zilongwang/ReadingBank huggingface dataset:
Breakdown of Shifts To achieve our vote goal we will make 3 passes through our Persuasion universe on the doors and the phones. We will make 2 passes through our two-tiered Turnout universe with volunteer capacity. With the addition of a paid canvass we will make another pass of our GOTV universe on the doors. The breakdown of “Attempts/Contacts/Shifts” is detailed below for volunteers. Our plan will assume a 20 percent flake rate. Finally, the shifts below for can reflect universe sizes that remove the Field Organizers’ own personal canvassing on the weekends. Volunteer Contact Universe Total Attempts Total Contacts Total Shifts Persuasion Phones 93,880 10,327 1,444 Persuasion Doors 80,911 16,182 2,023 GOTV Phones 190,105 20,912 2,925 GOTV Doors 142,552 28,510 3,564 Persuasion Phones We will make three passes through the Persuasion phone universe: Pass Persuasion Phones* Persuasion Phone Shifts Persuasion Phones Shifts Actual/FO Persuasion Phone Shifts Scheduled/ FO Pass 1 45,439 699 78 94 Pass 2 25,495 392 44 53 Pass 3 22,946 353 39 47 * A 10 percent depreciation rate is assumed between each pass Persuasion We will make passes through the Persuasion door universe Pass Persuasion Doors* Persuasion Door Shifts Persuasion Door Shifts Actual/FO Persuasion Door Shifts Scheduled/FO Pass 1 41,924 1048 116 139 Pass 2 17,699 541 60 72 Pass 3 14,159 433 48 58 * A 20 percent depreciation rate is assumed between each pass
Week 18 10 6 120 90 10,800 1,200 Week 19 10 6 120 90 10,800 1,200 Week 20 10 6 120 90 10,800 1,200 Week 21 10 6 120 90 10,800 1,200 Week 22 10 6 120 90 10,800 1,200 VBM Requests 7,200 Vote By Mail Requests--Volunteers Week VBM requests/volunteer/shift* Number of Vol door shifts/Week Number of VBM Requests Generated Week 17 4 288 1,152 Week 18 4 306 1,224 Week 19 4 342 1,368 Week 20 4 342 1,368 Week 21 4 378 1,512 Week 22 4 405 1,620 * Based on 40 doors for a volunteer shift TOTAL VBM Requests 8,244 With the paid canvass fully up and running at six shifts per week—and combining their VBMS with those gathered by staff and volunteers--we should be able to generate 16,668 VBM requests. Assuming a 15% non-return rate, that leaves us with 14,275 votes. Number of requests Less 15% non-return rate Number of Votes Generated 1,350 staff + 7,200 paid+ 8,244 vol =16,794 16,794-15%(2,519) 14,275 Votes
State’s participation in the pilot phase (2021 - 2023) and in the first phase (2024 - 2026) of CORSIA is voluntary, as per Resolution A39-3, paragraph 9. For simplicity purpose, under this exercise, we assume that there are only 10 States in the world – States A to J. States A, B, D and I are voluntary participants from the pilot phase, and additional States F and G from the first phase (see Assumption Table 1). Assumption Table 2 includes CO2 emissions generated by different airlines on different routes in different years. As per Resolution A39-3, paragraph 10, CORSIA applies to international routes between States, both of which participate in the scheme. Instruction for Exercise 1-A: Based on the Assumption Tables 1 and 2: a) Identify the routes that are covered by CORSIA in the pilot phase (2021) and first phase (2024) b) Identify CO2 emissions covered on these routes c) Calculate the total CO2 emissions covered by CORSIA in 2021 and 2024 Route based approach Pilot Phase First Phase From To Covered? (Tick ✓ if YES) CO2 (2021) Covered? (Tick ✓if YES) CO2 (2024) A B ✓ 55 ✓ 60 A C A D ✓ 55 ✓ 60 A E A F ✓ 68 A G ✓ 68 A H A I ✓ 63 ✓ 80 A J B A ✓ 55 ✓ 60 B C B D ✓ 55 ✓ 60 B E B G ✓ 80 B H B I ✓ 63 ✓ 80 B J C A C D D E E F F A ✓ 12 G B ✓ 10 H I TOTAL CO2 COVERED BY CORSIA — 346 — 638 — — — — — — — —
Exercise 4-B Aircraft Operators are required to submit various CORSIA-related data and/or information to their State. States are required to review that data / information and submit it to ICAO. ICAO in turn is required to produce information and provide it to the public, States and operators. Instruction for Exercise 4-B: Fill in the sections of the tables below with the data / information that is to be transferred and to which stakeholder. Note: The stakeholders (for the right-hand column) in this exercise are: Aircraft Operators; States; ICAO; Eligible Emissions Programs; Verifiers; and the Public. Aircraft Operators Data / Information From AO to whom? States Data / Information From State to whom? ICAO Data / Information From ICAO to whom? — END —
Illustrative agreed-upon procedures report in respect of a PTE’s prudential financial standards calculations Report of factual findings To the Directors We performed the procedures agreed with you and the Tertiary Education Commission (TEC), and outlined below, with respect to the prudential financial standards calculations of PTE Company Ltd as of 31 December 2015 and 31 December 2016, set forth in the accompanying schedule. Our engagement was undertaken in accordance with APS-1 Statement of Agreed-upon Procedures Engagement Standard and Guidelines of the New Zealand Institute of Chartered Accountants (NZICA). We disclaim any assumption of responsibility for the adequacy or otherwise of the procedures requested by you. You and the TEC are responsible for determining whether factual findings provided by us, in combination with other information obtained, provide a reasonable basis for any conclusion which you wish to draw on the subject matter. The procedures were performed solely to assist you and the TEC to assess the ongoing financial viability of PTE Company Ltd and are as follows: Procedures Factual