zilongwang/ReadingBank huggingface dataset:
Professor Andrew Worthington Director/Consultant in Neuropsychology & Rehabilitation Professional Qualification Clinical Neuropsychologist and expert in rehabilitation Professional Memberships Fellow of the Royal Society of Medicine Member of British Neuropsychiatry Association Inaugural member of International Neuropsychiatry Society Associate Fellow of the British Psychological Society (BPS) Member of the BPS Division of Clinical Psychology Member of the BPS Division of Clinical Neuropsychology Past member of BPS Committee for the Accreditation of Training in Clinical Neuropsychology Past committee member of British Neuropsychology Society HCPC Registered Professional resume Director of Headwise Independent provider of multi-disciplinary assessment and rehabilitation across the lifespan with families and individuals, including occupational health, return to work, fitness to practice and mental capacity Honorary Professor jointly in the University Medicine School and College of Human & Health Sciences at Swansea University Honorary Research Fellow, University of Birmingham Behavioural Brain Sciences Centre, Department of Psychology, University of Birmingham. Former Programme director of MSc programmes in Brain Injury Rehabilitation/ Case Management Teaching and research in aspects of brain injury and rehabilitation, having presented at conferences in the UK and abroad, and have published numerous papers and book chapters. Former Clinical director of Park Attwood Centre for Neurorehabilitation, and Lead Clinician at West heath House Neurobehavioural Rehabilitation Centre. Medico-legal expertise For the past 20 years I have acted as an independent expert witness on brain injury, rehabilitation and post-traumatic stress conditions in personal injury, clinical negligence, family courts and criminal cases on a joint and single instruction basis. I prepare around 80 reports a year. Approximately three-quarters of my cases have been on behalf of Claimants, 5% Joint Instruction, 20% Defendants. I have acted as a journal reviewer for the following periodicals: Advances in Clinical Neuroscience and Rehabilitation Brain Injury British Journal of Clinical Psychology Cognitive Neuropsychiatry Contact Details Shrewsbury Office: Claremont House Claremont Bank Shrewsbury SY1 1RW Telephone 01743 368882 Email aworthington@headwise.org.uk Birmingham office: Innovation Centre 1-2 Devon Way Longbridge Technology Park Birmingham B31 2TS Telephone 0121 222 5342
Professor Walter Niebauer Interviewed by Mary Dye Department of Communication and Performance Studies September 27, 2011 Education: Ph.D., 1986, Mass Media, Michigan State University. Dissertation: “Predictive Models of Suburban Weekly Newspaper Circulation, Advertising Space and Existence – 1970-1980.” M.S., 1972, Environmental Communications, University of Wisconsin-Madison. Thesis: “Influence of Proximity and Advertising on Coverage of the Columbia Power Plant Issue.” B.S., 1970, Communications and Natural Resources, University of Wisconsin-Madison. Teaching Experience at Northern Michigan University: May 2005 – present, tenured Full Professor May 2004 – May 2005, tenured Associate Professor August 2000 – May 2004, untenured Associate Professor Courses Taught: Public Relations Writing Public Relations Research Public Relations Case Studies Public Relations Campaigns Organizational Communication Entertainment and Sports Promotion Research Entertainment and Sports Promotion Research Campaigns Introduction to Mass Media Summary: As an asset to the Department of Communication and Performance Studies, Professor Niebauer has a knowledgeable background that he likes to share with his students about writing for the general public. Students that he teaches and gives writing assignments to are ultimately learning to communicate an accurate image to a public or publics. Professor Niebauer stresses the importance of being able to write concisely, which is why he assigns writing assignments to his students: “Using big words that an average person does not know will be of no use to the general public. Keep it simple. Keep it concise.”
Narrative, Informative/Explanatory, Argumentative Continuum Kindergarten N Level 0 NP Level 1 P Level 2 AP Level 3 First Grade N Level 0-2 NP Level 3 P Level 4 AP Level 5 Second Grade N Level 0-4 NP Level 5 P Level 6 AP Level 7 Third Grade N Level 0-5 NP Level 6 P Level 7 AP Level 8 Fourth Grade N Level 0-6 NP Level 7 P Level 8 AP Level 9 Fifth Grade N 0-7 NP Level 8 P Level 9 AP Level 10
Counting Coins Rubric – Proficient Student CATEGORY 4 3 2 1 Accuracy (Weight: 1pt) Score: 2/4 The amounts of the coins displayed on the Counting Coins journal page are accurately written for 5 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 4 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 2 to 3 questions The amounts of the coins displayed on the Counting Coins journal page are accurately written for 1 question, or not accurately written for any of the questions. Number Formation & Number Reversal (Weight: .5pt) Score: 2/2 The numbers written are correctly formed and there aren't any number reversals. Almost all of the numbers written are correctly formed and there are 1 to 2 number reversals. Half of the numbers are correctly formed and there are 3 to 4 number reversals. None of the numbers are correctly formed and there are 5 or more number reversals. Neatness (Weight: .5pt) Score: 1.5/2 The entire journal page is neat and easy to read. Eraser marks do not interfere with determining which answer the student wrote. The answer is on the line. Almost the entire journal page is neat; a couple stray writing marks make it difficult to read the answer for 1 to 2 questions. The answer is not on, but near the line. Half of the journal page contains writing which make it difficult to read the answer for 3 to 4 questions. The answer is not on, but near the line. The entire journal page is filled with eraser marks which make it difficult to read the answer for all 5 of the questions. The answer is nowhere near the answer line. Name & Date (Weight: .25pt) Score: 1/1 The student's name and date is written on the top of the journal page. The date is missing from the top of the journal page, but the student wrote his name on the page. The student's name is missing from the top of the journal page, but the student wrote the date on the page. The student didn't write his name or date on top of the journal page. Total Score: 6.5/9, (72%) Comments: Great job having no backwards numbers !! Next time you might want to write the value of each coin and use a number grid to help you add.
