zilongwang/ReadingBank huggingface dataset:
Ensure that all applicable legislative requirements are met. Ensure that at the conclusion of the project the systems are appropriately handed over to the teams’ that will be taking on responsibility for their ongoing operation and maintenance. Assisting the Head of Engineering Design in the ongoing development of processes and procedures, Standard Specifications etc. 10% Any other duties as allocated by the line manager following consultation with the post holder. 10% Internal and external relationships Faculty Team Leaders/Project Managers - Integrating the detail of the mechanical design into overall Projects, managing expectations in terms of cost, program and practicability is again an important part of this role. External Customers - In this context these will be academic and other departments as described above. Mechanical and Electrical Operations Team members, Energy Management Team, Finance Team Etc. These teams will all require input from the Mechanical Liaison Engineer and will also be in a position to assist him/her. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, Skill level equivalent to achievement of Master’s degree, Postgraduate Certificate or Diploma, BTEC Level 7, Fellowship Diploma, or NVQ5 in mechanical or building services engineering or similar and appropriate discipline. Engineering Council registered Chartered Engineer or Incorporated Engineer Examination and, where applicable, registration certificates. Knowledge & experience Substantial technical knowledge of mechanical building services including: Variable flow/condensing lphw systems Chilled water systems Psychrometrics Ventilation systems DX AC systems BEMS Controls systems Substantial experience of working in these areas and a sound understanding of where these systems tend to fail and how to avoid this happening. Proven experience of using technical expertise to challenge perceptions and influence. Substantial technical knowledge and experience of: LEV systems Compressed air systems Lifts and LOLER Regulations Cooling Towers and legionella controls. Domestic services and legionella control Above ground drainage and sanitation systems. Application form and discussion at interview Planning & organising Able to plan and manage major new projects ensuring plans complement broader operational strategy. Application form and discussion at interview
Experience A minimum of 3 years post graduate relevant experience; and Knowledge in Environment and EU Law will be considered as an asset. Personal Skills Interpersonal Skills; Leadership skills; Communication skills; Methodological skills. Attributes Reliability & trustworthiness; Integrity; Collaborative attitude; Team player; Fluency in both written and spoken Maltese and English. Organisational Skills Administration; Research and analysis; Coordination; Time management; Negotiation.
SQA Examination Diet - Session 2017/2018 – Masterclass Timetable Date Time Exam Level Main Venue Additional Study Room and Staff Member In-School Arrangements Monday 30th April 9.00-10.40 Spanish Reading and Directed Writing Higher Games Hall J Burns A105 Geography Periods 1 & 2 11.00 – 12.00 Spanish Listening and Writing Higher Airlie Theatre 13.00 – 14.30 Spanish Reading and Writing National 5 Games Hall 2.50-3.20 Spanish Listening National 5 Airlie Theatre Tuesday 1st May 9.00-11.15 Geography Higher Games Hall A Gordon A011 A Rennie A011 A Gordon A011 M Menzies L 105 Music National 5 Periods 1 & 2 Music Higher Periods 3 & 4 Music Advanced Higher Periods 5 & 6 Admin 13.00-15.20 Geography National 5 Games Hall Wednesday 2nd May 9.00 – 9.45 Music National 5 Airlie Theatre S Shields R Henderson F Ahmed C Ryan H Miller Higher Periods 1 & 2 Maths Advanced Higher Periods 1 & 2 13.00 – 15.00 Admin and IT National 5 13.00 – 14.00 Music Higher Airlie Theatre 14.30 – 15.45 Advanced Higher Airlie Theatre Thursday 3rd May 9.00-10.10 Higher Paper 1 (non-calculator) Games Hall S Shields A Moghul C Ryan F Ahmed Maths National 5 Periods 3 & 4 10.30 – 12.00 Maths Higher Paper 2 Games Hall 9.00 – 12.00 Maths Advanced Higher Games Hall Friday 4th May 9.00-10.15 Maths Paper 1 National 5 Games Hall C Neilson I Swan C Hayes/I Swan Physics National 5 Periods 5 & 6 Physics Higher Periods 3 & 4 Physics Advanced Higher Periods 5 & 6 10.35 – 12.25 Maths Paper 2 calculator National 5 Games Hall Monday 7th May No Examinations Tuesday 8th May INSET DAY 9.00-11.30 Physics Higher Games Hall J Lake J McAlister Modern Studies National 5 Periods 1 & 2 Modern Studies Higher Periods 5 & 6 Modern Studies Advanced Higher 9.00-11.30 Physics Advanced Higher Hall 13.00 – 15.30 Physics National 5 Games Hall Wednesday 9th May 09.00 – 11.15 Modern Studies Higher Hall K K Media National 5 Periods 1 & 2 Media Higher Periods 5 & 6 09.00 – 12.00 Modern Studies Advanced Higher Games Hall 13.00 – 15.20 Modern Studies National 5 Games Hall
*For more information about apprenticeships, see your counselor or visit the following websites: Job/Career Choices *You should narrow down your career/occupational interests before exploring the above options. Consult your counselor, the Career Coach, and your parents for help. *You can also visit to explore possible careers. There are many resources available in the to help you find a job or career that is right for you. The Virginia Workforce Development Center is open Monday through Friday, from 8:30am until 4:30pm. You can also visit their website at or . Consult the Roanoke Times for the latest job openings in the area. You can visit their website at or purchase the Sunday newspaper weekly for updated openings. *There are numerous temporary job agencies in the area that will help place you in a job that suits the skills and experience that you have. In many instances, those jobs can turn into permanent employment with the company where you are placed. Consult the Career Coach or the Yellow Pages for a listing of temporary job agencies in the area. *Always remember that although you may not be interested in or suited for a four year institution, there are many opportunities and options available to you. It is very important to continue your education, in some way, throughout life.