findings Errors or exceptions identified We obtained the prudential financial standards calculations as at 31 December 2015 prepared by the PTE Obtained We compared the components of the prudential financial standards calculations at as 31 December 2015 to the <audited/reviewed> financial statements as at 31 December 2015 We found the amounts compared to be in agreement <except for the exceptions noted> <Detail the exceptions> We reperformed the prudential financial standards calculations as at 31 December 2015 We found our recalculations to be the same as the PTE’s calculations None We obtained the prudential financial standards calculations as at 31 December 2016 prepared by the PTE Obtained We obtained the prospective financial information as at 31 December 2016 prepared by the PTE Obtained We checked that the prospective financial information as at 31 December 2016 were approved by the PTEs governing body We found the prospective financial information as at 31 December 2016 were approved by the PTEs governing body None We compared the accounting policies and management estimates used for the prospective financial information as at 31 December 2016 were the same as those We found the accounting policies and management estimates used for the prospective financial information as at 31 December 2016 were the same as those used in the None
This is evident, for example, when children: use language and engage in symbolic play to imagine and create roles, scripts and ideas share the stories and symbols of their own cultures and re-enact stories use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning experiment with ways of expressing and meaning using a range of media This develops, for example, when students: Understand concepts print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality. English: Language (F) Recognise that sentences are key for expressing ideas. English: Language (F)
explore the purpose and function of a range of tools, media, sounds and graphics manipulate resources to investigate, take assemble, invent and construct experiment with different technologies use information and communications technologies (ICT) to investigate and problem-solve explore ideas and theories using imagination, creativity and play Explore the characteristics and properties of materials and components that are used to create designed solutions. Digital: Technologies Contexts ) Construct texts using software including word processing programs- Elaborations - using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu. English: Literacy (F)
use feedback from themselves and others to revise and build on an idea. Represent location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia. Geography: Geographical Knowledge (F–L2) Respond to visual artworks by describing subject matter and ideas. Visual Arts: Respond and Interpret (L1–L2) () Respond to media artworks by describing ideas, characters, settings and stories. Media Arts: Respond and Interpret (F) ()
Ward Councillors Name & Surname Gender Address Contact Designation Cllr. Manase Doreen Mazibuko F Box 6 Loskop 3330 Nkomokazini 083 420 1929 PR IFP Cllr. Excellent Mziwandile Majola M PO Box 1879 Estcourt 3310 Rensbergdrift Estcourt 083 757 7758 PR IFP Cllr. Xolisile Mokadi F PO Box 1842 Estcourt 3310 Goodhome 072 946 5563 PR IFP Cllr. Gcinile Elcah Mbhele F PO Box 6 Loskop 3330 Ezinyosini 076 133 1755 PR IFP Cllr. Sphiwayinkosi Welfare Khumalo M PO Box 1200 Estcourt 3310 Ezindikini 076 332 7500 PR IFP Cllr. Kwenzakwakhe Alpheus Vilakazi M PO Box 15 Estcourt 3310 Ngodini Weenen Area PR IFP Cllr. Mtshengiseni Andries Zulu 060 483 9577 PR IFP Cllr. Nkosana Excellent Mazibuko M PO Box 94 Loskop 3330 Mqedandaba Area 073 601 3255 PR ANC Cllr. Mthokozisi Bheki Absolom Khanyile M 73 Jennings Road Estcourt 072 087 2838 PR ANC Cllr. Bhekinkosi Patrick Mlotshwa M PO Box Estcourt 3310 A801 Depot Section Wembezi 078 3356 797/1 PR ANC Cllr. Thabile Olga Vilakazi F PO Box 336 Loskop 3330 4737 Kheawi T/Ship 082 255 6654 PR ANC Cllr Jabulile Membrey Mbhele F PO Box 400 Estcourt 3310 4893 Paapkuilsfontein 078 0939 486 PR ANC Cllr. Samkelisiwe Fortunate Khumalo F PO Box 1532 Estcourt 3310 Ephangweni 084 733 3535 PR ANC Cllr. Yvonne Nonkhanyiso Dlamini F PO Box 1411 Estcourt 3310 Emdwebu 073 3869 989 PR ANC Ward Councillors Name & Surname Gender Address Contact Designation Party
L2 Certificate in Leadership and Management - Cohort 23 Date 8th January 2019 8th February 2019 12th March 2019 16th April 2019 15th May 2019 Time 10.00am - 11.00am 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Induction Workshop Workshop and Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Subject Unit 1 – Developing yourself as a team leader Unit 2 – Leading Your Work Team Unit 3 – Setting team objectives in the work place Unit 4 – Improving performance of work team Actions required Following induction, email ILM Programme Administrator at to confirm continuation on the programme. Hold briefing meeting with line manager. Submit assignment from Unit 1 - FAO ILM Programme Administrator to Submit assignment from Unit 2 - FAO ILM Programme Administrator to Submit assignment from Unit 3 - FAO ILM Programme Administrator to Manager/sponsor debriefing document FAO - FAO ILM Programme Administrator to
Subject Unit 9 – Induction and coaching in the workplace An opportunity for feedback from your tutor and to discuss progress and learning. Specific guidance on Induction Pack Unit 9 Actions required Submit assignment from Unit 8 FAO - FAO ILM Programme Administrator to Manager/sponsor debriefing document - FAO ILM Programme Administrator to Complete Personal Development Log Submit assignment from Unit 9 - FAO ILM Programme Administrator to
