook, Sub-Saharan Africa. Washington, DC: International Monetary Fund, 2015. Print. Roberts, Robert J. Pakistan’s Inter-Services Intelligence Directorate: A State within a State? Washington, D.C.: Potomac Books : National Defense University Press, 2007. Open WorldCat. Web. 1 Apr. 2016. Matthew Douglas. “Explaning the Economic Control of Iran by the Irgc.” University of Central Florida Orlando, Florida, 2011. Google Scholar. Web. 1 Apr. 2016. Schiesz, Sarah. Hezbollah: Before and After the Syrian War. Rochester, NY: Social Science Research Network, 2014. papers.ssrn.com. Web. 9 Dec. 2015. Sullivan, Marisa. Hezbollah in Syria. N.p., 2014. Web. 23 Feb. 2016. Sy, Amadou. “Five Questions Answered on Africa’s Rising Economic Growth.” The Brookings Institution. N.p., 3 Feb. 2014. Web. 23 Feb. 2016. Thomas, Timothy. “Russia’s Military Strategy and Ukraine: Indirect, Asymmetric—and The Journal of Slavic Military Studies 28.3 (2015): 445–461. CrossRef. Web. Thompson, Brian L. Surrogate Armies: Redefining the Ground Force. DTIC Document, 2002. Google Scholar. Web. 9 Dec. 2015. Walker, Andrew. What Is Boko Haram? US Institute of Peace, 2012. Google Scholar. Web. 21 Mar. 2016.
CUIN 660 – Clinical Practice In Teacher Education 9 CUIN 670 – Capstone Experience in Teacher Education 3 SPED 350 – Introduction to Exceptional Children 3 ANSC 211 – Animal and Laboratory Animal Sciences 3 BIOE 114 – Home and Farm Maintenance 3 AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 AGED 607 – Environmental Education 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3)
STAR FALL WINTER SPRING Reading Math DRA BENCHMARK DATE LEVEL ACCURACY SELF- CORRECTION COMP. Re-Tell MATH SCREEN DATA DATE RESULTS NECAP/PARCC Reading Assessment Scores (Grade 3) NECAP/PARCC Reading Assessment Scores (Grade 4) Achievement Level Scaled Score Achievement Level Scaled Score Fundations Unit Tests Scores 1 2 3 4 5 6 7 8 9 10 11 12 13 14 NECAP/PARCC Math Assessment Scores (Grade 3) NECAP/PARCC Math Assessment Scores (Grade 4) Achievement Level Scaled Score Achievement Level Scaled Score Documentation of Tier I Data- Your classroom strategies in the areas of concern (e.g., re-teaching, preferential seating, scaffolding, etc.) Classroom Strategies Person Responsible Frequency Days/time Group Size Results Current Interventions Intervention Person Responsible Frequency Days/time Group Size Results
However, it is clear from his explanation that the citation was not forwarded to the registrar’s office for the purpose of the clerks issuing an action number, hence the reference to hindsight. [57] From the rest of Mr Böttger’s letter it remains clear that he attempted to resolve the matter on the basis that the registrar’s objection is a mere technicality which could be resolved by the ‘conversion’ of the application number into an action number. This does not align well with the explanation offered in the founding affidavit that there was non-compliance with rule 17(3) because the registrar failed to sign the citation. [58] During argument counsel for the applicant suggested that, because of the alleged agreement between Mr Böttger and Mr Hohne, the fact that the citation was not signed was ‘a non-issue’ and therefore there was no reference to this fact in the letter. However, as I understand the founding affidavit, Mr Böttger only contacted Mr Hohne about the ‘oversights’ he discovered after he received the memorandum dated 14 July 2008 from the registrar. By then the letter had already been written. The letter was also not copied to Mr Hohne. [59] Since October 2007 the registrar also complained that there was with rule 4(5)(a) and (b). I agree with the applicant’s submission that sub-rule (5)(a) is irrelevant because the official language in the United States of America is English. However, in regard to the N$50 revenue stamp Mr Böttger states in his affidavit that he found that this stamp had inadvertently been placed on the power of attorney instead of on the edictal citation as required by sub-rule (5)(b). The problem with this explanation is that the particular power of attorney was only signed on 5 June 2008 and therefore could not have been on the file when the application for leave to sue was moved or when the citation was allegedly forwarded to the registrar for signing. [60] I have noted that this power of attorney states that it is given ‘insofar as I need to do so for formal requirements having already authorized most of the undermentioned in a Power of Attorney dated the 6th of September 2006’. The original power of attorney dated 6 September 2006 is not on the court file. Instead there is a
