zilongwang/ReadingBank huggingface dataset:
If you are to report to the office of a senior officer, present yourself in a military manner. STANDARDS OF CONDUCT: While at the DOSS training facility, you represent your military service and you are also an ambassador from your country. You are not an ordinary citizen, therefore you must conduct yourself in a manner that will make both your family and your country proud. You will have the same responsibility and privileges as a member of the United States Air Force of the same rank. International military students must obey all USAF regulations and will comply with all federal, state, and local laws while in the United States. All violations will be reported to a representative of your country. Special relief from regulatory mandates will be coordinated at higher levels between the U.S. and your country’s representative. Until the issue is decided, compliance with established regulations is mandatory. The DOSS facility is a privately owned / non-government enterprise. The local law enforcement officials maintain jurisdiction. The primary function of civilian law enforcement is to provide assistance and maintain order. Obey all orders of the police official. Verbal or physical resistance can create worse situations. Your primary duty at DOSS is flight training. You will not be allowed to seek off-duty employment. Sexual harassment involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct when: Submission or rejection is made as a condition of a person’s job; or Submission or rejection of such conduct is based is used as a basis for career or employment decision; or Such conduct interferes with an individual’s performance or creates an intimidating or offensive environment. Our customs may differ from what you are used to in your country. To make a date, ask the person to be your guest. Dating is a mutual agreement between two people. Do not force yourself on a person who indicates no interest in your physical or romantic advances. Dating does not indicate any other future commitments. Immediately report any sexual assaults or sexual harassment to the IMSO. While in training, you must obtain permission from your country prior to any marriage arrangements. Marriage will not entitle you to citizenship nor remove you from your primary responsibility to your military or country. Use, possession, or sale of marijuana, narcotics, and other dangerous drugs are major criminal offenses. Don’t keep or use these items. If you are contacted to purchase an illegal drug, report it to the nearest law enforcement agency.
FRONT OF ALLOTMENT #Please note: For clarification, applications with larger properties should show the whole allotment on one plan, and submit a close-up extract of the building envelope, showing the septic plan in closer detail. Endorsement of Plumber Endorsement of Owner Signature: ………………………………………… Date Signature: …………………………………………. Date Name: Name: Septic Tank Application Checklist Property Address Applicant’s Name Owner’s Name Application Form completed signed and dated. Land Capability Assessment (LCA) required – See attached Information Sheet Planning Permit required – YES NO Attachments to septic tank system application form: Copy of Title attached Copy of Planning Permit (if required) attached A detailed floor plan of the proposed dwelling Land Capability Assessment (if required) attached Site Plan attached A general locality map, including directions on how to locate and identify the property and any other relevant information. Please provide a stake or landmark on the property indicating where the septic tank is to be installed. If gates to the property are locked please liaise with the Environmental Health Officer to arrange access to the property. If there is a guard dog on the property you will need to provide details to the Environmental Health Officer to arrange for the dog to be restrained during inspection times. Please note: For Permits to Alter the above information is also required with the application. However you will also need to include details of the existing system on the site plan and a detailed floor plan of the existing dwelling. Also provide details of the proposed changes to be made to both the septic system and the dwellings floor plan. It is advisable that the plumber provides details on the existing systems operating status and details of how fall from the proposed new fixtures to the septic tank can be achieved. Major alterations as described in the application form include replacement or relocation of septic tank, treatment plant, sand filter, effluent dispersal system or any component of the septic tank system, or the installation of extra trenches/irrigation (may be required for dwelling extensions).
Evaluation of different Internet based programs Name of Program Description of Program (i.e. what the program is about, how it works, controls needed to work the program) Five positive elements of the program (i.e. lots of levels) 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. Five limitations of the program (i.e. no user guide, cost, etc) 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.