L2 Certificate in Leadership and Management - Cohort 24 Date 10 April 2019 1st May 2019 4th June 2019 5th July 2019 5th August 2019 Time 10.00am - 11.00am 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Induction Workshop Workshop and Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Subject Unit 1 – Developing yourself as a team leader Unit 2 – Leading Your Work Team Unit 3 – Setting team objectives in the work place Unit 4 – Improving performance of work team Actions required Following induction, email ILM Programme Administrator at to confirm continuation on the programme. Hold briefing meeting with line manager. Submit assignment from Unit 1 - FAO ILM Programme Administrator to Submit assignment from Unit 2 - FAO ILM Programme Administrator to Submit assignment from Unit 3 - FAO ILM Programme Administrator to Manager/sponsor debriefing document FAO - FAO ILM Programme Administrator to
Subject Unit 9 – Induction and coaching in the workplace An opportunity for feedback from your tutor and to discuss progress and learning. Specific guidance on Induction Pack Unit 9 Actions required Submit assignment from Unit 8 FAO - FAO ILM Programme Administrator to Manager/sponsor debriefing document - FAO ILM Programme Administrator to Complete Personal Development Log Submit assignment from Unit 9 - FAO ILM Programme Administrator to
L2 Certificate in Leadership and Management – Cohort 26 Date 7th January 2020 21st January 2020 20th February 2020 18th March 2020 20th April 2020 Time 10.00am - 11.00am 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Induction Workshop Workshop and Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Subject Unit 1 – Developing yourself as a team leader Unit 2 – Leading Your Work Team Unit 3 – Developing the Work Team Unit 4 – Setting Team Objectives in the Workplace Actions required Following induction, ILM Programme Administrator at to confirm continuation on the programme. Hold briefing meeting with line manager. Submit assignment from Unit 1 - FAO ILM Programme Administrator to Submit assignment from Unit 2 - FAO ILM Programme Administrator to Submit assignment from Unit 3 - FAO ILM Programme Administrator to Manager/sponsor debriefing document FAO - FAO ILM Programme Administrator to
Date 5th and 6th May 2020 19th May 2020 15th June 2020 15th July 2020 11th August 2020 Time 1 hour to be arranged 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Tutorial Workshop & Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Subject An opportunity for feedback from your and to discuss progress and learning. Specific guidance on Induction Pack Unit 5 – Improving performance of the work team Unit 6 – Workplace communication Unit 7 – Understanding change in the workplace Unit 8 – Diversity in the workplace Actions required Complete Personal Development Log Submit assignment from Unit 4 - FAO ILM Programme Administrator to Submit assignment from Unit 5 - FAO ILM Programme Administrator to Submit assignment from Unit 6 - FAO ILM Programme Administrator to Submit assignment from Unit 7 - FAO ILM Programme Administrator to Date 9th September 2020 24th and 25th September 2020 9th October 2020 7th December 2020 Time 09.30am - 4.30pm 1 hour to be arranged By close of business 09.30am-12.30pm Activity Workshop & Assignment Submission Tutorial Assignment submission Action Learning Set
L3 Certificate in Leadership and Management - Cohort 17 Date 15th January 2019 4th February 2019 13th 2019 15th April 2019 20th May 2019 Time 10.00am - 11.00am 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Induction Workshop Workshop & assignment submission Workshop & assignment submission Workshop & assignment submission Subject Unit 1 Developing yourself & others Unit 2 Understanding Leadership Unit 3 Understanding how to motivate to improve performance Unit 4 Understand how to establish an effective team Actions required Following induction, email ILM Programme Administrator at to confirm continuation on the programme. Hold briefing meeting with line manager. Submit assignment from Unit 1 - FAO ILM Programme Administrator to Completion of online Belbin Team Roles questionnaire, instructions will be sent by tutor Submit assignment from Unit 2 - FAO ILM Programme Administrator to Submit assignment from Unit 3 - FAO ILM Programme Administrator to Submit manager/sponsor debriefing document FAO Matt Stone to
Date 28th and 29th May 2019 21st June 2019 22nd July 2019 27th and 28th August 2019 3rd and 4th September 2019 Time 1 hour to be arranged 09.30am – 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 1 hour to be arranged Activity Tutorial Workshop & assignment submission Workshop & assignment submission Workshop Tutorial Subject Opportunity to discuss progress and learning with tutor Unit 5 Understanding performance management Unit 6 Solving problems and decision making Unit 7 Planning change Opportunity to review learning with and focus on project report Actions required Complete Personal Development Log Submit assignment from Unit 4 - FAO ILM Programme Administrator to Submit assignment from Unit 5 - FAO ILM Programme Administrator to Consideration and planning for final project report Consideration and planning for final project report Submit manager/sponsor debriefing document FAO ILM Programme Administrator to Consideration and planning for final project report Complete Personal Development Log
