zilongwang/ReadingBank huggingface dataset:
TRU HR Department - Portfolios and Functional Areas Amanda Ellison Sandy Scarff Jenny Gomes Card Mike McKeen Theron Reed Paul Archer Advancement TRUOLFA Admin. & Finance (VP & Finance) Adventure, Culinary Arts & Tourism Faculty of Adventure, Culinary Arts & Tourism Ancillary Services Book Store Print Shop Disability Management Banner - Manager self-serve reporting Education & Social Work (FESW) Law (Faculty of Law) Provost Office General Counsel’s Office & Secretariat Athletics & Recreation Arts (Faculty of Arts) Job Evaluation Program & Compensation HR Data Reporting - ARGOS HR - FAST HR Human Resources Dean of Students (Faculty of Student Development) CASA Counselling Academic Supports Wellness Centre Supplemental Learning Writing Centre Career Education/Co-Op Disability Services Aboriginal Services Student Affairs Office of the President Risk Management and Safety & Emergency Management Centre for Excellence in Learning and Teaching EAP Ceridian Liaison Employee Wellness HR Systems Science (Faculty of Science) Advanced Technology & Math Environment & Sustainability Employee Health Benefits HR Smart Solutions Tools and processes Applicant Tracking Facilities HR Processes & Operations Trades & Technology (School of Trades & Technology) Finance & Procurement Warehouse Payroll Accounting & Budget Foreign Recruitment HRIS Coordinator: Joey Manuel HR Assistant: Vicky Reid TRU World Information Technology (IT) Institutional Planning & Effectiveness (IPE) Organizational Orientation & Lunch & Learns Library HR Officers: Shayleen Georget (Faculty & PTIC) Gillian Perran (OLFM, Admin, CUPE Aux)) Carson Danyluik (CUPE & Student employees) Grievance & Arbitration Administration & Guidance Labour Relations . CUPE . TRUFA . TRUOLFA Diversity & Equity Marketing & Communications (AVP, Marketing &Com) Research & Graduate Studies (AVP, Research & Graduate Studies) Pension Plans and Programs Nursing (School of Nursing) School of Business and Economics (SoBE) Open Learning HR Advisors: Kiara Card Mike McKeen TRUOLFA Bargaining Team Wellness Williams Lake Campus and Regional Centres Strategic Enrolment and University Registrar - Financial Aid and Awards - Registrar - Student Recruitment Recognition Programs
Brookings Institution Ashley Miller The Carter Center Chloe Bordewich David Carroll Avery Davis-Roberts Obehi Okojie Elizabeth Plachta Jordan Ryan Karin Ryan Tye Tavaras Centre for Civil and Political Rights Patrick Mutzenberg Commonwealth Secretariat Martin Kasirye Democracy Reporting International Hassan Nasir Mirbahar Electoral Institute for Sustainable Democracy in Africa (EISA) Cecile Bassomo Denis Kadima Ilona Tip EU Election Observation and Democratic Support (EODS) Gilles European Platform for Democratic Elections (EPDE); Donetsk Voters’ Committee Sergiy Tkachenko European External Action Service, Democracy and Election Observation (EEAS) Lora Borissova Emanuele Giaufret Isabel Martinho Forum Asia John Liu Inter-American Commission on Human Rights (IACHR) Malene Alleyne International Foundation for Electoral Systems (IFES) Michael Svetlik Chad Vickery International IDEA Therese Laanela Frank McLoughlin National Citizens’ Movement for Free Elections (NAMFREL) Eric Alvia National Democratic Institute (NDI) Julia Brothers Sarah Cooper Michael McNulty Open Society Foundations (OSF) Molly Hofsommer Organization of American States (OAS) Gerardo de Icaza Sara Mia Noguera Brenda Santamaria Organization for Security and Cooperation in Europe – Office for Democratic Institutions and Rights (OSCE/ODIHR) Beata Martin-Rozumilowicz Alexander Shlyk United Nations Development Programme (UNDP)
Gustavo Gallon, U.N. Independent Expert on the situation of human rights in Haiti David Kaye, U.N. Special Rapporteur Freedom of Opinion and Expression Maina Kiai, U.N. Special Rapporteur Freedom of Association and Assembly Gay McDougall, Former U.N. Special Rapporteur on Minority Rights Monica Pinto, U.N. Special Rapporteur on the independence of judges and lawyers Fernand de Verennes, U.N. Special Rapporteur on Minority Issues Alfred de Zayas, U.N. Independent Expert on the Promotion of a Democratic and Equitable International Order Representatives of States João Lucas Quental Novaes de Almeida, Brazil Herborg Fiskaa Alvsåker, Norway Yury Ambrazevich, Belarus Molla Belete Chekole, Ethiopia Aly Republic of Guinea Dijana Tabori Dorović, Bosnia & Herzegovina Barbara Fontana, Switzerland Hassani, Algeria Jan Kaminek, Czech Republic Špela Košir, Slovenia Daniel Kottut, Kenya Tomoko Kubota, Japan Andreas Maager, Consulate General of Switzerland, Atlanta Charlotte Marres, United Kingdom Pablo Berti Oliva, Cuba Iris Ott, Switzerland Patterson, United States of America Radka Sibille, European Union Delegation to the U.N. Yibra Aynekullu Tesfaye, Ethiopia Nuraym Tynybekova, Kyrgyzstan Sofia Varguez, Mexico Viktor Velek, Czech Republic Codrina Vierita, Romania Academics and Independent Experts Anders Eriksson, Independent Consultant Guy Goodwin-Gill, Oxford University Edward McMahon, University of Vermont Sita Ranchod-Nilsson, Emory University, Institute for Developing Nations John Stremlau, University of the Witwatersrand Mark Stevens, Independent Consultant Markku Suksi, Professor, Åbo Åkademi Domenico Tuccinardi, Independent Consultant Kåre Vollan, Quality AS