c. Provides mentorship to others in the MAC field. d. Supports, promotes and participates in education for the public and drinking water profession. e. Serves as a volunteer to the Ohio Section on the MAC committee, other committee, and/or in other ways. f. Outstanding accomplishment and service in the of water industry training and/or education. 3. JUSTIFICATION Please note the nominee’s accomplishments that are deserving of this (Information must be typed. Add more pages if needed). 4. BIOGRAPHICAL DATA Information must be typed. Add more pages if needed. Brief employment history Civic organization membership (Lions, Kiwanis, school board, etc) Year joined AWWA
Labour market status Mean life satisfaction Mean life worth Mean happiness Mean anxiety ALMP 6.48 6.98 6.79 6.28 Unemployed 6.33 6.89 6.65 6.42 Work-oriented ALMP 6.85 7.27 7.22 6.65 ALMP 6.17 6.48 6.59 6.14 Other ALMP 6.51 7.17 6.73 6.19
5. OLS regressions of indicators of SWB on labour market status by gender, with socio-demographic control variables (estimates not shown) 5a. Life satisfaction 5b. Life worth 5c. Happiness 5d. Anxiety Men Men Women Men Men Women Std. Std. Unstd. Std. Unstd. Std. Std. Std. Std. Std. Current employment status (ref: openly unemployed) ALMP 0.22 (.14) 0.025 0.34 (.14)* 0.039 0.30 (.14)* 0.036 0.16 (.14) 0.019 0.39 (.15)* -0.07 (.17) -0.01 0.15 (.18) 0.012 -0.26 (.20) Intercept 8.65 7.15 6.73 5.99 7.70 6.28 7.89 7.51 N 3696 3538 3696 3538 3696 3538 3696 3538 R2 0.10 0.12 0.08 0.07 0.08 0.07 0.04 0.05 Significant at: +90%; *95%; **99%; ***99.9% 0.021
Item # (Use Inspection #) Priority Action Plan (Actions to be taken) Assigned To Follow up: Date Pending Status * GI- General Inspection REVIEW EDUCATION AND TRAINING (General discussion, confirm all training is up-to -date, etc. For all actionable items please list below) Item # (ED-yy/mm/dd-01) Priority Action Plan (Actions Taken/Need to be taken) Assigned To Follow up: Date Pending Status * ED – Education and Training ONGOING BUSINESS – Status of Action Original Item # Priority Action Plan (Actions to be taken) Assigned To Follow up: Date Pending Status * ED – Education and Training * GI- General Inspection *NB – New Business JOHSC FORMAL RECOMMENDATION LETTERS & REGULATORY INSPECTIONS (e.g. WorkSafeBC) Item # Priority Discussion and/or Action Items Assigned To Date of Issue Date to be Completed Status
ADDITIONAL AGENDA ITEMS & APPROVAL OF AGENDA (List additional agenda items) 4 A. REVIEW ACTIONABLE ITEMS FROM LST MINUTES (if applicable) Place actionable items under Accident/Incident Investigation, Safety Inspections, Correspondence, New Business etc. as applicable and assign proper item # for further discussion/action. No actionable noted Is the agenda approved? Yes No REVIEW CAIRS REPORT OF ACCIDENTS/INCIDENTS: See attached incident report: Monthly Incident List & Statistical Summary Report (For any general CAIRS information that requires discussion or action, please record under “New Business” e.g. make note of trends etc. Any incident specific items and follow up requests are to be listed below) (* See Legend at end for Priority and Status Item # (Use CAIRS Incident ID # and Incident Date) Action Plan (Actions to be taken) Assigned To Follow up: Date Pending Status E.g. 119975-17/09/13 Enter any information relevant to the incident/accident, actions to be taken, etc. E.g. 119982-17/10/29 REVIEW OF WORKPLACE SAFETY INSPECTIONS (including any changes to equipment, machinery or work processes that may affect the health or safety of workers) Distribute inspection checklist(s) and report(s) for meeting and use this to record discussion and new recommendation(s)
Original Item # Priority Action Plan (Actions Taken/Need to be taken) Assigned To Follow up: Date Pending Status E.g. ED–17/03/19-01 Add any additional relevant information pertaining to the status of this item – keep most recent information on top. If long list of details, older less pertinent information can be removed as will have already been recorded in previous minutes E.g. GI-Rix–17/04/17 E.g. NB-17/06/19-05 * ED – Education and Training * GI- General Inspection *NB – New Business JOHSC FORMAL RECOMMENDATION LETTERS & REGULATORY INSPECTIONS (e.g. WorkSafeBC) Item # (use Recommendation #) Priority Discussion and/or Action Assigned To Date of Issue Date to be Completed Status E.g.: CODE-REC-2017-01 For all JOHSC Formal Recommendation Letters and Regulatory Inspections (Provincial Regulators including but not limited to WorkSafeBC, and Federal Regulators including but not limited to Transport Canada). Note ALL Regulatory Inspections, even if issued to another department. Make sure to refer to any applicable incident, investigations or other related occurrences by item #. DO NOT MOVE OUT OF THIS SECTION – this section is to be used to ensure employer is responding within 21 calendar days. Once correspondence is complete item can be removed.