L3 Certificate in Leadership and Management - Cohort 18 Date 2nd April 2019 3rd May 2019 7th June 2019 9th July 2019 8th August 2019 Time 10.00am - 11.00am 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm 09.30am - 4.30pm Activity Induction Workshop Workshop & assignment submission Workshop & assignment submission Workshop & assignment submission Subject Unit 1 Developing yourself & others Unit 2 Understanding Leadership Unit 3 Understanding how to motivate to improve performance Unit 4 Understand how to establish an effective team Actions required Following induction, email ILM Programme Administrator at to confirm continuation on the programme. Hold briefing meeting with line manager. Submit assignment from Unit 1 - FAO ILM Programme Administrator to Completion of online Belbin Team Roles questionnaire, instructions will be sent by tutor Submit assignment from Unit 2 - FAO ILM Programme Administrator to Submit assignment from Unit 3 - FAO ILM Programme Administrator to Submit manager/sponsor debriefing document FAO Matt Stone to
Date 15th January 2019 19th February 2019 19th March 2019 19th April 2019 19th July 2019 Time 9:30am – 12:30pm 9:30am – 12:30pm 9:30am – 12:30pm By close of business 09:30am – 12:30pm Activity Workshop Action Learning Workshop Tutorial Assignment submission Action Learning Set Subject Unit 4 Managing Stress and Conflict in the Organisation Unit 4 Managing Stress and Conflict in the Organisation Guided learning session to evaluate progress and learning Actions required Submit assignment from Unit 3 - FAO ILM Programme Administrator to Following workshop, evaluation of current practice to be completed Submit assignment from unit 4 - FAO ILM Programme Administrator to
AC 4.2 Analyse how the benefits of coaching or mentoring should be evaluated Referral [ca. 3/12] Pass [6/12] Good Pass [ca. 9/12] Assessor feedback on AC How the benefits of coaching should be evaluated is incorrect, inappropriate or deficient How the benefits of coaching should be evaluated is merely stated or described with no reference to how an appropriate theory, process or model should be used to provide a solution or conclusion or recommendations How an appropriate theory, process or model should be used to evaluate the benefits of coaching and provide a solution or conclusion or recommendations is correctly and appropriately summarised, although the context and/or scope of the benefits of coaching is limited How an appropriate theory, process or should be used to evaluate the full scope of the benefits of coaching within a wide context and provide a solution or conclusion or recommendations is correctly and appropriately summarised / 12 (min. of 6) Pass or Referral Section comments (optional): Verification comments (optional): / 100 TOTAL MARKS Assessor’s Decision Quality Assurance Use Outcome (delete as applicable): PASS / REFERRAL Signature of Assessor: Date: Outcome (delete as applicable): PASS / REFERRAL Signature of QA: Date of QA check:
Definition: Leadership is the ability to influence others, and effective leadership employs good decision-making skills based on proper ethics. Categories Needs Improvement (poor) 1 Developing (low satisfactory) 2 Proficient (high satisfactory) 3 Outstanding (exceeds expectations) 4 Score Understands and develops ethical leadership skills Performs tasks without regard to priority. Negative attitude is the norm. Not self-disciplined. Resists change. Loosely organizes tasks according to priority. Generally has mixed emotional responses. May occasionally miss a milestone due to a lack of self-discipline. Accepts change when it happens. Delegates low priority tasks & focuses on higher priority tasks. Generally has a positive attitude. Generally is self-disciplined. Understands that change is a reality, and manages it. Practices prioritization well using delegation & scheduling as tools. Always has a positive attitude. Very disciplined and a self-starter. Is a “change agent” and drives the change. Applies ethical principles to problem solving help in solving most/all problems. Lacks vision and is reactive. Needs others to help them develop. Generally can solve most problems. Can recognize vision in others, and knows its importance. Assists others in their development. Is a problem solver. Has a vision of where they’re headed. Develops others. Teachers others to solve problems. Communicates and follows their vision. Develops leaders. Demonstrates good interpersonal skills Gets upset and frustrated by circumstances. Tends to alienate others. Only invites their supporters to participate in activities. Strives to remain calm, but with some difficulty. Has friends. Realizes that other perspectives are valuable to the group. Remains calm. Has a network of friends. Involves various perspectives from all stakeholders in the Remains positive and calm. People speak highly of them. out and encourages all perspectives from stakeholders. Applies a array of negotiating skills Accepts “win-lose” or “no outcome” as an appropriate outcome. Fixates on issue during negotiations. Issues are faced in series, one at a time. Strives to avoid “win-lose” and “no outcome” solutions. Suggests solutions rather than one. Can set aside a controversial issue for later resolution. Strives for “win-win” outcomes. Suggests novel and “out-of-box” solutions. Moves off dead-lock issues by seeking other options. Consistently achieves outcomes that meet both parties’ needs. Both negotiating parties would have no hesitation with negotiating additional issues in the future.