based don’t rule out a private college until you’ve seen their aid package. Apply for local scholarships! These are generally smaller amounts ($100-$1000), but they are usually easier to get. Scholarship applications become available throughout your senior year. Some may be due only weeks after being publicized, so be mindful of deadlines! You are responsible for turning in your scholarship applications (with all requirements) on time. Network. Check for scholarship opportunities with your place of employment, church, or any organizations that you or your parents belong to. Make sure that teachers, counselors, etc. have plenty of time to write recommendations and prepare transcripts. BE AWARE OF DEADLINES!! Always check to see if financial aid and scholarships are renewable. A one-year scholarship is for one year only; a renewable scholarship can become a four-year scholarship. Be suspicious of scholarship services that ask you to pay them money for their services. Most of those are scams! for scholarships on the Internet. The websites listed below are free and they provide excellent information. They match a student’s interests, plans, background, and special circumstances with many government, community, and scholarships. Make sure that all applications are completed correctly. Neatness and spelling Make sure that they include everything that has been requested, and that your name is on each page.
6. SENIOR PROFESSIONAL COMPETENCIES AND PERFORMANCE STANDARDS: The supervisor should note at this time any additional competencies to support the employee’s need to improve or enhance current performance, future behavioral skill building requirements or job enrichment for the position in the upcoming performance period. Senior Professional Competencies: Building High Performance Financial Management Commitment to Results Collaborative Problem Solving Project Management Decision Making DEVELOPMENTAL COMPETENCIES List Behavioral or Developmental competencies that are most critical to the success of the employee for the upcoming evaluation period by referencing the comments noted under each behavioral competency or functional responsibility in the performance review. This list should include strengths as well as improvement needs. However this does not negate the employee’s responsibility to improve in other areas noted by the manager throughout the performance review. This information may also be used to determine if formal training is needed and should be finalized only after the employee and manager have met on the review and agreed to the areas that need development or improvement. The manager may “Copy and Paste” the name of the competency/functional responsibility and then paste the comments from the review where it asks to describe development or improvement needed below: Competency: Describe development or improvement need(s): Competency: Describe development or improvement need(s): Competency: Describe development or improvement need(s): Competency: Describe development or improvement need(s): PROFESSIONAL DEVELOPMENT
Evaluator’s name_______________________________________________________________________
BODY CONTENT/FOCUS (50) Substantial, specific, and/or illustrative content with strong development of directly related to Thesis Statement (40) Sufficiently developed content with adequate explanation generally related to Thesis Statement (30) Limited content with inadequate elaboration or explanation somewhat related to Thesis Statement (20) Superficial and/or minimal content unrelated to Thesis Statement CONCLUSION (20) Strong ending brings closure; clearly restates main idea without repeating (15) Sufficiently brings paper to closure and restates main idea with little repetition (10) Limited closure; weak restatement of main idea with substantial repetition (5) Little or no closure; main idea is not restated or is repeated exactly ORGANIZATION (20) Sophisticated arrangement of content with evident and/or subtle transitions (15) Functional arrangement of content; some order and transition (10) Confused or inconsistent arrangement of content (5) Minimal control of content arrangement CONVENTIONS (20) Evident control of grammar, mechanics, spelling, etc.; few or no errors (15) Sufficient control of grammar, mechanics, etc.; some errors (10) Limited control of grammar, mechanics, spelling, etc.; several errors (5) Minimal control of grammar, mechanics, spelling, etc.; substantial errors DOCUMENTATION & MLA FORMAT (40) Appropriate credit and sources: all quotes, summaries, paraphrases, and internal citations employ precise MLA format (30) Sufficient credit and sources: most quotes, summaries, paraphrases, and internal citations employ proper MLA format (20) Limited credit and sources: some quotes, summaries, paraphrases, and internal citations employ proper MLA format (10) Minimal credit and sources: few quotes, summaries, paraphrases, and internal citations employ proper MLA format WORKS CITED (30) Cited page setup and all entries follow exact MLA format (25) Works Cited page setup and entries generally follow MLA format; few errors (20) Works Cited page setup and entries somewhat follow MLA format; several errors (15) Works Cited page setup and entries minimally follow MLA format; substantial errors Total: ____________ / 200 points ____________% Grade See specific comments on reverse.