Area Action Expected Outcome Observed Outcome Pass/ Fail Comments Log into iPassport (as the alternate user) - - - - - - Menu Click the Profile option in the header The User Details tab should load Click the View My Staff Profile link The staff profile should load for the logged in user on the General tab Check the information message in the middle of the screen You should see “You have control over who can view certain personal information stored about you in iPassport…” Check under the information message There should be a field called Restrict visibility of these fields to field Click the pencil edit icon for the Restrict visibility of these fields to field The field should expand Check the items in the drop down There should be four items
Select the Only you option The Only you option should be displayed in the field Click the Save button Only you should be displayed Click the Logout button You should be logged out Login in as your primary user - - - - - - Hover over the Personnel Management menu The sub-menu should be displayed Hover over the Staff Profiles sub-menu The Staff Profiles sub-menu should be highlighted Click the Staff Profiles sub-menu The Search Staff tab should be displayed Start to type the name of your secondary user (the one you adjust the setting for) in the Search field iPassport should start to filter down the results and show you your secondary user (depends on how many characters you entered)
Click the magnifying glass in the Actions column for your secondary user You should be taken to the General tab of the staff record for your secondary user Check the notice It should read Visibility of some of this Staff Member’s details has been restricted by the staff member. There are additional fields for this record that you cannot view. Administration Hover over the Administration main menu. The Administration sub-menu should be displayed Hover over the Organisational Units sub-menu item The Organisational Units sub-menu item should be highlighted Click the Organisational Units sub-menu The Search OUs tab should open Select the OU you are working with/ an OU to use - - - - - -
Category Criteria / Expectations Approaching Expectations (1) Minimally Meeting Expectations (2) Fully Meeting Expectations (3) Exceeding Expectations (4) Time Management and Organization (Weighted less) Uses allotted class time effectively; takes initiative; asks for help when needed Often distracted and off-task; unprepared; procrastinates; does not ask for clarification (when needed) Occasionally and/or unprepared Generally uses time effectively; prepared the majority of the time; asks for clarification (when needed) All class time is used effectively; never off-task or unprepared; focused; always asks for clarification (when needed) Communication: Expression and Organization of Ideas (verbal/written/visual), and Quality of Finished Product Expresses and organizes information thoroughly and effectively. Analysis and inquiry is barely evident; ideas have little to no discernable organization or focus; verbal/written/visual elements are mediocre at best Several elements absent Expression of analysis and inquiry is somewhat effective; some evidence of focus and organization of ideas; verbal/written/visual elements are adequate Most elements present Expression of analysis and inquiry is strong and clear; clear evidence of focus and organization of ideas; good use of verbal/written/visual elements All elements present Expression of analysis and inquiry is exceptional; all ideas are focused and organized; masterful use of verbal/written/visual elements All elements present Thinking (Critical and Creative) Uses critical and creative thinking processes effectively Little to no evidence of critical/creative thinking or personal reflection on learning Some evidence of critical/creative thinking and personal reflection Good evidence of critical/creative thinking and personal reflection Strong evidence of critical/creative thinking and personal reflection Research (notes) Compiles and cites relevant research on text and essential inquiry question Little to no evidence of outside research; no essential inquiry question and/or questions is not addressed; 1 or no sources cited Some evidence of outside research; some attempt to address essential inquiry question; 1 outside source (besides novel) cited Good evidence of outside research; essential inquiry question is present and addressed relatively effectively; 2 outside sources cited Strong evidence of outside research; essential inquiry question is present and addressed effectively; 3+ outside sources cited
Decision-making, processes, and personal values as they relate to ethical behaviour Reviewing and reflecting skills. 6. Planning and Decision-making Skills Decision-making and planning for short-term and long-term goals Ethical and culturally appropriate practices in decision-making processes Making informed decisions about personal learning in different contexts and for different purposes, including how to develop different questioning techniques for different contexts Using support networks to help implement decisions Imagining possibilities and planning courses of action to achieve preferred futures. 7. Interpersonal and Relationship Skills Strategies for developing effective interpersonal skills The nature of friendships and positive relationships Common difficulties in relationships (both personal and professional) and ways of working through them in ethical and culturally sensitive ways, and by valuing diverse points of view Developing and using personal support networks in a variety of situations Collaborating and working in teams. 8. Other topics suggested by teachers or students
Name / relationship of adult involved in the activity Prime area (Write the prime area the child is showing a delay in). (Com & Lang. Physical development, PSED) Step (You need to evidence your first step before writing your 2nd) WHO? (Child) Does what? Write your small step in this column. What do you want them to do? (You need to be able to see or hear the action) Under what conditions? (Amount of adult help, environment materials) i.e. physical or verbal prompts / modelling / in a specific area or throughout setting / distraction free area / at a table / on individual mat/ size of group/ specific resources. Degree of Success (number of times a child is expected to responded successfully out of the number of times practised) Date Attempted (week beg) Comments (You may need to include a key in this box if you have different ways of recording successes etc.) Step Mon Tues Wed Thurs Fri Step Mon Tues Wed Thurs Fri Step Mon Tues Wed Thurs Fri Completed By: Date: Attach more of this sheet if needed.