3 - a good application, generally complies with the requirements contained by the criterion, there are deficiencies which may make the successful implementation of the research application and attainment of high goals difficult; 4 - a very good application, complies with the requirements contained by the criterion, there are few deficiencies; 5 - an excellent application, complies with the top requirements or even exceeds the requirements contained by the criterion, any deficiencies of the application are In the course of performing evaluation of the research project proposal of the research application, experts should take into account the specifics of the relevant direction of research in interpreting criteria and, in particular, whether this is an application of fundamental or industrial research. 5.3. A research project proposal of a research application be evaluated according to the following evaluation criteria: Excellence Impact Implementation Additional score points (Evaluated by the State Education Development Agency) Quality and credibility of research/innovation activities (level of novelty, proper observation of and gender aspects) Improvement of researcher’s potential and future career opportunities after the reception of the research application funding Consistency and efficiency of the work plan 3.1. are intentions to raise private funding within the framework of the research application 3.2. Within the framework of the research application there are intentions to develop scientific articles, which will be published in the magazines or volumes of conference articles included in the Web of Science or SCOPUS database, or magazines or volumes of conference articles whose quoting index reaches at least 50 percent of the average quoting index in the sector 3.3. Within the framework of the research application there is intention to develop a new product or technology, which may be marketed and for the development of which aid within the scope of a research application was provided.” Clarity and quality of training, international mobility and knowledge transfer between the researcher, the research applicant and the partner Quality of measures planned for dissemination and use of the results of the research application Matching of the planned tasks and resources Quality of management work and integration in the research team/ institution Quality of communication activities for different target audiences Appropriateness of the management structure and procedures, including risk management Post-doctoral researcher’s capacity to achieve the position of a professional researcher Appropriateness of the institutional environment (infrastructure) 5 5 5 1 1 1
Development, understanding, and enhancement of the skills necessary to conduct applied research in clinical settings. Ability to identify barriers and obstacles to conducting applied research in clinical settings. Supporting Evidence: Documentation (e.g. supervision professional literature, clinical progress notes, case presentations) identifying use of evidence-based practice or evidence-based decision making strategies guiding interventions. Documentation (e.g. supervision notes, professional literature, case presentation, clinical progress notes) of pros and cons of using EBT with a client. Documentation demonstrating effort to use progress monitoring Competency Measurement: On-going multi-informant evaluation: Intern will be evaluated on a regular basis through feedback, supervision, and formal evaluative processes. Standard III: Professionalism: Values, Attitudes, and Behaviors Training Goal: Develop the requisite skills, knowledge, relationships, and experience to function as a professional psychologist. Training Objective: Develop a broad and contextually responsive understanding of the role of the psychologist across professional settings. Training Expectations: Intern will demonstrate the values, attitudes, and behaviors that represent the characteristics of professionalism, ethical integrity, collaborative teamwork, effective communication skills, reflective practice, and giving away knowledge and skills to others. Training Plan and Activities: Provide opportunities to observe and interact with professional psychology role models as well as role models across disciplines. Activities will include MDT’s, Clinical Team Meetings, Community Meetings Program Specific Competency Outcomes Expected: Midyear: Demonstrates a general understanding and application of skills, abilities, areas of knowledge, values, attitudes, and behaviors needed to function as a psychologist in the professional context. Begin to identify ways in which the role of the psychologist influences, differs from, and impacts professional settings. Demonstrates understanding about the unique organizational structure and culture of each training setting. End of Year: Intern will demonstrate a sustained pattern of practices, values, attitudes, and behaviors reflective of the field of health services psychology and the culture of Sarah Reed.
21. Sorority sisters 22. Fraternity brothers 23. High school/college friends 24. Dentist 25. Dentist's nurse 26. Doctor leaders 27. Doctor's nurse 28. Dermatologist budget committee 29. Dermatologist's nurse 30. Service station manager 31. Kiwanis Club 32. Hospital personnel 33. Rotary Club 34. Community leaders 35. Milkman 36. Family attorney 37. Christian entrepreneur/business groups 38. Beautician 39. Barber 40. Church friends 41. Policemen 42. Foundations 43. Wedding lists 44. Garbage collector 45. Neighbors spiritually 46. Neighbors at former residence 47. Shoe salesman 48. Editor of local paper 49. Butcher 50. Baker 51. Advertising agencies 52. TV/radio station 53. Bottling companies 54. Printers 55. Plumber 56. Servicemen 57. Tax men 58. Retired people 59. Christian bookstore 60. Insurance salesmen 61. Morticians 62. Bank presidents 63. Coach 64. Teammates 65. Realtors 66. Veterinarian 67. Grocery store 68. Apartment manager 69. Real estate agent 70. Dog clipper 71. Civic clubs 72. Mayor or other civic 73. Church missionary 74. Sunday school classes 75. Church directories 76. Pastors 77. Downtown businesses 78. Military personnel 79. Bible studies 80. Christmas card lists 81. Chamber of Commerce 82. People you have led to Christ 83. Referrals 84. Telephone directory 85. Office building directory 86. Engineers 87. Farmers 88. Eye doctor 89. h2o staff members 90. Those who have influenced you