ANNEX II FUNDING CEILING AND PAYMENT SCHEDULE I. Total Funding Ceiling (in US$) and Work Plan Description Year 1 Year 2 Year 3 Total OUPUT - Deliverable 1: Activities 1.1 [insert description of Activity 1 following Annex I] - 1.2 ……………… - 1.3 …………………… - Sub-Total for Deliverable 1 - - - - Deliverable 2: 2.1 ………………………………… - 2.2 ……………………………….. - 2.3 …………………………………. - Sub-Total for Deliverable 2 - - - - TOTAL - - - - Indirect Costs – 13% - - - - TOTAL - - - -
Name Title Organization Contact number Email Ms. Musonda K. Chitah Economist Ministry of Commerce Trade and Industry +260 975 654833 Ms. Tibone Moyo Economist Zambia National Farmers Unions (ZNFU) +260 977 773003 Ms. Mutebele Kunda Director Education & Training National of Plantation Agriculture Enterprise Allied Workers +260 966 855976 Ms. Tidzitwa Zulu Gender and Rural Markets Manager MUSIKA +260 977 310710 Ms. Muma Munansangu Monitoring and Evaluation Officer Citizens’ Economic Empowerment Commission (CEEC) +260 977 474255 Mr. Ones Karuho Regional Program Manager, Southern Africa TechnoServe +260 974 779 538 Mr. Conrad Muyaule Value Chain Coordinator World Fish, Katima Mulilo Road No. 37417, Olympia Park +260 977837157 Ms. Aurore Rusiga P4P Country Coordinator WFP +260 978 779651 Ms. Tembekile Musvosvi Country Director ADRA +260 976 740237 Mr. Mulenga Kennedy Senior Agricultural Economist Ministry of Agriculture and Livestock (MAL) +260 966 408730 Ms. Pity Halwindi Senior Youth Development Officer Ministry of Youth and Sport (MYS) +260 977465640 Mr. Kennedy Muma Mukupa Chief Youth Development Officer Ministry of and Sport (MYS) +260 955640794/+260 979 960054 Mr. Bernard Mumba Principal Planner Ministry of Labour and Social Security (MoLSS) 0976 1554008 Mr. Obert Munkoka Assistant Programme Coordinator Restless Development +260 977 839111 Ms. Milensu Kapaipi National Programme Officer ILO +260 962 220540
Course title Insert your course title as it appears in iLearnOregon here Register here! Go.usa.gov deeplink to iLearn registration After you click on the link to the course, you will be prompted to log in to iLearnOregon. See the attached instructions for how to log in. Intended Audience Describe the intended audience here. Upcoming sessions Date Time Address Date Time Address Date Time Address Course Synopsis Insert a course synopsis here Need help logging in? ServiceDesk (503) For all other questions (503) 947-5457 or Supported Browsers IE 8-10 FF 17-24 Chrome 24-30 This message is intended for DHS|OHA employees and their partners. Please read it electronically, if possible. Managers and supervisors are asked to share the message with employees who do not have email access. If you have a disability and need this message in another format, please call (503) 555-1212, or send an message to insert your email address here. If you know of others who need this accommodation, please let them know it is available.