Flown, or (specify) E.g., Urine Collection Kit 5 kits/ 3 subj. 10 0.045 Previously Flown Flown on ISS Increments 3-6, 8, & 11-12; five kits provide supplies for three 24 hr urine collections with three subjects 11. If flight software is required, please answer the following: a. Is the software equipment-unique or commercial off-the-shelf? b. If it is experiment-unique, what is the status of development and who is the developer? 12. Storage of equipment and samples (for all flight experiments): Is temperature control of equipment/supplies needed: Yes No Not Temperature (ºC) Estimated Volume (cm3 or x number of y ml vials) -- for launch? -- in flight? -- for return? 13. Can all of your flight hardware and supplies be stowed for launch at L-2 months? Yes No If "No", list each item that must be late-loaded along with the L-requirement (indicate if units are in hours or days): 14. Do any flight hardware or supply expire in two years or less? Yes No If "Yes", list each item along with estimated shelf life (indicate if units are in days or months):
Two proposed amendments to the Constitution for approval by the attendees of the AGM We need a privacy policy. Action: Grahame drafting policy and will circulate to Committee for comment. Discussion of main issues such as emails, Facebook, website, twitter etc. Action: Grahame and Kate to implement twitter policy AGM AOB Life Membership – discussed Minutes and Signing in Sheet – Action: Sarah Nominations for Guinness Trophy and Lynchford Trophy The Guinness Trophy is awarded by the Committee to an outstanding member, who may not have been recognised within the club. This could be for improved performance, enthusiasm, contributions, or anything else. The Lynchford trophy is awarded to a member who has achieved a particular outstanding goal during the preceding year Nominations discussed and agreed Action: Heather and Ged to update the trophy spreadsheet AOB The John Tasker trophy will include the current club year’s marathons e.g. London, Brighton, Southampton which fall in April. Next Committee meeting Friday 13th April @ 7:30pm. Charlie & Kate hosting. Agenda to include Twitter and Facebook security/privacy/operational rules.
Hart Road Runners Review of the Year Including AGM Friday 24th March 19:30-21:30 North Hants Golf Club, Minley Road, Fleet, GU51 1RF Introduction and agenda run through – Grahame Smee Grahame thanked everyone for attending and ran through the agenda for the evening. The HRR Year in Review – Grahame Smee Grahame introduced the evening talking about the club and the role of the Committee and how we strive to improve the Club year after year. This year we have: Moved into our new home at the Leisure Centre with improved parking Changed the Handicap Course – Grahame publically thanked Spin for designing the course – it’s safer, better lit and finishes opposite a pub! Updated our Club kit, with new t-shirts and vests, and new items will be available soon Had a record number of members Had some great sessions with Nick Anderson – thank you to Kevin Munt and Ged Ruffle for applying for this and making it happen Seen the 2nd year of the very successful Hart4 Had the 1st ever Winter Training Camp – thank you to Kevin Munt for all his hard work. Had another successful Lord Wandsworth XC series Improved communications – Grahame publically thanked Kate Christie with her work to keep the website and Twitter up to date. Enjoyed great social events! Collected over £1200 for our nominated charities Additionally Grahame acknowledged HRR ladies winning team prizes in local events and thanked all volunteers which have contributed to making the Club run so successfully year after year. Social Review – Alexa King Alexa thanked everyone for their support and attendance at social events throughout the year.
RECRUITMENT REPORT HR Research Manager Nature of Contract Permanent Whole-time Post Date advertised Friday, 28th 2017 Advertising Media (Publications/Websites) UCC Website, universityvacancies.com, irishjobs.ie Closing date for receipt of applications Tuesday, 30th May 2017 Number of applications received: 12 Date of shortlisting Wednesday, 14th June 2017 Number of candidates shortlisted for interview Internal 1 External 1 Date of Seminars and Interviews Seminars Friday, 14th July 2017 Interviews Friday, 14th July 2017 Candidate Appointed Mary Kate O’Regan Date successful candidate notified Monday, 17th July 2017 Date successful candidate accepted Monday, 17th July 2017 Start date of position Monday, 17th July 2017
WORD BANK FOR THESE NOTES Acquired Adaptation After allele frequencies Allopatric Analogous Analogous structures bottle neck effect Breakdown common ancestors. Comparative Anatomy Convergent evolution Directional selection Disruptive selection Divergent evolution divergent evolution Environment Evolution Favorable Finches Fitness Fossil record. founder effect Gene flow Genetic drift Geographic distribution Homologous structures Hybrid Inviability Jean Baptiste Lamark Modification Molecular Biology Mutations Offspring Prezygotic reproduce. Reproduction Similarities in embryology Speciation Stabilizing selection Success Survive survive Sympatric Theory Traits use or disuse. Vestigial organs Viable
Teacher: CONLON Course: Marine Science 1 Hrs Period(s): 6,7 Week of: 10/09/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Identify major marine systems & how humans have relied upon and utilized the ocean for thousands of years. Daily Learning Goal Students will describe characteristics of different marine ecosystems. Students will describe characteristics of different marine ecosystems. Students will describe characteristics of different marine ecosystems. Students will describe characteristics of different marine ecosystems. Students will describe characteristics of different marine ecosystems. Activities: 1. Research ecosystem 1. Research Ecosystem 1. Form Presentation 1. Ecosystem Presentations 1. Ecosystem Presentations Classwork / Homework HMK: Prepare for presentation HMK: prepare for presentation HMK: Prepare for presentation HMK: Prepare for presentation HMK: none