Rachel Clark Mercer University Crystal Texas Tech University Emily Davis University of Carolina Kevin Glinton Geisel School of Medicine at Dartmouth Catherine Goodall Northwestern University Stephanie Hartman University of Virginia Liana Horner Thomas Jefferson University Joey Mechak University of Maryland Shikha Prasad Thomas Jefferson University Ben Simson George Washington University Julia Sohn Geisel School of Medicine at Dartmouth Thorne University of Virginia
Minnesota University, Mankato Supervisor’s Internship Evaluation Excellent Good Average Below Average Critical Thinking 10 9 Fully analyzes problems, synthesizes information, and demonstrates sound judgment in developing solutions 8 7 Fully analyzes problems, synthesizes information; needs some guidance in developing solutions 6 5 4 Analyzes problems, synthesizes information; regularly needs moderate guidance in developing solutions 3 2 1 Needs significant guidance to analyze problems or synthesize information; judgment needs improvement Project Management 10 9 Organizes and executes projects in an exemplary manner; work is of the highest quality 8 7 Very well organized and able to execute projects proficiently; work is of good quality 6 5 4 Organized and able to execute projects; work is of acceptable quality 3 2 1 Has difficulty organizing and executing projects; work quality varies Interpersonal Skills 10 9 Always demonstrates common courtesies towards others; is at ease and confident people and interacts well with individuals from a variety of backgrounds 8 7 Demonstrates common courtesies towards others; is usually at ease and confident people and interacts pretty well with individuals from a variety of backgrounds 6 5 4 Usually demonstrates common courtesies towards others and/or sometimes struggles to be at ease and confident among people 3 2 1 Has difficulty maintaining common courtesies on a regular basis and/or often struggles to be at ease and confident among people Teamwork 10 9 Flourishes when cooperating with others to successfully complete tasks; demonstrates willingness to assist other people 8 7 Proficient in cooperating with others to successfully complete tasks; demonstrates willingness to assist other people 6 5 4 Gets along with others and is able to complete tasks in a team setting and/or could show greater willingness to assist other people 3 2 1 Struggles at times to get along with others in a team setting and/or could show greater willingness to assist other people. Professional Growth 10 9 Welcomes suggestions and solicits feedback to improve performance 8 7 Welcomes suggestions to improve performance 6 5 4 Usually accepts suggestions to improve performance 3 2 1 May reject or discount suggestions to improve performance Professionalism 10 9 Personal appearance and demeanor are always appropriate for the setting/task; exhibits exemplary behavior for professional setting 8 7 Personal appearance and demeanor are always appropriate for the setting/task; exhibits exemplary behavior for professional setting 6 5 4 Sometimes must be reminded appropriate personal appearance, demeanor, or behavior 3 2 1 must be reminded about appropriate personal appearance, demeanor, or behavior
Competencies Rubric (to be completed by Partner Teacher as part of Assessment Summary Form) **adapted from the Saskatchewan Ministry of Education Teacher Certification Competencies, 2011 For each TECC Competency, please indicate the level of intern achievement with a: or an X. (do not write any comments in the rubrics) **The content/scale of the rubric cannot be altered. Please do not add comments in the rubric but in the sections provided. Professionalism Competencies The teacher candidate demonstrates… 1. 1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities Highly Proficient Proficient Not Yet Not Present 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners Highly Proficient Proficient Not Yet Not Present 1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners Highly Proficient Proficient Not Yet Not Present 1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer Highly Proficient Proficient Not Yet Not Present Knowledge Competencies The teacher candidate demonstrates…
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada Highly Proficient Proficient Not Yet Not Present 2.2 proficiency in the Language of Instruction Highly Proficient Proficient Not Yet Not Present 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) Highly Proficient Proficient Not Yet Not Present 2.4 ability to use technologies readily, strategically and appropriately Highly Proficient Proficient Not Yet Not Present 2.5 knowledge of a number of subjects taught in Saskatchewan schools knowledge) Highly Proficient Proficient Not Yet Not Present 2.6 ability to strive for/pursue new knowledge Highly Proficient Proficient Not Yet Not Present Instructional Competencies The teacher candidate demonstrates…
Internship Job Analysis Student Job Title Employment Consultant Work Site: Phone: Worksite Address Student’s Supervisor Title Start Date Days/week Est. End Date Specific Tasks: 9. 10. ADDITIONAL INFORMATION What is the environment like? Loud or quiet? Inside or outside? Around people or by yourself? Dirty or clean? Etc. What is the expected uniform/dress? Is there a set routine of tasks or does the work vary day to day? Note any additional circumstances or needs Student age range for this position?