Evaluator’s name_______________________________________________________________________
BODY CONTENT/FOCUS (50) Substantial, specific, and/or illustrative content with strong development of ideas directly related to Thesis Statement (40) Sufficiently developed content with adequate explanation generally related to Thesis Statement (30) Limited content with inadequate elaboration or explanation somewhat related to Thesis Statement (20) Superficial and/or minimal content unrelated to Thesis Statement CONCLUSION (20) Strong ending brings paper closure; clearly restates main idea without repeating (15) Sufficiently brings paper to closure and restates main idea with little repetition (10) Limited closure; weak restatement of main idea with substantial repetition (5) Little or no closure; main idea is not restated or is repeated exactly ORGANIZATION (20) Sophisticated arrangement of content with evident and/or subtle transitions (15) Functional arrangement of content; some order and transition (10) Confused or inconsistent arrangement of content (5) Minimal control of content arrangement CONVENTIONS (20) Evident control of grammar, mechanics, spelling, etc.; few or no errors (15) Sufficient control of grammar, mechanics, etc.; some errors (10) Limited control of grammar, mechanics, spelling, etc.; several errors (5) Minimal control of grammar, mechanics, spelling, etc.; substantial errors DOCUMENTATION & MLA FORMAT (40) Appropriate credit and sources: all quotes, summaries, paraphrases, and internal citations employ precise MLA format (30) Sufficient credit and sources: most quotes, summaries, paraphrases, and internal citations employ proper MLA format (20) Limited credit and sources: some quotes, summaries, paraphrases, and internal citations employ proper MLA format (10) Minimal credit and sources: few quotes, summaries, paraphrases, and internal citations employ proper MLA format WORKS CITED (30) Works Cited page setup and all entries follow exact MLA format (25) Works Cited page setup and entries generally follow MLA format; few errors (20) Cited page setup and entries somewhat follow MLA format; several errors (15) Works Cited page setup and entries minimally follow MLA format; substantial errors Total: ____________ / 200 points ____________% Grade See specific comments on reverse.
Evaluator’s name_______________________________________________________________________
Closing Your signature Your typed name Assemble your Portfolio You will be handing in a portfolio or binder of your accomplishments. Pay attention to the following Portfolio Contents (use the same order as the checklist) and check them off as you add each piece. If you have questions, ask your advisor. Refer to the Portfolio Scoring Guide to view the standards that will be used to grade the portfolio. This is the record or collection of evidence of your Senior Project. Check Off the Portfolio Content Requirements Project Cover (the front of portfolio) Your name Project title YEAR Page (first page seen when opening portfolio) □ Your Name □ Project Title □ Advisor Essential Question (written on a single page) Acknowledgements Thank those who helped complete the project Table of Contents Project Proposal Letter Signed Team Learning Agreement Project Hours Log Evaluations of Progress for Senior Service-Learning (4) Current Resume and with senior project included Recommendation from a community contact Product scoring guide scored by community contact person Community Contact Person Relationship Scoring Guide Copy of thank you note/card Reflective Essay Reflective Essay Scoring Guide
SCORING RUBRIC FOR THE SENIOR PROJECT RESEARCH Student _____________________________________ Date _________ Score______\35 Ideas and Content Topic Shows analysis and synthesis. Strong primary/secondary support. Topic covered thoroughly Organization Strong intro with thesis, logical order, and essay structure. Transitions used. Voice Shows honesty and writer’s ideas and words. Writer has strong grasp of subject matter Word Choice Proper use of grammar conventions. Proper agreement between subject/ verb/pronouns. Sentence Fluency Varies in length and structure. Strong topic sentences. Format Length- minimum 4 pages. Proper citations using MLA format. Excellent is 4+ pages. Evidence of Research Shows planning and researching. Direct quotes limited. Variety of sources. Citations and works cited Excellent- Writer excels in trait Proficient- Shows control and confidence. May need very little revision. Developing- Writing begins to Paper needs more revision. Very Basic- Writer show little control. Needs many revisions. Beginning- Writer is just starting.