Standards or Frameworks: C.912.N.1.4 SC.912.L.17.7 SC.912.L.17.11 SC.912.L.17.9 C.912.N.1.4 SC.912.L.17.7 SC.912.L.17.11 SC.912.L.17.9 C.912.N.1.4 SC.912.L.17.7 SC.912.L.17.11 SC.912.L.17.9 C.912.N.1.4 SC.912.L.17.7 SC.912.L.17.11 SC.912.L.17.9 C.912.N.1.4 SC.912.L.17.7 SC.912.L.17.11 SC.912.L.17.9
Join National Content Webinar Train staff on Content Webinar topic Collect outcome data Join coaching call Administer AHRQ Nursing Home Survey on Patient Safety Culture Receive training from FTL based on National Content Webinar Complete AHRQ Nursing Home Survey on Patient Safety Culture (10-15 minutes) 12- June 5 hours Join National Content Webinar Train staff on Content Webinar topic Collect outcome data Join coaching call 1 Receive training from FTL based on National Content Webinar 13- July 14.5 hours Complete Q4 Team Communication Guide Join National Content Webinar Train staff on Content Webinar topic Collect outcome data Join coaching call Attend Learning Session #3 Administer Skills Questionnaire to staff 6-8 hours (for staff attending LS #3) 1-2 hours (for staff not attending LS #3) Receive training from FTL based on National Content Webinar Complete Skills Questionnaire (5-10 minutes) 14- Aug 3-4 hours Join National Content Webinar staff on Content Webinar topic Join coaching call 1 hour Receive training from FTL based on National Content Webinar
Teacher: CONLON Course: Marine Science 1 Hnrs Period(s): 6,7 Week of: 9/25/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Students will be able to understand the impact of technology and marine science. Daily Learning Goal We will explore the history of technology Students will understand the progression of technology. Con’t Students will explore various technological applications. Students will understand local contributions to marine science. Activities: 1. Use Submersible research to complete a Venn diagram of all 3 vehicles 1. Complete the Venn diagram 2. Video of Trieste 1. DeepSea Challenge – video 2. Introduction to OCEARCH 1. Notes – types of shark tagging 1. Research shark tagging using OCEARCH Classwork / Homework 1. Student collaboration to complete Venn diagram HMK: none 1. Complete Venn diagram 2. Discussion of importance of Trieste HMK: none 1. Video questions 2. HMK: none 1. Notes HMK: none 1. Track sharks using OCEARCH website HMK: none
Teacher: CONLON Course: Marine Science 1 Hnrs Period(s): 6,7 Week of: 9/05/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Students will be able to understand the origins of marine science. Daily Learning Goal NO SCHOOL Labor Day Students will understand the history of marine science. Students will understand contributions to our knowledge of oceans Students will understand contributions to our knowledge of oceans Students will understand early contributions to our knowledge of the world. Activities: 1. Complete the comparisons of timeline 2. Present one section of history 1. Eugenie Clark -video 1. Guest speaker- Rachel Kangas 1. Bass Laboratories reading Classwork / Homework 1. Compare eras 2.Present HMK: none 1. Video questions HMK: none 1. Guest Speaker HMK: none 1. Questions HMK: none
Grade 10 Open Religion Exam Review Exam date: Wed., June 27th, 2018 Exam format: Multiple Choice (25) Matching (15) True/false (20) Short Answer (5 choices – you respond to 2) Reflection (3 choices – you respond to 1) Unit 1: Called to Jesus Terms/people to review: Anthropology Secular Inerrancy Inspiration Salvation history Messiah Faith Source Historical Source Gospels Acts of the Apostles Pauline Epistles Letter to the Hebrews Catholic Epistles Book of Revelation Covenant Abraham Isaac Joseph Moses King Saul King David King Solomon Diaspora Evangelists Events & concepts to review: The focus area of each form of secular anthropology (ex. Biological) Literary forms in the Bible (ex. Myth) Types of truth (ex. Moral truth) Literalist vs contextualist approach The differences between “Jesus of History” and “Christ of Faith” Messianic Promise The principle that unifies the writings of the NT Covenants vs contracts Jesus as the “New Covenant” What calling Jesus “Lord” meant for Christians The four portraits of Jesus (Gospels): The main perspective of each Gospel Whether or not Jesus’ life was recorded in a logical fashion in the Gospels Whether or not we should read the Gospels as detailed biographies of Jesus The key lessons Jesus taught How Jesus offered hope for the outcasts in society Unit 2: Called to Be Church
Name of employee Job Date of application I would like to request flexible working arrangements and confirm that: I have 26 weeks continuous service with the company Yes / No I confirm I have not made a request for flexible working in the past 12 months. Yes / No If you have made a previous request for flexible working please give details: Please consider my statutory request for flexible working as detailed below: Outline the flexible working changes you would like the company to consider and describe the reasons for making this request. N.B. If the request is in relation to the Equality Act 2010 e.g. as a reasonable adjustment for a disability then please state this. I think the requested changes would have the following effect on the company and I believe it could this be dealt with as I have described: Describe any effects your request would have on the business, your work colleagues, team or department. Consider also any likely consequences such as additional costs, impact on quality or customer service etc. Also describe how you think the issues could be addressed to minimise any potential disruption or negative effect on the business.
