zilongwang/ReadingBank huggingface dataset:
peers, and establish future research agendas. W4A is an influential conference that has a growing impact on the research community. According to the ACM Digital Library Bibliometric, each of the W4A's 324 papers was downloaded on average 380 times and has 4.17 citations. These data confirm that W4A does not only provide excellent visibility to papers but also enables strong scientific impact. Every year, we select a theme that reflects the emerging trends in web accessibility and encourages researchers to look for innovative solutions that make the Web accessible for all. The rapid emergence of online learning has brought many accessibility challenges. MOOCs, Big Data, and Open Content are changing how we look at education, broadening access to learning for millions, soon billions of individuals, and creating new opportunities to remove barriers to literacy, education, and the search for knowledge. With the explosive growth of opportunities to learn online, the theme of the 13th International Web for All Conference is “Education for All on the Web.” This year, we received 44 submissions from thirteen countries showing steady interest of the research community. The submissions covered a wide range of topics including wearable and mobile interfaces, adaptation, web browsing and personalization, education, standards and guidelines, and others. Seven technical papers (36%) and twelve communication papers (48%) were selected through a rigorous peer review process. This year, W4A will feature two keynote speakers. Jutta Treviranus, Director of the Inclusive Design Research Centre (IDRC) and professor at OCAD University in Toronto and Jennison Asuncion co-founded Global Accessibility Awareness Day in 2012. Many people have contributed to the success of this conference. We would like to thank the program committee for their exceptional work and dedication in the review process. We would also like to thank the authors for their excellent work and thank delegates for their participation. Finally, we would like to thank our sponsors and supporters: Google; IBM; Intuit; The Paciello Group; Canvas; Capti; ATutorSpaces; OpenConf; ABILITY Magazine; ACM Digital Library, ACM SIGACCESS, ACM SIGCHI, ACM SIGWEB; and WWW 2016. Luz Rello and Vivienne Conway April 2016. Table of Contents
1.1.1.6 Izrada i održavanje programske podrške za obradu i diseminaciju podataka Odsjek za aplikacije i upravljanje bazama podataka; Odsjek za održavanje baza podataka broj 161 167 167 Aktivnost realizirana 1.1.1.7 Izrada izvještaja o kvalitetu za statistička istraživanja Odsjek za opće statističke metodologije i standarde broj 15 20 16 80% izvještaja izrađeno 1.1.1.8 Ažuriranje klasifikacija i nomenklatura Odsjek za okoliš, energiju i region. statistike; Odsjek za opće statističke metod. i standarde; Sektor za poslovne statistike; broj 3 4 4 Aktivnost realizirana 1.1.2 Provođenje anketnih istraživanja 1.1.2.1 Anketa o radnoj snazi Odsjek za statistiku tržišta rada % 81 82 82 Budžet 124.140 124.140 II II Aktivnost realizirana 1.1.2.2 Anketa o troškovima rada Odsjek za statistiku tržišta rada % 100 100 100 Aktivnost realizirana 1.1.2.3 Anketa o potrošnji domaćinstava Odsjek za statistiku životnog standarda % 50 50 50 Aktivnost realizirana 1.1.2.4 Istraživanje o upotrebi tehnologije Odsjek za okoliš, energiju i region. statistike % - 80 80 Aktivnost realizirana 1.1.2.5 Istraživanje o utrošku energenata u domaćinstvima Odsjek za okoliš, energiju i region. statistike % - 80 80 Aktivnost realizirana
September Cinco Siglos De Identidad Cultural Viva "Camino Real De Tierra Adentro" Date: September 24th, 2017 Time: 6:00 pm Venue: Consulate General of Mexico in El Paso Address: 910 E. San Antonio Ave., El Paso, Texas 79901 Description: Announcement of the result of 18 years of studies, by a team of 200 researchers within a binational project. With the objective of sensitizing the community with the heritage of the “Camino Real de Tierra Adentro”, which includes Chihuahua, Texas and New Mexico. Special Guest: Dr. Diego Prieto Anthropologist General Director of National Institute of Anthropology and History of México
District partnerships and collaborations (org level) List of partner districts Types of partnerships Description of partnership Provided by SO in DA (ongoing updates) Annual goals and attainment (org level) Prior year goals Progress on goals Current year goals Provided by SO in ELAR (annually collected via SAR) List of approved programs Programs offered Approval Determination ESE Admission requirements for approved programs Admissions requirements Provided by SO in DA (ongoing updates) Manner of exit from the approved program and persistence rates Percent transferring within X years of enrollment Percent leaving without a degree in X years of enrollment Percent completing within X years of enrollment Calculations by ESE based on data provided by SO in ELAR (ongoing collection MTEL: Single assessment and aggregate pass rates All candidates pass rate Pass rate by assessment Calculations by MTEL Vendor based on data provided by SO MTEL: Summary pass rates at the point of: enrollment, non-practicum completion, program completion Pass rate at enrollment – all assessments Pass rate at non-practicum completion – all assessments Pass rate at program completion – all assessments Calculations by MTEL Vendor based on data provided by SO State administered survey data Response rate and responses by question for stakeholder groups such as: Recent completers First year employed completers PK-12 hiring employers Supervising Practitioners ESE Aggregate employment data Percent employed in a MA public school within 1, 2, or 3 years Percent remaining employed for at least 2years Calculations by ESE based on data provided by SO in ELAR and districts in EPIMS
Table 2 Data Migration Specifications Source Source Data Element Destination Target Data Element Transformation/ Cleansing Rules Notes <Source Location (e.g., System/File/ Database Table, etc.> <Source Data Element Identifier (e.g., SSN)> <Target Location (e.g., Database Table)> <Target Data Element Identifier (e.g., Member ID)> <Describe data transformation that is to occur, including any data cleansing.> <Describe any timing constraints or anything unique about the conversion.>