CATEGORY 3 Mastery 2 Proficiency 1 Developing Insight Thorough self, community, and global analysis has uncovered a cutting edge solution and/or perception of an issue or relationship that no one else could have found Consistent analysis of self and community has led to an original product that created some new ways of looking at a solution or relationship Analysis of some aspects of self and community has begun Impact Sustained, irrefutable, significant and/or dynamic change that meets a need in target community has been clearly and professionally presented as a result of this student's project Significant and dynamic change that meets a need in target community has clearly occurred as a result of this student's project Change that a need in target community has begun, but the results could be more clear either in quantity or quality Innovation Progressive, modern, creative, and strategies were obvious in the project's execution, even anticipating future development Creativity, forward thinking, and use of up to date trends are present in this student's final product Creative forward thinking and strategies have been initiated Integrity Authentic pursuit of personal interest balanced with meeting a community need developed with intrinsic curiosity and insights giving proper credit to reliable sources and following copyright and other community guidelines and laws Admirable pursuit of personal interest has been balanced with meeting a community need developed with substantial ideas giving proper credit to reliable sources and following copyright and other community guidelines and laws Some pursuit of personal interest is included in some way with a community need, but more reliable sources need citations and/or copyright or other guidelines followed Comments: Score: ______/12 Categories-Event Coordination/Volunteer or Service/Job Shadow
THE FERRIS Yearbook Senior Salutes The Deadline is April 17th Dear Parents, Please take a moment to remember the friends and memories that were part of your high school experience. High school is a significant time in life, and a yearbook keeps the friends, events, and memories alive for years after graduation. This year the Ferris Exeter is pleased to again offer the parents of graduating seniors a chance to place a special message to their seniors in the yearbook. These messages are called “Senior Salutes,” and they can be purchased in multiple sizes starting at $25 per 1/8 page, $50 for 1/4, $100 for 1/2, & $200 etc. You can pay using the online payment system, or pay the business office. • 1/8th Page “Senior Salute”: For $25 you may purchase a one-eighth page space in the yearbook. In this space we will print your personal message to your graduating senior and a photo you supply to accompany the message. Standard for this size is 1 or 2 pictures and less than 50 words. In the past most parents have supplied a past grade school picture, but there is no official restriction on the photo you decide to use. • Larger “Senior Salutes”: For $50, $100, $200, you may purchase a quarter, half, or full page in the yearbook. You may supply more pictures to accompany your personal message to your graduating senior. You may specify how you want the items arranged on the space, or we will design the “Senior Salute” for you if you so request. Deliver 1) pictures, 2) words, & 3) check, to M511, or Mr Cox’s mail box, or e-mail to: .
Senior Scholarship Newsletter 7 – 2/9/2015 Please add all scholarships to your naviance account. click on colleges, then scholarships Grote Chemistry UTC – Feb 15 Ned McWherter Scholarship – Feb 15 Marjorie Watson UTC Mathematics Scholarship – Feb 15 TN PTSA TEACHING SCHOLARSHIP – Feb 15 Marjorie Watson UTC Mathematics Scholarship – Feb 15 XI State Essay – Feb 25 to Mrs. Lewis Regions – Feb 26 Buick Achievers – Feb 28 Barnes Nobles – March 1 Chattanooga Scholarships – March 1 Eagle Scout – March 1 ETSU General Scholarships – 1 Retired Teachers – March 12 Kohls Kids Who Care – March 15 Coca-Cola Centennial – March 24 to Mrs. Lewis Mary Adams – March 24 to Mrs. Lewis Cash/Lewis – March 24to Mrs. Lewis Julie Jacks – March 24 to Mrs. Lewis Edgar Jolly – EMJ employee dependents – March 24 to Mrs. Lewis ETSU Basler – March 27 Regions – Feb 27 Blood Assurance – March 31 (March 26th if you want me to deliver) UTC Yes – April 1 Better Business Bureau – April 3 by 4 pm March 25th to Mrs. Lewis if you want her to deliver CLICK ON THIS LINK AND FOLLOW INSTRUCTIONS. REMEMBER – this you must apply and be accepted FIRST – application for scholarships is on TigerWeb – We will have a scholarship day next week in the media center – Be sure to fill out the Academic Service & Presidential scholarship if applicable, Smithson Scholarship, Empowerment Scholarship, First in the Family Scholarship and any others that pertain to you. FAFSA must be COMPLETED and submitted as ALREADY COMPLETED on taxes by MARCH 1 Chattanooga State Scholarships – please read PLEASE LOG ONTO YOUR CHATTANOOGA STATE SCHOLARSHIP APPLICATION, SIGN IN AND SCROLL DOWN TO YOUR RECOMMENDERS EMAILS AND MAKE SURE YOU HAVE 2 SUBMITTED. It will say SUBMITTED if the teacher has done it and it will say requested if the teacher has not. You may add another
County of Erie Mark C. Poloncarz County Executive Department of Senior Services Open Bidding Invitation Erie County Department of Senior Services is interested in starting a restaurant dining pilot program for Older Adults in Erie County. The Department would like to partner with locally owned establishments within Erie County that would be willing to work together to offer nutritious, well balanced menu items at a cost to be assumed by the Department of Senior Services. The Department wishes to provide Dine- In breakfast, lunch and dinner options to program participants, though all 3 options do not need to be provided at each location. Interested restaurant owners/ managers are asked to provide a letter of interest including their contact information and location and provide a current menu with prices to Christine McKenzie at 858-6046 or , by October 5th at 2:00 P.M.