Emerging Markets – countries with differentiated membership and assessment rates Afghanistan Albania Armenia Bangladesh Benin Bhutan Bolivia Bosnia and Herzegovina Burkina Faso Burundi Cabo Verde Cambodia Cameroon Central African Republic Chad Comoros Congo, Dem. Rep. Congo, Rep. Cote d’Ivoire Djibouti Egypt, Arab Rep. El Salvador Eritrea Ethiopia Fiji Gambia, The Georgia Ghana Guatemala Guinea Guinea-Bissau Guyana Haiti Honduras India Indonesia Jordan Kenya Kiribati Korea, Dem. Rep. (North Korea) Kosovo Kyrgyz Republic Lao PDR Lesotho Liberia Macedonia, FYR Madagascar Malawi Mali Marshall Islands Mauritania Micronesia, Fed. Sts. Moldova Mongolia Morocco Mozambique Myanmar (Burma) Nepal Nicaragua Niger Nigeria Pakistan Papua New Guinea Paraguay Philippines Rwanda Samoa Sao Tome and Principe Senegal Sierra Leone Solomon Islands Somalia South Sudan Sri Lanka Sudan Swaziland Syrian Arab Republic Tajikistan Tanzania Timor-Leste Togo Tokelau Tonga Tunisia Tuvalu Uganda Ukraine Uzbekistan Vanuatu Vietnam Wallis and Futuna West Bank and Gaza Western Sahara Yemen, Rep. Zambia Zimbabwe
Goals and Achievement Summary For the review period set high level goals for the year ahead. Inputs are the UNSW Expectations Framework, your school / work area / 2025 Strategy goals, individual interests / aspirations and guidance from your manager. At the end of year conversation, document achievements relative to opportunity. Task Based Goals (Expectation Area) Actions (Expectations by level) Time Frame What has been Achieved? Conversation Leader comments Enhancing xxx across UNSW Finalise xxxx consultation with key stakeholders (stretch goal: complete consultation by end Feb) Finalise xxxx manager toolkit, templates and guides Update xxxx HRM toolkit and create Individual toolkit and guides Develop a deep understanding of connecting elements (xx Framework, xx Policies, xx Development) Explore innovative delivery channels (xxx) (stretch goal: find 3 or more innovative delivery channels) Build relationships and agreements with owners of innovative delivery channels to host / connect to xxxx Create an online presence for xxxx (stretch goal: complete consultation by end Oct) Create core xxxx face to face and online structured, social and self-directed training, tools and strategies that can be modified as needed Develop implementation and engagement plan Lead delivery of implementation and engagement plan Evaluate xx using survey results achieving xx% positive feedback (stretch goal: in survey evaluations achieve xx% positive feedback) Mid Mar 17 Mid Apr 17 End Apr 17 Mid May 17 Mid Jun 17 End Jul 17 End Oct 17 End Nov 17 End Dec 18 Ongoing Provide support to xxx (stretch goal: be proactive in generating ideas as well as providing support) Develop further goals when the Xxxx stream progresses. Feb 2017 Developing awareness and connection to xxx Develop a high-level plan to implement xxx. Lead the working group to refine and finalise the plan Support xx as required to deliver xxx. End Feb 17 Ongoing Ongoing
Veronica Nelson 455 Kimberly Lane • Irvine, CA 56886 • (004) 333 – 2222 • veronica . nelson @ email . com LOVING NANNY Child Care | Parents Help | Housekeeping Performance Summary: Highly energetic, polite and nurturing nanny having 6+ years of work experience in child care and fostering. Special knack for devising interesting and meaningful educational learning and play activities for children. Active and agile individual with substantial knowledge regarding age specific developmental, cognitive, social and psychological needs of children belonging to various age groups. First Aid and BLS Certified. CORE COMPETENCIES – Ongoing Child Care – Cooking and Feeding – Personal Care – Homework Assistance – Dressing – Snack Preparation – Hygiene Maintenance – Personal Grooming – Nap Supervision – Housekeeping – Bottle Feeding – Psychological Support ACHIEVEMENTS AS A NANNY • Attained 100% satisfaction level for 3 consecutive years based on feedback from clients whose children were placed under my care • Resolved psychological and social issues in a 4 year old kid from a broken family and was highly commended for the same • Attained the Best Nanny Award twice in 2011 and 2013 by parents PROFESSIONAL EXPERIENCE THE NANNY SERVICE, Irvine, CA, May 2012 – Present Nanny • Accompany children to parks and social visits • Assist children with their home work • Pick and drop children to and from school • Perform general housekeeping tasks WE-CARE DAY CARE, Irvine, CA, March 2009 – April, 2012 Day Care Assistant • Supervised children’s play and educational activities • Ensured safety and security of the children on a continuous basis • Cleaned up the Day Care Centre and washed dishes • Prepared timely milk bottles and fed the babies in a hygienic and nurturing manner
Drimnagh Amateur Boxing Hall of Fame Paul Griffin Paul Griffin started of his competitive amateur boxing career with Drimnagh Boxing Club in 1982 as a boy 1 & represented Drimnagh boxing club right up to Senior Level. Paul was an outstanding juvenile & senior boxer very skilful south paw. Paul Griffin’s achievements as an amateur boxer Boy 1, Boy 2, Boy 3, Boy 4, Youth 1 & Youth 2 All Ireland Champion Under 18 - All Ireland Champion Junior / Intermediate - All Ireland Champion 1991 National Senior - All Ireland Champion 1992 National Senior - All Ireland Champion 1993 National Senior - All Ireland Champion 1994 National Senior - All Ireland Champion (12 All Ireland titles) International Achievements 1991 European Gold Medallist 1993 European Medallist 1992 Olympian Paul Griffin wore the white vest of Drimnagh & the green vest of Ireland with great dignity & pride. Paul loved amateur boxing & he would be considered to be one of the best Irish Amateur boxers of all time. Paul’s great achievement of wining European Gold in Gothenburg in 1991 was the 1st Gold Medal for Irish Amateur Boxing for 42 years. Paul