zilongwang/ReadingBank huggingface dataset:
PHR/SPHR Applications accepted July 15 – October 4 $400 PHR, $525 SPHR ($350/$475 SHRM Members) Class Date SHRM Module Session/Topic SPHR-certified volunteers Wednesday October 9, 2013 Module One Business Management and Strategy PHR 11%, SPHR 30% Module Six: Risk Management PHR 8%, SPHR 7% Chapter 1: HRM in Organizations Chapter 2: Strategic HRM & Planning Chapter 14: Risk Mgt & Worker Protection Wendy Ross, Yavapai County Government Wednesday October 16, 2013 Module Four: Compensation and Benefits PHR 19%, SPHR 13% Chapter 11: Total Rewards & Compensation Chapter 12: Incentive Plans and Executive Compensation Chapter 13: Managing Employee Benefits Jacque Holladay, Lifeline Ambulance Wednesday October 23, 2013 Module Five: Employee and Labor Relations PHR 20%, SPHR 14% Chapter 3: Equal Employment Opportunity Chapter 15: Employee Rights and Responsibilities Chapter 16: Union/Management Relationship Laura Hamblin Wednesday October 30, 2013 Module Human Resources Development PHR 18%, SPHR 19% Chapter 8: Training Human Resources Chapter 9: Talent Management Chapter 10: Performance Management and Appraisal Cheryl Moreno Wednesday November 6, 2013 Module Two: Workforce Planning & Employment PHR 24%, SPHR 17% Chapter 4: Workers, Jobs, and Job Analysis Chapter 5: Human Resource Planning and Retention Larry McGuire Wednesday November 13, 2013 Module Two, Con’t Chapter 6: Recruiting and Labor Markets: Chapter 7: Selecting Human Resources Jolaine Jackson, On the Spot Resources Wednesday November 20, 2013 Cover Material as Required Shellie Erwin, PHR, YRMC PHR & SPHR National Examinations December 1 – January 31 175 Multiple choice questions, 3 hours available for testing
Autonomous college of UGC Yes No Regulatory Agency approved Institution Yes No (eg. BCI, MCI, PCI, NCI) Type of Institution Co-education Men Women Urban Rural Tribal Financial Status Grant-in-aid UGC 2(f) UGC 12B Grant-in-aid + Self Financing Totally Self-financing 1.10 Type of Faculty/Programme Arts Science Commerce Law PEI (Phys Edu) TEI (Edu) Engineering Health Science Management Others (Specify) 1.11 Name of the Affiliating University (for the Colleges) 1.12 Special status conferred by Central/ Government-- UGC/CSIR/DST/DBT/ICMR etc. Autonomy by State/Central Govt. / University University with Potential for Excellence UGC-CPE DST Star Scheme UGC-CE UGC-Special Assistance Programme DST-FIST
Name: Mailing Address: City: State: County: Telephone: E-mail: Are you a: (must be 18 years or older) I the (Check all that Apply) Health Abuse Please answer the following questions. Use additional paper if necessary. a
Fisher SL, Graham ME, Vachon S and Vereecke A (2010) Don’t miss the boat: Research on HRM and supply chains. Human Resource Management 49(5): 813–28. Fleming L and Waguespack DM (2007) Brokerage, boundary spanning, and leadership in open innovation communities. Organization science 18(2), 165–80. Furnari S (2014) Interstitial spaces: Microinteraction settings and the genesis of new practices between institutional fields. Academy of Management Review 39(4): 439–62. Geishecker I and Gorg H (2004) Winners and losers: Fragmentation, trade and wages. Revisited IZA Discussion Paper No. 982. Available at: . Hammer N (2005) International framework agreements: Global industrial relations between rights and bargaining. Transfer 11(4): 511–30. International Labour Organization (2008) Meeting the Challenge: proven practices for human trafficking prevention in the Greater Mekong Sub-region. Bangkok: ILO. and (2016) Labour standards in global value chains: Disentangling workers' voice, vicarious voice, power relations, and regulation. Industrial Relations 71(4): 741–67. SJ (2014) Union Voice, In A Wilkinson, J Donaghey, T Dundon, & R Freeman (eds.) Handbook of Employee Voice. Cheltenham: Edward Elgar, 170–187 Klink D (2015) Compliance opportunities and the effectiveness of private voluntary standard setting: Lessons from the global banana industry. In: Marx A, Wouters J, Rayp G, Beke L (eds) Global Governance of Labour Rights. Cheltenham: Edward Elgar Publishing, 230–56. Koch-Baumgarten S and Kryst M (2015) Trade unions and collective bargaining power in global labor governance. In: Marx A, Wouters J, Rayp G, Beke L (eds) Global Governance of Labour Rights. Cheltenham: Edward Elgar Publishing, 150–69. Lee S, Eyraud F (eds) (2008) Globalization, Flexibilization and Working Conditions in Asia and the Pacific. Oxford: Chandos Publishing.