Education Programs Defunded in Fiscal Year 2011 and 2012 or Proposed to be Terminated in President’s Fiscal Year 2013 Budget Program defunded and amount (in millions) last appropriated to it Programs defunded in fiscal year 2011 and/or 2012 budget Programs proposed to be defunded in president’s fiscal year 2013 budget Charter Schools ($255.04)* X Striving Readers ($159.70)* X Mathematics and Science Partnership ($149.72)* X Teaching of Traditional American History ($118.95) X Educational Technology State Grants ($100.00) X Smaller Learning Communities ($88.00) X X Physical Education ($78.69)* X Impact Aid For Federal Property ($66.95) X Even Start Family Literacy Programs ($66.45) X X Safe and Drug Free, State Grants ($64.88)* X Elementary and Secondary School Counseling Programs ($52.30)* X High School Graduation Initiative ($48.81)* X Teacher Quality Partnership Grants ($42.83)* X Parent Information and Resource Centers ($39.25) X X Grants to reduce alcohol abuse ($32.71) X School Leadership ($29.11)* X Ready to Learn Television ($27.19) * X Advanced Placement ($26.95)* X Foreign Language Assistance Program ($26.87)* X X Transition to Teaching ($26.05)* X National Writing Project ($25.65) X Arts in Education ($24.95)* X X
This assumes all prerequisite and University residency hours have been met. Refer to Second Bachelor’s Degree under Graduation in the Academic Information section of this catalog. EE 3000 - Engineering Seminar Credits: (1) Typically taught: Fall [Full Sem] An engineering seminar course designed to prepare the student for professional engineering employment. Topics to include resumes, hiring criteria, interviewing techniques, engineering ethics, professional and societal responsibilities, lifelong learning, diversity, creative problem solving, goals, quality, timeliness, and continuous improvement. The students will research related topics and write a paper. Prerequisite: EE 1270 Associate of Pre-Engineering section of the catalog: Engineering Specialty Courses (22 credit hours minimum) Engineering specialty courses are those that are required for specific engineering disciplines at the receiving universities. With the assistance of the Pre-Engineering coordinator, students should take courses that apply to their particular engineering major at the university to which they plan to transfer. The specialty courses listed below apply generally, but do not constitute a list of specific course requirements for any particular receiving university. Engineering specialty course requirements for the University of Utah and Utah State University may be obtained from the Pre-Engineering coordinator or the applicable engineering department at these institutions. Credits: (5) Credits: (5) Credits: (4) Credits: (4) Credits: (4) Credits: (4) Credits: (4) Credits: (4) Credits: (4) CS 2250 – Structured Computing in a Selected Language Credits: (4)
type is effective in increasing the English language proficiency level of ELLs. Combined, the data are intended to show what conclusions can be made for whether a program type is best meeting the needs of ELLs and the district. Table 4: Program Demographics # Identified ELL Students # Served through SEI (ESL and sheltered content instruction) # Served through Dual Language # Served by Transitional Bilingual Education # Served by other program type # Not Served in an ELE program Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 secondary
Reading Math Science/Technology Grade # / % of ELLs at Proficient or Above # / % of General Population at Proficient or Above # / % of ELLs at Proficient or Above # / % of General Population at Proficient or Above # / % of ELLs at Proficient or Above # / % of General Population at Proficient or Above 3 4 5 6 7 8 9 10 11 12 Table 7 is intended to be used for districts to quickly determine whether ELLs are graduating or dropping out at similar rates as their non-ELL peers. The following table can be used to determine whether there is a group of ELLs who are graduating or dropping out at a rate different from others. Table 7. Graduation and Dropout rate comparison Expected Graduation Rate Actual Graduation Rate Expected Dropout Rate Actual Dropout Rate
Program Committee 2013 INGRoup Board of Directors 2012-2013 Ishani Aggarwal Raquel Asencio Jonali Baruah Michael Baumann John Baur John Bechara Anita Blanchard Burcu Bolukbasi Margarete Boos Bret Bradley Sandra Carpenter Jin Wook Chang Lauren D’Innocenzo Ellen Delvaux Andrew Duchon Amanda Ferguson Whitney Frahm Yvonne Garbers Kenneth Goh Helena Gonzalez Daniel Graff Chris Hamstra Sarah Harvey Nicole Iannone Felicia Kaloydis Ruogu Kang Mehdi Kazemi Joann Keyton Elar Killumets Sun Young (Sunny) Kim Peter Kinnaird Andrew Knight Nale Lehmann-Willenbrock Yi-Ching (Angel) Liu M. Travis Maynard Megan McCarty Loes Meeussen Malwina Mejer Bertolt Meyer Richard Gilbert Moffett III Jieun Pai Ernest Park Emily Paskewitz Matthew Pearsall Samuel Posnock Laura Rees Roni Reiter-Palmon Marzieh Saghafian Emily Sanders Stephen Sauer Carsten Schermuly Maartje Schouten Thomas Schultze Julia Seelandt Pri Shah Mary Jane Sierra S. Amy Sommer Susan Straus Franziska Tschan Nazli Turan Maarten van der Kamp Mona Weiss Keri Welborn Julia Wijnmaalen Jessica Wildman Hendrik Wilhelm Stephen M. Fiore Chairman of the Board/President Joann Keyton Vice-Chair Mark Clark Secretary Benjamin Herndon Treasurer Leslie DeChurch and Benjamin Herndon 2013 Local Arrangements Co-Chairs Stephenson Beck 2013 Program Chair Norbert Semmer 2014 Program Chair Leslie DeChurch Elected Board Member, 2011-2014 Michael Baumann Elected Board Member, 2012-2015 Steve Zaccaro Elected Board Member, 2013-2016 Raquel Asencio Hodge Ex-officio Student Member Josh Introne Webmaster