Value – customer’s perceived value, what they’re willing to pay for Reputation – professionalism and experts Profitability – differentiation and repeat business Stewardship – care for people and plants How do we ship? Lean Systems – continual improvement, work smarter, not harder; 5S, 5 why, value, etc. Gathering and Loading Customer pick up orders Teamwork – communication and coordination Logistics: Consistent steadfast service Scheduling and Routing Cost – value – efficiency Rules and regulations Pull versus Push Piecework systems What – pay determined by quantity of product done over period of time Why – output is greater and measurable because quantity is driving factor How – leader to show paperwork, how quantities/times are recorded quality: Premium Plants Defined Grown Earth Friendly Inspections and watering Disease/insects June: LiveRoof Care and Production During June, interns will spend 2 weeks working with LiveRoof field teams participating in weed management, stock bed planting and general field plant care. This is followed by 2 weeks working with our production teams filling modules, moving modules, harvesting cuttings, and planting modules. You will learn/experience the following while interning in these positions: Field Management: The importance of teamwork to our success Continual improvement and use of our Voice of the Customer program How incentive based compensation works Weed control options and prevention
Telephone on: 0845 300 6200 Text phone: +44(0) 161 934 4428 Email: After you submit your application You will receive an acknowledgement email confirming that we have received your application. This will be sent to the email address which you used to log into the portal. The email will include a PDF copy of your application for your reference. We will conduct an eligibility check within ten working days of the deadline for applications. If your application is not eligible, this means that we cannot process it any further and it will not be considered for funding. If your application is not eligible we will write to you to let you know, and will explain our reasons for this decision. Section six – how we will decide on our awards We will check your application to ensure that you have provided all the information we have requested. We will make our decision based on the information you provide in your application, any further information that we request, the sector expertise of our Arts Council National Discipline Directors; and, where relevant, data and information from the Charity Commission and Companies House websites relating to your constitution and audited accounts from the past two years. Each criterion (‘Meeting the brief’, ‘Governance and management of the activity’, and ‘Financial viability’) will be assessed using a five-point word scoring: Not met The application does not meet the criteria Potential The application does not meet the criteria but shows potential to do so Met The application meets the criteria Met (strong) The application meets the criteria and shows strong qualities Met (outstanding) The application meets the criteria and shows outstanding qualities
MHS The Exit Criteria is a summary documenting the fulfillment of all requirements for successful completion of Doctoral Internship Training Program in Psychology at Mental Health Services, University Health Services, UW-Madison. The minimum standard of performance is that the intern meets all expectations for end-of-training year; quality of work is very good in all areas. Attachment: Summary of 2,000 Hours Research: Intern consistently demonstrates appropriate knowledge, skills and attitudes to produce and disseminate scientific research and to make appropriate use of scientific methods in all professional areas Demonstrates use of research and evidence based work in all areas of service delivery Demonstrates use of research and evidence based work when receiving training and supervision Hours of research time devoted to dissertation Dissertation defended Date:___________________ Presentation of research to staff Date:___________________ Topic:______________________________________________________________ Summary of evaluations of presentation:_________________________________ Presentation of Research in Multicultural Seminar on Emerging Self Presentations during year at professional conferences Y Y Y Y Y Y Y Y N N N N N N N N Ethical and Legal Standards: Intern consistently demonstrates appropriate knowledge, skills and attitudes by abiding by all APA, UW, UHS, and MHS ethical codes of conduct Conducts self in and ethical and professional manner when providing services to others Conducts self in an ethical and professional manner when receiving training and supervision Y Y Y N N N Cultural and Individual Diversity: Y N
Section 3- Internship Specification This section is to be completed by the Internship Host Supervisor Internship Role/Title Start date End date Duration Weeks Months Total working days continuous Notes Dress code Location/base Resources provided Other requirements Role specification Aims & Objectives Duties & Responsibilities Main areas of exposure Skill development Please select any key transferable and cognitive/intellectual skills which the Intern will have the opportunity to gain, develop or apply in a practical setting throughout the internship placement Key Transferable Skills Commercial awareness Research techniques Project Management Action planning Networking Time management Other Cognitive/Intellectual Skills Specialist subject knowledge Critical analysis Problem-solving Evaluation and decision-making Numerical & verbal reasoning Other