JOB DESCRIPTION JOB DETAILS Job Title Health Board Responsible to: Location: Director of Human Resources NHS Forth Valley Chief Executive Carseview Castle Business Park, Stirling JOB PURPOSE To provide overall leadership at level for Human Resources, Organisational Development and Occupational Health Services, whilst ensuring that the Staff Governance Standard is achieved. This work is focussed on the development of workforce capability, capacity and commitment to enable NHS Forth Valley to achieve the improvement in the health of its population and the standards in delivery of care and services to which it aspires through the workforce. As an Executive Director to participate fully in the Corporate Management and Governance of NHS Forth Valley. To contribute to the implementation of the NHS Forth Valley Health Care Strategy which provides modern, patient centred services. ROLE OF DEPARTMENT To provide leadership for the organisation in the management of the workforce, enhancing the individual and collective contribution of all staff to the delivery of high quality patient care to the population of NHS Forth Valley. The primary aim is to ensure that the highest level of Staff Governance is achieved and in partnership. The Human Resources Directorate provides a range of expert Human Resources, Organisational Development and Occupational Health Services, including: Workforce planning and development Pay, terms and conditions of service HR Medical Workforce Recruitment and Selection Governance Employee relations Organisational development, learning , education and training Coaching services Organisational change support Specialist Occupational Health services The Directorate is responsible for developing Human Resource strategies, policy, practice, and delivering Human Resources services which support corporate objectives, promote staff engagement, comply with legislation and support organisational culture development and the embedding of positive organisational values.
We shall review how our data inform the trends and themes noted here, and apply the neo-institutionalist lens to our data, in the Discussion section that follows the data analyses. Research Design There are two components to the research design. In order to address our first project objective, following initial work reported at UFHRD 2014 (Stewart et al., 2014) an audit of UK HRD programme provision was undertaken to establish current provision (e.g. modules, programmes and providers). Secondary sources comprise the basis for the quantitative data presented here. CIPD accredited course provision was identified from the CIPD website between June and September 2014. Once this information had been gathered further data were obtained from websites of provider organizations. The data relating to non-accredited programmes were further extended through an on-line search directed at: Google, ‘FindAmasters.com’ and ‘Prospects.ac.uk’ making use of the following search terms, in recognition that HRD curricula provision does not necessarily employ the title HRD.: ‘Training and development’, ‘Coaching’, ‘Mentoring’, ‘Organization Development’, ‘Instructional design’, ‘E-learning’, ‘Workforce development’, ‘Leadership development’, ‘Management development’, ‘Organizational learning’. We acknowledge that the view that these titles belong to HRD is our interpretation. Others – for example, people operating within OD and coaching – might well contest this.
EXHIBIT D SCHEDULE 6 BILLING RATES SCHEDULE INCLUDING Subcontractor MARK-UP AND Subcontractor Billing Rates No. Position Title For Subcontractor(s) as Specified Rates – Initial Term Rates – 1st Option Term Rates – 2nd Option Term 1 [TBD] [TBD] $[TBD] $[TBD] $[TBD] END OF SCHEDULE
Name Position Department / Organisation Prof Mamokgethi Phakeng Deputy Vice Chancellor University of Cape Town Dr Ahmed Bawa Chief Executive Officer Universities South Africa Prof Johann Engelbrecht Executive Director South African Mathematics Foundation Dr Peter Glover TeachSA Dr Whitfield Green Chief Director: Teaching & Learning Development Department of Higher Education & Training Prof Loyiso Jita Acting Dean: Faculty of Education University of the Free State Mr Mugwena Maluleke General Secretary South African Democratic Teachers Union Ms Michelle Mathey Director: Teaching & Learning Development Capacity Improvement Programme Department of Higher Education & Training Dr Phethiwe Matutu Group Executive: Strategy, Planning, & Partnership National Research Foundation Dr Vijay Reddy Executive Director: Education & Skills Development Human Science Research Council Mr Seliki Tlhabane Chief Director: MST & Curriculum Enhancement Programmes Department of Basic Education Human Science Resource Council Maths & Science Standing Committee Committee Members
Q Who receives the fingerprints for processing? A Once the fingerprints are completed, they are sent to USDA APHIS MRPBS HRD HRO Personnel Security (Attn: insert name of assigned personnel security service provider) 250 Marquette Avenue, Suite 410, Minneapolis, MN 55401 for processing and running the SAC. The fingerprints will remain on file with the HR Personnel Security office. Q How far in advance does the background check have to be requested? A The background SAC on the fingerprints should be requested a full pay period in advance of the selected start date. This will allow HR Personnel Security to run the SAC (results are returned usually within 48 – 72 hours after submission) and review the results to identify any potential information that could prohibit the person from supporting the USDA through volunteerism. Q Do we need to wait until the volunteer service agreement and the background/security check is complete before a volunteer on boards with the Agency? A Yes. A volunteer service agreement is required for all individuals who will participate in the MRP Volunteer Service Program. The volunteer service agreement must be reviewed and confirmed by the MRP Volunteer Service Program Coordinator (VSPC) prior to performance of volunteer service. An email confirmation will be sent to the sponsoring program representative from the VSPC once the review is complete and the volunteer service agreement has been validated. Once the proper documents are validated and the fingerprints