Conference Schedule - Overview Wednesday, July 10 9:00am – 5:00pm Pre-conference INGRoup Doctoral Consortium Thursday, July 11 10:00am – 4:00pm INGRoup Board Meeting 12:30pm – 5:00pm Workshop 1: Multilevel Modeling with R 12:30pm – 5:00pm Workshop 2: Social Network Analysis 4:00pm – 8:00pm Registration Renaissance Ballroom Lobby 6:00pm – 7:00pm Opening Reception Renaissance Ballroom Lobby 7:00pm – 8:30pm Opening Dinner Renaissance Ballroom 8:30pm – 9:30pm Graduate Student Meet and Greet Renaissance Hotel, Rooftop 866
2:30pm – 4:00pm Break and INGRoup Business Meeting (Business meeting starts at 2:40; all members encouraged to attend) Renaissance Ballroom Lobby and Ballroom 4:00pm – 5:00pm Graduate Student Business Meeting Chastain A 6:00pm – 9:00pm Closing Celebration Scheller College of Business
11:00am-1:00pm Space Freedom of Movement and Israel’s “Separation Barrier”: An Interactive Installation and Performance Steve Tamari, Denise DeGarmo, Elaine Abusharbain, Sandra Tamari, Nasir Elmasry, Robert Budron, Amina Musa, Samira Hussein On the Quad 12:00-1:45pm –“Sacred Land: American Indian Cosmology and Sovereignty”- Panel “This Land is Your Land, This Land is My Land”: Native American Land Claims and Conflicts over Space” Anne Flaherty “The Circuitous Journey of Indian Nations and the Term “Sovereignty”: The Cherokees as a Case Study” Rowena McClinton “Cosmological Motifs on Anishnaabe Ceremonial Regalia” Cory Willmott “Cosmology, Worldview, and the Transformed Landscape of the Confluence Region 2,000 Years Ago Gregory Vogel “Buried Narratives Beneath the Earth” Corin Pursell Maple/Dogwood 12:00-1:00pm – Complimentary Human Spaces “The Space of Yin and Yang” Bin Zhou “Politics, Gender and Discursive Space: William Bennett’s MANifesto” Carly Hayden Foster Hickory/Hackberry 2:00-4:00pm – “Art Therapists’ Potential Space” Megan Robb, Shelly Goebl-Parker, Judy McGrath, Diana Dykyj, YunChe Chiu, Laura Lengyel, Lisa Thompson-Gibson, Renee Tate Maple/Dogwood 2:00-3:15pm – Sustainability and Natural Spaces: SIUe and the Surrounding Communities - Panel “Connecting Students to the Campus Space through Sustainable Education” Connie Frey Spurlock “Environmental Literacy and the Sustainability LibGuide” Jamie Conklin “Perspectives on Space: The Sustainable Landscape” Elaine Abusharbain “Local Eco-Tourism Opportunities” Amitie Flynn Hickory/Hackberry
dashboard and presented at appropriate stakeholder meetings. Not only should these metrics be captured at the Component Project level, but also at the overall Program level. Examples include: Cost Variance (CV) Cost Performance Index (CPI) Budget versus Actual by quarter Performance Measure Green Yellow Red Cost Performance Index (CPI) Between 0.91 and 1.0 Action: do nothing Between 0.9 and 0.8 or Between 1.1 and 1.2 Action: develop monitoring and mitigation action plan Less than 0.8 or Greater than 1.2 Action: invoke mitigation plan, prepare budget change request, and/or assess Components causing issue and determine resolution (more funds or cancel) Budget versus Actual by Quarter Less than 5% variance (negative) Action: do nothing Greater than 5% negative variance and Less than 10% negative variance Action: develop monitoring and mitigation action plan Greater than or equal to 10% negative variance Action: invoke mitigation plan, prepare budget change request, and/or assess Components causing issue and determine resolution (more funds or cancel) Budget Change Request Process Explanation: Document the budget change request process. Typically, budget change requests follow the normal change request process within the Commonwealth Technology Portfolio (CTP) tool. A PMD Decision Brief will be prepared for approval.
• Variables - save data in memory • Loops (for, while) - execution of a group of commands a certain number of times • Conditionals (if-else) - decide the control flow of the program • Input/Output - read/write data from disk or
Standard input and output streams • All input and output is done by using methods found in classes within the JDK. • System.in Standard input • System.out Standard output • System.err Standard error • The java.io package is the package
White Pine 2018 Program Leader Application Typed applications are due electronically by Friday, Feb. 9th and must be received via email to by 9:00:00 a.m. Any applications received after the 9:00:00 am deadline will not be accepted. Once you have completed the boxes please edit so that the application does not exceed 3 pages! Part A: General Information (Please insert headshot in the box on the right.) Name Grade Student Number Previous White Pine Experience (date/role) Part B: Timetable Sem 1 Courses Sem 1 Teachers Sem 2 Courses Sem 2 Teachers Part C: Program Requests Of: Arts & Crafts, Counsellor, Olympine, Survivor, Ropes, Waterfront, XCrew The three positions that I am most interested in are: 1. 2. 3. Part D: Extracurricular Activities (in school) Date(s) Activity Role Teacher Supervisor Part E: Extracurricular Activities (outside of school)
(d) (1) Does the process safety information contain the following for the equipment in the process (required elements): (i) Materials of construction? Yes No N/A (ii) Piping and instrument diagrams? Yes No N/A (iii) Electrical classification? Yes No N/A (iv) Relief system design and design basis? Yes No N/A (v) Ventilation system design? Yes No N/A (vi) Design codes and standards employed? Yes No N/A (vii) Material and energy balances for processes built after June 21, 1999? Yes No N/A (viii) Safety systems? Yes No N/A (2) Has the owner or operator documented that equipment complies with recognized and generally accepted good engineering practices? Yes No N/A (3) Has the owner or operator determined and documented that existing equipment, designed and constructed in accordance with codes, standards, or practices that are no longer in general use, is designed, maintained, inspected, tested, and operating in a safe manner? Yes No N/A Process Hazard Analysis [68.67] 68.67 (a) Has the owner or operator performed an initial process hazard analysis (PHA), and has this analysis identified, evaluated, and controlled the hazards involved in the process? Yes No N/A Has the owner or operator determined and documented the priority order for conducting PHAs, and was it based on appropriate rationales?