was also voted the best boxer of the 1991 championships ahead of world boxing hall of famer Kos Tsyzu. Paul remained undefeated in the European Championships in 1991 & 1993. Paul also represented Ireland at 2 world championships 1991 & 1993 as well as many International bouts. Another highlight of Paul’s amateur career would have been his contest against the great Bulgarian Serafim Todorov ( the best boxer of his generation) at the national stadium in a world championship challagei1994 the contest was judged to be a draw & Todorov got the decision which was viewed to be very controversial. Todorov is the last boxer to have beaten the great Floyd Mayweather. In an era of no high performance & very limited funding Paul Griffin’s achievements were outstanding. Paul continues to show his great passion for Drimnagh Boxing Club as a coach to the new generation of Drimnagh boxers. (By Fran Long)
Medical Warehouse Storeperson Dear Doctor: This form will take up to 5 minutes to complete. Please review each task the worker undertakes (both picture and written description) and tick whether or not the worker can complete this task. If modification required, please leave comments. Space at the end of this document is available for final comments and recommendations. Pick Orders Slide boxes from shelf onto the trolley. Open boxes and remove selected product. Retrieve items from wooden crate Weights handled: < 5kg 5-12kg (boxes) 19kg rolls 22-25kg equipment Doctor Approval Yes No Comments: Receipt of Deliveries Receive stock delivery drivers and trucks. Receive palletised goods from truck and move to pallet racking using walking forklift +/- manual pallet jack (medium push force) Doctor Approval Yes No Comments: Bulk Stock Check off goods Move pallets and large stock using manual pallet jack and walking forklift Moving single items by sliding onto trolley Doctor Approval Yes No Comments: Stacking Shelves Placing single boxes (5-12kg) into shelves (0.75;1.3m) Upending rolls (up to 19kg full) and tilting onto shelf at 1.35 m Doctor Approval Yes No Comments:
SEMINARS/CONFERENCES/WORKSHOPS ATTENDED# SL.NO NAME OF THE PROGRAMME NAME OF THE ORGANISER& SPONSORING AGENCY VENUE & DATE LEVEL * Post modern poetry Collegiate education TMG College, Tirur 3,4 Nov. 2011 National Kazhcha- vediyilum vellithirayilum Collegiate education Kktm govt. College, pullut 1,2 feb., 2012 National Kavi-kavitha-soundharya sasthram malayala kavithayude kalpadavukal Collegiate education college, Kozhikode 2, nov., 2012 National Cyber malayalam Collegiate education TMG college, Tirur 6,7,8 march 2012 National Mathru bhasha: vyavaharavum prathirodhavum Collegiate education Kktm govt college 4,5,6 jan., 2012 National Adhunikananthara malayala katha Collegiate education TMG college, Tirur 3,4 jan., 2013 National Sahithyam : Ezhuthum vayanayum Collegiate education Kktm govt college, pullut 5,6 feb., 2013 National 8 Anushtanakalakalum samskarapadanavum Collegiate education Kktm govt college, pullut 1, Nov. 2013 National 9 Nattarangum sahityavum Collegiate education Govt. College, Chittur 11,12, Nov. 2014 National 10 Kodungallur kunchi kuttan thampuran 150th janmavarshikaghosham Sahithya Academy 27,28 Nov. 2014 State level 11 Keraleeya avatharana kalakalile folk swatham UGC Kktm govt college, pullut 29,30 oct., 2014 National 12 Gaveshnathinte Reethisasthram charithravum varthamanavum Collegiate education Kktm govt college, pullut 10,11 Dec. 2014 National 13 Bashasasthram jnanaparavum reethisasthraparavumaya anweshnangal Collegiate education Govt Arts &science college, Kozhikode 5,6,7 Nov. 2014 National
Boys & Girls Clubs of America The mission of the Boys & Girls Clubs of America (BGCA) is: to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. Clubs provide: a safe place to learn and grow; ongoing relationships with caring, adult professionals; life-enhancing programs and character development experiences; and hope and opportunity. Boys & Girls Clubs annually serve nearly 4 million young people, through membership and community outreach, in over 4,100 Club facilities throughout the country and BGCA-affiliated Youth Centers on U.S. military installations worldwide. http://www.bgca.org Find a Club: http://www.bgca.org/whoweare/Pages/FindaClub.aspx Education and careers: http://www.bgca.org/whatwedo/EducationCareer/Pages/EducationCareer.aspx White paper on advancing underrepresented youth in STEM during out-of-school time: http://www.bgca.org/newsevents/PressReleases/Pages/STEM_White_Paper.aspx Volunteer: STEM experts can inspire, excite, and prepare young people for careers in STEM; opportunities include guest presentations, mentoring, leading a STEM-related learning activity, or providing training and materials for staff Visits to STEM organizations: Facilitate visits to spaces where STEM skills are being used in real-world situations such as exploratory visits to local research and design facilities, computer animation studios, science museums, and industrial complexes Internships and job shadowing: Create opportunities for Club youth to have experiences in STEM careers; this might include paid or unpaid internships or job shadowing experiences where youth are given an opportunity to engage in experiences that allow them to gain knowledge, skills, abilities and credentials Role models: Expose Boys & Girls Club youth to multicultural STEM professional organizations and societies