hands-on insight into how a non-profit organization functions. Working within one of these three settings offers interns an outstanding opportunity to put their knowledge gained in the classroom into practice and to hone their professional skills. Internship Opportunities Available Undergraduate Students Finance Department Lehigh Valley Shelter Street Outreach – Lehigh Valley Child Mentoring Camp Fowler (Recreation) Development Department Training Department Project Greater Philadelphia Bucks County Shelter Street Outreach – Bucks County Independent Living – Lancaster/York Counties Independent Living – Lehigh Valley Independent Living – Dauphin County Street Outreach - Philadelphia Graduate Students Adolescents and Families Together Lehigh Valley Shelter Family Preservation Program Independent Living Program—Lehigh Valley Independent Living Program—Luzerne County Independent Living – Bucks County Independent Living – Chester County Independent Living Delaware County Achieving Independence Center—Philadelphia Great Philadelphia Supportive Housing Bucks County Shelter Supportive Housing for Homeless Families Family Intervention Program Truancy Intervention Program
Selected Publications in Last 7 Years (List chronologically using APA format for bibliographic citations): Selected Funded Research Grants or Training Contracts in Last 7 Years (Include funding source, duration of funding, total direct costs): Other Professional Activities in Last 7 Years (Include leadership activities/roles in state/provincial, regional or national professional organizations
Worry. Individual and group Psychotherapy modalities will be utilized based on Veteran’s needs. Populations served may include combat and non-combat related PTSD, civilian and industrial related trauma, and sexual trauma. Seminars by both staff and interns will occur throughout the academic year. Patient Care & Research Subject Contact outside the VASNHS Facilities All assignments of the internship must be formalized by the approval of the Training Committee. This includes activities both within and outside the VASNHS premises. Assignments at institutions outside the VA must be formalized by written contract between the agency and the VA. This contract specifies supervisory responsibility, intern and supervisor expectations, and the legal obligations of both institutions. The proposed contract must be vetted through VASNHS Behavioral Health and overarching administrative units. Patient or research subject contact outside of the parameters of the internship are explicitly prohibited until written approval is obtained from the Training Director, the Behavioral Health Service Chief, the Associate Chief of Staff for Education, and the VASNHS Director. Professional activities involving patient or research subject contact, consultation or research occurring outside the auspices of the internship program are also outside the purview of this institution and VA liability is not extended for such activities. An intern engaging in such activity on his/her own is responsible for any action that may be against him/her in connection with this activity. The intern is expected to inform the Training Director of any such activities, and will be asked to sign a form acknowledging their responsibility for the outside activity. Expected Competencies The Internship in Health Service Psychology at the VA Southern Nevada Healthcare System is a generalist program and is designed towards facilitating the development of core professional competencies expected of an entry level psychologist. The program encourages both refinement and expansion of competencies. The opportunity for development in an area of emphasis is included in the program’s structure. Several other program components (e.g., didactics, Evidence Based Psychotherapy (EBP) Seminar, Neuropsychology Seminar, and Supervision of Supervision) provide opportunities for development of competencies. The Psychology Internship Program focuses on the acquisition of intermediate and advanced skills in the following competency domains that closely parallel the Standards of Accreditation set forth by the Commission on Accreditation. There are expectations of continued growth and engagement with a greater degree of independence throughout the training year and across rotations for each of the competencies. Scholarly Inquiry and Application of Scientific Knowledge: In line with the model, interns demonstrate the ability to integrate science and
rules, and regulations. They will demonstrate the ability to think critically about ethical dilemmas/issues, utilize ethical decision-making processes, and seek consultation when confronted with ethical dilemmas. Interns will conduct themselves in an ethical manner in all professional activities. 3. Individual and Cultural Diversity: Interns show understanding of and thoughtfulness to diversity issues in the practice of Psychology. They possess an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves. Interns seek out information about cultural/diversity characteristics and/or seek supervision when confronted with unknown diversity issues. Interns demonstrate the ability to independently apply their knowledge and approach in working effectively with a range of diverse individuals and groups encountered during their training. Attention to diversity will be incorporated in all areas of practice. 4. Professional Values and Attitudes: Interns demonstrate skill in conducting themselves with integrity, deportment, and accountability. They possess an appropriate level of confidence and are introspective regarding their status as developing Psychologists. They prepare for and utilize supervision effectively, and demonstrate an ability to as it relates to their personal and professional functioning and growth. In all professional contexts, interns demonstrate a concern for the welfare and general of others. 