Other skills and behaviours Able to investigate and provide creative approaches to problem solving. Confidence, experience and skills to take initiative, but know when to refer queries upwards. Experience of contributing to budgetary planning. The ideal candidate will have a genuine interest in web application development and be keen to further the excellent reputation of the University in this area through participation in conferences, seminars and similar events. CV, references, interview, work experience Special requirements The post-holder will occasionally be required to work outside normal office hours to meet the operational needs of the service. Demonstrable keenness to research current market place and keep up to date with enterprise developments Ability to identify requirements of users across an extensive user community CV, references, interview, work experience
Senior ID Department/ Function Lynne Potts ACO Resources Colin Carey Head of Information Services Sian Williams Head of legal Services Sharon Kaberry Head of Business Support Services Neville Norton Head of Finance (On Secondment) Amanda Coleman Head of Corporate Communications Amy Park Head of HR Kate Connolly Interim head of Finance and Head of Strategic Resourcing
5 General Requirements 5.1 5.2 5.3 5.4 Ability to plan and prioritise own workload based on the day to day requirements of the service and making efficient and effective use of the resources available Proven ability to work and communicate effectively within a team and wider university setting Ability and willingness to learn new systems and skills and disseminate where appropriate Professional and polite manner at all times A,I A,I A,I I E E E E Date of Revision Key Identification Method A Application Form I Interview T Test C Copy of Certificates P Presentation G Group Assessment Rank E Essential D Desirable
needs environment preferably within a residential setting. Experience of supporting vulnerable people with offending histories and who may be at risk of * * Experience of occupancy agreements and dealing with voids and rent arrears targets. * * Experience of working in partnership with Statutory and Voluntary Agencies to deliver co-ordinated support to customers. * Experience of supporting individuals to address offending behaviours, manage court orders and work jointly with the Criminal Justice system, Police and other specialist partner agencies. * * Knowledge Assessed via Supporting Statement Assessed via Interview Process Understanding of a range of various sanctions imposed by the CPS such as fines, ASBOs, ATRs, DRRs and DTTOs, and curfews * * Knowledge of harm reduction interventions and good practice in relation to supporting those with offending histories. * * Knowledge of key organisations that the service works in partnership with to support those with offending histories. * *
Knowledge of best practice in Safeguarding Adults and Child Protection procedures. * * Knowledge of available move on options and the potential barriers to move-on. * Skills Assessed via Supporting Statement Assessed via Interview Process Ability to cope with customers who display challenging behaviour. * * Ability to manage multiple priorities and respond proactively to change. * * Ability to support and motivate colleagues. * Ability to involve customers in all aspects of the running of the project. * Ability to represent the organisation effectively internally and externally. * Ability to communicate effectively and verbally and in writing, demonstrating a good standard of written and oral English. * Computer literate with competency in Microsoft Office applications.
COMPETENCIES Competency Level (2) Desired Level (3) Exceptional Level (4) Achieving Results Relevance to Recovery: Services reduce barriers, support service users to find their own solutions and to achieve positive outcomes. own work and meets agreed goals within the time available Can problem solve alone but knows when to involve others. Able to use more than one approach when solving problems. Works hard and stays focussed on priorities, increases effort without guidance Prioritises key and manages own workload, taking into account the impact of own work priorities on those of others. Able to use a range of approaches to analyse and manage problems and performance issues. Sets appropriate targets for self and others, will “go the extra mile” to deliver work on time and within budget. Adjusts own work priorities to take priorities into account, and involves other people to achieve goals. Carries out complex analysis of problems, develops innovative approaches to problems and takes calculated risks. Sets appropriate long term objectives that improve the service and the performance of the organisation. Competency Level (1) Desired Level (2) Exceptional Level (3) Customer Care. Relevance to Recovery: Everything we do and how we do it carries the message that recovery is possible for everyone using our services. Customers include: Service users Carers Members of the public External agencies Funders Any other interested parties Is aware of Equal opportunities issues and how discrimination can affect service users and other customers. to establish good relationships with service users, visitors and other customers. Understands Second Step’s code of conduct and values and makes sure that their working relationships reflect these. Ensures that service/team does not discriminate against people on the grounds of age, gender, race, ethnicity, faith, sexual orientation or ability. Works hard and invests time getting to know and developing good working relationships with service users and other customers. Knows who their key customers are and is able to change own style to suit different customer’s needs. Develops feedback and evaluation systems that improve services. Contributes to a culture which is customer focussed and where the customer comes first, including responding to both internal and external customers.
Definition Industry Average Rite Aid FY2009 Rite Aid FY 2008 Common-Size Debt Total Liabilities / Total Assets 43.83% 82.79% 87.41% Common-Size Interest Expense Interest Expense / Net Sales 0.35% 2.01% 1.82% Debt-to-Assets Long-Term Debt / Total Assets 14.41% 79.14% 72.20% Long-Term Debt to Equity Total Long-Term Debt / Total Shareholders Equity 0.26 -3.81 -5.01 Proportion of debt due in 1 year Long-Term Debt due in 1 year / Total Long-Term Debt 6.11% 0.81% 0.68% "Interest Coverage" (Pretax income + Interest Expense) / Interest Expense 33.44 x -6.95 -4.41 2. The thing that stands out about Ride Aid is the sheer amount of liability and debt that the company holds. Rite Aid’s common-size debt ratio is roughly double that of their competitors and their debt-to-assets ratio is almost five-times that of their competitors’. Also, Rite Aid is not generating any profit.