Prima prova del campionato FISAC / C1, C2, B1, B2, Age Group 11-16 / 12-12 / 13-19 / Senior. Categorie fanno parte del circuito Internazionale Mainz – Cesenatico. C1, C2 – e prevista la partecipazione di un atleta al massimo in due esercizi solo per le formazioni che hanno al suo interno un ginnasta maschio. (Es. Duo misto MXP – Duo Femminile WP / Duo misto MXP – Trio Femminile WG Duo misto MXP – Duo maschile MP / Quartetto maschile MG – MXP, MP) Nella prima prova del campionato che si terra a Mantova NON e previsto, nella categoria Age Group e Senior il terzo esercizio (di Finale) TECHNICAL REQUIREMENTS ACROBATIC GYMNASTICS FIG / 2017 – 2020 / AGE GROUPS QUALIFICATIONS FINALS COMPOSITION OF EXERCISES 08-16 Each pair and group presents one Balance and one Dynamic exercise. The exercise is composed of compulsory and optional elements. The performance order is set by draw. Ranking after the qualifications is determined by the sum of scores from the two Exercises: Balance and Dynamic. The top 8 proceed to a Final with not more than one from each club in each category. Competitors cannot participate in the Final without competing in both Balance and Dynamic qualifying events. Marking starts from Zero. In the final, pairs and groups will present one exercise: Women’s Pairs: Dynamic Mixed Pairs: Balance Men’s Pairs: Dynamic Women’s Groups: Balance Men’s Groups: Dynamic The reverse standing of the sum sets the performance order in the Final from both Balance and Dynamic exercises. According to FIG Rules for Age Group 11-16 Difference of Age max. 6 years
Tunnel any shape or material with a minimum length of 16 feet (4.88m)or V bottom/Step tech hull any shape or material with a minimum length of 13 feet (3.96) No Glass Windshields Engine – GM ZZ4 355 HP CRATE engine (GMPP long block part number 24502609) Engine Repairs must meet OEM specifications & weights. No roller rockers allowed, No porting, balancing, port matching or modifications; No Overbore allowed; Fluid Dampers allowed; Any ignition system, any oil pan (no dry or vacuum sumps), any valve covers, Stock GM intake manifold. Random testing will take place Carburetor – 750 CFM maximum & 1” spacer thickness maximum 3 only 0.060 gaskets Exhaust – any exhaust system allowed c/w mufflers Engine shall use gasoline for fuel Propulsion – jet drive Roll bar (well braced & mounted) Kingland Ford “FXV” Jet Class – 01 to 99 Series Numbers (FX99)-Crate Motor Class V bottom/Step tech hull any shape or material with a minimum length of 13 feet (3.96) No Glass Windshields, engines and all specifications same as for FX Class No UIM Title, Canadian title only REGISTRATION
If an assignment exceeds or is expected to exceed its estimated costs by more than 30% the Principal Investigator shall contact the COR to obtain permission to exceed the estimated costs, or to revise the scope of the task to bring the costs within the estimate. Contract Start-up The Contractor shall provide for timely start-up of contract work after award. It is expected that the Contractor shall ensure the following items are in order at the time of award: All management documents are in place. Adequate staff is on hand. Facilities are as proposed and ready. Continuity of Services The Contractor shall provide for timely and cost-effective continuity of services in the event of contract termination or transfer, including but not limited to the following: Provide for orderly transition in the event of award to a new follow-on contractor. Provide for orderly transfer of work to the Government in the event of contract termination. Consultants Consultants may be used from time to time to advise the contractor on various aspects of assigned projects. 2. Personnel The Principal Investigator, Task Leaders for Chemistry (Characterization, Formulation, Bioanalysis, and ADME/Toxicokinetics), Laboratory Animal Management, Health and Safety, Quality Assurance, as well as Study Directors, shall be employees of the Chemistry Contractor (e.g., not consultants or subcontractors). The interaction and coordination of efforts needed amongst these discipline areas makes it critical that they be physically and organizationally together. Key Personnel Principal Investigator
k10 — K10 Elimination rate constant from the central compartment, also ke or kelim. k10_Half-life — K10_HL Half-life for the elimination process from the central compartment. k12 (k13, etc.) — K12 Distribution rate constant from the first to the second compartment, etc. k21 (k31, etc.) — K21 Distribution rate constant from the second to the first compartment, etc. Cl Cl_obs, Cl_F_obs — Clearance, includes total clearance. Cl1 — CL Clearance from the central compartment, Clapp or apparent clearance for IV groups. Cl2 — CLD2 Clearance from the secondary compartment. Cl1_F Cl_F (gavage) CL_F Apparent clearance of the central compartment, also Cl_F for gavage groups in models. Cl2_F — CLD2_F Apparent clearance from the secondary compartment. V1 Vz_obs V1 Volume of distribution for the central compartment, includes Vd and V, volume of distribution; Vz, apparent volume of distribution for NCA; and Vapp, apparent volume of distribution for IV studies. V2 — V2 Volume of distribution for the peripheral compartment. Vss Vss_obs, Vss_pred Vss Volume of distribution at steady state. V1_F Vz_F_obs V1_F Apparent volume of distribution for the central compartment, includes Vd_F, V_F (for oral groups), and Vc_F. V2_F — V2_F Apparent volume of distribution for the peripheral compartment. MRT MRTINF_obs, MRTINF_pred MRT Mean residence time AUC_0-T AUCall, AUClast — Area under the plasma concentration versus time curve, AUC, from time ti (initial) to tf (final).
2.3.11.7.2 Training Schedule Document the planned training schedule to include the types of training (to include Pilot, Train-the-Trainer, Workshops, Coaching, Hands-On, or Computer/Web-based Training, as needed), facility requirements, stakeholder group(s), and dates. Consider putting this information in table form. 2.3.11.8 Metrics Collection and Action Plans Document the approach and metrics to be collected when measuring organizational change. Examples would include measuring the results of surveys, documenting issues and how many were resolved, how many students were trained, how many students needed etc. Document any action plans developed as a result of the metrics and document them in appropriate status reports. 2.3.11.9 Budget Considerations Gartner recommends dedicating 15% of the Program budget to organizational change management activities. If no prior history exists regarding OCM-related expenditures in the COV, consider using the 15% as a yardstick by which to measure actual OCM activity. Consider outsourcing the Program Organizational Change Manager position, which will require procurement involvement. Include any training facility and other training-related expenses, as necessary. 2.3.11.10 Post Implementation Considerations Document any Post Implementation Considerations. Consider monitoring user groups for issues related to implementation to support operations. Also consider supporting operations for a period of time post-go live. Any lessons learned gleaned from this experience should be documented in the Lessons Learned repository on the VITA website. 2.3.11.11 Approvals Obtain the appropriate approvals; add or subtract from the template.