5. Communication and Interpersonal Skills: Interns possess the ability to develop and maintain effective relationships with Veterans and their families, colleagues, other staff members, peers and members of the community/non-VA organizations. Oral, nonverbal, and written communication is clear, informative, well-integrated, and reflects a thorough grasp of professional language and concepts. The intern possesses effective interpersonal skills that allow he or she to effectively manage interpersonal challenges and conflictual relationships. 6. Assessment: The Intern will demonstrate appropriate diagnostic interviewing skills, engage in differential diagnosis utilizing the DSM-5, and demonstrate the ability to select appropriate assessment methods to address the presenting problem. The Intern will demonstrate competence in conducting evidence-based assessment consistent with the scope of Health Service Psychology. Selection of assessment methods, interpretation of results, and recommendations will be made based on the empirical literature. Interns will demonstrate competency in administration and interpretation of personality, cognitive, and neuropsychological assessment tools. Interns will display the ability to communicate
Company Name Khanyisela College SDL Number L7390772640 DG Reference 201718-WI-0150LP05 Accreditation Number 0732 Type of Intervention Unemployed Internship (18.2) Programme Date 02-July-2018 Programme End Date 01-July-2019 Report Date Report Number (e.g 1 of 12) of 12 Initial Number of Interns 200 Number of terminations 0 Current Number of Interns 200 Mentee’s Name Mentee’s Surname Are you assigned a mentor? Did you receive support from your Mentor? Are you clear about the goals of this months? Did you achieve the stated goals last month? Were any challenges faced resolved? Mentee’s Signature Mentor’s Signature Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….... ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Lead employer’s signatures: __________________ Date: _____________________ Capacity: ___________________
Company Name Khanyisela College SDL Number L7390772640 DG Reference 201718-WI-0151LP05 Accreditation Number 0732 Type of Intervention Unemployed Internship (18.2) Programme Start Date 02-July-2018 Programme End Date 01-July-2019 Report Date Report Number (e.g 1 of 12) 2 of 12 Initial Number of Interns 200 Number of terminations 0 Current Number of Interns 200 Mentee’s Name Mentee’s Surname Are you assigned a mentor? Did you receive support from your Mentor? Are you clear about the goals of this months? Did you achieve the stated goals last month? Were any challenges resolved? Mentee’s Signature Mentor’s Signature Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….... ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Lead employer’s signatures: __________________ Date: _____________________ Capacity: ___________________
Pre-internship Develop appropriate leadership activities and projects in collaboration with the mentor and site administration team members and share the final plan with the faculty supervisor (a regularly scheduled meeting, weekly or bi-weekly meetings are highly recommended). Participate in all orientation and seminar preparation/training as provided by the WIU leadership program and as required by the State (see pg. 7 for directions). Internship Regularly communicate, meet, and work collaboratively with the mentor to best meet the needs of students while engaging in appropriate/relevant leadership activities related to student learning. (A regularly schedule meeting weekly or bi-weekly is highly recommended.) Participate in a minimum of four on site meetings with WIU supervisor(s) related to internship experience; arrange for observation and evaluation by the intern supervisor at each of these meetings. Artifact and assessment actives shall be shared with supervisors during the 4 site visit and in a final ePortfolio. Incorporate feedback from the supervisor and internship mentor into ongoing efforts towards growth and development of leadership potential. Collect and submit all candidate internship assessments and documents and assure the completion of performance assessments for the supervisor and administrative mentor. Engage in instructional activities that involve teachers at all grade levels in both special and general education. Collect artifacts and reflect appropriately on the evidence of SREB Critical Success factors, with participation in 100% of the factors/competencies and leadership in 80% of them. Successfully complete all prescribed internship experiences with supporting artifacts and reflections in the ePortfolio. Post logs in the Internship Portfolio bi-weekly. Reflect upon your experiences and submit reflections every other month. Reflections should demonstrate the student’s ability to connect theory gained in university coursework with field experiences. Request additional time and/or support if you have not met all the requirements of the internship; determine a plan of action to remediate any competency that was not met during the internship. Pre-certificate Take and pass the principal content-area test prior to certification. Successfully pass the Growth Through Learning training during the internship prior to certification. The Role of the Administrative Mentor The mentor becomes involved with the candidate initially in the admission process to review the candidate’s