Preparing various treasury reports including a cash position, monthly financial analysis, monthly and quarterly DSO reports. The reports will include commentary based on business unit input explaining important changes, trends, etc. Manages the company’s capital expenditures and leasing activities Managing the Company’s equipment leasing process including review of requests for capital expenditures, lease vs. buy analysis, FAS 13 testing, payment and management of lease schedules and closeout of schedules. Assists in development of policies, procedures, operational controls and standards Ensures compliance with internal controls, policies and procedures in day-to-day conduct and supervision of cash management activities. Recommends and implements improvements to current cash management processes Identifying process improvements and control measures in order to enhance operational effectiveness and reduce operational risk, as well as contributing to the development of meaningful cash performance measurement methodologies. Collecting and organizing treasury information from the Company's business and accounting systems from around the world to allow for routine and ad hoc analyses and reports focused on funding needs, cash trends, and business issues. Representing Corporate Treasury on corporate-wide projects and initiatives and prepare financial and business analysis for projects. Cross training to cover all other functions and duties within the Treasury and Risk Management Department. Qualifications: Bachelor’s degree in finance or accounting 8+ years of corporate treasury experience to include: Prior leadership/management experience Demonstrable knowledge in corporate treasury operations and a comprehensive view of overall Treasury, related accounting and external reporting functions Global funding requirements (e.g. acquisitions, Capex and daily operational positioning) Capital Markets and debt management experience (e.g. covenant compliance, hedging, leasing)
NB: If, in the light of feedback/experience, the recommendations pose problems, the Organising Committee will complete a further review of the Competition & Match Day Rules. Dates for 2018 Competition The following dates apply throughout the 2018 competition. No. teams Round Date 1st Reserve Sunday 2nd Reserve Sunday 3rd Reserve Sunday Absolute Deadline Date* greater than 64 Pre-lim 22/04/2018 29/04/2018 06/05/2018 n/a 10/05/2018 64 1st 13/05/2018 20/05/2018 27/05/2018 n/a 31/05/2018 32 2nd 03/06/2018 10/06/2018 17/06/2018 n/a 21/06/2018 16 3rd Round 24/06/2018 01/07/2018 08/07/2018 15/07/2018 19/07/2018 8 Qtr Final 22/07/2018 29/07/2018 05/08/2018 12/08/2018 16/08/2018 4 Semi 19/08/2018 26/08/2018 n/a n/a 30/08/2018 2 02/09/2018** 09/09/2018 16/09/2018** n/a n/a Note* : a date is the LAST date a fixture can be played Note**: subject to confirmation the to be played at the SSE SWALEC Stadium
Town of Niagara Senior Center Joe Proietti, Director 7000 Lockport Road Niagara Falls, NY 14305 E-mail: 716-297-5243 October 2107 Tuesday, Wednesday & Thursday Bingo - 11am – 12 noon Lunch – 12 noon October 3 Yoga/Exercise - 9:30 – 10:30 am October 4 Yoga/Exercise - 9:30 – 10:30 am October 5 Closed October 10 Yoga/Exercise 9:30 – 10:30 am Flu Shot Clinic 10:30 – 11:00 am October 11 Closed October 12 Yoga/Exercise 9:30 – 10:30 am Pressure Clinic – 10:30-11:00 am October 17 Yoga/Exercise 9:30 – 10:30 am October 18 Yoga/Exercise 9:30 – 10:30 am October 19 Yoga/Exercise 9:30 – 10:30 am October 24 Yoga/Exercise 9:30 – 10:30 am October 25 Yoga/Exercise 9:30 – 10:30 am October 26 Yoga/Exercise 9:30 – 10:30 am
PERSON SPECIFICATION Job: Senior Administrator KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience a good standard of education including English and evidence of experience in a similar, office or administration management role experience of working to deadlines and providing administration systems experience of note taking and arranging meetings experience of databases, word processing and a range of other IT packages 5 or more GCSE’s at C or above, including English and Maths (or equivalent) working with young people and inner city communities experience of working in a school environment (understanding of safeguarding and Protection issues) experience of SIMS experience of line management Knowledge & Understanding innovative approaches to developing administration systems and procedures understanding of filing, storage and archive systems and procedures effective review and evaluation procedures understanding of service level agreements and customer service innovative approaches to working with staff, students and other academy partners the potential uses of data to support efficiency Leadership & Management to effectively manage and work as a member of a team, participate in meetings and negotiate as necessary co-ordinate the work of others set high standards and provide a role for students and staff and take responsibility for own and others professional development liaise effectively with other organisations and agencies develop, maintain and use colleagues and contacts, seeking advice and support when necessary motivate all involved in the delivery team deal sensitively with people and resolve conflicts strategies for ensuring equal opportunities for all stakeholders Skills & abilities well developed time management, planning and organisational skills ability to communicate and negotiate effectively to a range of audiences (internal and external) through highly developed inter-personal, written, oral and presentation skills sound judgment and ability to make decisions based on understanding of relevant information able to prioritise work and to manage work to meet tight deadlines adaptability to changing circumstances/ideas strong initiative skills and able to good judgment in difficult situations negotiate and consult fairly and effectively deal sensitively with people and resolve conflicts direct and co-ordinate the work of others able to develop and maintain effective communication systems Personal Qualities adaptability to changing circumstances/new ideas ability to inspire confidence in students, parents and others reliability and integrity and a commitment to confidentiality determination to succeed and the highest possible expectations of self and others a commitment to inclusive education