Personal Details Name I like to be known as: Date of Birth Gender Home address Ethnicity Religion Name of parent(s)/person(s) with parental responsibility Address (if different from above) Telephone number Email address How best to communicate with the me and engage me in decision making Who I live with Address (if different from above) ID number Legal status
PERSONAL PROPERTY INVENTORY Form Provided by the NORTHERN ARIZONA UNIVERSITY POLICE DEPARTMENT Date Completed: ITEM COMPUTER MAKE MODEL SERIAL # VALUE ITEM PRINTER MAKE MODEL SERIAL # VALUE ITEM MONITOR MAKE MODEL SERIAL # VALUE ITEM TELEVISION MAKE MODEL SERIAL # VALUE ITEM DVD PLAYER MAKE MODEL SERIAL # VALUE ITEM GAMING SYSTEM MAKE MODEL SERIAL # VALUE ITEM STEREO MAKE MODEL SERIAL # VALUE ITEM IPOD MAKE MODEL SERIAL # VALUE ITEM CAMERA MAKE MODEL SERIAL # VALUE ITEM VIDEO CAMERA MAKE MODEL SERIAL # VALUE ITEM CELL PHONE MAKE MODEL SERIAL # VALUE ITEM MICROWAVE MAKE MODEL SERIAL # VALUE ITEM BICYCLE MAKE MODEL SERIAL # VALUE ITEM SNOWBOARD MAKE MODEL SERIAL # VALUE ITEM SKIS MAKE MODEL SERIAL # VALUE ITEM MAKE MODEL SERIAL # VALUE ITEM MAKE MODEL SERIAL # VALUE ITEM MAKE MODEL SERIAL # VALUE ITEM MAKE MODEL SERIAL # VALUE ITEM MAKE MODEL SERIAL # VALUE The NAU Police Department, does not keep the completed form. Students/faculty/staff need to keep a complete and updated copy for their records. An on-line form that can be downloaded is available at and should be saved on your NAU web mail and updated as needed. Taking photos of items with distinctive features is helpful and can assist in recovering an item if it is stolen.
Personal Response Elements Rubric A personal response should be roughly 1-2 pages, double-spaced. In class, you will have multiple opportunities to practice writing personal responses. For this assignment you will write a personal response to be graded. In order to be successful on this assignment, you need to make good use of class time, and complete your responses on time. I will review each personal response and make suggestions. Note that I will not be editing these pieces, as I did for your first journal, because if I made all the corrections myself, the piece would not be a full demonstration of your own work. Your personal response will be marked according to the following rubric: Categories Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding Summary and main idea are stated with limited effectiveness. Summary and main idea are stated with some effectiveness Summary and main idea are stated with thorough effectiveness Summary and main idea are stated with a high degree of effectiveness Thinking Themes, connections, and conclusion are explained with limited effectiveness Themes, connections, and conclusion are explained with some effectiveness Themes, connections, and conclusion are explained with thorough effectiveness Themes, connections, and conclusion are explained with a high degree of effectiveness Communication Formatting, grammar, spelling, and syntax are used with limited effectiveness Formatting, grammar, spelling, and syntax are used with some effectiveness Formatting, grammar, spelling, and syntax are used with thorough effectiveness Formatting, grammar, spelling, and syntax are used with a high degree of effectiveness Application Examples, quotations, question(s), and editing are applied with limited effectiveness Examples, quotations, question(s), and editing are applied with some effectiveness Examples, quotations, question(s), and editing are applied with thorough effectiveness Examples, quotations, question(s), and editing are applied with a high degree of effectiveness
Canadian Intern Personal Statement Name: Contact information: Faculty, Department and year of studies (e.g. U3, MA2): McGill Student number: Preferred host institution(s) for an internship (you can list up to 3): Age: Citizenship: Availability for 2017 and 2018 (e.g. September 2017-August 2018): Part I: Internship Preparedness In no more than 2 pages, explain why you are interested in pursuing an internship in general, why the internships listed on page 1 are of interest to you, and what makes you an excellent candidate for a CTC-QE internship placement. While we encourage you to indicate which of the CTC-QES partners you are most interested in working with, note that interns will be placed by the IHSP for the 2017-2018 cohort. Part II: Questionnaire Please provide short answers to the following questions (2-3 sentences maximum). You may repeat information from your cover letter if you choose. Include the question number in your response. Describe your research experience and analytical skills Describe your past or ongoing involvement with community engagement activities. What is your motivation for participating in the CTC-QE Scholarship Program? Describe your leadership experience. What are your future goals?