previously the Jewish Community Center. PrimePlus is a not-for-profit corporation and has served the citizens of Hampton Roads since 1968. DONALD WILSON will discuss the arts and how they represent ethnic diversity. Donald is currently a professor at The Art Institute of Virginia Beach, serving in the foundation’s department, and working out of his studio as a fine artist. He received his M.F.A. from Old Dominion University and Norfolk State University. Specializing as an artist in mix-medium works, but is comfortable creating with any of the singular medium such as drawing, painting, or sculpture CHERYL WHITE, Director of Glass Wheel Studio graduated Old Dominion University with a Bachelor of Arts in Art History and a Master of Arts in Humanities. She work experience at some of the area’s most prominent art institutions including the Baron and Ellin Gordon Art Galleries, Suffolk Art Gallery and Chrysler Museum of Art. She developed and taught ODU’s first 21st century-focused art history topics course. An ardent supporter of public art, Cheryl currently serves on the Norfolk Arts District and NEON Festival committees. The Alliance wishes to thank the Chrysler Museum of Art and its staff for the use of the Museum and Cultural Alliance board member for sponsoring the breakfast. Directors Russell Allen Bettie Minette Cooper Catherine Craft Nancy DeFord Dana Clark Epstein Kaitlyn Fohl Steve Holliday Michael Khandelwal Carlton P. Hardy Solomon Isekeije Marie Pierre Myrick Elizabeth Nybakken Eva Bob Sharak Rita Sutherland Illene Stein Tanya Street Teresa Schmidt Byron Tobin Fran Walsh Ward Ginny Werner Chance Wilson OFFICERS AND BOARD OF THE CULTURAL ALLIANCE Fred Bayersdorfer - President S. William Berg, Vice President Jim Thompson - Vice President Linda Bunch – Vice President Pamela Hyatt - Secretary Jay Legum – Treasurer Anne Meek, Past President Joan L. Rhodes-Copeland, Executive Director Emeritus Board Members The Honorable Andrew Damiani Lois Hornsby
reduce barriers to remedy within their jurisdiction. Support civil society efforts to access an effective remedy and promote protection of human rights defenders active on business and human rights. Support business efforts to provide, adopt or participate in effective grievance mechanisms. Democratic Processes: Support for democracy is integrated throughout our objectives. Elections are a vital element to democracy, but also need to be considered as part of a long-term, comprehensive approach rather than as a single event. Please note: We do not provide support to political parties and/or parliaments (the Westminster Foundation for Democracy may be able to assist see for further information) To strengthen democratic processes, improving the credibility of elections and compliance with international standards, Improving the quality of electoral processes throughout the electoral cycle. Improving electoral management, voter registration, civic and voter education, , election monitoring. NB priority will be given to projects, which address recommendations from international Election Observation Missions. Increasing participation in the democratic process for civil society, especially marginalised groups. Support to CSOs strengthening democratic reform and dialogue, constitution building. Preventing Sexual Violence Initiative: The UK promotes gender equality and tackles violence against women and girls as a matter of principle. The Preventing Sexual Violence Initiative (PSVI) is concerned with the impact sexual violence in conflict can have on prospects for long-term peace and stability. For more information, please see the G8 Declaration on Preventing Sexual Violence in Conflict adopted in London on 11 April 2013, available . Projects funded under this scheme will focus on the work that civil society can do to hold governments to account against commitments made to address sexual violence in conflict. They will also focus on practical protection and prevention approaches that conflict To support the work of civil society organisations, including women’s organisations, and human rights defenders and networks to: Enhance community-level prevention and protection against sexual violence in conflict and environments. Help victims and survivors of sexual violence to get Prevention Initiatives for advocacy and action at the community and national level to tackle sexual violence. Greater women’s - but also men’s - participation and engagement as partners in actions to reduce the likelihood of sexual violence taking place ( for example actions that aim to change attitudes and behaviours and aim to work with state and local institutions – schools, churches, national authorities perhaps). Initiatives that build grassroots awareness of the issue and how to overcome the challenges in tackling sexual violence in conflict and post-conflict situations (for example, outreach and training for civil society and state actors on legal and other rights) Protection
THEMATIC PRIORITIES As a nation with global interests, the UK has motive and means to shape the international community’s response to humanitarian crises, security threats and other human rights and geopolitical developments. Human rights, democracy and the rule of law are at the heart of the UK Government’s foreign policy. By funding human rights projects across eight thematic priorities, the HRDP targets areas that are important to us and where we consider we can make the greatest impact. These eight thematic priorities are: abolition of the death penalty business and human rights democratic processes freedom of expression freedom of religion or belief global torture prevention preventing sexual violence in conflict promoting women’s rights PRIORITY COUNTRIES HRDP projects complement the human rights work of individual British Embassies or High Commissions across the globe. Our designated HRDP priority countries are those where we actively encourage project bids. These are countries which: are one of the FCO’s countries of concern or country case studies, as set out in the and/or; have particular opportunities to promote and protect human rights for one or more of our thematic priorities. The 2015-16 HRDP priority countries are listed in . The Programme does accept bids from countries not on this list. However, please ensure that project proposals from non-priority countries clearly set out a strong rationale for funding. INTERNATIONAL HUMAN RIGHTS MECHANISMS The HRDP supports international human rights mechanisms, so particularly welcomes projects that encourage implementation of Universal Periodic Review (UPR) recommendations, concluding observations from Treaty Bodies, and recommendations from Human Rights Council Special Rapporteurs. TOTAL ANNUAL BUDGET FOR PROJECTS For the financial year 2015-16, the project budget for HRDP is approximately £5.5 million. Please note, this may be subject to change, and the HRDP Programme Team will retain flexibility to support urgent bids submitted later in the year, or to hold a second bidding round, if additional funds become available. Contribution To Official Development Assistance 98% of our funding must be allocated to .