SENIOR BOARDS VISUAL AIDS PURPOSE Your visual aid should help you communicate your project. Your visual aid should mostly rely on images, objects, diagrams, or other non-text ways of communicating. You want your audience to SEE not READ your visual. The less text, the better. If your audience has to read, they will devote less energy to listening to you, and they might miss some of the information you are presenting. OPTIONS You can choose any form of visual aid that helps you communicate your project: PowerPoint, Google Slides, Prezi, a poster board or tri-fold, objects you created or used in your project experience, etc. There are no specific requirements about “number of slides” or “number of objects.” You have to intentionally choose visuals that will meaningfully enhance your presentation. ADVICE Pictures and Images > Words or Text Every image on your visual should serve to communicate, not decorate. Avoid putting words on your visual. You’ll be saying words – you don’t want to read them. Reading words and trying to hear words at the same time is cognitively inefficient for an audience. If you do choose to use text/words on your visual, single words or short phrases are best. Bad (Don’t do this) Ok Better Best - Too much text - Complete sentences - Image as decoration - Small text - Audience stops listening in order to read + Short phrases + Parallel construction + Larger Text - Image as decoration - Image doesn’t give you something to talk about + Short phrases + Parallel construction +Larger Text + Photo from job shadow gives you something to talk about + represents concept + Minimal text + Photo from job shadow + Audience’s attention is on the speaker, reading; image’s concept + your words = audience understanding
Senior Business Administrator Person Specification Attributes Essential Desirable Evidence A=Application C=Certification D=Documentation I=Interview R=Reference Education Qualifications Good general standard of education A certificate of school business management, or equivalent business qualification AAT or CIPFA qualification A,C Experience Relevant experience in finance/management within a school setting Relevant experience in Personnel/management within a school setting Working knowledge of SIMS Working knowledge of FMS Experience of supporting/leading other staff Experience of planning/recording and general administration Conversant with Microsoft Word and Excel packages Practical experience of budgeting Experience of premises management Experience of external contracts for ground maintenance Knowledge of risk assessment and hazard identification procedures Knowledge and understanding of employee pay and conditions of service A,I,R Skills Knowledge Aptitude Ability to work as part of a team and to use own initiative when appropriate Communicate effectively (both orally and in writing) to an appropriate standard with and children Liaise with others in a professional manner Observe the boundaries of the role and respect confidential information Examine systems critically and suggest ways of improving efficiency Knowledge of safeguarding procedures A,I,R Personal Characteristics Tolerant and Calm under pressure A,I,R
Our Values and Behaviours The values and behaviours we seek from our staff draw on the high standards of the two boroughs, and we prize these qualities in particular: Being open. This means we share our views openly, honestly and in a thoughtful way. We encourage new ideas and ways of doing things. We appreciate and listen to feedback from each other. Being supportive. This means we drive the success of the organisation by making sure that our colleagues are successful. We encourage others and take account of the challenges they face. We help each other to do our jobs. Being positive. Being positive and helpful means we keep our goals in mind and look for ways to achieve them. We listen constructively and help others see opportunities and the way forward. We have a ‘can do’ attitude and are continuously looking for ways to help each other improve. Person Specification Requirements Assessed by A & I/ T/ C (see below for explanation) Knowledge Knowledge and understanding of national, regional and local planning practice and associated legislative requirements and policy guidance. A/I Knowledge of available planning software and its application to plan making, development management and building control. A/I Knowledge of broader IT Systems and Software as they are relevant to the work of the Division, including Microsoft Office, Web Browsers, Relational Databases and appropriate mapping/GIS packages. A/I/T Experience Experience of networked computing environments and effectively supporting staff using business software. A/I Experience in being part of a team with many demands and utilising your skills to find solutions for A/I Skills Ability to communicate effectively with members, the public, and other professionals, including appropriate presentation skills. A/I/T Clear understanding of IT systems generally including Microsoft Office, Internet Explorer and appropriate mapping software A/I/T