Personal Client Service This service is designed for clients wishing to ensure that their financial affairs remain efficient. Clients using this service would normally have a portfolio with assets from £25,000 to £100,000 to manage. An ual Review with your adviser Financial health check Telephone & e-mail access with your adviser Patterned Service Providing strategic updates to your accountant and any other professional advisers* Supplying end of year taxation information* Recommending suitable professionals as other needs arise* Ensuring everyone in the team provides advice and information in a co-ordinated & professional way. Portfolio Construction Using a risk profiling methodology Designing a suitable asset allocation Portfolio design & construction Portfolio Monitoring Online access to portfolio valuations Portfolio valuations available at additional charge Retirement Planning Pensions advice, review & consultation* *Additional charges will apply
Description of Service Elements Telephone access to adviser When requiring support or guidance, you may contact us. Full Financial Planning Review This covers the advice process detailed above. Lifetime Cash Flow Forecast (This service is only available to Private Clients. However, Premier and Personal clients can also access this service, subject to an additional fee). Based on a number of assumptions, a cash flow forecast will provide graphical analysis. This will establish whether you have sufficient income to maintain your standard of living or meet anticipated expenditure. It will also help us to design an appropriate asset allocation for your investment portfolio. For example, you may only require investment returns of 4% per year, to ensure that you achieve your stated goals. In reality, however, you may have a portfolio taking more risk that you require, as it has been constructed to try and achieve a return of 7% or 8% a year. Without a cash flow analysis, it is difficult to evaluate how much life cover and income protection is needed to protect you and your family adequately. A complete picture of your current and future planning will also aid tax planning. In addition, cash flow analysis will produce different scenarios to see how your finances will be affected. For example, if you are ill for a few months and therefore not receiving an income, a cash flow analysis will evaluate whether you have sufficient savings and how this will impact on your lifetime objectives. These scenarios will suggest whether you need to save or invest larger amounts of money or if you should lower your expectations. Portfolio Valuation This provides a snapshot of your current position of your investments and pensions Asset Allocation Review Your valuation will be divided, based upon the underlying assets and the allocation of these will be assessed against your recorded objectives and attitude to risk. Suggestions on rebalancing action may be made, in accordance with the service level agreed. Removing Hassle All your financial records will be filtered by our client manager & organised neatly into files & updated for review meetings.
What do you intend to collect? Please specify. Do you intend to collect If yes, please specify. Do you intend to collect the personal data of What do you intend to do with the personal data Please be specific. Do you intend to share the personal data with others within Goldsmiths others? If yes, please state who and why.
Question Yes i No '. NIA Remarks Maintained on an imprest basis? Reconciled on a regular basis? Reconciled by someone independent of payroll preparation and distribution of warrants? 9. Has a delayed payroll system been established? I 0. *Are all salaries and wages paid by warrant? , 11. *Are written authorizations from responsible persons outside the payroll depaitment required for: Names added to and deleted from the payrolls? Individual wage or salary rate changes? 12. *Are individual employee time and attendance records: Prepared and signed by each employee for each pay period? Sufficiently detailed to show time charges to assignments, leave and administration? Reviewed and signed by each employee's supervisor? Reconciled with centralized time and attendance records? : 13. Has a prescribed system been developed in writing to accme and use vacation, sick leave and compensatory time? : 14. *Are appropriate records maintained for accumulated employee benefits (vacation, sick leave, comp time, etc.) and checked for overdrawn balances prior to the submission of the employee time and attendance report? _ 15. *Are procedures adequate for controlling: '------ -- -------- ·- -- --·---- - i . ! .. ·. - --- --,-- -- - --- - --- ---
Leave for Birth or Placement of a Child or the Serious Health Condition of an Immediate Family Member Scope –In accordance with the FMLA, an unpaid leave of absence for up to 12 weeks in a 12-month period will be granted, for eligible employees who have been employed for 12 months and have worked 1250 hours preceding the commencement of the leave for the following reasons: For the birth of the employee's child (leave must be concluded within 12 months of birth); For the placement with the employee of a child through adoption or foster care (leave must be concluded within 12 months of placement); or For the care of a spouse, child, or parent of the employee who has a serious health condition. Eligible spouses employed by the Agency are jointly entitled to a combined total of twelve (12) workweeks of family leave for the birth or placement of a child for adoption or foster care. Terms and Conditions of Leave Employees desiring family or medical leave must give Youth Focus at least 30 days notice, or notice as soon as reasonably practicable, of the need for such leave. Such notice should be provided to the Human Resources Director. For leave to care for a spouse, child, or parent with a serious health condition, the employee will be required to furnish a medical certification in support of the leave request. The completed medical certification must be provided within fifteen (15) days of the date of the leave request. The medical certification form will be provided by the Agency. If the employee fails to provide the required medical certification, the Agency may delay the commencement of or deny the leave. Any unapproved absence(s) may result in disciplinary action, up to and including termination. Employees may be required to obtain second or third medical opinions at the Agency’s expense. For leave to care for a spouse, child, or parent with a serious health
OMPF Documents You Should Verify are Present (if applicable), Accurate and Current Form Number Document Available and Current NOTES Field Code 39 Emergency data and Beneficiary slips Documents in this Field Code are not provided for Selection Board review. Dependency Application/Record of Emergency Data (“Page 2”) * Multiple documents possible. Ensure most current signed document is viewable. NAVPERS 1070/602 YES NO Record of Emergency Data DD 93 YES NO Emergency Contact ESR Data You Should Verify is Present (if applicable), Accurate and Current Data Available and Current NOTES Emergency Contact On the left navigation bar, go to Electronic Service Record > View > Emergency Contact. Emergency Contact YES NO PADD (Person Authorized Direct Disposition) of Remains * Verify PADD is checked. * Update PADD by using the ESR Update Emergency Contact link at the bottom of the Emergency Contact page YES NO PADD designation is extremely important for all personnel, but particularly for those on IA. Update PADD designation whenever your marital status changes. Servicemember’s Group Life Insurance ESR Data You Should Verify is Present (if applicable), Accurate and Current Data Available and Current NOTES Servicemember’s Group Life Insurance On the left navigation bar, go to Electronic Service Record > View > SGLI. SGLI Options YES NO FSGLI Options YES NO Update SGLI and FSGLI beneficiaries whenever your marital status changes.