4. Valuing Diversity and Dignity at Work Valuing Diversity Statement is committed to valuing diversity and seeks to provide all staff with the opportunity for employment, career and personal development on the basis of ability, qualifications and suitability for the work as well as their potential to be developed into the job. We believe that people from different backgrounds can bring fresh ideas, thinking and approaches which make the way work is undertaken more effective and efficient. The Company will not tolerate direct or indirect discrimination against any person on grounds of age, disability, gender / gender reassignment, marriage / civil partnership, pregnancy / maternity, race, religion or belief, sex, or sexual orientation whether in the field of recruitment, terms and conditions of employment, career progression, training, transfer or dismissal. It is also the responsibility of all staff in their daily actions, decisions and behaviour to endeavour to promote these concepts, to comply with all relevant legislation and to ensure that they do not discriminate against colleagues, customers, suppliers or any other person associated with the Company. Key Actions In adopting these principles : Will not tolerate acts that breach this policy and all such breaches or alleged breaches will be taken seriously, be fully investigated and may be subject to disciplinary action where appropriate. Fully recognises its legal obligations under all relevant legislation and codes of practice. Will allow staff to pursue any matter through the internal procedures which they believe has exposed them to inequitable treatment within the scope of this policy. If you need to access these procedures they can be obtained from your line manager e.g. Grievance Procedure, Dignity at Work Procedure etc. Will ensure that all managers understand and maintain their responsibilities and those of their team under this policy. Will offer opportunities for flexible working patterns, wherever operationally feasible, to help employees to combine a career with their domestic responsibilities. Will provide equal opportunity to all who apply for vacancies through open competition. Will select candidates only on the basis of their ability to carry out the job, using a clear and open process.
Aboriginal Spirituality Continued… Review Concepts/teachings/events: The main Aboriginal moral and spiritual teachings The 7 Grandfather Teachings How Aboriginal beliefs, stories, moral teachings, and/or rituals are connected to the physical environment (ex. The earth and animals) The churches that were involved in the operation of residential schools The Federal Government’s connection to the residential school system The tragic effects of the residential school system Unit 3: Judaism Review These Terms/People: Covenant Messiah Diaspora Tabernacle Anti-Semitism Shoah Zionism Synagogue God Shema Radak Tanak Talmud Mitzvot Halakhah Abraham Jacob Moses Judaism Continued… Review These Concepts/Teachings/Events How Judaism is rooted in its past (ex. the covenant that God established with Abraham, the importance of Israel in Judaism over the ages, the Holocaust’s impact on Judaism, and the connection between the Jewish rituals/festivals/holy days and events in Jewish history) The Jewish understanding of the Messiah The characteristics of a covenant Be familiar with 2 branches of Judaism Consider 3 similarities or 3 differences between the 2 branches that you choose The major Jewish rituals, festivals, and holy days Kosher laws
Unit 4: Islam Review these terms/people: Muslim Muhammad Polytheism Female Infanticide Ka’bah Shahadah Salat Zakat Sawm Hajj Umma Caliph Ali Abu Bakr Shariah Law Halal Haram Review concepts/teachings/events: The 7 Articles of Faith Differences between Shi’a and Muslims Consider some of the challenges that a Muslim might face when trying to fulfill 1 of the 5 Pillars in today’s society The parts of a mosque The main similarities and differences between the Christian Jesus and the Muslim Jesus The teachings/beliefs regarding the Qur’an and the Hadith Unit 5: Eastern Religions Buddhism & Hinduism Review these terms/people: The Buddha Samsara Karma Nirvana Mandala Mantra Brahman Brama Vishnu Shiva Moksha Dharma Artha Kama Review these concepts/teachings/events: The Four Noble Truths in Buddhism Consider the Noble Eightfold Path and three steps (in this path) that you struggle to follow in your life The Three Jewels of Buddhism The Three Marks of Existence in Buddhism The three main divisions in Buddhism Consider what Buddhist teachings, practices, precepts, and/or values you respect and would consider following in your life The Caste System The four to liberation/salvation in Hinduism Consider what Hindu aim or goal of life you respect the most and why Consider three aspects of Hinduism that might be difficult for non-Hindus to comprehend (ex. Beliefs, moral teachings)
Rubric: Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding -demonstrates a limited understanding of how the individual demonstrated two teachings -demonstrates some understanding of how the individual demonstrated two teachings -demonstrates a considerable understanding of how the individual demonstrated two teachings -demonstrates a thorough understanding of how the individual demonstrated two teachings Thinking & Inquiry -uses creative thinking skills with limited effectiveness to show a practical application of the selected teaching -uses creative thinking skills with some effectiveness to show a practical application of the selected teaching -uses creative thinking skills with considerable effectiveness to show a practical application of the selected teaching -uses creative thinking skills with a high degree of effectiveness to show a practical application of the selected teaching Communication -organizes and expresses ideas with limited effectiveness -organizes and expresses with some effectiveness -organizes and expresses ideas with considerable effectiveness -organizes and expresses ideas with a high degree of effectiveness Application -makes connections with limited effectiveness connections with some effectiveness -makes connections with considerable effectiveness -makes connections with a high degree of effectiveness
13 Week of 11/23 No class Happy Thanksgiving! 14 Week of 11/30 15 Week of 12/2 Casino Gaming Mon Dec. 13th Resort/Private Club Tradeshow Display day Final Exam Wed. Dec. 15th Same classroom 2:45- 5 pm.