been reviewed and the findings have been fed back into the programme administration and the curriculum planning for MAPP DTP modules. For the past year we have used a SurveyMonkey questionnaire for student evaluation and plan to continue using this process for 2011/122. You will be sent a link to the Module Evaluation Form via an email by the WBL administrator when you submit your work, and the address will also be posted on Libguides. We encourage all students to tell us what they thought went well and suggest any improvements for themselves or others on the course. Student representation on the Board of Study WBL programmes are intended to be accessible responsive and individual. To develop and continuously improve these programmes WBL needs student feedback. The two opportunities for feedback are the: end-of-module evaluation sheets which are reported to the board of study board of study itself which promotes the dialogue between WBL staff and students. The role of the board of study is to provide a forum to discuss module feedback and other issues from a participant perspective and provide a contact point for students. The WBL board of study feeds into the University academic boards. Student representatives to the board of study will need to attend a meeting once per study period and facilitate the dialogue between the students and the University through being a point of contact for students. This year we are trialing a new Professional Practice (Arts) sub-Board of Study in order to learn more about the programme. The MA Professional Practice (Arts) Student Board will be minuted and reported to the Institute of Work Based Learning Board of Study. If you wish to be a student representative to the MA DTP Board please contact the programme leader or the WBL administrator. Although a voluntary position, the role will lead to acquiring experience of the educational process and can be added to a CV. The terms of reference of the Institute of Work Based Learning board of study are to:
Q1/2007: SIRONA Dental Systems GmbH (self-employed) 17 Cost optimisation in fixed network, VoIP and mobile communication environment 17 Q2/2004 - Q2/2007: T-Online International AG (self-employed) 18 International roll-out projects and sales of large customer products 18 Q3/1999 - Q1/2004: IT-CHOICE Software AG (employment) 19 Project leadership / management, conceptual design 19 Head of department, consulting, project management 19 Project history details Q2/2017 – TODAY: DHL Projektleading Projektlead BDE Business-, Technologie- and Security-Adjustments 2017 Project Lead Implementation Recast Customs Code of the European Union Project Manager KGB Trade and Technology Adjustments 2017 Result Objects Project implementation responsibility (including service provider management) Project documents based on existing templates according to Deutsche Post's internal procedure model Writing technical and functional Concepts Project management documentation according to standard project procedure Project reporting based on existing templates German-language documentation in very high quality IT/Business Consulting Basic requirements analysis Department Project Goals and Benefits Creation of IT project applications Coordinate project contents with departments and IT cross-sections (eg software architecture, IT security, IT-QM, application service management Accompanying approval processes Make necessary decisions according to a defined project initialization process Set up project planning and project organization Steering group preparation, organization and implementation, draft decision templates Establishment of project management methodology Mischform Waterfall Model / Agile Demand (SCRUM) Result Objects
How will I evaluate this effect? General Comments Australian Professional Standards for Teachers Professional Knowledge Professional Practice Professional Engagement 1 2 3 4 5 6 7 Know students and how they learn. Know the content and how to teach it Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, provide feedback and report on student learning Engage in professional learning Engage professionally with colleagues, parents/carers and the community Please note the cells in the table will expand
6. Critically examine, analyse and evaluate what impact this area of development and expertise has had on your thinking, learning and practice and on learners and their learning. You should include brief extracts of analysed evidence to support your claim. 7. How have you shared your knowledge and experience with others and what impact has this had on your colleagues and wider community?
WORKSHEET 3 : DIVISION OF INCOME / EXPENSES No. Post-Incorporation Ratio of Time Ratio of Sales 1. 2. 3. 4. 5. 6. 7. 8. Interest to vendor Salary to vendor Fees to directors Salary to directors Interest on Debentures Discount on debentures w/o. Preliminary Expenses w/o. Shares Issue Expenses w/o. Share Transfer Fees received Appropriations by company Fixed Expenses Administrative Exp. Rent Insurance Printing Depreciation Audit fees Postage Gross Profits Variable Expenses Selling Overheads Salary to salesmen Sales commission Advertisement Freight outward Discount Allowed Notes : Audit fees should be divided, in the opinion of the authors, in the Ratio of Time. (Some authorities charge audit fees to post-incorporation period, because audit is compulsory for a limited company. Further, fees for Tax Audit which is compulsory if the turnover exceeds prescribed limit, are divided in Sales Ratio.) Interest to vendors (interest on purchase consideration) from the due date of payment upto the date of incorporation should be charged to the pre-incorporation period. Income-tax is charge against profits. It is calculated as Profits x Rate of Tax (e.g. 30% of profits). Hence, income-tax, should be divided between pre and post incorporation periods in the ratios of respective profits. Problem No. 1 Goodwill w/off Profit before making the following adjustment were as under: Pre-Incorporation Period Post-Incorporation Period Profit Rs.37,000 Rs.18,600 Adjustments to be made: The purchase consideration was agreed at Rs.2,50,000 for assets valued at Rs.2,40,000, 20% of the goodwill is to be written off. In lieu of interest on purchase consideration, the vendor would get 40% of the profit earned prior to incorporation. Find out profit prior to incorporation and after incorporation.