bar, go to Electronic Service Record > View > Course Data. such as NTMPS/Electronic Training Jacket and Navy College/SMART. * Course Data must display as GREEN “Verified” or will not print on NAVPERS 1070/881. Schools, Navy eLearning (NKO) courses completed online, command-delivered training, and off-duty education such as college courses. Education Data ESR Data You Should Verify is Present (if applicable), Accurate and Current Data Available and Current NOTES Education Data On the left navigation bar, go to Electronic Service Record > View Training, Education, Quals. Click Education Data. Professional Education * Data displayed may have been entered by a personnel clerk, or may have been received from another system – such as NTMPS/Electronic Training Jacket and Navy College/SMART. * Education data must display as GREEN “Verified” or will not print on NAVPERS 1070/881. YES NO 3. Verify Performance Information: ESR Data and OMPF Documents Court Memorandum ESR Data You Should Verify is Present (if applicable), Accurate and Current Data Available and Current NOTES Court Memorandum On the left navigation bar, go to Electronic Service Record > View > Court Memorandum. Court Memorandum * Depending on your personal and professional performance, it is possible that this panel will be empty of data. YES NO Record of Unauthorized Absence ESR Data You Should Verify is Present (if applicable), Accurate and Current Data Available and Current NOTES Record of Unauthorized Absence Unauthorized Absence * Depending on your personal and professional performance, it is possible that this panel will be empty of data. YES NO
Person specification Specification Essential or Desirable Assessment Method* Education and qualifications Good standard of general education Relevant degree or qualification SafeLives qualification E D D A A A Experience Significant proven experience of providing emotional and practical support to survivors of domestic violence Experience of identifying and responding to the risks to and needs of survivors of domestic violence Experience of providing, non-judgemental, non-directive and confidential support to clients and of encouraging clients to take control of their lives and set realistic objectives and goals Experience of working in a residential setting/refuge/women’s advice centre or other relevant agency Experience of attending court in a professional capacity E E E D D A / I A / I A / I A / I A / I Abilities/skills/ knowledge Knowledge of the dynamics and impact of domestic violence and how best to support survivors Understanding of multi-agency partnership structures, including the MARAC, in responding to domestic violence Understanding of issues relating to the safeguarding of children Working knowledge of the legal system as it relates to survivors of domestic violence E E E E A / I A / I A / I I / T
Person specification Specification Essential or Desirable Assessment Method* Education and qualifications Good standard of general education NNEB, NVQ Level 3 or equivalent First aid certificate or willingness to train E E D A A A Experience Significant proven experience of working with children Experience of organising and providing play and other activities. E E A/I A/I Abilities/skills/ knowledge Knowledge of the dynamics and impact of gender violence. An understanding of health and safety requirements in providing services for children. Evidence of the ability to build and develop supportive relationships with women, girls and children who have experienced violence maintaining professional boundaries Understanding of and willingness to undertake training in Safeguarding and Child Protection. Evidence of the ability to build effective relationships, both internally and externally, showing sensitivity for others’ viewpoints and valuing diversity Evidence of the ability to communicate clearly and concisely, including the ability to listen actively and match communication to the needs of the recipient Evidence of the ability to take responsibility for own actions and behaviour being able to reflect on previous experiences to improve own practice E E E E E E E I I/T I A/I I/T A/I/T I
5. I disagree with Respondent’s reasons for the disciplinary action taken against me, but the details describing my reasons are below. Attach additional pages as needed. 6. I believe the disciplinary action was taken for one or more of the following reasons: Check all that apply Political reasons; Religious reasons; Racial reasons; Not for the good of the service; Protected disclosure of information, per § 105.055 RSMo. Please provide a detailed explanation for each box checked above and attach additional pages as needed.