Another feature that has been installed in the ‘Map View’, is that when data is selected in the map chart, labels with names of the wells appear. This is done due to the ‘Marked rows’ selection. The settings for this feature are shown in figure 16. The maximum number of labels that can be shown is 200. ‘Scatter Plot’ The scatter plot also has a table chart where selected data is visualized in exactly the same way as in the ‘Map view’. In the table chart the legend of the data shown in the visualization is hidden, since that information is redundant here. The ‘Scatter Plot’ tab also has a text area with drop-down-lists for parameter selection. The scatter plot has two axes which can represent multiple parameters. The settings were made as such that the parameters for the axes, color and size can be made via properties connected to the drop-down lists. In figure 17 it is shown how the properties are connected to the parameter input in the visualization. Figure 17 shows the total list of properties made. The properties that are controlled by the drop down lists are “SCATTERplotColorBy”, “SCATTERplotSizeBy”, “SCATTERplotYaxis” and “SCATTERplotXaxis”. There are also a set of properties called “SCATTERplotII….”. These properties were made for a second scatter plot visualization. This secondary visualization is only available in a separate version of the Spotfire application, only for use by EBN. The same holds for the “PIEchartL” and “PIEchartR” visualizations. To set a parameter from a property, the button “Set from Property” must be selected in the right mouse-click menu, as shown in figure 18. This couples the choices made in the drop down list with the respective property to the setting of that parameter, which can be an X/Y-axis or the color of the plotted data. Figure 17, a list of the properties in the property menu is shown. This screen is reached via the “Set from Property” button after clicking with the right mouse-button on a parameter of choice in the legend next to the visualization (see figure 18). Figure 18, showing how to reach the “Set from Property” menu in order to set the variables to the parameters using the properties from figure 11 and 17. ‘Well-Offset Review’
NAME _____________________________________ SIGNATURE ______________________________________ DATE_______________
College of Education Department of Leadership Studies Counselor Education Program Internship Students’ Manual Overview The master’s degree programs in school counseling follows the standards and guidelines as outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP standards currently represent the highest standards for preparation of counselors in the nation. Many of the requirements for internship described in this manual were adopted to meet CACREP standards. In addition, the internship experiences outlined here have
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada Highly Proficient Proficient Not Yet Not Present 2.2 proficiency in the Language of Instruction Highly Proficient Proficient Not Yet Not Present 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) Highly Proficient Proficient Not Yet Not Present 2.4 ability to use technologies readily, strategically and appropriately Highly Proficient Proficient Not Yet Not Present 2.5 knowledge of a number of subjects taught in Saskatchewan schools knowledge) Highly Proficient Proficient Not Yet Not Present 2.6 ability to strive for/pursue new knowledge Highly Proficient Proficient Not Yet Not Present Instructional Competencies The teacher candidate demonstrates…
4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education Highly Proficient Proficient Not Yet Not Present 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas Highly Proficient Proficient Not Yet Not Present 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways Highly Proficient Proficient Not Yet Not Present Name of Partner Teacher ____________________________________________ Signature of Partner Teacher _________________________________________
internship courses that are connected with the ENST major. Each course earns four academic credits. In addition to spending 120 hours at the internship, students also meet weekly in a classroom setting to discuss their experience and put it in perspective internships. Focus on your Interests and develop a plan: Think about what interests you, your strengths, and issues that matter to you. Make a short list and then reach out to us for help identifying an internship that aligns with your interests. Groups you might consider include: Audubon Society Clean Water Action Department of Environmental Management Environment Council of Rhode Island Environmental Justice League of Rhode Island Grassroots Global Justice Alliance Our Campaign Rhode Island Department of Health Rhode Island Food Policy Council Sierra Club, Rhode Island Chapter Toxics Action Center Woonasquatucket River Watershed Council D. Search for internships in your local area: The Career Development Center lists many on-going internships at the DESTINATIONS web portal. Bridge.jobs is a website that connects Rhode Island employers with potential interns. Search their website for opportunities of interest to you.
The Islamic Relief Intern Application Form Please fill this form and send it to us together with a copy of your CV. By post to: Humanitarian Academy for Development, 22-24 Sampson Rd North, Birmingham, B11 3SB Or Email to: internships@had-int.org Intern position you are applying for Where did you hear about this opportunity Surname Title Forename/s Contact Number (Mobile) Address Contact Number (Home) Address DOB Nationality Qualifications and Training Dates From – To Qualifications and Courses Place of Education Grades/Result Other Relevant Experience Dates From - To Summary of Duties and Achievements/Experience Job Title/Role Organisations Details Skills Gained Why have you decided to apply to Islamic Relief for Internships Scheme? Please tell us why you are interested in this opportunity with Islamic Relief Please tell us what skills/experience you will bring to the role What do you hope to gain from this internship?