Administrative Tasks Respond to enquiries by fax, phone, email Time spent: 50% - computer 20% - phone calls Use computer and keyboard to process orders and quotes Doctor Approval Yes No Comments: Other Administrative Tasks Fetch folders from book shelf Walk to photocopier for copying Walk to fax machine Doctor Approval Yes No Comments: Workshop Work in workshop for approx. 30% (fitter by trade and services parts and modifies/repairs general hand tools) Doctor Approval Yes No Comments:
Hours that you work per week _______? Free time for ? What do you like to do? Do you work from home? Sat? _______ Date that you close the books? _______ How many people do you have in the office? _______ Number of dealership employees?____ Ratio ____ Are you 14:1 or 10:1? How Many People do you Need – are you the same? How many retail deals, wholesales? Service Advisors – ROs per day? Do they write PDI, internals? Do they dispatch, cashier? Salespeople – pay plans – complicated step? Paying employees – 1x month? 2x, weekly? Does your Office Staff Relieve cashiers, phones? Take deposit to bank, retrieve mail? Dealer trades, titles Can we have someone else do this? More efficient to be done by operations as long as it doesn’t affect item C. - F&I manager submitting contracts Requires a skill set not available in an office person – calling past due accounts Part of pay plan – profit $$$ generating activity – approving overtime – if this is an ‘objective’ then put in pay plans at a higher premium Can you do a 3-Day Close? Homework- Checklist Do you need to do that? Look back at A, B, C skills Do you need to do that? Does it need to be done as part of the close? Factory Statement Schedules Do you need to do that? Faster way to do that? Easier Way to do that? Use your DMS better – Change or not? Time Management - Tasks What do you do all day? What percent of your day is spent on each?
Decision Dynamics Decision Dynamics is a company that serves businesses around the United States and its territories by contributing in weather event decisions. It was established in 2012 by four Meteorology graduates from The Pennsylvania State University. Our vast, combined experience of over 16 years in the weather field makes Decision Dynamics the company that will guarantee your business efficiency, accuracy, and profit in weather related circumstances through our forecasting knowledge and communication skills. Weis Markets Weis Markets was founded in 1912 by Harry and Sigmund Weis in the state of Pennsylvania. Currently, it operates in five states in the Mid-Atlantic region of the United States: Pennsylvania, New York, New Jersey, Maryland, and West Virginia. Its goal is to provide customers with the best product quality and shopping experience through eco-friendly and low-cost products. Weis Markets believes in buying local products and it is one of the largest purchasers of local products within its five-state region. Our Mission Decision Dynamics serves to fill the void between meteorology and businesses. Weather is a critical component of many companies, and if it goes overlooked can cost them millions of dollars. In today’s economy, saving money is crucial to the survival of a company. One of Decision Dynamic’s many goals is to help companies, like Weis Markets, make wise business decisions to give them the extra edge over their competitors and save money. We work personally with our clients to develop a product that will prevent the weather from becoming a financial burden and use it as an opportunity to make money. Impacts of Weather on Weis Markets The impact of weather on businesses is immense, especially for the grocery industry. Many people base their shopping habits on the weather. Business skyrockets in advance of a forecasted weather event, whether it is a winter storm, tropical system, or flooding rains. The PROFIT index can predict the onset of these events, and the influx of paying customers that come along with it. If the store is not prepared, extra customers can cause staffing problems and leave managers with headaches trying to keep the store stocked. Impending weather systems can also wreak havoc on the transportation sector of grocery stores. Weis Markets employs numerous tractor trailers to distribute products in a timely manner to reduce spoilage. Weather not only alters the routes of the trucks, but can cause costly accidents. These are few of the many impacts weather has on the grocery industry, and the Decision Dynamic’s PROFIT Index, can help companies like Weis Markets better handle these events.
PPDP Initial Review – mid-point of End of Final Placement level (Review your achievements over the last xxx months) Brief Overview of achievements to date Identify achievement of skills & knowledge Identify any new development needs When will I achieve this? Signed by Student, Tutor and Practice Educator Date Date of end of level review
UNIVERSITY OF DELHI Delhi – 110007 APPLICATION FORM FOR ENPANELMENT FOR THE POST OF ASSISTANT PROFESSOR (AD-HOC) BASIS-2018-2019 College/Department Applied For : ………………………………… Name (in block letters) Mr./Ms./Dr. : ………………………………… Father’s/Husband’s Name : ………………………………… Date of Birth : ………………………………… Category (General/SC/ST/OBC/Physically : ………………………………… Handicapped) Mailing address : ………………………………… …………………………………… …………………………………… Pin Code ………………………… E-mail ………………………… Telephone No. …………………… Mobile …………………………… Permanent address : ………………………………… …………………………………….. …………………………………… Pin Code ……………………………. Marital status : ……………………………… Nationality : ………………………………… (i) Whether enrolled in the previous Ad-hoc Panel : ………………………………. (ii) If Yes, mention the year ………. Academic Qualifications Examination Passed Name of Year Name of Board/University School College Subjects % of Marks Division
Degree Attended Class X Class XII Graduation M.Phil. Ph.D. Post Doc. Any other qualifications Title of Ph.D Thesis and year of submission …………………………………………………. …………………………………………………………………………………………………. Have you passed UGC/CSIR/JRF Test or its equivalent? : ………………………… If Yes, indicate the month & year of exam. ………………………… Teaching Experience (at University/College Level in chronological order) Name of College/Institution Designation Nature of Appointment Class Taught (Hons./Pass) Basic salary last drawn and pay scale Period Experience: Teaching : ……years…………. Months Research (Excluding M.Phil./Ph.D. research) : ……years…………. Months
NOTE The candidate may challenge maximum of 05 notified keys answers. The candidate willing to challenge the keys should remit a prescribed fee of Rs.1000/- per question through Demand Draft in favour of “Registrar, RGUHS, Bangalore” preferably in person. No authorized representatives are entertained. Proforma for challenging the keys which is available on the RGUHS website may be used for this purpose. Request received after the last date or without the prescribed fee will be rejected. Notified keys/answers may be challenged on or before 5.30 PM of 18/09/2014. All challenges will be scrutinized by subject experts whose decision in the matter shall be final.