Human Research Ethics Office Research Services, MBDP: M459 The University of Western Australia 35 Stirling Highway Crawley WA 6009 +61 8 6488 4703 Fax: +61 8 6488 8775 Email: research.uwa.edu.au/staff/human-research Application for Human Research Ethics Review Use this form to apply for ethical review of research involving people to be carried out at The University of Western Australia. Ethical review of research is a necessary pre-requisite for research involving humans at the University. This includes research that studies data about people and observation of people. Email the completed form to Human Research Ethics Office: Email or phone the office for assistance with this form – contact details are in the letterhead above. UWA reference no. Office use, TRIM # RA/4/1/ Project title: Investigator, or Supervisor in case of student research: Name Title, given name, and family name School, Centre or Faculty StaffId #: Telephone Email: Additional researchers / co-investigators, including students and non-UWA investigators Researcher 2 given name, and family name School, centre, institution Staff # or student # Co-inv, student, … Researcher 3 Title, given name, and family name School, centre, institution Staff # or student # Co-inv, student, … Researcher 4 given name, and family name School, centre, institution Staff # or student # Co-inv, student, … Researcher 5 given name, and family name School, centre, institution Staff # or student # Co-inv, student, … [Additional investigators can be noted in the comments section near the end] Team Expertise (clinical research) , Explain how the research team has sufficient skills and experience to conduct the proposed clinical research. Trial
Nine Types of Violence and Abuse Physical Violence Physical violence occurs when someone uses a part of their body or an object to control a person’s actions. Sexual Violence Sexual violence occurs when a person is forced to unwillingly take part in sexual activity. Emotional Violence Emotional violence occurs when someone says or does something to make a person feel stupid or worthless. Psychological Violence Psychological violence occurs when someone uses threats and causes fear in an individual to gain control. Spiritual Violence Spiritual (or religious) violence occurs when someone uses an individual’s spiritual beliefs to manipulate, dominate or control that person. Cultural Violence Cultural violence occurs when an individual is harmed as a result of practices that are part of her or his culture, religion or tradition. Verbal Abuse Financial Abuse Neglect
Verbal abuse occurs when someone uses language, whether spoken or written, to cause harm to an individual. Financial abuse occurs when someone controls an individual’s financial resources without the person’s consent or misuses those resources. Neglect occurs when someone has the responsibility to provide care or assistance for an individual but does not. Government of Newfoundland & Labrador. “Nine Types of Violence.” Retrieved from the Newfoundland & Labrador’s Violence Prevention Initiative website:
Social Sin Social sin is the “sum of countless _________ actions and omissions.” It can be understood as “collective ______________.” It “resides within a group or a community of ___________. It exists within any ___________ in society that ____________ human beings, ___________ human dignity, ________ freedom and/or imposes great ____________.” Example: Racist attitudes that prevent us from respecting the dignity of everyone or policies that keep people living in poverty. What are the effects of sin? It ____________ our love for God, for others, and for our ourselves. It ___________ our relationship with God, others, and ourselves.
PROFESSION OF FAITH C. Religious and Spiritual Impulse D. Sacred Teachings and Principles Overall Expectations PF1. Faith Foundations: Express the messianic worldview/ economy of salvation, the foundational experiences and notions of the divine for the Abrahamic religious traditions and any other locally appropriate religious tradition; C1. Functions of Human Belief Traditions: explain some of the ways people use religions and belief traditions to meet human needs; D1. Tenets, Practices, and Teachings: outline the central tenets, practices, and teachings of various religions and belief traditions; PF2. Seeking Understanding: Explore key figures, the meaning of discipleship, and the nature/role of community for the Abrahamic religious traditions and any other locally appropriate religious tradition; D3. Prescribed Roles and Influential Figures: analyse how individuals with specific roles have influenced the development of various religions and belief traditions. PF3. Lived: Differentiate the sense of self in relation to divine, the human person in relation to others and the human person in relationship with the world for the believers of the Abrahamic religious traditions, First Nations, Métis and Inuit Spiritualities and any other locally appropriate religious tradition. Specific Expectations PF1.1 explain what it means to live according to a messianic worldview/economy of salvation PF1.2 examine some of the key concepts (philosophical ideals) that contribute to the formation of a particular religious worldview (e.g., the existence of God, the sanctity of life, the significance of marriage and family life, the possibility of peace, the reality of death and afterlife, life as vocation) C2.2 identify and explain concepts associated with the journey of life and the quest for meaning in various religions and belief traditions (e.g., karma, jihad, nirvana, vocation, the Jewish covenant, the Aboriginal sacred path) C2.4 explain how about death and the afterlife in various religions and belief traditions (e.g., Chinvat; heaven, hell, and purgatory; nirvana; reincarnation) reflect conceptions of the spiritual journey in these traditions
DECISION MAKING Prioritising work Re-scheduling within defined limits. ___________________________________________________________________________ Signature of Job Holder: ......................................................................... Date: .................................. Name: ............................................................ Signature of Job Holders Manager: ........................................................... Date: ................................ Name: ............................................................