Nottinghamshire Healthcare NHS Trust Transforming the culture of mental health services through peer support Project summary Around one in four people are thought to suffer from mental health problems at some point in their life, but mental ill health continues to carry a stigma. This has a huge impact on the lives of those experiencing mental health problems and the attitudes and behaviour of those around them, including healthcare professionals. This project seeks to transform the culture of mental health services by employing peer support workers to inspire hope, promote recovery and challenge discrimination. It is built on the belief that people who experience mental health problems can embody recovery and challenge people’s expectations. Primary contact details Julie Repper, Email: Website Link: University College London M(ums)-Power: putting women at the centre of antenatal care Project summary Pregnancy is a normal physiological process that produces a range of changes and anxieties that most women manage within complex, busy lives. But services often meet the priorities of healthcare professionals rather than the needs and preferences of the women they serve, resulting in dissatisfaction, inefficiency and, for some, a reluctance to engage. The funding provided by The Health Foundation’s Closing the Gap programme is being used to transform both the effectiveness and the person-centeredness of antenatal care. M(ums)-Power seeks to do this through improving the culture of antenatal services, with the ultimate aim of transforming the dynamic between those who use antenatal services and those who provide them. Primary contact details Professor Donald Peebles, Email: d.peebles@ucl.ac.uk Website Link: Child and Adolescent Mental Health Services (CAMHS) at University College London & the Anna Freud Centre Shared decision making in child and adolescent mental healthcare Project Summary
PERSONNEL INFORMATION CHANGE FORM PLEASE PRINT EMERGENCY CONTACT AND RELATION: Name Change Address/Phone/ Email Change Emergency Contact FULL TIME PART TIME ADMINISTRATOR LIMITED FACULTY VARIABLE HOURLY STUDENT HOURLY CLASSIFIED TECH PRO ADJUNCT INSTRUCTOR STUDY FACULTY TEMP CLASSIFIED HR DEPARTMENT USE ONLY BELOW THIS LINE l ________________________
Qualifications Desirable A1 award NVQ Level 2 or equivalent in a relevant occupation NVQ Level 2 or equivalent in administration A A A Key skills Essential Able to act as an ambassador for the College at all times Ability to deliver an integrated customer focused service ensuring services interface seamlessly Ability to maximise marketing opportunities to internal and external clients Ability to plan and coordinate events Experience of training others and supporting student learning within a real live working environment A/I A/I A/I A/I Experience Essential Experience in a customer service / administration role Experience of working in a customer facing environment A/I A/I Experience Desirable Experience of working in a hospitality environment Experience of supervising the work of others. A/I A/I A/I Knowledge Essential Excellent customer service techniques Good knowledge of IT systems Ability to handle queries effectively and efficiently across a number of mediums (e.g. telephone, e-mail, face to face) Outstanding ability to communicate verbally and in the written word with people at all levels (internally & externally) Able to use databases and booking systems Excellent organisational and planning skills Team working qualities and abilities Administration skills and abilities Excellent attention to detail Able to use initiative Able to resolve problems in a calm and effective manner A/I A/I A/I A/I A/I A/I A/I A/I A/I A/I A/I A/I A/I Desirable An appreciation of the communication needs of people with disabilities/learning difficulties. Knowledge of the Hospitality Industry. Knowledge of Booking Systems (Booking Pro) Ability to act as a Mentor to people with disabilities/learning difficulties on work experience A/I A/I A/I A/I
ARTICLE D. COMPENSATION D-1. Equitable Pay: It is the policy of Kansas WorkforceONE to provide equitable compensation for its employees in the form of pay and fringe benefits in order to attract and retain qualified individuals for all positions. The salary of each employee shall, at least annually, be reviewed by the Executive Director. D-2. Pay Increases: The Executive Director and/or the Executive Team, on behalf of the Board of Directors, may determine if a merit increase is warranted based on job performance. The Executive Director and/or the Executive Team, on behalf of the Board of Directors, may, at any time, adjust pay by a specified percentage to reflect changing economic conditions relative to the cost of living. D-3 Performance Evaluations: Employee performance evaluations may be considered in determining salary increases and decreases, as a factor in determining the order of layoffs, and as a means of identifying employees who should be promoted, transferred, or, because of their low performance, should be demoted or dismissed. D-4. Pay on Separation from Employment: An employee who is separated from employment shall receive his or her paycheck on the first regularly scheduled payday following his or her separation from employment. D-5. Overtime Work: All overtime work must have prior authorization by the Executive Director or Director of Operations. Compensation for authorized overtime work shall be at the rate of one and one-half times the non-exempt employee’s regular rate of pay. Overtime compensation shall be paid no later than the first payday following the pay period in which it was earned. D-6. Pay for Exempt Positions: Exempt employees routinely receive their full salary for any week in which they perform any work, without regard to the number of days or hours worked. Permissible Deductions from Pay for Employees in Exempt Positions Deductions to pay must be made in full day increments. If an exempt employee works any hours during a day they must be paid for the full day. The few exceptions to the requirement to pay exempt employees on a salary basis are listed below. Absences of one or more full days for personal reasons other than sickness or disability when the employee has exhausted all vacation time or the employee has requested leave without pay. Absences of one or more full days due to sickness or disability when the employee has exhausted all paid leave benefits or is still in the probationary period as a new hire. Unpaid disciplinary suspensions of one or more full days in accordance with Brown's policies.