Pakistan Institute of Development Economics, Islamabad Survey of Graduating Students PROFORMA - 3 (To be filled out by graduating students in last semester / year before the award of degree) The survey seeks graduating students’ input on the quality of education they received in their program and the level of preparation they had at university. The purpose of this survey is to assess the quality of the academic progra. We seek your help in completing this survey. A: Very satisfied B: Satisfied C: Uncertain D: Dissatisfied E: Very dissatisfied The work in the program is educative. A B C D E The program is effective in enhancing team-working abilities. A B C D E The program administration is effective in supporting learning. A B C D E The program is effective in developing analytical and problem solving skills. A B C D E The program is effective in developing independent thinking. A B C D E The program is effective in developing written communication skills. A B C D E The program is effective in developing planning abilities. A B C D E Whether the contents of curriculum meet program objectives. A B C D E Environment was conducive for learning. A B C D E Whether the Infrastructure of the department was good. A B C D E Whether the program was comprised of Co-curricular and extra-curricular activities. A B C D E Whether scholarships/ grants were available to students in case of hardship. A B C D E Answer question 09 if applicable. 15. The internship experience is effective in enhancing. Ability to work in teams A B C D E Independent thinking A B C D E Appreciation of ethical Values A B C D E Professional development A B C D E Time management skills A B C D E
SIGNIFICANT EVENT CHRONOLOGY Date - the date the episode/event is said to have taken place (not the date of recording). Name - of the individual involved in the episode e.g. the child or care giver. Source - the agency or individual sharing the information. Episode/Event - the significant piece of information e.g. police log of reported incidence of domestic violence; report from school that child arrives from home hungry, unkempt and tired; missed medical appointments; allegations of NAI; anonymous referral regarding child left unsupervised; Section 47 enquiry etc. Comment - Basic info to add to the above. That is, the comment should inform the reader of any action taken in response to the event or episode. DATE NAME SOURCE EPISODE/EVENT COMMENTS
11 Arthur J. Morris Law 0.00% 0 12 Claude Moore Health Sciences 5.36% 3 13 Darden Graduate Business 1.79% 1 14 I primarily use on-line Library collections and services 33.93% 19 15 I don't have a primary library 5.36% 3 Total 100% 56 Please rate your level of interest in using Library services for the following: # Question Not at all Slightly Very not 1 Discover and access new material in my field 5.56% 3 9.26% 5 14.81% 8 35.19% 35.19% 0 54 2 Get help creating or incorporating digital content 24.53% 24.53% 28.30% 9.43% 5 11.32% 6 1 53 3 Maximize the use of archives or other primary sources 11.32% 6 24.53% 26.42% 15.09% 8 16.98% 9 3 53 4 Create, analyze, and/or share data sets 22.22% 33.33% 18.52% 12.96% 7 7.41% 4 3 54 5 Connect with in other disciplines 20.37% 12.96% 7 33.33% 20.37% 11.11% 6 1 54 6 Preserve my scholarly work for the future 11.32% 6 24.53% 35.85% 18.87% 7.55% 4 1 53 %
Please rate how satisfied you are with the following: # Question Very Somewhat Neither satisfied nor satisfied Very 1 Virgo (on-line catalog) 2.27% 1 2.27% 1 6.82% 3 38.64% 50.00% 44 2 Library website 2.27% 1 4.55% 2 11.36% 5 36.36% 45.45% 44 3 Library research guides 2.94% 1 0.00% 0 32.35% 23.53% 8 41.18% 34 4 Off-grounds access 0.00% 0 0.00% 0 17.07% 7 29.27% 53.66% 41 5 Availability of Library databases 2.70% 1 0.00% 0 13.51% 5 40.54% 43.24% 37 6 Library staff assistance or on-line) 2.94% 1 2.94% 1 11.76% 4 20.59% 7 61.76% 34 7 Getting materials from another institution though Interlibrary loan 3.03% 1 0.00% 0 9.09% 3 24.24% 8 63.64% 33 8 Collections in my discipline 2.38% 1 4.76% 2 14.29% 6 33.33% 45.24% 42 9 Library 5.56% 1 5.56% 1 22.22% 4 44.44% 8 22.22% 4 18 events (e.g., speakers, performances, etc.) 6.25% 1 6.25% 1 37.50% 6 18.75% 3 31.25% 5 16
PROFORMA FOR APPLICATION 01. Advertisement No 02. Name of the post 03. Name (in block letters) Last Name Middle Name First Name 04. Date of Birth (Christian era) 05. Nationality 06. Father’s /Husband’s Name 07. Address for correspondence (in block letters) indicating clearly - District State Pin code Contact Tel. No. & Fax No. 08. Educational Qualifications starting with Secondary (10+2) Paste photograph duly signed by the candidate Exams passed Name of the University/Board Year of passing Subjects Division Percentage of marks obtained 09. Secondary and Tertiary skills, if any
What was the impact on children’s learning and progress? What was the impact on my progress? Standard What have I done to meet this standard? Why did I do this? What was the impact on children’s learning and progress? What was the impact on my progress? Target Standard What have I done to meet this standard? Why did I do this? What was the impact on children’s learning and progress? What was the impact on my progress? Plymouth Institute of Education Reflective Weekly Overview