Periodicals: Saveur Gourmet Wine Spectator Bon Appetite The Wine Advocate Food and Wine Wine Enthusiast Final total percentage range and letter grade: 96 – 100 A + 93 – 95 A 90 – 92 A – 20% = Mid Term 86 – 89 B + 30% = Final 83 – 85 B 20% = Group project 80 – 82 B - 20% = Quizzes 76 – 79 C + 10 % = Participation 73 – 75 C 70 – 72 C – 66 – 69 D + 63 – 65 D 60 – 62 D – 59 and below F Academic Integrity Statement: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty is required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at http://www2.sjsu.edu/senate/S04-12.pdf Special Accommodations: If you need course adaptations or accommodations because of disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with instructor as soon as possible. Presidential Directive 97 – 03 requires that students with disabilities register with DRC to establish a record of their disability.
Division/department Course Number / Title Rationale Dean of overlap course (name) CAREER/TECHNICAL COURSE TRACKING (required only for career/technical courses) Career/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required. Programs in which course will be required Division Hotel/Restaurant/Tourism Management AAS Culinary Arts & Management Part 3: Outcomes, Assessments, Topics List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus. How are Lane’s Core Learning Outcomes emphasized and measured or demonstrated through course assessments? Please indicate which are linked to your course outcomes. Need help? Contact Tammy Salman, Faculty Coordinator, Assessment and Curriculum Development or Sarah Lushia, Core Learning Outcomes Coordinator. You do not need a CLO for each course outcome. EXAMPLE CLO 1.2: Determine information need, find and cite relevant information COURSE-LEVEL LEARNING OUTCOMES (course outcomes) EXAMPLE Upon successful completion of this course, students will be able to: 1. Describe and explain general plant structure and function in relation to plant growth and development. 2. Demonstrate knowledge of horticultural principles in the cultivation of plants. ASSESSMENTS Include specific assignments you will use to measure/observe student attainment of outcomes. For assessment see 1. Demonstrate knowledge of interpersonal relationships as they relate to the work environment, shown by working smoothly with other students, staff, and clients to produce an event. 2. Demonstrate efficient work organization, including creating and implementing workflow charts, schedules, and timelines. 3. Demonstrate excellent customer service skills in working with a culturally and ethnically diverse client base, including internal and external event planners and attendees. 4. Summarize all the steps involved in producing a successful event, including catering and audiovisual services to meet client needs.
Division of Water Rights - The Division will perform an HRTW analysis consistent with guidelines to incorrect policies, regulations and procedures that reflect current HRTW activities and need for further staff training, stakeholder involvement and reporting of HRTW actions for transparency. The Division maintains prioritization criteria for processing water rights applications to appropriate water and change petitions of existing water rights. These prioritization criteria could be revised to include a new criterion for a project that would assist in obtaining safe, clean, affordable, and accessible water adequate for human consumption, cooking, and sanitary purposes. Language has been drafted. Office of Enforcement - We specifically look to identify ways to implement the HRTW in enforcement actions. North Coast Regional Board - We have several upcoming basin planning actions where there is a nexus between the BP actions and HTRW. a. First, our board will adopt an updated triennial review list this spring, the first since passage of the HTRW Act. We intend to include a finding in the adopting resolution regarding consideration and implementation of HTRW. b. We also are preparing a basin plan amendment that updates water quality objectives and that includes updates to maximum contaminant levels (MCLs) for drinking water, and that will propose a toxicity objective for groundwater. Both of these elements will provide important tools for drinking water protection. c. Finally, once the preceding basin plan amendment is adopted, we will move toward developing a comprehensive groundwater protection strategy that will include assessing groundwater quality at a basin scale in the region, and developing an approach to salt and nutrient management planning for the region. Other elements of our regional programs that may be of interest. a. Groundwater quality issue identification. There is a dearth of basin-scale groundwater quality data for many parts of the region. We have several efforts that involve or will involve data collection with direct relevance to groundwater quality in rural and disadvantaged parts of the region. Our dairy program includes sampling of well water in the dairy production parts of the region. Salt an nutrient planning and possibly ag permitting programs will include data collection efforts in sensitive or high priority groundwater use areas. b. Coordination with Division of Drinking Water. We see an opportunity to cross link the work of DDW and RB to better identify threats to drinking water and potential responses.