Herne Bay Junior School Person Specification – Deputy Headteacher This person specification is related to the requirements of the post as determined by the job description. is carried out on the basis of how well you meet the requirements of the person specification. You should refer to these requirements when completing your application. Description Essential/desirable Professional Qualifications Qualified Teacher Status E First Degree or Equivalent E Evidence of further professional development E Knowledge & Understanding Substantial primary teaching experience E Experience of whole-school curriculum management leading to school improvement E Excellent classroom practitioner E A strong commitment to inclusion with high expectations for all learners E Highly successful experience of leading and managing whole school developments in a number of areas regarding teaching & learning and raising standards of attainment and achievement across the school E Knowledge and experience of up to date developments in IT and E-Learning for teaching and management purposes E A good understanding of the requirements of transition between key stages D An understanding of safeguarding practice and current national issues in promoting children’s safety and well-being E Understanding of the characteristics of effective primary teaching and learning strategies used to raise pupil attainment and achievement E Good understanding and use of assessment, including target setting and tracking E Understanding of effective techniques and policies for behaviour management E Knowledge of the role governors play in the school’s leadership team D Leadership and Management Senior leadership and management experience D Experience of conducting staff induction, mentoring and performance management E Experience of whole school self-review and evaluation D Experience of having led whole school initiatives D A good understanding of whole school issues E
SELECTION CRITERIA POST: Finance Assistant (Apprentice) GRADE: DEPARTMENT: Finance Essential Criteria Desirable Criteria How & When Education / Qualification GCSE grade A to C or equivalent in English, Maths and ICT Application Form Assessment Centre Certificates Skills / Abilities Numerate Keyboard Skills Proficient in Microsoft Excel Excellent written and oral communication skills. Accurate IT skills Appropriate telephone manner Good organisational skills Microsoft Office Ability to work independently Application Form Assessment Centre References Experience Previous office experience Assessment Centre References Knowledge Internet/Email literate Knowledge of LOROS Software packages: Word Excel Assessment Centre References Motivation and personal attributes Able to contribute to LOROS Values & Behaviours Flexible Willingness to learn and develop new skill Accuracy Positive approach to work Honest Team player Reliable Good sense of humour Polite and confident manner Able to rise to a challenge and work in a very busy environment Assessment Centre References
PDO School - Person Specification for a Learning Support Specialist Teacher Essential Criteria Desirable Criteria Evidence Qualifications Bachelor Degree in Education or related field with Qualified Teacher Status (e.g. Post Graduate Certificate in Education or equivalent) Further qualifications within the field of Special Educational Needs Masters Degree or further Post Graduate study in education Evidence of continuous further professional development in education Application Form Application Letter Interview Experience More than 4 years experience of teaching in a British or an international primary school with a British language curriculum (ages 3 to 11) At least 2 years teaching experience in primary Learning Support Working as part of a professional team Experience of teaching across more than one age group/phase Teaching in a range of settings Working in partnership with parents. As above Knowledge and understanding The teacher should have knowledge and understanding of: English or Australian National Curriculum for Reading Writing and Mathematics International Primary Curriculum or similar Interview Presentation Observation
BVARI PERSONNEL MANUAL TABLE OF CONTENTS Topic Page Topic Page Welcome i Contact Information ii Work Life Policies Introduction Employment Application Disclaimer Equal Employment Opportunity Sexual Harassment Drug & Alcohol Abuse Safety Smoking Building Security Ethical Conduct / Conflict of Interest Confidentiality Communication Electronic Mail / Computer System Personnel Record Dress Code Housekeeping Problem Resolution Procedure Parking Regulations Compensation Policies Hiring Procedure & Employee WOC Appointment Internal Control Training VA Required Trainings In-Service Trainings Initial Review Period Annual Performance Review Work Hours Overtime Inclement Weather/Other Emerg Compensation VA Employee Compensation & Attendance / Tardiness Resignations Benefits Earned Time Program Federal Holiday Observed Jury Duty Leave Family Medical Leave Act ……….….16 Bereavement Leave Vacation Request Maternity/Adoption Leave Military Leave Miscellaneous Leaves of Absence Flexible Spending Accounts Health Benefit Plan Dental Benefits Plan Life Insurance, Accidental Death & Dismemberment Short & Long Term Disability COBRA Injury on the Job Workers’ Compensation Unemployment Retirement Plan Employee Assistance Program Transit Reimbursement Summary
Helen Bril Associate Director of Human Resources Jeffrey Burd, Esq General Counsel Dan Burke Director of Process Management and Information Systems Michael Charpak Accounts Payable Administrator Page Humphrey Financial Analyst Deni Peric Executive Assistant deni.peric@bvari.org Jennifer Notari Grants Administrator jennifer.notari@bvari.org Shelagh Pearson Grants Administrator shelagh.pearson@bvari.org Janyce Sarmaniote Director of Finance Megan McHugh Human Resources Generalist Main Number: (617) 738-1313 Fax Number: (617) 738-8480 Web Site: Boston VA Research Institute, Inc. (BVARI) Personnel Manual Work Life Policies Introduction This manual was prepared to acquaint employees with personnel policies, programs and benefits at the Boston VA Research Institute, Inc., hereafter referred to as BVARI. The manual has been written for guidance and informational purposes only. It is a statement of BVARI’s present policies and is not an employment contract. BVARI reserves the right to change any or all