KEY CRITERIA: The judges will give your entry a score for each of the four sections contained in this entry form: (i.) Vision & goals; (ii.) Implementation; (iii.) Impact; and (iv.) Future initiatives. REQUIRED INFORMATION: Completed entry form in PDF format – include all images, charts, diagrams, etc in this form. If you wish to attach supporting documents, please add them to this entry form, and then convert this to a single PDF file for each entry. TO SUBMIT ENTRY: Once you are ready to submit, please save this Word document and any other supporting documents into a single PDF file and contact Hemalatha Siranjeevi, project manager. For help with your entry, please contact the Human Resources project executive: Hemalatha Siranjeevi, Tel: +65 6423 0329 Email: ENTRY DEADLINE: 10 AUGUST 2018
HUMAN RESOURCES Personnel Action Form Hire/Rehire Empl ID or SS# if New Hire: Date Prepared: Preparer’s Name: PERSONAL DATA Prefix First Name M.I. Last Name Suffix Street Address City State Postal Code JOB DATA Start Date End Date (if temp) Action Reason Fac Tenure Elig Date Job Req # Position # (reg) New or Indicate Previous Incumbent Job Function Job Family Campus and Department Temp/Reg Full Time/ Part Time Standard Hours Primary Title Secondary Title(s) COMPENSATION Current information Current information Resource Analysis & Budgeting : Base Contract Rate Account - % If applicable please indicate the additional funding source(s) other than or in addition to originally approved budget: Contract Basis Grade Bargaining Unit Account/Position Number Amount Admin stipends: Amount: Stipend Account - %: Stipend Basis: EMPLOYMENT DATA Building/Room Campus Phone Campus Zip+4 First Level Supervisor COMMENTS OR CONTINGENCIES Note: Faculty hires please attach a copy of the JRF/SPRC Rationale, Candidate Interview Summary, signed letter of offer, resume, original transcripts, and (if applicable) Search Waiver. SIGNATURE APPROVALS Department Chair/Director Date Dean Date Vice President/Provost/President Date Appointing Authority Date HUMAN RESOURCES USE ONLY In HR BOT Date Proc. By Prob End Fair Sh. To RPBB Ret Sys Job Code SPRC Approval Budget Funds Available _________________________________________ Date______________ Controller Funds Available _________________________________________ Date______________ HRF001 Revised 8/8/2016
Name: School: Academic Year: Staff ID Number: 1. Module Code 2. Credit (eg. 5, 10) 3. Semester 4. Module Title/Subject Title 5. Total No. of students assessed. 6. Total No. of exam / assessments corrected by YOU. 7. What portion of column 6 did YOU correct? (eg. 50%/100%) Date: Signed: Head of School Authorisation (Signature):
Percentage of estimated work time Major Responsibilities Objectives to be Achieved Click box to choose appropriate rating for each major responsibility Major Responsibility 1 TYPE MAJOR RESPONSIBILITY HERE. TYPE OBJECTIVES TO BE ACHIEVED HERE. Major Responsibility 2 TYPE MAJOR RESPONSIBILITY HERE. TYPE OBJECTIVES TO BE ACHIEVED HERE. Major Responsibility 3 TYPE MAJOR RESPONSIBILITY HERE. TYPE OBJECTIVES TO BE ACHIEVED HERE. Major Responsibility 4 TYPE MAJOR RESPONSIBILITY HERE. TYPE OBJECTIVES TO BE ACHIEVED HERE. Major Responsibility 5 TYPE MAJOR RESPONSIBILITY HERE. TYPE OBJECTIVES TO BE ACHIEVED HERE. Total Percentage 0
HRF3O Aboriginal Spirituality Assignment Part A: Create a poster that displays what you think the Seven Grandfather Teachings mean. Include images, words, and symbols that reflect the teachings (eg. Collage format). Part B: List seven wise teachings that your elders have taught you (eg. Older brothers/sisters, parents, grandparents, teachers, coaches, etc.). In full and complete sentences, explain how you can put one of those teachings into practice in your life. *Make sure you identify specific examples of things you can do to adopt the teaching. Write a min. of two paragraphs. Rubric: Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding -poster demonstrates limited knowledge of the 7 Grandfather Teachings -poster demonstrates some knowledge of the 7 Grandfather Teachings -poster demonstrates considerable knowledge of the 7 Grandfather Teachings -poster demonstrates thorough knowledge of the 7 Grandfather Teachings Thinking & Inquiry -uses creative thinking skills with limited effectiveness on the poster -uses creative thinking skills with some effectiveness on the poster -uses creative thinking skills with considerable effectiveness on the poster -uses creative thinking skills with a high degree of effectiveness on the poster Communication -describes the teachings gained from his or her elders with limited effectiveness -describes the teachings gained from his or her elders with some effectiveness -describes the teachings gained from his or her elders with considerable effectiveness -describes the teachings gained from his or her elders with a high degree of effectiveness Application -makes connections with limited effectiveness -makes connections with some effectiveness -makes connections with considerable effectiveness -makes connections with a high degree of effectiveness
10:45 a.m. – 11:00 a.m. Statewide Policy Overview – Part II Presenter | Janis Harrison Double-click to view PowerPoint presentation ESC to exit the PowerPoint presentation Auditorium 11:00 a.m. – 11:15 a.m. Statewide Policy Overview – Part III Presenter | Jennifer Elkins Double-click to view PowerPoint presentation Press ESC to exit the PowerPoint presentation Auditorium 11:15 a.m. – 12:15 p.m. EASE Presenters | Stephanie Mains and Karl Foss Time and Leave Double-click to view PowerPoint presentation Press ESC to exit the PowerPoint presentation
3:00 p.m. – 3:30 p.m. ARSEBA Presenter| John Bridges H&H and Contact Information: John Bridges Assistant Director Arkansas Employees Association M 501.773.5594 W 501.378.0187 Auditorium 3:30 p.m. – 4:00 p.m. Q & A Presenters | All Auditorium
DAY 2 NOVEMBER 19, 2013 SESSION 4 8:30 am Gábor Balázsi The University of Texas MD Anderson Cancer Center New Innovator Awardee Mammalian Synthetic Gene Circuits: New Research Tools in Cancer Biology 8:50 am Conor Evans Wellman Center for Photomedicine Harvard Medical School Massachusetts General Hospital New Innovator Awardee Visualizing Oxygen Tension on the Microscale in 3D in vitro Models of Cancer 9:10 am Singhal University of Pennsylvania Transformative Research Awardee (With Shuming Nie, Emory University) Contrast-Enhanced and Surgery of Lung Cancer 9:30 am Julie Dunning Hotopp University of Maryland, Baltimore New Innovator Awardee Bacteria-Human Somatic Cell Lateral Gene Transfer Is Enriched in Cancer Samples 9:50 am BREAK SESSION 5 10:20 am Zev Bryant Stanford University New Innovator Awardee Remote Control of Biomolecular Motors using Light-Activated Gearshifting 10:40 am Richard Honkanen University of South Alabama Transformative Research Awardee Enabling Cholesterol Catabolism in Human Cells 11:00 am James Eberwine University of Pennsylvania Pioneer Awardee RNA, Memory, Cellular Phenotype and the Microenvironment 11:20 am Charles Gersbach Duke University New Innovator Awardee Custom Redesign of the Human Genome with Engineered Proteins