HR USER GROUP - 22 June 2016 - Attendees Max HILL, HR OHW Matt THORNE, HR PECAPS Erika ROSIVATZ, LCN Anoucha STERLING, ICN Lucy SPIKESLEY, ICN Sonia THEODORIC, PALS Molly BENNETT, PALS Tayjal TAILOR, EDI Phillippa SHALLARD, BSEER Rosanna SEELS, BSEER Yinka ADESINA, SoP Nadia ALI, SoP Vicky COOPER, UCLMS Sonja CURTIS, CASA Sue ANDERSON, Bartlett School Susan HERMANN, IT for SLMS/ISD Claire ROWLINSON, HR HRAS Donna DALRYMPLE, HR HRAS Simi SHAH, Library Services Margaret AINLEY, Library Services Tony STEVROU, Library Services Sakina NAIBKHAIL, Library Services Ros BRAYFIELD, HR HRAS Isla STEWART, CLIE Agata BLASZCZYK, Biosciences Jeremy GUYER, Biosciences Deepti JAYAWARDENA WILKINSON, Statistical Science Abi ESPIE, Inst. Of The Americas Lorna GOONERY, ICH Louisa GOLDSMITH, Inst. Of Archaeology Bob CAREY, HR HRAS Keisha MICHAELS, Information Studies Helen PASCOE, Philosophy Suse KEAY, Geography Sukhneet GILL, Physics & Astronomy Sam CURTIS, HR S&P Mike HIGGINS, HR S&P Jo McHUGH, LCN Ben COLVILL, Doctoral School Ajay PATEL, Political Sciences Ben WEBB, HR S&P Sarah JEFFREY, Cancer Inst. Manuela ROSSINI, Cancer Inst. Judith JAMES, Chemistry Liz HURST, Inst. Of Ophthalmology Veronia McCONOCHIE, Ear Institute/IOE Elena BEDESTI, Ear Institute Evelyn EGURIDU, HR HRAS Terezia CLARKE, HR HRAS Rachel TRIBE, Biosciences Dimitra STAMOGIANNOU, IGH Tracy PEARMAIN, Medical Physics Neha SHAH, Med. Phys & Inst. Of Healthcare Engineering Belinda FULLELOVE, S&RS Lisa HOWARD, Computer Science Lynette HOTHI, Computer Science
vacancies reach a wider audience Number of trainings at faculties about proper collecting, filling in the data in the templates, translating it in English and publishing the vacancy 15% increase in applications for the 1st year OTM-R policy online (in the national language) January 2018 EURAXESS BHO at Sofia University Web link Guidelines and templates (e.g., EURAXESS) for equivalent publication of the vacancies on both Sofia University website and EURAXESS Portal Spring 2018 EURAXESS BHO at Sofia University Templates and guidelines More publicity of the activities and actions related to C&C process at University among the academic community in the organisation ongoing EURAXESS BHO at Sofia University and the The Vice-Rector, Associated Professor Eliza Stefanova Number of informed people, number of publications of job offers, number of applicants Long term actions Professional responsibility Long-term planing Centre for Educational Services (CES) Trainings for the University staff Dissemination, exploitation of results Long-term planing Vice-rector of Research and Project Affairs Training courses Establishing of practices for the staff of dissemination results Common events with industrial stakeholders Activating the TTO activity for exploitation of results Evaluation/ appraisal systems Long-term planing A working group at the Vice Rector - of Iinformation Activities, Academic Staff and Administration Strategy with a model and practices in this regard. Career development Long-term planing Centre for Educational Services (CES) & EURAXESS BHO at Sofia University Programs Pool of trainers Number of trainings with the University staff on career development Access to career advice Long-term planing Centre for Educational Services (CES) & Programs Pool of trainers
Person responsible for reviewing SWMS control measures: Date SWMS received by reviewer: How will the SWMS control measures be reviewed? Review date: Reviewer’s signature: What are the tasks involved? What are the hazards and risks? What are the control measures? List the work in a logical order. Identify the hazards and risks that may cause harm to workers or the public. Describe what will be done to control the risk. What will you do to make the activity as safe as possible? Note: HRCW activities are listed in this column Note: These hazards and risks refer to High Risk construction work as defined in Clause 291 Keep it simple and practical – this is what you will need to monitor your compliance against. Work in or adjacent to a road, railway, shipping lane or other traffic corridor that is in use by traffic other than pedestrians. Movement of powered mobile plant. Falling more than 2 metres
Academic Title Name Surname Institution E-mail Status Role General information on Research proposal Call identifier Proposal's full title in English Proposal's full title in Croatian Proposal acronym Duration in months Total requested grant from HRZZ (HRK) Budget for Year 1 requested from HRZZ (HRK) Budget for Year 2 requested from HRZZ (HRK) Budget for Year 3 requested from HRZZ (HRK) Co-financed by the Partner institution (HRK) Keywords (at 5) Scientific area (Please choose only one) 1 Natural sciences 2 Technical sciences 3 Biomedicine and Health 4 Biotechnical sciences 5 Social sciences 6 Humanities 7 Interdisciplinary Areas of Science 8 Interdisciplinary project Please numerate the scientific area included in the Interdisciplinary project proposal (primary area should get number 1, next number 2, etc.) Natural sciences Technical sciences Biomedicine and Health Biotechnical sciences Social sciences Humanities Scientific area according to ERC classification Scientific field Proposal summary (min. 100, max. 2000 char.)
3. Education/Qualifications School (11+) Study Dates Qualification and Grade Date Obtained College/University Study Dates Qualification and Grade Date Obtained Ongoing Professional Development Study Dates Qualification and Grade Date Obtained Training and Development Please use the space below to give details of any training or non-qualification based development which is relevant to the post and supports your application. Training Course Course Details (including length of course/nature of training) Current Membership of any Professional Body/Organisation Please give details:
activity with the postholder taking the decision when to refer issues to the Senior HR Advisor or HR Manager On a daily basis, communicates complex and sensitive employee, volunteer and recruitment information to the Senior HR Advisor, CHAS Managers and recruitment agencies. Develops and maintains relationships with CHAS staff, volunteers, external agencies and members of the public, to ensure a co-ordinated approach to human resource management and recruitment and selection. SPECIAL CONDITIONS Equipment On a daily basis, is required to use the following equipment; computer; photocopier; telephone. On a daily basis, is required to use IT systems and packages including Microsoft Office; HR systems/database; payroll systems, CHAS intranet and internet. Working Conditions Required to use the computer, more or less continuously, on most days and achieve a high of accuracy in preparing payroll notifications, offer letters and contracts of employment. Physical Effort Frequent requirement to sit at a computer for long periods of time. Mental Effort Frequent requirement for concentration in preparing payroll and when maintaining electronic databases and electronic and manual personnel records, where the work is unpredictable. Emotional Effort Exposure to emotional or distressing circumstances is rare but does within the hospice environment
Able to plan and prioritise workload to ensure the effective use of own time and delivery of work plans to agreed timescales. Ability to work pressure and to tight deadlines. Up to date knowledge of employment legislation and best practice, and its practical implementation within the workplace. Experience of handling and dealing with personal information in a sensitive and professional manner. Good IT skills including ability to use Microsoft Word, Excel, PowerPoint. Knowledge and understanding of implementing equality and diversity. Staff management experience. Desirable Experience of using HRIS systems. Skills and personal qualities A positive “can do” attitude. Prepared to be flexible and take on tasks that may not be within the direct remit of the role. Exceptional verbal and written communication skills, including highly effective influencing and presentation skills. Ability to influence and interact with key stakeholders across all levels of the organisation Self-motivated individual. Committed to diversity. Our values are the foundation for our organisation and the service we provide. We are here to help. We listen to people. We treat them with respect and keep their information private. We always remember how personal and complicated pensions can be. We believe in pensions. Pensions change people’s lives. We take every opportunity to talk about pensions, and promote them. We know our subject. We are experienced professionals. We are always developing what we know and what we do. We are independent and impartial. We do and say what we believe is right. We have no agenda. We are of TPAS. We are proud of who we are. We love what we do. It is very important to us that TPAS is a great organisation to be part of. If these values resonate with you, we would love to hear from you.