Lincoln High School Class of 2018 Senior Calendar Date: Event: Time: October 2nd Senior Panoramic Photo 10:30 AM October 9th Senior Board Elections RT October 23rd Senior Meeting for Cap & Gown Measurement (Mandatory) 10:00 AM October 24th Herff Jones Parent Presentation and Graduation and Beyond Night 6 & 7 PM October 27th Herff Jones will be available in the commons to place senior orders for caps, gowns, and other items. 7:15-1 PM December 8th Last day to submit Cap and Gown without late fees ($60) NA December 15th Deadline to submit senior picture for yearbook 3:00 PM January 8th January Graduates Meeting – checkout/survey 10:30 AM January 29th Senior Meeting and Herff Jones visit (Mandatory) 10:30 AM February 9th Deadline to sign up for Graduation Speaker Auditions 3:00 PM February 23rd Deadline to submit “Hey Baby!” Ads [See Mrs. Bradshaw in Room 2280.] 3:00 PM March 27th Last day to certify names on diploma [Registrar’s Office] 3:00 PM March 27th ALHS Scholarship Deadline (BLH, Lincoln-Based) 3:00 PM March 27th ALHS Scholarship Deadline (Alumni Foundation “Dollars for Scholars”) 11:59 PM March 21st Graduation Announcement Delivery April 21st Senior Prom(State Historical Building) 8:00 PM April 21st After Prom Party (Senior Celebration) 10:30 PM May 9th Senior Banquet 6:00 PM May 14th Senior Meeting (Mandatory) – Checkout packets in RT 10:00 AM May 23rd Seniors Last day!!! TBD TBD Graduation Rehearsal (Mandatory) TBD TBD Cap and Gown Distribution (Mandatory) TBD May 25th Senior Class Night (Mandatory) be in auditorium by 5:00 6:00 PM May 26th Senior Commencement (Graduation) – Drake University Knapp Center 3:30 Graduation & Beyond includes numerous senior informational sessions including the College Fair, Scholarship and Financial Aid information, and more…
ii Appendices Page Appendix A.1 College Prep Due Dates 14 Appendix A.2 Honors/AP Due Dates 15 Appendix B Proposal: Senior Capstone Career Project Approval Form 16-19 Appendix C Senior Capstone Career Project: Parent/Guardian Consent Form 20 Appendix D Student Agreement Form: Project Facilitator’s Role 21 Appendix E Project Facilitator Agreement Form 22 Appendix F Project Facilitator Biography Form 23 Appendix G Product Verification Form: Completion of Student Product 24 Appendix H Letter to Judges 25 Appendix I Online Canvas Portfolio Evaluation Rubric 26 Appendix J Presentation and Product Rubric 27-28
Vocal Expression (Moderate your speech - neither too low – too high– too fast.) Personal Expression (It’s okay to be enthusiastic! In fact, allowing your passion about your Project to show will go a long way in impressing the Judges and in making a dynamic Presentation!) Speech Outline Directions: Create the following outline in preparation for your Presentation. You may embellish it to complement your Presentation, but make sure you cover the basics. (See Evaluation Rubric for Presentations located in Appendix I.) Outline format – Use key words or phrases only in creating your outline. Introduction Introduce yourself, shake hands with judges, and thank them for coming. Capture the attention of your Judges. Briefly introduce your Project, the thesis you supported in your Paper, and how the product you created relates to your paper. Body Introduce your Product and explain the process you went through to complete your Product. Explain how the Product was a “learning stretch” – how it challenged your ability and creativity and allowed you to problem-solve as you met and overcame obstacles. Explain the and the great sense of success that you feel now that your Project is accomplished! Conclusion Conclude with what you learned yourself through your Senior Project journey, and state whether or not the career associated with your Project is something you still want to pursue. Thank the Judges for their time. FINAL NOTES All videos and PowerPoint presentations must be saved on a flash drive. Video clips are limited to two minutes if sound is included in the video. You may use a four minute video if you are narrating the video rather than using the sound. Prepare to answer questions from the Judges about your Project and/or Product.
JOB APPLICATION FORM Please complete this application form (and the Equal Opportunities monitoring form enclosed / attached separately) and return them to: Please mark your email ‘Job Application – Senior Caseworker (Private Clients) OPEN UNTIL FILLED Migrants Resource Centre wishes to encourage electronic applications, but applicants preferring to submit a hard copy may send it to Migrants Resource Centre, Berol House, 25 Ashley Road, N1 9LJ Position applied for: Senior Caseworker (Private Clients) 1) Personal Information Full name: (Please underline your surname or family name) Address: Telephone no: (Home) (Work) address: 2) Education Name and location of school/college attended Exams passed/qualifications obtained 3) Professional Qualifications and Training
Senior Category Manager Grade/Pay £43k - 55k p.a Reports to National Category Manager Division/Directorate Location Sheffield Basis Full time, permanent Travel required? Yes Reporting Lines National Category Manager Category Tower Director & Business & Performance Manager Managing Director Purpose The Senior Category Manager is at the centre of a network of key stakeholders, end users, suppliers and management functions and responsible for ensuring a strategic sourcing programme for defined categories. To manage a defined NHS market category and the associated product categories across a number of NHS trusts To actively lead and manage multiple programmes from tendering to contract award and ongoing relationship management Performance manage against programme targets and ensure best value for money To support the National Category Manager in the delivery of category plans (timescale, business revenue & margin, supplier management etc) Other duties within the general scope of the post and appropriate to the role may be required occasionally Budget responsibility £3m Unit revenue £250m Geographic responsibility North Team size 3-4 Main accountabilities Deliver detailed resource plans and strategic sourcing programme Manage supplier relationships to maximise savings and leverage Purchasing plans integrated within category management Engage and influence key stakeholders Developing and managing procurement strategies for allocated categories Ensure key links with national procurement Provide specialist advice on local and regional purchasing activities Link/lead for customer interface Deliver cost and efficiency savings based on workplan and analysis of outcomes Deliver and build procurement activities Support cost reduction of business targets and objectives Develop and implement category action plans Manage stakeholder relationships Demonstrate and promote organisational vision and values Ensure compliance across all contracts