$100,001 to $250,000 $50,001 to $100,000 $25,001 to $50,000 $10,001 to $25,000 $5,001 to $10,000 up to $5,000 Total ____________ Total of debtor balances outstanding as at ____ ____ _____ is ___________________ Current and not yet due 1-30 days overdue 31-60 days overdue 61-90 days overdue more than 90 days Details of debtors more than 60 days overdue Buyer name Country Total Debt overdue over 60 days overdue over 90 days Please specify which ICC Incoterms you observe for overseas trade ______________ On what basis are a credit limit and payment terms established (a) Audited/management accounts Y/N (b) Status Reports Y/N (c) Bank Report Y/N (d) Report of visit to buyer’s premises Y/N (e) other (please specify) _______________________________________ How often is this information updated? _____________________________________ How often and when is a credit limit reviewed? ______________________________ Are any special terms granted to individual buyers that differ from your standard terms? Y/N Please give details ______________________________________________________ Is your receivables ledger manual or computerised? ___________________________
Sample Table 4I. Research Support of Participating Faculty Members Faculty Member Funding Source Grant Number Role on Project Grant Title Project Period Current Year Direct Costs (US$) Banda, Edith Gov of Kenya 1234 PI Lab errors in diagnosis of TB in HIV infected patients 07/2014-06/2017 $100,000 Brown, James NIH P30 AI999997 Center PI USA University Center for AIDS Research 08/2015-07/2019 $500,000 Shirley Foundation 6789 PI Modeling Approaches for Infectious Diseases 10/2013-9/2016 $300,000 Ngura, Elizabeth NIH R01 AI999998 Investigator The role of factor X in HIV/TB 03/2014-02/2018 $200,000 Phiri, Moses NIH R01 AI999998 Project PI The role of factor X in HIV/TB 03/2014-02/2018 $200,000 White Richard NIH P30 AI999997 Core Dir USA University Center for AIDS Research 08/2015-07/2019 $75,000 Average Grant Support per Participating Faculty Member $216,000
Sample Table 8I. Program Outcomes: International Trainees Part I. Those Supported by the Training Grant International Trainee/Country Faculty Member Start Date Summary of Support During Training Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Activity Current Position Department Institution Activity Subsequent Grant(s)/ Role/Year Awarded Oye, John Kenya Phiri, Moses 09/2010 TY 1: TW D43 TY 2: TW D43 TY 3: TW D43 TY 4: TW D43 TY 5: TW D43 MS 2012 PhD 2014 Factor Z in HIV/TB Lecturer Dept of Medicine, University of Eden Assistant Professor, Dept of Medicine, University of Eden Research Intensive K43 TW998765 PI/2015 Mwanda, Jane. Kenya Phiri, Moses 09/2014 TY 5: TW D43 In Training HIV, TB and Hep B Rose Kenya James 09/2013 TY 4: TW D43 TY 5: TW D43 In Training Neglected trop Diseases/HIV co-infection Part II. Those Clearly Associated with the Training Grant (Not Applicable) Part III. Recent Graduates (Not Applicable)
Part IV. Program Statistics Percentage of International Trainees Supported by this Award for a Research Doctoral Degree 10 Years Ago Who Completed the Research Doctoral Degree Average Time to Research Doctoral Degree for International Trainees Supported by this Award in the Last 10 years 90% 4.6 years
and Responsibilities | Rules and Procedures The Intern The intern remains a student of the school during the time of the internship. No official work contract will be issued. The intern is insured through the school’s insurance company concerning legal liability and risk of accidents. The intern will adhere to the and regulations of the host company. This includes rules concerning secrecy, order, safety and health. In case of illness or impediments, the intern will report this between 08:30 and 09:00 to both the school coordinator and the company’s contact person. The intern will follow the instructions of the company’s internship supervisor at all times. If problems do occur between the internship company and the intern, the intern will contact the internship coordinator at school immediately. The company supplying the internship The company supplying the internship (henceforth CI) will supply the student with meaningful work that gives a clear image of what it means to function in this particular company/ this area of work. The CI will appoint an internship supervisor within his/her staff who will carry the responsibility to: introduce the intern to the corporation and its work ethics. aid the intern in dealing with the adults on the work floor. supervise the general internship program and make sure that the intern will get time to fulfill the necessary requirements as set out by the school. make sure that the tasks the intern will have to do, are varied. the intern in such a way that will allow him/her to reach the goals they had set out for themselves. assess the student at the end of the internship and provide feedback on overall functioning. The school’s internship coordinator The school’s internship coordinator is responsible for the largest part of the program. He/she needs to make sure the internship is properly prepared and processed. He/she will maintain the contact with the company’s internship supervisor if necessary and also functions as the first contact of the school for the company and the intern in case problems arise. Assessment The company’s internship supervisor will assess the student’s final product and overall accomplishments. None of the parties will end the internship without notice. Internship agreement 2018/2019