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Challengers Independent Living, Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Walter McNeil Email: License Type: Treatment Foster Care - ILP Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Challengers- East 6621 Loch Raven Blvd. Baltimore, MD 21234 Unlimited 45 (Between allsites) 11 01/15/2017 Challengers- West and Advance 15 Cinnamon Circle, Apt. 1-C Baltimore, MD 21133 Unlimited “ 15 #00456 01/15/2017 06/20/2016 Challengers- Teen Mother Program 3 Liberty Place, Suite 6 Baltimore, MD 21244 Unlimited “ 6 #00195 01/15/2017 06/20/2016 Inspection Summary Number of Records Reviewed: Youth 4 Staff 0 Foster Parent N/A Adoptive Parent N/A Number of Interviews: 3 Staff 0 Foster Parent N/A CPA Office Inspection: Number of ILP Apartments Inspected: 4 Number of Foster Inspected: N/A Current Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Any Violations During Mid or Re-Licensure Periods: Yes No If Yes See Report (s) Date(s): Complaint Outcome:
Croft, McKenzie 1948028533 121212 Grade 7 Culp, Haley 2120276752 Basketball6752 Grade 7 Davidson, 2120436538 20kerah02 Grade 7 Dedmon, Bobby 1939438139 baseball02 Grade 7 Deshields, Deaira 1942290691 480783 7 DeShields, 1942346865 loveu22 Grade 7 Downey, Gracie 1939437974 5507gd Grade 7 Farley, Andrea 2120038120 horselover152 Grade 7 Zachary 2120231596 zach.fleet Grade 7
Individual Learning Plan What subjects do you like to photograph? E.g. portraits, landscapes family etc I am just starting out I am progressing well I have achieved it I have gone beyond it How would you rate your general computer skills? I am very comfortable using most computers and software I have used computers for some time but don’t always feel confident I have used computers in the past but I am really not confident I am a complete novice How would you rate your photo editing skills? I edit photos regularly I do some basic editing I know what editing is but have never used it What is editing? How you rate your camera knowledge? I know my camera inside out I know some functions of my camera I only use the auto setting and nothing else My camera is new and I don’t know anything How do you normally store your photographs? I use the photos in both electronic and printed form I take my memory card to a local photo printer I store the photos in electronic form on my computer My photos stay on the memory card of the camera Do you use social networking e.g. Facebook Flickr? Facebook Instagram Flickr Other: What type of computer do you have access to? PC/laptop MAC IPAD Android tablet What is your starting point? (please circle)
i. I developed new study learning skill (e.g. confidence, English, Maths, Computing, research skills, independent study) j. Other (please describe): 1. Further or Higher Education 2. Progress in, or into, employment 3. Application of learning to your community (e.g. Voluntary work) 4. New course with Adult, Community & Family Learning 5. New course with another adult learning provider 6. Application of learning to your home or family life 7. Other (please specify) What next?....... Tutor confirmation of personal achievement. Our target was to help you achieve at least two of your personal goals. Your tutor should indicate YES or NO TWO personal goals achieved ? ____________________ signature__________________________________ Date__________________________________________ Learner Signature________________________________
Level Guided learning hours 20 LARS code English (ESOL) with citizenship Functional Skills Start date Planned end date Level Guided learning 120 LARS code Health & Wellbeing Start date Planned end date Level Guided learning hours 20 LARS code Cultural Awareness (Prep for Life in the UK Test) Start date Planned end date Level Guided learning hours 20 LARS code Continuous E-learning (*You may be eligible to receive a subsidised internet ready computer, please discuss with your tutor.) Unlimited hrs Volunteering Opportunities (work experience up to 240hrs) Start date Role e.g Admin, Community Work 7. COMPLETION OF LEARNING Progress towards the following elements Targets and actions to be taken by next review ICT Functional Skills English (ESOL) with citizenship Functional Skills
1. INITIAL ASSESSMENT - PRIOR ATTAINMENT Please identify previous qualifications, experience and skills Level Grade Date achieved 2. INITIAL ASSESSMENT – RESULTS FROM ASSESSMENTS Initial Assessments are required for everybody; Assessment Current Level Results from assessment Level to be working towards Comments English 3. SOFT SKILLS (Pre-evaluation) Results key: 1 – excellent 2 – good 3 – requires improvement 4 - unsatisfactory
Attendance Working with others Motivation and effort Punctuality Communication skills Attitude Commitment to learning Confidence? Working safely 4. INITIAL ASSESSMENT – EXTRA SUPPORT YOU MAY NEED Please TO CARRY OUT THE INITIAL ASSESSMENT. (don’t forget to print or save the results) 5. INITIAL ASSESSMENT – ASPIRATIONS AND OF THE LEARNER Identify your personal goals and career aspirations in relation to work (e.g. job roles; industries of interest). Explain how this Learning will relate to and meet these goals and aspirations 7. CLASSROOM LEARNING DETAILS ICT Functional Skills Start date Planned end date Level Guided learning hours LARS code English Functional Skills Start date Planned end date
Level Guided learning hours LARS code Health & Wellbeing Start date Planned end date Level Guided learning LARS code Citizenship course Start date Planned end date Level Guided learning hours LARS code Continuous Unlimited Volunteering Opportunities (work experience) Planned end date Guided learning hours LARS code 12. PROGRESS AGAINST EACH AIM Progress towards the following elements Targets and actions to be by next review ICT Functional Skills
English Functional Skills Health & Wellbeing Citizenship course Continuous Volunteering Opportunities (work experience) 14. SOFT SKILLS (Post-evaluation) Results key: 1 – excellent 2 – good 3 – requires improvement 4 - unsatisfactory Attendance Working with others Motivation and effort Punctuality Communication skills Attitude Commitment to learning Confidence? Working safely Tutor Feedback
Now is the time to making connections between all the information and identifying questions you might have for clarification. Characteristics of an ILR: what to look out for Student Learning Experience ILRs assure and enhance the quality of the student learning experience. As a reviewer, you therefore need to make linkages between the different elements of the student learning experience and the content of what is reviewed. Curriculum ILRs are for all credit-bearing provisions including Continuing Professional Development, postgraduate awards, collaborative and overseas provision, supervision of research students, as well as online and distance learning. No provision of a subject should be omitted from the review. Learning resources You will be given information on the kinds of resources students need to complete their course. This may be particularly important if it includes lab or computing facilities as you will also have an opportunity to meet with the technical support staff who will be able to give their views on the adequacy of learning resources.
conversations at the beginning of meetings and approaching conversations like they are valuable, not a waste of time. Managers can provide opportunities for people to interact informally. Yes ☐ No ☐ Managers can show concern when people are dealing with personal issues or working too hard; they can be human. Yes ☐ No ☐ Managers can pay close attention to the way that jobs are designed: do employees have meaningful opportunities and means to coordinate and support each other? Yes ☐ No ☐ Engagement-Driven Management Strategies Is This a Good Choice for Us? Highly engaged organizations implement highly visible mechanisms for recognizing and rewarding employees who demonstrate strategically focused behavioral engagement. Managers can implement these mechanisms. Yes ☐ No ☐ Managers can communicate to employees that the organization recognizes them as individuals and values specific contributions. Yes ☐ No ☐
Managers can demonstrate they trust employees to put their full energy and commitment to work; without it, people spend energy protecting themselves. Yes ☐ No ☐ Line managers can influence psychological safety by treating employees fairly, such that employees don’t feel vulnerable and unsupported by their manager and organization. Yes ☐ No ☐ People care more about whether the process is fair than about the outcome. If they feel that the process is fair, then they can live with the decision. Managers can demonstrate the fairness of decisions being made. Yes ☐ No ☐ Engagement-Driven Management Strategies Is This a Good Choice for Us? Notes: Managers can build in resources for employees. The negative relationship between job demands (workload, stress-inducing physical environment) and work engagement is weaker when employees have many resources. Yes ☐ No ☐ Managers can offer resources, such as supervisory support, opportunities to be Yes ☐ No ☐
Tool: Assess Existing HR Practices Now you will assess the existing HR practices within your organization to identify what’s already in place and where improvements might be made. To make a full and comprehensive assessment and answer all of these questions, you may need to consult with others within your HR team or discuss it within a wider circle of colleagues and managers. Existing HR Practices Recommended Practice Is this Present? Note Your Observations: Do we use structured interviews? Yes ☐ No ☐ Do we use predetermined evaluation criteria during hiring? (Think not just about whether the targeted knowledge, skills, and abilities [“KSAs”] required for the job have been identified, but also how they will be weighted in terms of importance.) Yes ☐ No ☐ Do we use predetermined evaluation criteria during succession planning for leadership positions? Yes ☐ No ☐ Are managers evaluated and held accountable for the pay and promotion decisions they make? Yes ☐ No ☐ Are managers evaluated and held accountable for their inclusive leadership behaviors? Yes ☐ No ☐ Do we use hiring panels rather than allowing Yes ☐
Table 1 Food sector restructuring and workplace representation Country Of access Size Restructuring type Institutional forms of representation Actors in/ nature of dialogue Arenas of negotiation Belgium 80,000 7 in logistics export dept. Offshoring of export logistics dept. to E. Eur.; High percent in trade union; national, sector agreements; works councils nat´l level agreements; sector works councils Wages and benefits;Working time, benefits, training: Info/consultation, company conditions Bulgaria 607 in Bulgarian sites (reduced from 1,200); logistics: 70 Takeover by reorganisation of prod. and centralisation of logistics About 70 percent in 3 unions Workers reps and comp. management agreement; Individual of redress Adoption of collective labour agreement; social benefits Denmark 25,000 total; 1,450 in new plant Centralisation; outsourcing of some activities Over 90 percent in union; works council in plant Safety reps; union agree-ments with co. management Safety; flexible working time arrangements, access to retraining Greece 100 in Greece; 35 in E. Euro. site Offshoring to E. Europe 100 percent in ‘independent’ union General collective labour agreement; in E. Eur. plant level Wages, benefits E. Eur plant; special provisions of clothing and food Italy 2,400 in main site; 52 in outsourced site Outsourcing to site in southern Italy 60-70 percent union membership; national and sector agreements National & sector agree-ment; workers reps at plant level Flexible working time arrangements; safety Norway 1,100 140 in sales and distribution unit Transfer to new employer; buy-out 15-20 percent in trade union Management and labour consensus Wages, benefits UK 80,000 2,500 in UK, Scotland and Ireland Take-over by multinational; reorganisation of production and logistics Company level union participation high, but no exact numbers available Trade unions and plant management Wages, job content, flexible working time arrangements
Describe the Job Demand (Task or Assignment) Is This Demand a Hindrance or a Challenge? Note Your Ideas to Reduce the Negative Effects/Improve the Positive Effects: Hindrance Challenge Hindrance Challenge Hindrance Challenge Hindrance Challenge Summary of Demands: Are there too many hindrance and/or challenge demands in this case? Is burnout a concern here? Summary of Recommendations:
Appendix A Indices from Employee Survey Schedule Unpredictability Schedule unpredictability is constructed by combining responses to an item about the number of days of advance notice respondents receive regarding their work schedule and respondents’ scores on an index of hours/timing predictability. The measure of advance notice asks: “Usually, how many days in advance do you know your schedule?” Answers were provided by respondents in days, and then recorded by interviewer as days”, “4-7 days”, “8-14 days”, “15-21 days”, “more than 21 days”. These responses were collapsed into a dichotomous indicator, one week or less versus more than one week. The measure of predictability is on a three-item index (alpha = 0.65) that captures the extent to which respondents agreed or disagreed that they can anticipate and/or count on the number and timing of hours that they will be working week-to-week. The respondents are asked how much they agree (strongly agree, agree, disagree, or strongly disagree?) with the following three statements: You can easily anticipate what days and times you’ll be working week-to-week. Most weeks, you can count on getting the number of hours you want. Most weeks, you can count on working the days and shifts you want. Based on these two measures (advance schedule notice and hours/timing predictability), a measure of schedule unpredictability was constructed that has three possible values including (1) more than one week notice of work schedule and a score in the top half of the median split of the 3-item index of hours/timing predictability, (2) one week or less notice of work schedule and a score in the top half of the median split of the 3-item index of hours/timing predictability, and (3) one week or less notice of work schedule and in the bottom half of the median split of the 3-item index of hours/timing predictability. Lack of Scheduling ALPHA = 0.82 For each of the following, please tell me whether you feel you have a lot of input, some input, a little input, or no input at all. The days you have off each week. The days you work each week. When you and end each work day. The total number of hours you work each week. General Work-to-Family Conflict
Time: People (if known): Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Time: People (if Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Time: People (if known): Competency Observed: Description of Communication: Section III – Reflect on What You Saw Review your descriptions and list some of the negative communication you saw: Record your thoughts on how you will avoid these negative habits in your own communication: Review your descriptions and list some of the positive communication you saw:
Low Quality Quality Standard #1: Priority High Medium Low Performance Assessment Below standard (must improve) standard could improve leave as-is Quality Standard #2: High Medium Low Performance Assessment standard (must improve) Meets standard could improve leave as-is Timeliness Timeliness Standard #1: Priority High Medium Low Performance Assessment Below standard (must improve) Meets standard improve leave as-is Timeliness Standard #2: High Medium Low Performance Assessment Below standard (must improve) Meets standard could improve leave as-is Process Standard #1: Priority Performance Assessment Below standard (must improve) Meets standard could improve leave as-is
effort, and expense—are the required changes? From this analysis, you should be able to identify which is the most important to tackle first. Ideally you will find an easy-to-implement change that will lead to a major performance improvement. Or you may simply decide to focus on the easiest to resolve, or the one that will have the biggest impact in performance regardless of difficulty. You will need to decide on the right first priority for your situation. Root Cause Summary Table Potential Root Cause Possible Action Steps for Resolution Anticipated Impact of Action Anticipated Difficulty in Implementation High Medium Low High Medium Low High Medium Low High Medium Low High Medium Low High Medium Low High Medium Low High Medium Low Step 5: WRITE a S.M.A.R.T. goal describing what you will do to resolve your highest priority “root cause” problem.
Peer evaluation Faculty in the same area (subject matter experts) sit in and observe an instructor teach a lesson. Used developmentally for new instructors to get feedback and tips for improvement. Trained peers observe as part of the formal teaching evaluation. A nuanced and qualitative assessment of teaching made by a subject matter expert. Time consuming to complete. Challenging and expensive to train peers to be effective in this role. There is likely to be a thin pool of people willing/able to serve in this capacity. A one-time evaluation could be misleading. Content experts are not necessarily pedagogy experts. Professional observation by trained experts from the Center for Teaching Excellence An optional service provided by the university for proactive faculty. Trained pedagogy experts engaged in the teaching evaluation. Could be made mandatory. Expensive and time consuming. Videotaping An optional service provided by the university for proactive faculty. Provides a record of teaching that could be reviewed by multiple people after the fact. Could be excerpted/edited across multiple days to show a broader sample. Not all rooms are video enabled. Expensive. It would be time consuming to do editing/excerpting. Should this be done by the faculty member as part of preparing a portfolio, or should it be done by an expert?
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