1. Ensure that only allowable services are provided (see Health Resources and Services Administration (HRSA) definition). Ensure that services are not provided in prohibited facilities (emergency rooms, inpatient treatment centers, etc.) Ensure that client medical records document services provided, the dates and frequency of services provided and that services are for the treatment of HIV infection Clinician notes are included in patient records and are signed by the licensed provider of services Maintain professional certifications and licensure documents and make them available to the grantee on request
1. Maintain documentation showing that outreach services: Are planned and delivered in coordination with local HIV prevention outreach programs and avoid duplication of effort Target populations known to be at disproportionate risk for HIV infection Target communities whose residents have disproportionate risk or establishments frequented by individuals exhibiting behaviors Are designed so that activities and results can be quantified for program reporting and evaluation of effectiveness T. Psychosocial Support Services 1. Document the provision of psychosocial support services, including: Types and level of activities provided Client eligibility
Day 3 – wednesday 25 julY 09.00 – 11.00 Parallel Sessions Working Group I Education and Training in PA – Session 3 Working Group IV Subnational Governance and Development – Session 3 Working Group V Gender, Diversity and Equity – Session 2 Working Group VI Public Sector Governance, Leadership and Management – Session 3 Working Group VII Public Policy, Public and Policy Implementation – Session 3 Working Group XI Globalization, Territories and Integration – Session 2 Sub-theme XIV Corruption – Session 2 LAGPA General Assembly 11.00 – 11.15 Coffee Break 11.15 – 13.00 Plenary Sessions Globalization, Territories and Integration 13.00 – 14.00 Lunch 14.00 – 15.45 Parallel Sessions Networks of Schools of PA (OECD, CAF) IASIA-CNFPT Projects: European Charter for Civil Servants on the meaning and purpose of public action & Barometer of Local Institutional Reforms in Europe WG IV Subnational Government and Development – Session 4 15.45 – 16.00 Coffee Break 16.00 – 18.00 Parallel Sessions WG IV Subnational Government and Development – Session 5 Working Group V Gender, Diversity and Equity – Session 3 Working Group VI Public Sector Governance, Leadership and Management – Session 4 Working Group VII Public Policy, Public and Policy Implementation – Session 4 Working Group VIII Public Sector Human Resources Management – Session 2 Working Group XI Globalization, Territories and Integration – Session 3 Sub-theme XIV Corruption – Session 3 LAGPA Session 3 + Closing (16.00-19.00) Day 4 – thursday 26 july 09.30 – 10.30 Awards Session
Monday October 3, 2016 Registration 08:00 – 8:30 Introduction 08:30 – 09:00 Keynote Speech: Lucien Aalziari, SVP, Group HR and CHRO, A.P.Møller Maersk 09:00 – 09:50 Parallel Sessions TRACK A: Vlad Vaiman and Dana Minbaeva TRACK B: David Collings and Sara Louise Muhr 1 EMPLOYEE REACTIONS TO TALENT MANAGEMENT: ASSUMPTIONS VERSUS EVIDENCE DRIES, NICKY; GIVERNY De BOEK; MARIA CHRISTINA MEYERS 10:00 – 10:30 6 UNDERSTANDING THE DYNAMICS IN TALENT MANAGEMENT: FROM A STATIC TO A DYNAMIC VIEW ON TALENT MANAGEMENT THUNNISSEN, MARIAN; GALLARDO-GALLARDO, EVA 2 TALENT POOLS: A SYSTEMATIC LITERATURE REVIEW AND RESEARCH AGENDA JOOSS, STEFAN; RALF BURBACH; HUUB RUEL 10:30 – 11:00 7 A SOCIAL IDENTITY PERSPECTIVE ON THE EFFECTS OF TALENT MANAGEMENT ON EMPLOYEES APSLUND, KAJSA Coffee Break 11:00 - 11:20 Coffee Break 3 THE TALENT CLIMATE: CREATING SPACE FOR TALENT DEVELOPMENT THROUGH A STRONG TALENT SYSTEM KING, KARIN A. 11:20 – 11:50 8 THE RELEVANCE OF PARADOXES IN DIVERSITY AND TALENT MANAGEMENTTHE EXCLUSION-INCLUSION PARADOX DAUBNER, DAGMAR 4 DOES UNDERSTANDING THE VALUE OF TALENT MANAGEMENT HELP US UNDERSTAND WHAT TALENT MANAGEMENT REALLY IS? MAKRAM, HEBA 11:50 – 12:20 9 STORMING NORMS: TOWARDS A NORM CRITICAL APPROACH TO ORGANISATIONAL DIVERSITY AS INTERSECTIONALITY CHRISTENSEN, JANNICK FRIIS 5 LITERATURE REVIEW OUTLINE: BRIDGING TALENT MANAGEMENT VIEWED IN RATIONAL AND NATURAL SYSTEM PERSPECTIVE 12:20 – 12:50 10 THE IDENTIFICATION AND EVALUATION OF TALENT IN CROSS-BORDER ACQUISITIONS
Entertainment Christmas Market 10.00 - 17.30 Top of Causewayhead Martyn Walker DJ All afternoon The Chyoones 12.00 – 12.30 Ruffity Dummits 12.30 – 13.30 Tros an Treys 13.30 – 14.30 Pensans Morris 14.30 – 15.30 Penzamba 15.30 – 16.30 Pirate FM (opposite cinema) 14.30 – 17.15 Causewayhead / London Inn Tros an Treys 12.00 – 13.00 Golowan Band 13.00 – 14.00 Ruffity Dummits 14.00 – 15.00 Ros Keltek 15.00 – 16.00 The Greenmarket Humphry Davy School 12.00 – 13.00 Mounts Bay Academy 14.00 – 15.00 Golowan Band 15.00 – 16.00 Chair-plane rides 12.00 – 16.30 Rides in the horse-drawn Victorian bus! 13.00 – 15.30