“People should have the freedom to say whatever they want about religion.” “Christian denominations who still oppose homosexuality and equality for women need to get up to date with modern Britain.” ‘It is always right to give charity to the poor.’ ‘Rights are more important than responsibilities.’ ‘The most important human right is for everyone to be free.’
Flexibility 10-30 seconds 2 3 Steady pace run 20 minutes 55-90 % of PMHR or RPE level 2 Weights 2 sets 12-15 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 4 Steady pace run 25 minutes 55-90 % of PMHR or RPE 2 Weights 3 sets 10-12 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 5 Steady pace run 25 minutes 55-90 % of PMHR or RPE level 2 Weights 1-2 sets of 12-15 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 6 Steady pace run 30 minutes 55-90 % of PMHR or RPE level 2 Weights 2 sets 12-15 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 7 Steady pace run 30 minutes 55-90 % of PMHR or RPE level 2 Weights 2 sets 12-15 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 8 Steady pace run 30 minutes 55-90 % of PMHR or RPE level 2 Weights 3 sets 10-12 reps 2 Fartlek 20 minutes 1 Flexibility 10-30 seconds 2 Warning: A significant reduction in aerobic fitness occurs after only 2 week of not training. PRACTICAL SELECTION TESTS One of the seven different tests that make up the practical selection tests is either the bleep test or The Chester Walk Test. These tests check a candidates physical fitness and you must achieve a minimum level of 8.7 in the bleep test and VO2 > 42mlsO2/kg/min in the Chester Walk Test to demonstrate your physical fitness. The below information aims to provide candidates with the details of the tests so they can test themselves prior to applying and if required practice to ensure they can meet the right level. The Bleep Test – Practice Guidance 8.7 = 42 VO2 The test involves continuously running between two lines 20m apart to a series of bleeps. The speed starts at 8kph and progressively increases each level. The test finished
Employee Action Authorization University Enterprises, Inc. Human Resources (916) 278-7003 This form must be completed and signed by an authorized individual, and presented by the employee at orientation. Name and Social Security Number must appear exactly as shown on valid Social Security Card. Last Name First Name Middle Name Employee ID Number Social Security Number Effective Date Rate Change Account Number Change(s) Reclassification Complete section 2 Address Change Name Change Complete Section 1 Other Explain in “comments” Section 2 REQUIRED ON ALL TRANSACTIONS (Rate Changes require an effective date of the 1st or 16th of the month) New Hire Re-Hire Complete entire form SECTION 1 Employee Current Address - appears on W-2 forms and Pay STREET APT # CITY STATE ZIP ( ) HOME PHONE Other Information ADDRESS ( ) OTHER PHONE Male Female Ethnicity Birthdate Employment is dependent on the mutual consent of University Enterprises and yourself, and either University Enterprises or you can, at any time, terminate the employment relationship at will, with or without cause. Employee Signature Date Daytime SECTION 2 Supervisor / Manager Agency/Dept Employee Job Title Worksite City Current Sac State Full-Time Employee Posting Number Account Number Changes Add Additional Account (only when necessary) UEI Account # - Delete Account Account Object code Timekeeping Code (if known) Transfer From Acct.# - Acct/Timekeeping Code OBJ Code PayRate per hour Hours Per Week Comments: PRINTED NAME OF CONTRACT MANAGER / PROJECT DIRECTOR E-MAIL ADDRESS PHONE PRINTED NAME OF SUPERVISOR E-MAIL ADDRESS PHONE x AUTHORIZED SIGNATURE DATE University Enterprises use only Student/Graduate Assistant Casual (non-student/on-campus depts. only) – not to exceed 19.5 hours per week Other Orientation Date Entered By Date
Appendix 3: Acronyms used in this submission AGCAS AHSS AHSSBL CCTL CRASSH CROS CSG DPCCN E&D EPoC ERLDP GESG GEWG IARU ISCG IDEAS LERU OPdA PdOC PPD PVC RCS RCUK RDC RDP RDX REC SAP SAT SRD STEMM TAP WISETI Association of Graduate Careers Advisory Services Arts, Humanities and Social Sciences Arts, Humanities, Social Sciences, Business and Law Cambridge Centre for Teaching and Learning Centre for Research in the Arts, Social Sciences and Humanities Careers in Research Online Surveys Charters Steering Group Departmental Postdoc Committee Chairs’ Network Equality and Diversity Entrepreneurial Postdocs of Cambridge Emerging Research Leaders’ Development Programme Gender Equality Strategy Group Gender Equality Working Group International Alliance of Research Universities InterConnect Steering Group Insights (on) Diversity, Equality (and) Athena SWAN League of European Research Universities Office of Postdoctoral Affairs Postdocs of Cambridge Society Personal and Professional Development Pro-Vice-Chancellor Returning Carers’ Scheme Research Councils UK Researcher Development Committee Researcher Development Programme Researcher Development Executive Race Equality Charter Senior Academic Promotion Self-assessment Team Staff Review and Development Science, Technology, Engineering, Mathematics and Medical subjects Teaching Associates’ Programme Women in Science, Engineering and Technology Initiative