Assessment and Monitoring – Profile Children Context Sheet (to be attached to the work samples) Relate “you can” and “now you need to” to learning objectives Subject: Date: Subject: Date: Context (individual work, assisted, draft, finished work) Context (individual work, assisted, draft, finished work) Assessment focus linked to learning objectives Assessment focus linked to learning objectives You can:- You can:- How was the feedback given? How was the feedback given? Now you need to:- Now you need to:- Expected progress:- Expected progress:-
PROFORMA [See O.M. No.11013/7/2004-Estt.(A), dated 5-10-2004] Name : Designation : Pay : Ministry / Dept. (Specify Central / State / PSC) : Passport No. : Details of private foreign travel to be undertaken : Period of Abroad Name of the Foreign Countries to be visited Purpose Estimated Expen. (Travel / boarding / lodging, visa, misc., etc.) Source of Funds Remarks Details of previous private foreign Travel, if any undertaken during the last one year (as under item No.6) : Signature Name : Designation :
Gas Water If you have identified any particular reasons why the service might be more vulnerable to the loss of this utility, consider any additional actions that could reasonably be taken to reduce the level of vulnerability and add them to your action plan. PANDEMIC FLU OR OTHER SIMILAR WIDESPREAD INFECTIOUS DISEASE Are the staffing arrangements for your service particularly tight or inflexible – for example if you have no ability to reduce staffing levels in an emergency situation? Are there any parts of the service or furniture or equipment within it that make infection control more difficult? Are there any other aspects of the building or the operation of the service that could make it particularly vulnerable in the event of a pandemic? If you have identified any additional vulnerabilities, think about what you could do to make the service less vulnerable and add any actions to your action plan. ANY ADDITIONAL LOCAL RISK AREAS Please list any additional local risk areas and, for each identified, note whether you have agreed and recorded additional actions.
Item Stage/Description Unit Estimated Quantity/ Amount Rate Bid Sum 1 Normal Services 1.1 Inception % 5 1.2 Concept and Viability % 25 1.2 Design Development % 25 1.4 Documentation and Procurement % 15 1.5 Contract Administration and Inspection % 25 1.6 Close-Out % 5 1.6 Sub Total 1 for Normal Services 2 Additional Services & Disbursements 2.1 Survey Prov. Sum 1 2.1(a) Mark-up i.r.t. 2.1 above % 2.2 Geotechnical Survey and Material Investigations Prov. Sum 1 2.2(a) Mark-up i.r.t. 2.2 above % 2.3 Environmental management approval & Audits Prov. Sum 1 2.3(a) Mark-up i.r.t. 2.3 above % 2.4 Occupational Health & Safety to the end of project period Prov. Sum 1 2.4(a) Mark-up i.r.t. 2.4 above % 2.5 Vehicle km travel to site, including travel time Km 2.6 Any other disbursements (Photocopying, Binding etc) Prov. Sum 1 2.6(a) Mark-up i.r.t. 2.7 above % 2.7 Sub-total 2 for Additional Services and Disbursements 3 Time Cost 3.1 Category B Person (Name) Hr Rate only 3.2 Category B Person (Name) Hr Rate only 3.3 Category C person(Name) Hr Rate only 3.4 Category D Person(Name) Hr Rate only Sub-total 3 (1.6 + 2.7)
PAST EXPERIENCE Bidders must furnish hereunder details of similar works/service, which they have satisfactorily completed in the past. The information shall include a description of the Works, the Contract value and name of Employer. EMPLOYER /INSTITUTION NAME NATURE OF WORK/ PROJECT NAME AWARDED AMOUNT ANTICIPATED / ACTUAL COMPLETION DATE EMPLOYER CONTACT NO. …………………………….. ......................................……........ DATE SIGNATURE OF BIDDER PAST EXPERIENCE 2
Form of Proposal Part B: General, Price, Due Diligence and Declaration PART A AND PART B OF THE FORM OF PROPOSAL MUST BE SUBMITTED AS SEPERATE DOCUMENTS at and Reference number (if available)] Tenderer’s Details [Delete this Section for a single stage open RFP] Tenderer name: [Tenderer’s trading name] Updated details [Either “N/A” or update details if changed from ROI, Section: 4.1 (Tenderer’s details) 4.2 (Joint Venture / Consortium or similar arrangement) 4.3 (Tenderer’s Contact Person)] Tenderer’s Details [Delete this Section for a closed RFP following short-listing from an open ROI] Tenderer name: [Tenderer’s trading name] Full legal name (if different) [Legal name] Physical address [Main or head office] Postal address [E.g. P.O Box address] Registered office [Registered office if applicable] Business website [URL] Type of entity (legal status) [E.g. sole trader/partnership/limited liability company] Registration number [Company registration number if applicable] Country of residence [Country where the Tenderer is resident for tax purposes] GST registration number [NZ GST number OR Overseas based] Joint Venture / Consortium or similar arrangement (“N/A” if not applicable) [Delete this Section for a closed RFP following short-listing from an open ROI] Type of arrangement [Type of arrangement] Participants [Names of organisations participating in the arrangement] Details [Any other relevant information such as name of lead organisation, history]