Entertainment (continued) Queen’s Square Heart FM Angels & Fairground Organ 12.00 – 16.30 Father Christmas in his sleigh 11.00 – 13.00 14.00 – 16.00 Humphry Davy Statue West Cornwall Concert Band 12.00 – 13.00 Vox 13.00 – 13.45 Apollo Male Voice Choir 13.45 – 14.30 Mounts Bay Singers 14.30 – 15.15 The Orpheus Ladies Choir 15.15 – 16.00 Penzance Youth Wind Band 15.45 – 16.45 (incl. carols for the lights switch-on) Wharfside Shopping Centre Penzance Silver Band 12.00 – 13.00 Celtic Fiddlers 13.00 – 14.00 Vox 14.00 – 14.45 Odd Quad 15.00 – 16.00 Stagecoach Choir 16.00 – 16.30 Entertainment (continued)
Chapel Street (East of Here) Primary School Choirs (a different one 12.30 – 16.30 every half hour) Chapel Street (The Regent) Golowan Band 12.00 - 12.45 Chyoone Choir 13.00 - 13.30 Die Spangle 14.00 - 15.00 Celtic Fiddlers 15.00 – 16.00 Ruffity Dummits 16.00 – 16.30 Barbed Choir 16.30 – 17.00 Chapel Street (Forecourt, Methodist Chapel) Pensans Morris 12.00 – 13.00 Ros Keltek 13.00 – 14.00 Penzamba 14.00 – 15.00 Scary Little Girls (Panto promotion) 15.00 – 16.00 Christmas Lights Switch-on Look out for the Town Mayor & Special Guests who will be travelling through the town centre in the
Monday 13 March 7.30 - 9.30pm SJC Demonstration Mark Swan: Wax Armature : Friday 31 March Deadline for entry to Annual Exhibition Saturday 1 April 10am – 4pm FP Workshop Mark Swan Wax Armature : Monday 3 April 7.30 - 9.30pm SJC Demonstration Andy Maitland: iPad Landscapes Please bring iPads with you and have downloaded 2 Aps – Procreate and Brushes Redux 11 – 22 April 70th Annual Exhibition @ James Hockey & Foyer Galleries, UCA Farnham Monday 8 May 7.30 - 9.30pm SJC Demonstration Emma Dunbar: Acrylics Monday 12 June 7.30 - 9.30pm SJC Demonstration Informal Critique: Bring in a painting you are struggling with for members to talk about and share ideas. Friday 1 September Subscription Renewal of £30 is due today Monday 11 September 7.30 - 9.30pm SJC Demonstration Untutored Life Drawing Evening : A model will be supplied, please bring your own easels and drawing medium Monday 9 October 7.30 - 9.30pm SJC Demonstration ? Monday 20 November 7.30pm @ St Joan’s Centre AGM
Plenary Session Keynote Speech: Prof. David Allen, Rutgers University 08:30 – 09:20 How Technology is changing the Talent Scene Paul Evans, INSEAD 09:20 – 09:50 Track C: Hugh Scullion and Vlad Vaiman Track D: David Collings and Dana Minbaeva 21 TALENT MANAGEMENT IN EMERGING MARKETS: THE ROLE OF PSYCHOLOGICAL CONTRACTS AND AMBIDEXTERITY CAPABILITY OF KEY PEOPLE IN CONFLICT ZONES RAMIREZ, JACOBO; SERGIO MADERO; CLAUDIA PATRICIA VELEZ-ZAPATA 10:00 – 10:30 22 ON THE TRAIL OF LINE MANAGERS AS TALENT SPOTTERS BLANCO, MARIA; MARIELA GOLIK; RICARDO CZIKK Coffee Break 10:30 – 11: 00 Coffee Break 23 THE INFLUENCE OF MANAGER TALENT MINDSET AND CORE SELF-EVALUATION ON TALENT IDENTIFICATION OUTCOME QUALITY: A QUASI-EXPERIMENTAL FRAMEWORK KING, KARIN A. 11:00 – 11:30 26 WORK-LIFE MANAGEMENT: A QUESTION OF TALENT AND TALENT MANAGEMENT LANGUILAIRE, JEAN-CHARLES 24 TALENTED ENTREPRENEURS´ DECISIONS: RADICAL INNOVATION AND KNOWLEDGE SHARING BLOMKVIST, MARITA; EANETH JOHANSSON; WAYMOND RODGERS 11:30 – 12:00 27 ARE WOMEN PROMOTED FASTER? PROMOTION PRACTICES IN LARGE ORGANIZATIONS FOR MALE AND FEMALE TOP EXECUTIVES HAMORI, MONIKA; ROCIO BONET; PETER CAPPELLI 25 THE “CREAM OF THE CREAM”: TALENTS AS AN ELITIST ENDO-ORGANIZATION. EVIDENCE FROM A MULTINATIONAL COMPANY BONNETON, DOMITILLE 12:00 – 12:30 28 DOES TALENT MANAGEMENT WORK IN DISASTERS - MANAGING TALENT IN THE HUMANITARIAN AID CONTEXT LUMME-TUOMALA, RIITTA MARIA Lunch 12:30 – 13:30 Lunch 29 NEW PARADIGM OF HRM: HUMAN CAPITAL AND THEORETICAL KNOWLEDGE UYSAL, GÜRHAN 13:30 – 14:00 32 GLOBAL TALENT MANAGEMENT FOR THE NEW DIPLOMAT TANYA BONDAROUK; RUEL, HUUB; IRENE FELIUS; TANYA BONDAROUK 30 ESTIMATING THE RELATIVE IMPORTANCE OF COMPETENCIES ASSOCIATED 14:00 – 14:30 33 HUMAN CAPACITY: PUTTING THE HUMAN BACK INTO THE HUMAN RESOURCES -
WITH TALENT POTENTIAL AND PERFORMANCE UGGERSLEV, KRISTA LINDSAY; LAURA HAMBLEY; FRANK BOSCO; PIERS STEEL ORGANIZATIONAL PERFORMANCE (HR-OP) LINKAGE SHABIYI, ADEOLA 31 THE EVOLVING ROLE OF THE CHIEF SUSTAINABILITY OFFICER: RESPONSIBILITIES, ATTRIBUTES, & IMPACTS REILLY, ANNE 14:30 – 15:00 34 AN INVESTIGATION OF TECHNICAL ORIENTATED EXPATRIATES NYGAARD, KENNETH; JAKOB LAURING Coffee/Tea Break 15:00 – 15:30 Coffee/Tea Break 35 TOWARDS A CRITICAL DIVERSITY PERSPECTIVE ON TALENT MANAGEMENT – SOCIAL IDENTITY COMPLEXITY AT WORK ALINDSAY, SARAH; JACK, GAVIN 15:30 – 16:00 37 TALENT AND THE ABSENCE OF WORK IDENTITY - A CONCEPTUAL AND PHILOSOPHICAL CHALLENGE FOR TALENT MANAGEMENT ADAMSEN, BILLY; MICHAEL AUGUSTINE 36 INKING SUPPORTIVE TECHNOLOGY HR PRACTICES TO TALENT MANAGEMENT AND RAPID TECHNOLOGY ASSIMILATION AND EXAMINING SUBSEQUENT EFFECTS ON INNOVATION AND ORGANIZATIONAL COMPETITIVENESS KONTOGHIORGHES, CONSTANTINE; PANAYIOTA KYRIACOU 16:00 - 16:30 Plenary Session Next year’s venue presentation & Conclusions and lessons learned 16:30 – 17:00