DAY 3 NOVEMBER 20, 2013 11:40 pm LUNCH SESSION 9 1:00 pm Miguel Ramalho-Santos University of California San Francisco New Innovator Awardee Regulation of Open Chromatin in Stem Cells and Development: the Case of Vitamin C in DNA Demethylation 1:20 pm Pinchas University of Southern California Transformative Research Awardee Mitochondrially derived Peptides and Their Role in Health and Disease 1:40 pm Brenda Bass University of Utah Pioneer Awardee Defining RNA Ligands that Activate PKR during Metabolic Stress 2:00 pm Maria Barna Stanford University New Innovator Awardee Specialized Ribosomes: A New Frontier in Gene Expression and Organismal Biology 2:20 pm Alexander Dunn Stanford University New Innovator Awardee Cellular Mechanotransduction at the Molecular Level 2:40 pm Concluding Remarks 2:45 pm ADJOURN DAY 3
SV01: 824 Standardized Developmental Screening or EI services with supporting documentation) 18 Visit 16-21 months) SV02: F2F @ 18 months of age 708 Q27-52: Physical Assessment done 708 H SV01: 824 Standardized Developmental Screening or EI services with supporting documentation) 24 Month Visit (22-25 months) SV02: F2F @ 24 months of age 708 Q27-52: Physical Assessment done 708 I SV01: 824 Standardized Developmental Screening or EI services with supporting documentation) Care Plan Goals & Planned Services CM02 – Goals CM03 – Planned services Updates on care plan with dates
the View Reports For page. Click the “Administration” tab at the top of the page to see a listing of the reports you requested. Click the “Refresh” button. In the “Description” column, look for the most recent process named “Chico Job Roster Report” – look at the ‘Process Instance’ to see the ‘Status’ of your report. Continue to periodically click the button until the “Status” for the process reads ‘Posted’. Click the “Details” link to open the ‘Report Detail’ window. on the file that ends with .CSV to open the Report in Excel. An Excel document will open. Format and sort, as needed. Save this document for future reference/ usage. You will receive the follow warning. ‘CHITL002.CSV’ is read-only. To save a copy, OK, then give the workbook a new name in the ‘Save As’ dialog box. Click OK. Rename the file and Save As type ‘Excel workbook’. Save.
Nancy Gignac has served as an educator with the Greater Essex County District School Board. As Supervising Principal of Special Education, she was primarily responsible for special education programs and services in both elementary and secondary schools. Ms. Gignac is employed as a sessional instructor with the University of Windsor, Queens University and St. Clair College and is currently working as a education consultant. She has served on the Board of Directors for the Windsor-Essex Children's Aid Society and the Maryvale Adolescent and Family Services as both Board member and President and currently sits as a Board member for Maryvale and the John McGivney Children’s Centre. Appointed September 17, 2009 to November 24, 2014. Human Rights Legal Support Centre This report is available in alternative formats. For further information, please contact us at: Toll-free: 1-866-625-5179 GTA: 416-597-4900 TTY: 1-866-612-8627 Fax: 416-597-4901 Web: The Human Rights Legal Support Centre is an agency of the Government of Ontario. ISSN 1923-0389
The implementation phase should be flexible enough to accommodate any un-expected inputs due to dynamic external environment. Evaluation Phase: Evaluation phase starts simultaneously along with development phase in the light of learning outcomes of the design phase. This phase is divided into two stages. During stage, Process evaluation is done to judge whether instructional strategy is exactly followed or not. During second stage, outcome evaluation is done to determine the effects on trainee, job and organization. Outcome evaluation uses training objectives or learning outcomes of design phase as standard for comparison. Outcome evaluation can also be used as a feedback to improve training process for the future. Lecture 14 Elements of Training: Following are the basic elements of training for maximum learning. Motivating the trainee: ‘A person who wants to develop himself will do so while a person who wants to be developed rarely is’. ‘To learn, one must want to learn’ One of the most important ways to raise a trainee’s motivation is by goal setting. On average, goal setting leads to 10 per cent improvement in productivity. Make the objectives of the training programs clear to trainees. Goals should be challenging enough to develop sense of achievement among trainees but not impossible to reach. Have higher expectations from trainees and they will perform. (Pygmalian effect: Pygmalian, a king of Cyprus sculpted a statue named Galatea. He fell in love with statue and in answer to his prayers, Aphrodite, the goddess of love gave it life. His expectations came true.)
Address/ City/State College Other: Address/ City/State SPECIAL TRAINING/SKILLS Forklift: Trucks: Tractor/Mower: Zamboni: Other: (List) COMPUTER SKILLS List computer/ software skills: Typing (wpm): Other (List): EMPLOYMENT HISTORY Employer’s Name: Supervisor’s Name: Employer’s Address: Employer’s City: State: Zip Code: Employer’s Phone: Starting Wage: Final Wage: Dates employed: From: To: Reason for leaving: Position /Duties: EMPLOYMENT HISTORY (CONTINUED) Employer’s Name: Supervisor’s Name: Employer’s Address: Employer’s City: State: Zip Code: Employer’s Phone: Starting Wage: Final Wage: Dates employed: From: To: Reason for leaving: Position /Duties:
3. Impact This section is for you to outline how changes to your workplace culture added tangible benefits to your organisation. Any sensitive or confidential information which is to be used for judging purposes only should be highlighted in red. Here are some prompts to help you get started: What were the primary and secondary results of your new initiatives? What business/commercial benefits did the changes deliver? How did your cultural values impact day-to-day business operations? What were the unintended positive consequences? What did stakeholders (employees, line management, and top management) say after your newer strategy was implemented? Please limit this section to 500 words. All images, photos, charts, graphs, diagrams, etc can be inserted into this section.