demands of the law, in particular those of the General Rules for the Recruitment of Full, Associate and Assistant Professors of the University of Lisbon and those of this Advertisement. The applicant has full knowledge that supplying false statements will result in exclusion from the present competition, and may be referred to the competent authorities for criminal prosecution. The applicant has full knowledge that if she/he is selected in the final ranking of candidates for the position in this Advertisement, she/he has a deadline of 10 (ten) working days, from the date of notification of the final ranking, to present at Instituto Superior de Agronomia of the University of Lisbon, the documents that prove the admission requirements for this competition. The applicant has also full knowledge that failure to present the documents referred in the previous paragraph due to her/his own fault will result in his/her exclusion from the competition. ____(place), ____(date) (signature)
design development workflow and staging quality assurance variation/amendment administration key contact points, accountabilities, issue resolution/escalation process. [Answer] Capability (Skills and Expertise) Provide an overview of your organisation’s capability including: a brief history including number of years of operating in the relevant market/region professional memberships/accreditations experience delivering Services of a similar nature in a comparable setting (e.g. to schools or other institutional clients) including examples [Answer] Nominate specific personnel (Key Personnel) for the key roles [listed in Section 2.3 [OR] [you propose] and for each, append a CV (of no more than [number] x A4 pages) that includes: full name key role relevant qualifications/certifications/accreditations/membership of relevant professional bodies/associations a brief overview of recent employment history a brief overview of recent, comparable engagements that the nominated person has acted in the key role. [List the key roles [OR] [List your proposed Key roles] [key role] [OR] [key role] [Append a [number] x A4 page CV for the Key Person nominated for each of the above key roles] [Confirmed / Not Confirmed: [Explanation]] Capacity (Resources and Availability) Provide an overview of your organisational resources/capacity as they relate to the delivery of your Proposed Solution including: structure and leadership (append an organisational chart) number of staff (e.g. employees, associates) offices and locations. [Answer]
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development LEVEL 7 TL4117 Appreciation of working context ( Comp ) √ √ √ √ √ √ TL4116 Skills review and development ( Comp ) √ √ √ √ √ √ √ TL4119 Scientific evolution of working practice ( Comp ) √ √ √ √ √ √ √ √ √ TL4118 Research Methodology and Design ( Comp ) √ √ √ √ √ LEVEL 8 TL5000 Thesis ( Comp ) √ √ √ √ √ √ √ √ √ √ A1 A2 A3 B1 B2 B3 C1 C2 D1 D2
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 NU4025 Introduction to Postgraduate Research Core EZ4014 Introduction to Postgraduate Philosophically-based Research Core NU4086 Applying Methods in Health Research Core NU4026 Advanced Research Methods Core HP4006 Research, Ethics and Governance Core NU4013 Deconstructing Practice Option HP4007 Student Initiated Module Option NP4015 Student Initiated Practice Development Option NU4085 Therapeutic Relationships Option NU4087 Inspiring Education Option NU4096 Multi professional Support of Learning and Assessing in Practice Option NU4803 Education in Nursing Option NU4080 Advancing Homeopathy Practice (requires qualification as a homeopath) Option
NU4081 Creative Prescribing in Herbal Medicine (requires qualification in herbal medicine) Option NU4022 Continence leading change Option NU4141 Deconstructing the consultation Option NU4021 Safeguarding children in a multi professional environment Option NU4153 Managing cardiac illness Option HI4001 Information and IT concepts for health and social care Option HI4006 Information and communication technology for health and social care Option NU4805 Leadership in practice Option HI4007 Quality assurance for health and social care Option NU4256 Practice and professional development Option NU4084 Perspectives on Integrated Healthcare Option EZ4007 A philosophical history of psychopathology Option EZ4008 Philosophy of science and mental health Option EZ4009 Values, ethics and mental health Option EZ4010 Philosophy of mind and mental health Option NU4039 Promoting a safe organisation Option NU4038 Minimising conflict: enhancing alliances Option
NU4309 Classification and Theory of Personality Disorder Option NU4015 Assessment and therapeutic approaches to personality disorder Option NU4019 Managing complex relationship needs and environments Option NU4017 Enhanced cognitive behavioural interventions for anxiety and depression in primary care. Option CG4001 Reflexive practitioner Option NU4124 Principles of Public Health and Social Policy Option NU4005 Writing and presentation skills Option NU4053 Dissertation Option EZ4030 Dissertation Option MW4035 Maternal and Child Health – Culture and Society Option MW4109 Maternal and Infant Nutrition – Bio-Cultural Perspectives Option MW4011 Maternal Substance Misuse Option MW4052 Normal Birth Evidence & Debate Option MW4033 Psycho-social influences and impact on maternal, child and family health Option MW4036 Organisational Leadership and Management Option MW4034 Contraception and Sexual Health Applied to Midwifery Practice Option