PROGRESS Globally, the number of postdoctoral researchers is increasing and the length of the postdoctoral period is extending. The postdoctoral period is when individuals are expected to further develop their scholarly independence, their scholarly identity and their academic career trajectory, yet their experiences of gaining a permanent position in academia are relatively under-examined. There is also little evidence on which to base changes in policy and practice to facilitate their advancement. ‘Navigating the Career Hairpin’ to find out how researchers prepare for and deal with the significant career transition from being a postdoctoral researcher to achieving research independence by becoming a Principal Investigator (PI). The research specifically looks at the time-period from when researchers started their PhD to obtaining their first substantial grant as a PI. The project will develop resources to support the personal, professional and career development of postdoctoral researchers, and will provide data to inform researcher and educational development policy and practice. RDP/Cambridge Insights Three research-intensive Universities participated in the research study: the University of Cambridge and Imperial College London in the UK, and Leiden University in the Netherlands. Data were collected at an individual level through an in-depth interview method and at an institutional level using a template to capture the policies, funding and professional and career development support offered. During 2014 and 2015, preliminary findings were discussed at several conferences and the research was published during 2016 and can be seen at RDP/Cambridge Insights Complete.
Duties/Responsibilities Reason for Leaving Employer Dates Employed: From To Address Phone Job Title Supervisor Duties/Responsibilities Reason for Leaving Education Do you possess a high school diploma or GED? (check one) Yes No Name and address of college and/or university attended to Minor Did you graduate? (Check one) Yes No Type of degree Name and address of post-graduate school Dates attended to Program Did you graduate? (Check one) Yes No Type of degree
LCDR (sel) WARREN CATHERINE MARGARET LCDR (sel) WILBORN TONY CLIFTON SELRES LCDR (sel) LARSON SIDNEY EVERETT LCDR (sel) WILKIN RYAN LCDR (sel) TAYLOR ELIZABETH ANNE LCDR (sel) BILLY RAY LCDR (sel) ALLARD ANTHONY J LCDR (sel) LIDDLE JOHNATHAN MARK LCDR (sel) VALENTIN STACEY ELLEN LCDR (sel) SANCHEZ MATTHEW S LCDR (sel) GALVIN MATTHEW A LCDR (sel) WALSH JESSE L LCDR (sel) MCKEEVER JEREMY LCDR (sel) SPURLOCK JON M LCDR (sel) LE PHONG DO LCDR (sel) DOUGLAS NICOLAS F Note: The most important distinction for promotion and milestone selection is sustained superior performance in jobs with increasing scope of responsibility and clear “soft” and “hard” breakouts. While the below statistics are useful, it is an Officer’s entire record (Community Values + FITREPs) compared to their peers that matters. Often an Officer can help improve their record by adding things the community values to their record, but it isn't the singular answer. The Officer who has a combination of strong performance in demanding positions and who seeks out and achieves the items the HR Community values will have the best opportunity for promotion and milestone selection. AC 28 Selects (21 IZ, 5 AZ, 2 BZ) 21 of 26 IZ LTs selected = 81% 5 of 7 AZ LTs selected = 71% IZ/AZ/BZ Selects Non-Selects Masters Degree 64% 57% HR-Related Masters 54% 14% HR-Related Proven SubSpec 4% 0% HR Certification 57% 29% Joint Tour Credit 4% 0% JPME I 18% 0% JPME II 0% 0% JQO 0% 0%
TOTAL: 50,000 (100%) TOTAL: 10,000 (20%) TOTAL: 25,000 (50%) #(%) targeted households with reliable and sustainable food sources (Outcome Indicator also used for Strategic Objective 2) Households Households Households Household survey. WFP Quarterly Region A: 5,000 Region A: 1,500 (30%) Region A: 3,300 (66%) Region B: 3,000 Region B: 1,000 (33%) Region B: 2,000 (67%) Region C: 2,000 Region C: 500 (25%) Region C: 1,200 (60%) TOTAL: 10,000 (100%) TOTAL: 3,000 (30%) TOTAL: 6,500 (65%) Cluster Wash objective 2: Provide reliable and sustained access to safe water to affected people Relates to Strategic Objective # 2 Indicator In need Baseline Target Data Source/ Collection Method(s) Organisation(s) responsible for data collection Frequency Average time required (minutes) for one water collection journey, including travel in each direction and queuing N/A 120 minutes 60 minutes Household survey. UNICEF Quarterly Cluster Health objective 3: Improve access of affected people to health care services Relates to Strategic Objective # 2 Indicator In need Baseline Target Data Source/ Collection Method(s) Organisation(s) responsible for data collection Frequency #(%) of affected health facilities fully functioning in crisis-affected areas Health facilities Health facilities Health facilities Data observation. WHO Quarterly Province A: 50 Province A: 8 (16%) Province A: 22 (44%) Province B: 120 Province B: 25 (21%) Province B: 50 (42%) Province C: 80 Province C: 20 (25%) Province C: 40 (50%) TOTAL: 250 (100%) 53 (21%) TOTAL: 112 (45%)