the number of corrective actions (not including oral reprimands) or disciplinary actions taken as a result. Yes No *22. Workplace Behavior/Respect in the Workplace Complaints (expectations regarding professional, courteous and respectful conduct) If asked, would your agency be able to provide the following data: the number of complaints, the number of complaints substantiated in part of whole, and the number and the number of corrective actions (not including oral reprimands) or disciplinary actions taken as a result. Yes No *23. Article 47 Grievances Regarding Workplace Behavior (for agencies with employees only) If asked, would your agency be able to provide the following data: the number of grievances, the number of grievances substantiated in part of whole, and the number and the number of corrective actions (not including oral reprimands) or disciplinary actions taken as a result. Yes No *24. Personnel investigations If asked, would your agency be able to provide the following data: the number of investigations, the number completed by HR or internal staff, the number completed by outside investigators, and the average number of days to complete personnel investigations. Yes No
71 Permanent 66 Probationary 67 Project Obsolete Reason: 09 ZDNU - Full-Time Year Round Number of Seasonal Appointments (Optional) Seasonal Work Contract (Appointment Status): No restrictions. Seasonal Work Contracts were introduced in December 2012. Total Seasonal Appts: Total of Seasonal Appointment Changes, Seasonal Rehires, and Seasonal New Hires. Action Type: U3 Appointment Change Action Reason: 53 Seasonal – Career Action Type: U6 Rehires Action Reason: 19 Seasonal – Career Action Type: U0 New Hire Action Reason: 14 Seasonal – Career Number of Non-Permanent Appointments (Optional) Non-Permanent Work Contract (Appointment Status): Work Contract: 09 Acting 15 NonPerm Limited 14 NonPerm On Call 01 Temporary Obsolete Contract: 12 ZDNU – Tran Nonpr Non-Perm Appts: Total of Non-Perm Appointment Changes, Non-Perm Rehires, and Non-Perm New Hires. NOTE: Some non-permanent appointments may be employees with permanent State status in non-permanent assignments. Action Type: U3 Appointment Change Action Reasons: 18 Elevation 24 Exempt 48 GGTP 03 In-Training 47 Layoff List 59 Non-Perm Limited 28 Non-Perm On Call
Turnover – Non-Perm (optional): Number of employees in non-permanent appointment status who separated from state service. Action Type: Separation Action Reasons: 01 Abandonment of Position 17 Conditions Not Met 04 06 Disability – Involuntary 05 Disability – Voluntary 07 Dismissal 54 End of Appointment 09 End of Appt – Erroneous Appt 55 Layoff 33 Layoff – Voluntary 21 Resign 23 Retirement 52 Retirement – Incentive Pay 25 Reversion 53 Voluntary – Incentive Pay Obsolete Reasons: 10 ZDNU - Exempt Separation 11 ZDNU - Failed to Comply W/Unio 13 ZDNU - Formal Union Layoff 39 ZDNU - Layoff Lack of Funds 38 ZDNU - Layoff Lack of Position 40 ZDNU - Layoff Lack of Work 43 ZDNU - Layoff Organization Ch 41 ZDNU - Layoff Term of Project 15 ZDNU - Moving from Vicinity 16 ZDNU - Non-Disciplinary Sep 36 ZDNU - Non-Perm Limited Sep 14 ZDNU –Non-Perm On Call Sep 18 ZDNU - Probationary Separation 19 ZDNU - Project Apptmt Sep 20 ZDNU - Resign Illness 22 ZDNU - Resign With RIF Rights 24 ZDNU - Retirement W/RIF Rights 26 ZDNU - RIF Reduction In Force 48 ZDNU - Temp Layoff Inclm Weath 45 ZDNU - Temp Layoff Lack of Wor 46 ZDNU - Temp Layoff Loss of F 49 ZDNU - Temp Layoff S
………………………………..Sample for Med School Campus…………………………… Please check one: __X___ New Department/Division ______ Change an existing Department/Division If Danforth campus, specify department number below; if Med School campus, specify department or division number below Department/Division Number: 3267 Department/Division Name: (max 30 characters) Training Department Department/Division Type: (Admin/Support, Clinical, Pre-Clinical, Other Acad, N/A) Admin/Support Parent Department: (If Danforth department,same as department number above; If Med School department, use department #, not division #) 3265 Department/Division should roll up to: (Find this by logging on to HRMS and migrating to – Tree Manager > Tree Viewer > Search Choose DEPT_SECURITY and look for your dept area) RADIOL Reporting Level (where dept. will roll up in queries): (See HRMS Query - WP_DP_REPORTING_LEVEL_LIST) RADIOL Salary Planning Organization: (See list below) Medical School Department/Division Title for Phone Book: (max 50 characters) Training Department Department Title for Appointment Letters: (max 100 characters) Training Department Department Payroll Contact: Mickey Mouse HR Office Approver: (Med School only; Med School HR Office will assign) City Taxable (within St. Louis City limits)? Yes Distribution Account Code: (IS will assign) Default Account Code: (IS will assign) Salary Planning Org: CFU School of Business Medical School School of Engineering Sam Fox School Design & Visual Arts School of Law School of Art School of Social Work School of Arts & Sciences Submitted by: Patti Haftarczyk Date: 11/11/09 Approved by (HR Compensation Manager): Donna Boehne Date: 11/12/09 Approved by Office 365 Team: Dave Leisure Date: 11/12/09 Forwarded to programmers by (SAP): Stephanie Philipps Date: 11/12/09 Updated in HRMS by: Cliff Ritter Date: 11/12/09