Option one: If participants have done activity 4.3, you may want to ask them to make teaching and learning aids that could be used in the lesson they planned. Option two: Give them some activity cards (Handout 4e) and ask them to make aids that could be used during one of these activities. Get each small group to pick a different activity. Use any of the waste and environmental materials we have collected. When designing your teaching and learning aid, think about children who cannot see, hear, understand or move very well. Make sure you adapt the aid to ensure that at least one of these groups is able to use the aid easily. After at least 30 minutes, ask participants to share their teaching and learning aids with the whole group. They should briefly explain their chosen lesson objective and what this aid will help children to learn. They should also explain any specific adaptations they have made, to make it more suitable for children who have difficulty seeing, hearing, understanding or moving. Allow everyone to give feedback on each teaching and learning aid. Encourage participants to be positive and constructive. Ask them to suggest how each aid could be adapted for learners who experience specific difficulties. Present the following: If each teacher creates several aids like these, very quickly the school could develop a resource collection. The aids could be stored in one place and every teacher could borrow them. Give participants the following instructions: In small groups, discuss how you could create a resource collection for your school. Where could you put it? How could it be organised and managed? Who could help you to make more teaching and learning aids to add to the collection? Possible answers to expect from participants Organising and managing a resource collection It could be stored in the staff room, library, head teacher’s office, etc. Teachers could borrow an item, write it in a note book, and then return it when they have finished. One teacher could take responsibility for organising, cataloguing and tracking the materials. This role could be rotated so that teachers take it in turns each term or year. Responsible older children could also be given the task of helping to organise and manage the collection. This could help them learn useful skills for work.
Maths Make a teaching aid that will clearly demonstrate the concept of: A whole Half Quarter Third Nature Make an interactive wall or desktop display to teach the seasons of the year and the weather changes Life-skills Make or provide a teaching aid to demonstrate the importance of hand-washing Geography Think of an important landmark in your village or town. Make a teaching aid that will clearly describe it, and its location. Life-skills Your lesson objective is to teach about six easily obtainable nutritious foods. Make a teaching aid to enhance the lesson. Language Make an effective teaching aid to help improve spelling and word building.
Child has an intolerance or allergic reaction to certain foods (e.g. nuts, wheat, dairy products) Child has a mobility impairment that makes it difficult to feed him/herself without assistance Child has a health condition that requires medication. They need to eat at specific times before or after taking medication Child has a health condition or impairment which means they cannot chew or swallow certain foods. For example, they may only be able to eat soft foods
Handout 9b Inclusion in activities and clubs outside the classroom Name of activity or club Who participates in this activity or club? Who do you think is excluded or finds it difficult to participate, and why? What benefits do (or should) children get from participating in this activity? What skills are they gaining and/or what are the learning? How could you adapt this activity or club to ensure that all children in the school can participate if they want to? 1.
Section B: Overall Course Description Brief Profile of the Education and Training Provider Where applicable, include: ethos/philosophy, business model, organigram, experience and expertise in training provision. (if available on website indicate specific URL) Type of Course Refer to pages 53-56 of the Qualification Award Title of the Qualification / Award Please also include the appropriate abbreviation (ex. B.Sc, M.Psych, PhD etc.) adjacent to the title. Proposed MQF Level (Refer to pages 37-52 of the for more information). Hours of Total Learning The minimum number of total learning hours for accreditation is presently 25 hours of which at least 20% (5 hours for every ECTS) must be contact hours or as otherwise established from time to time by NCFHE. Contact Hours (Lectures/ seminars/ tutorials/ participation in online forums/ video-lectures and other learning activities, all of which must be under the direction and control of an instructor). Supervised Placement and Practice Hours (During these hours the learner is supervised, coached or mentored.) Self-Study Hours (Estimated workload of research and study.) Assessment Hours (Examinations/ presentations/ group work/ projects etc.) Total Learning Hours __________________ Hours Total number of ECTS / ECVET for Course Completion Figures with a decimal point will NOT be accepted. ECTS must be rounded integers. __________________ ECTS / ECVETs Course Type and Duration Full-Time Part-Time (Double click on the box and mark checked under Default Value.) ____________________ weeks/months ____________________ weeks/months Course Rationale Explain your reasoning behind offering this course/what is the marked need for this course/how this course fulfils these needs.
Section C – Outline of Course Module/Unit Title Compulsory or Elective ECTS/ ECVETs Mode of Teaching (Lectures, workshop, placement, asynchronous forums,VLE etc.) Mode of Assessment (Examination, assignment, project, reflective diary/blog etc.) Total ECTS/ECVETS Requesting Accreditation __________ ECTS/ECVETs Total ECTS/ECVETS for Course Completion __________ ECTS/ECVETs Exit Awards/Qualifications (If applicable, should the course contain any exit point awards/ qualifications for completing a specified number of ECTS less than the total amount required for completion of studies, kindly indicate).
ALL the application form needs to be filled in electronically in Word format to allow for efficient processing and feedback. The accreditation process is the necessary procedure that an institution has to go through in order for the courses they offer to be pegged by the MQF Level system as indicated in the Referencing Report 2016. Further information can be gathered from the Referencing Report 2016 (). Section A: General Information Date of Submission Title Mr Ms Other Surname Name Email Address Telephone / Mobile Name of the Education and Training Provider (Entity already licensed or requesting new or revised license from NCFHE.) Tuition License Licensed, but requiring revised license due to this application (License no: _______________) Not licensed, and requesting accreditation through separate application (Double click on the box and mark checked under Default Value.) (For Office Use Only) Document Version Version ___________ Date / Month / Year
Section B: Course Description Brief Profile of the Education and Training Provider (Where applicable, include: ethos/philosophy, business model, organigram, experience and expertise in training provision.) (if available on website indicate specific URL) Type of Course Qualification Award Title of the Qualification / Award (Please also add the appropriate abbreviation Ex. B.Sc, M.Psych, PhD etc.) Proposed MQF Level (For more information about MQF visit ) Hours of Total Learning (The total minimum number of total learning hours for accreditation is presently 25 hours of which at least 20% (5 hours for every ECTS) must be contact hours or as otherwise established from time to time by NCFHE.) Contact hours Supervised practice hours (During these hours the learner is supervised, coached or mentored.) Self-Study hours Assessment hours Total number of ECTS / ECVET for Course Completion (It is important to take note that figures with a decimal point will not be accepted.) __________________ ECTS / ECVET Course Type and Duration Full-Time Part-Time (Double click on the box and mark checked under Default Value.) ____________________ weeks/months ____________________ weeks/months Target Group
Brief Profile of the Education Provider (if available on website indicate specific URL) Type of Course Refer to pages 53-56 of the Qualification Award Mode of Delivery Kindly tick box, as applicable. Traditional/Face-to-Face Learning Online/Blended Learning Title of the Qualification / Award Please also include the appropriate abbreviation (ex. B.Sc, M.Psych, PhD etc.) adjacent to the title. Proposed MQF Level (Refer to pages 37-52 of the for more information). Hours of Total Learning 1 ECTS is equivalent to 25 total hours of learning, inclusive of contact hours, supervised placement and practice hours, hours and assessment hours. At least 20% (5 hours for every ECTS) must be contact hours or as otherwise established from time to time by NCFHE. Total Contact Hours (Contact Hours are hours invested In learning new content under the Direction of a tutor/lecturer (e.g. lectures, participation in online forums, video-lectures). Supervised Placement and Practice Hours (During these hours the learner is supervised, coached, or mentored. Tutorial hours may be included here.) Self-Study Hours (Estimated workload of research and study.) Assessment Hours (Examinations/ presentations/ group work/ projects etc.) Total Learning Hours __________________ Hours Percentage of Total Contact Hours delivered online (whereapplicable) In the case of online/blended learning, kindly indicate the percentage of contact hours delivered online and those delivered face-to-face, e.g. 50% contact hours delivered face-to-face 50% online Contact Hours Delivered Online Contact Hours Delivered Face-to-Face Total number of ECTS / ECVET for Course Completion Figures with a decimal point will NOT be accepted. ECTS must be rounded integers. __________________ ECTS / ECVET Course Type and Duration Indicate the duration in weeks, months or years. Full-Time Part-Time
Section C – Outline of Course Module/Unit Title Compulsory or Elective ECTS/ ECVETS (Figures must be whole integers and with a value of at least 1 ECTS) Mode of Teaching (Lectures, workshop, placement, asynchronous forums, VLE etc.) Mode of Assessment (Examination, assignment, project, blog etc.) Total ECTS/ECVETS Requesting Accreditation __________ ECTS/ECVETs Total ECTS/ECVETS for Course Completion __________ ECTS/ECVETs Exit Awards/Qualifications (Should the course contain any exit point awards/ qualifications for completing a specified number of ECTS, which is less than the total amount required for completion of studies, kindly specify).
RESUMES ET IDENTITES DES PARTCIPANTS Julia Ndibnu-Messina Ethé titulaire d’un Doctorat/Ph.D en Linguistique Appliquée, est Maître de conférences au Département de Français de l’Ecole normale supérieure de l’Université de Yaoundé I. Elle a débuté sa carrière d’enseignante à l’Université de Douala en 2009. Elle appartient à divers réseaux internationaux (RAIFFET, RIFFEF, OR2D, EDiLiC, AECSE) et membre du comité scientifique de 3 revues internationales. Elle effectue ses recherches sur la sociolinguistique, la linguistique appliquée, la didactique des langues secondes et étrangères, la didactique des langues africaines en situation plurilingue et la technopédagogie (TICE). Pr Julia Ndibnu-Messina Ethé a effectué plusieurs missions de recherches en Afrique et en Europe pour renforcer et partager ses connaissances en linguistique appliquée et en TICE. Prof. Julia Ndibnu-Messina Ethé Université du Yaoundé I, ENS CAMEROUN Titre de la communication : La ludification dans l'apprentissage des LS dans les écoles de formation des enseignants à vocation technologique: le cas de l’ENSET de Douala chercheur