Week Module Readings and Other Assigned Material Activities and Assignments End / Due Date 1 Module 1: Strategic Importance of Human Resource Management and The Changing Legal Emphasis Chapters 1 and 2 Introduce Yourself Wednesday, September 14, 2016 at 11:55 PM Module 1 Ethical Dilemma Discussion Saturday, September 17, 2016 at 11:55 PM 2 Module 2: Human Resources Management and Technology and Designing and Analyzing Jobs Chapters 3 and 4 Module 2 Ethical Dilemma Discussion Saturday, September 17, 2016 at 11:55 PM 3 Module 3: Human Resources Planning and Recruitment Chapters 5 and 6 Module 3 Ethical Dilemma Discussion Saturday, September 24, 2016 at 11:55 PM 4 Module 4: Selection and Introduction to Team Projects Chapter 7 Module 4 Ethical Dilemma Discussion Saturday, October 1, 2016 at 11:55 PM Team Charter and Project Groups: Meet Your Team Wednesday, October 5, 2016 at 11:55 PM FALL STUDY BREAK (Tuesday, October 11, 2016 and Wednesday, October 12, 2016) 5 Chapter 8 Module 5 Ethical Dilemma Discussion Saturday, October 8, 2016 at 11:55 PM
Below 25 per cent of working time 10,7 40,4 48,9 1221 25 per cent up to 50 % of working time 16,9 46,4 36,7 994 Higher than 50 per cent of working time 25,8 44,1 30,1 1147 Totally 17,7 43,4 38.9 3362 P < 0,000 Gamma = -0,269 Strong connection between deadlines and low well-being. Table 7: In which degree of your working time can you choice or change working tasks by well-being? Low Medium High N 25 per cent of working time 22,4 44,0 33,6 1374 25 per cent up to 50 % of working time 17,4 45,7 36,9 862 Higher than 50 per cent of working time 12,2 41,0 46,8 1126 Totally 17,7 43,4 38,9 3362 P < 0,000 Gamma = 0,190 Table 8: In which degree of your working time can you choice or change working intensity by Low Medium Høj N 25 per cent of working time 26,5 45,7 27,7 988 25 per cent up to 50 % of working time 17,3 47,3 35,4 904 Higher than 50 per cent of working time 12,0 39,5 48,5 1470 Totally 17,7 43,4 38,9 3362 P < 0,000 Gamma = 0,287
Radio Operator Training, ASPA Handbook – Meteorology 7 Assessment Multiple choices questionnaire & oral 8 Compliance Helideck Certification Committee (HCC) Course Syllabus 9 Training Location ASPA Sdn Bhd, Bukit Jelutong, Shah Alam
Course Title: HELIDECK RADIO OPERATOR TIME TABLE (23rd – 25th May 2017) DATE / DAY 0830-0930 0930-1030 TEA BREAK 1045-1145 1145-1245 LUNCH BREAK 1400-1500 1500-1600 TEA BREAK 1615-1715 1715-1815 DAY 1 0800 - 0830 Briefing & Course Opening @@@@@@ Helicopter Standard Op Pro Helicopter Standard Operating Procedures Air Traffic Regulations Air Traffic Regulations Air Traffic Regulations Emergency Procedures & Distress and urgency procedures Emergency Procedures & Distress and urgency procedures Helideck Standard Inst Yahya Yahya Maya Maya Maya Maya Maya Yahya DAY 2 Helideck Standard Helideck Standard Meteorology Meteorology Weather Observation Weather Observation Weather Observation Weather Observation Inst Yahya Govin Govin Govin Govin Govin DAY 3 Radio Telephony Radio Telephony Radio Telephony Radio Telephony Radio Telephony (Practical – RO Simulation) Radio Telephony (Practical – RO Simulation) Radio Telephony Practical – RO Simulation & Assessment (60’) Assessment (60’) & Closing Inst Maya Maya Maya Maya Maya Maya Maya/Yahya Maya /Yahya
Under 16 16 – 25 26 – 35 36 – 45 46 – 55 56 – 65 65+ Asian Bangladeshi Asian British Asian Indian Asian Pakistani Black African Black British Black Caribbean Chinese Cornish Gypsy/Traveller White and Asian White and Black African White and Black Caribbean White British White Irish Any other Asian background – please specify Any other Black background – please specify Any other mixed background – please specify Any other White background – please specify Any other ethnic group not classified above – please specify Prefer not to say Buddhist Christianity Hindu Jewish Muslim Sikh No Religion Prefer not to say Any other religion or belief – please specify
6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 SOP: Reportable New Information (HRP-024) SOP: Non-Committee Review Preparation (HRP-031) SOP: IRB Meeting Preparation (HRP-040) SOP: Post-Review (HRP-052) WORKSHEET: Pre-Review (HRP-308) WORKSHEET: Human Research Determination (HRP-310) WORKSHEET: Engagement Determination (HRP-311) WORKSHEET: Exemption Determination (HRP-312) WORKSHEET: Expedited Review (HRP-313) 7 REFERENCES 7.1 None.
Description of Corrective Action: SPONSOR NOTIFICATION: Has the sponsor been notified of this deviation? Yes No N/A If “No” or “N/A”, please explain: SIGN-OFF (not required for within IRISS) Person Completing Form Name: E-mail: Date: Principal Investigator Signature: Name (printed): E-mail: Date: CHAIR/DESIGNATE USE ONLY No further action required Request more information Committee discussion required Comments/Concerns: Signature: Date of Review: