zilongwang/ReadingBank huggingface dataset:
project management, allocation and management of resources and sound financial management Explain in more detail: 5 Knowledge and understanding of Agency`s goals and objectives Yes No Explain in more detail: 6 Knowledge and proven practical experience with IT service management and governance frameworks (i.e. ITIL, ITSM, COBIT etc.) Yes No Explain in more detail: 7 Proven capacity to analyse complex information, to consider options in clear and structured way, to propose and implement recommendations and to make sound decisions Yes No Explain in more detail: 8 Strong drafting and communication skills in English both orally and in writing, at least at level C1 Yes No
Explain in more detail: 9 Previous management experience within an international and environment, preferably in the European Institution, Agency or other EU body Yes No Explain in more detail: 10 Good knowledge of the and financial circuits within the European public Yes No Explain in more detail: 11 Professional experience in managing, coordinating and supervising the activities of several teams/services Yes No Explain in more detail: 12 Previous experience in the management of datacentres Yes No Explain in more detail:
improvement in order to enable to achieve objectives Explain in more detail: 18 Ability to build productive and cooperative working relationships with hierarchy and other Units and colleagues Yes No Explain in more detail: 19 Ability to communicate clearly and to present complex subjects simply, both orally and in writing Yes No Explain in more detail: 20 Ability to organise, assign and manage the Unit`s work the members of the team as well as to set up challenging and realistic objectives Yes No Explain in more detail: 21 Ability to work under pressure and with tight deadlines, to make timely decisions, to reprioritize tasks responding to changes in a rapidly evolving work environment Yes No Explain in more detail:
22 Excellent analytical capabilities, problem-solving and skills Yes No Explain in more detail: Signature of the Applicant: ....................................... Signature (hand-written)
in writing, at least at the level C1 Explain in more detail: 5 Very good ICT skills with proficient knowledge of MS Office tools (Excel, Word, PowerPoint) Yes No Explain in more detail: 6 Professional experience in HR area, in particular within and EU Agency/Institution/Body or and environment Yes No Explain in more detail: 7 A degree or professional qualification in the field of HR, law or other subject relevant to the duties performed Yes No Explain in more detail: 8 Practical knowledge and/or experience with ABAC (EU Financial software) as Operational Initiator Yes No Explain in more detail: 9 Knowledge oh HR applications, tools and/or databases (for example Allegro, Sysper etc.) Yes No Explain in more detail: Effective organisational skills and ability to handle volume of work in Yes No
an efficient and timely manner Explain in more detail: 11 Service-oriented and ability to maintain good interpersonal relations at work Yes No Explain in more detail: 12 Ability to deal with confidential files, and to use tact and discretion when dealing with people Yes No Explain in more detail: 13 Developed sense of initiative and skills Yes No Explain in more detail: 14 Ability to work methodically and with attention to detail, as well as identify relations between the various aspects of the tasks and processes Yes No Explain in more detail: Signature of the Applicant: ....................................... Signature (hand-written)
No Criteria Describe How You Meet This Criteria Indicate The Name Of Employer Where You Demonstrated The Potential 1 English (Example) Have an IELTS band score of 7.0 Lorosa’e English Language Institute (LELI) 2 Leadership Ability (Example) As a supervisor in Customer Care Center Supervised 55 local agents Evaluate the performance of 55 agents in yearly bases. TELEMOR 3 … … … … … Applicant’s Name:_____________________________ Signature (Optional)_____________
Inspector-General of Taxation Selection Documentation Local Title: Executive Level 1 – Tax Complaints & Review Supervisor Salary: $108,790 - $124,794 per (plus attractive employer superannuation contribution) under the 2015–18 Enterprise Agreement Vacancy No: One Closing Date: Thursday 29 June 2017 Tenure: Ongoing, full-time Contact Person: Naomi Linning or Jarrod Joseph on (02) 8239 2111 Gazette Précis: Tax Complaints and Review Supervisor – conducting reviews, stakeholder liaison, research, analysis and drafting of public reports. Complex complaints management and support on administrative actions of the Australian Taxation Office and Tax Practitioners Board. Supporting and supervising complaints handling staff in their roles. The role is interesting and challenging and will expand your skills in a small office team environment. Eligibility Requirements: Demonstrated knowledge and application of taxation laws and policy. Relevant tertiary qualifications in law and/or accounting and experience in taxation matters is mandatory. Tertiary qualifications at Masters level in the area of taxation are preferred. Location: Selection Criteria: Sydney – A single office with national responsibility. Applicants are encouraged to manage their response to the selection criteria within an overall total of 2 pages. Notes: Employees of the Inspector-General of Taxation are required to be Australian citizens and must hold a current security clearance or successfully complete a clearance prior to commencement. Job Description Executive Level 1, Tax Complaints & Review Supervisor Inspector-General of Taxation Inspector-General of Taxation
Criteria Very strong 4 Strong 3 Adequate 2 Minimal 1 Inadequate 0 Complete application Submitted responses for all sections Provided an e-mail address in contact information Evidence of employment Provided at least one phone contact and e-mail address Position title reflects education/training position Evidence of educational preparation and development Education included completion of a physical education or health-related degree Completed at least one professional development activity (if completed more than one course or activity related to education and training, “4” rating)
Part 1 - Details of Interested Parties 1 Official use The Applicant(s) Name(s): Residential Address(es): Business Address(es): Telephone(s): Email Address(es): Date of birth: The applicant(s) is/are also: The proposed licence holder(s): Yes No The person(s) managing the property: Yes No The person(s) having control of the property: Yes No The freeholder: Yes No The leaseholder Yes No 2 Official use The Proposed Licence Holder (if not the applicant) Name(s): Residential Address(es): Business Address(es): Telephone(s): Email Address(es): Date of birth: The proposed licence holder is/are also: The person(s) managing the property: Yes No The person(s) having control of the property: Yes No The freeholder: Yes No The leaseholder: Yes No All information above is to be duplicated in section 10 3 Official use The Proposed Manager of the property (if not applicant or licence holder) Name(s): Residential Address(es): Business Address(es): Telephone(s): Email Address(es): Date of birth: Is the manager also the person having control of the property: Yes No All information above is to be duplicated in section 10
Provision for the installation of a cooker, usually being a 30 amp electric cooker point or a gas point, with sufficient space available adjacent to the point for the fitting of an oven and hob. Walls adjacent to preparation and cooking area are to be capable of being easily cleaned. There should be sufficient space for the fitting of a refrigerator or fridge/freezer. All and any appliances provided must be in good repair and in good working order. There should be an adequate number of suitably located electric power points for the safe use of kitchen appliances. Suitable means of mechanical extract ventilation to the kitchen should be provided where there is evidence of condensation mould growth. Suitable means of mechanical extract ventilation to the bathroom should be provided where there is evidence of condensation mould growth. Special Management Conditions Licence holders and / or his manager are expected to improve and maintain their knowledge and competency by undertaking training and development in housing related matters. It is expected that licence holders will complete at least five hours training per year. This may include attendance on training courses relating to housing either locally or nationally, completing a recognised online training course or even attending a private landlord meeting or event. Evidence to support this must be produced to the Licensing Team on demand.
COLLEGE SELECTIVITY INDEX < 2.0 CUMULATIVE GPA 2.0 – 2.4 CUMULATIVE GPA 2.5 – 2.9 CUMULATIVE GPA 3.0 – 3.4 CUMULATIVE GPA 3.5 – 4.0 CUMULATIVE GPA NO ACT SCORE 2-YEAR COLLEGES 4-YEAR COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE COLLEGES/ UNIVERSITIES < 18 ACT COMPOSITE 2-YEAR COLLEGES 4-YEAR COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE COLLEGES/ UNIVERSITIES 18 – 20 ACT COMPOSITE 4-YEAR COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE/ VERY SELECTIVE COLLEGES/ UNIVERSITIES 21 – 23 ACT COMPOSITE SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE/ VERY SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE/ VERY SELECTIVE COLLEGES/ UNIVERSITIES 24+ ACT COMPOSITE SOMEWHAT SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE/ VERY SELECTIVE COLLEGES/ UNIVERSITIES SELECTIVE/ VERY SELECTIVE COLLEGES/ UNIVERSITIES VERY SELECTIVE COLLEGES/ UNIVERSITIES VERY SELECTIVE COLLEGES/ UNIVERSITIES
Affiliate Structure for Select Plus for Government Agreements With Select Plus for Government, a unique customer ID is established with the public customer number (PCN) of an organization’s lead affiliate. The PCN is associated with the PCNs of any number of affiliates, linking them to the same agreement. This framework helps streamline purchasing, Software Assurance benefit delivery, and licensing reporting. A Select Plus for affiliate registration cannot be initiated without a Select Plus for Government agreement. Licensing Scenarios with Select Plus for Government The following scenarios can help you determine when Select Plus for Government is right for your organization. Scenario one: With Select Plus for Government: A state government has multiple agencies that purchase their own licenses. The organization has signed an Enterprise Agreement to standardize the IT infrastructure with each agency purchasing additional licenses to support unique IT needs using their own Select License agreement. This situation can create a few possible problems: Purchasing can get out of control. No easy way exists to accurately track and manage licensed assets. Renewing multiple agreements occurs at different times, making increasing administrative overhead. Managing the procurement process takes time and can be costly. The state agencies have a single, state-wide agreement that does not have to be renegotiated and renewed and complements their EA. This enables: Affiliate-level purchasing under a single master agreement. A single customer ID to provide organization-wide purchase benefits and asset reporting. Anytime licensed product purchasing at both central and affiliate procurement locations. Easy tracking and reporting on all licensed product assets across the organization—all the way to the affiliate level. The new Microsoft Licensing Statement to combine all of your organization’s software assets, including numbers for affiliates, in one report. An organization-wide asset view to help determine how to efficiently deploy newly licensed products. Scenario two: With Select Plus for Government: A federal government department needs to buy multiple servers for a number of IT initiatives that The department can purchase the server licenses through their Microsoft partner using a one-page
IRON MAN Maria Hill/various Inter Pacific Productions inc. POWERPUFF Z Various Inter Pacific Productions inc. BRATZ Portia blt productions INC. FANTASTIC FOUR VARIOUS OCEAN gundam 00 Various pacific productions inc. death note Naomi Misora/various inter pacif productions inc. CAPTAIN FLAMINGO Captain Flamingo Breakthrough RICKY SPROKET various Voicebox Productions GEORGE OF THE JUNGLE Various Nerd Corps TODD’S WORLD Ethel blt productions INC. STORM HAWKS Dove Nerd Corps PUCCA Pucca (Lead) Voicebox Productions TEAM GALAXY BRETT/Various airwaves sound design FAIRYTOPIA 3 Dandelion rainmaker CHRISTMAS WISH Principal Waterfront Pictures AND THE POCKETS Principal Voicebox Productions MIX MASTER various blt productions BARBIE AND THE 12 DANCING PRINCESSES Rowena Mainframe MONSTER BUSTER CLUB John airwaves sound design BEING IAN Various Voicebox Productions BARBIE MERMAIDIA/FAIRYTOPIA Mariposa blt productions INC. Principal airwaves sound design GALAXY HIGH Various blt productions INC. DEVIL KINGS (Video Game) Principal Voicebox Productions Inc. FIREHOUSE TALES Principal airwaves sound design l change the owrld various inter pacific productions inc. KRYPTO THE WONDER DOG various Voicebox Productions Inc, MGM POPEYEESTUARY ADVENTURES various Mainframe X-MEN Danielle Morningstar pacific Productions inc. DRAGON BOOSTER Principal inter pacific productions. IMAGINE X Melinda blt productions INC. Flash & dash various inter pacific productions inc. nana various inter pacific productions inc. 20th century boys various inter pacific productions inc. animation action showcase various pacific productions inc. utraviolet code 044 various pacific productions inc. GUNDAM 00 Various Inter Pacific Productions Other voice work includes games, radio plays and commercials RADIO AND VOICE OVER Extensive Animation/Voice-Over resume available upon request SPECIAL RECOGNITION 1995, 1996 Dora winner, 1997 Jessie Award Winner/ Elan Award nominee 2007/ Voice: Soprano – G Below, Middle C to High C Trained in all dialects
Creativity Individuality Unpredictable Expedient Originality Ingenuity Unconstrained Lifestyle/work balance Lively Fun Choices Flexibility Expertise Expert Technical expertise Proficiency Superiority Competency Material reward Profit driven Financially driven Pay and bonuses Money Intellectual Learn Intellectually challenging Stimulating Power and influence Guide Govern influence Recognition Respect Reward Praise Recognition Appreciation Security Settled Predictable Stable Secure Regular Your own Structure Structure Organisation Orderly Clarity Efficiency
Table 1: Matrix Relating Program Outcomes to Program Objectives Program Objectives Program Learning Outcomes 1 2 3 4 5 6 7 8 of Banking, Financial and Management Concepts Improving the Analytical Skills of Students to evaluate the Business Situation and Financial Health of a Firm depth and breadth of in the chosen area of Enable students to rise to the challenges in the given area of Demonstrate effective written & oral Be able to promote banking products in particular and bank’s image in general Be able to deal with the issues in the banking system Be able to keep abreast with the latest used in banking industry Technical and Conceptual Background on Banking & Finance In-depth Understanding of specialization courses Communication and Presentation Skills Understanding of Latest Development in IT & Banking Section 2: Curriculum Design and Organization 2.1 Degree Title Master of Business Administration (Banking & Finance)
4.2 Courses Standard 4-1: Sufficient Frequency of Course Offering The program offers all the core and elective courses as per the programme structure on a frequent basis. 4.2.1 Core Core course being an essential component and sizeable part of the MBA (Banking & Finance) programme are offered in every semester, extended over the duration of the programme. 4.2.2 Elective courses Elective courses are offered from third semester onwards till the seventh semester from the selected area of specializations. Students have to take at least four elective courses from any of three mutually exclusive area of specialization: Islamic Banking & Finance, International Banking & Finance and Consumer & Microfinance. 4.3 Structure of Courses Standard 4-2: Effective Faculty/Student Interaction The student/teacher interaction is an essential pillar of MBA (Banking & Finance) programme. The following principles are observed to ensure successful achievement of programme objectives: Each class is made of 40 students at most. 75% attendance during the semester in each subject is mandatory. At least 2 CGPA must be maintained by the students to retain their position in the program Students are assessed for their academic progress through monthly exams and a final comprehensive exam Faculty distributes outlines in the beginning of the semester and devotes office hours for students counselling. Students are instructed to be punctual and efficient in fulfilling the requirements of based or take-home tasks and assignments.
people at work 1.2 Describe how to other people in a way that is sensitive to their needs 6.2 Complete work tasks with other people in a way that is sensitive to their needs 1.3 Describe how to treat other people in a way that respects their abilities, background, values, customs and beliefs 6.1 complete work tasks with other people in a way that shows respect for (a) backgrounds (b) abilities (c ) values, customs and beliefs 1.4 Describe ways in which it is possible to learn from others at work 6.3 Use feedback and guidance from other people to improve own way of working 6.4 Follow organisational procedures and legal requirements in relation to discrimination legislation, as required. Understand how to maintain security and confidentiality at work and deal with concerns 2.1 Describe the purpose and benefits of maintaining security and confidentiality at work 2.2 Describe requirements for security and confidentiality in an organisation 7.1 Keep property secure, following organisational procedures and legal requirements 7.2 Keep information secure and confidential following organisational procedures and legal requirements 2.3 Describe legal requirements for security and confidentiality, as required 2.4 Describe procedures for dealing with concerns about security and confidentiality in an organisation 7.3 Following organisation procedures to report concerns about security/confidentiality, as required. Understand the purpose of keeping waste to a minimum in a business environment, and the 3.1 Explain the purpose waste to a minimum 8.1 Complete work tasks keeping waste to a minimum 3.2 Describe the main causes of waste that may occur in a business environment 3.3 Describe the ways of keeping waste to a minimum
procedures to follow 3.4 Identify the ways of using technology to reduce waste 8.2 Use technology in own work task(s) in ways that minimise waste 3.5 Outline the purpose and benefits of recycling 3.6 Describe organisation procedures for recycling materials Understand procedures for disposal of hazardous materials 2. Describe the benefits for the recycling and disposal of hazardous materials 5.2 Describe the organisational procedures for the recycling and disposal of hazardous materials for an organisations 11.1 Follow procedures for recycling and disposal of hazardous materials in own work takes, as required Understand ways of supporting sustainability in an organisation 6.1 Outline the purpose of improving efficiency and minimising waste 6.2 Describe ways of improving own working methods and use of technology to achieve efficiency and reduce waste 8.4 Follow procedures for the maintenance of equipment in own work
Handout 1 Self-Control and Self-Discipline Example of What self-control was or could be used in this situation? What self-motivation was or could be used in this situation? Example: Saving to buy a car by 18th birthday not to go out to eat with friends get part-time job, open bank account
Date Client Information Hours Start/End Amount Earned Contact This Client Agency Use Only Verification Notes Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address: Phone: Name: Yes No Who: Date: Address:
I, _____________________________________, am providing this written statement of my income and expenses (if applicable), Name from my business or the business in which I am employed ________________________________________________________ Name of Business or Employer for the tracking period beginning _____________________ and ending ____________________. Part I. Income: After inserting payment amounts for the specific tracking period, total the amounts at the bottom (make additional copies if needed). Week Tracked Source of Income (client, sale, project, etc.) Amount Week 1 – Dates: Week 2 – Dates: Week 3 – Dates: Week 4 – Dates: Week 5 – Dates: Week 6 – Dates: Week 7 – Dates: Week 8 – Dates: Week 9 – Dates: Week 10 – Dates: Week 11 – Dates: Week 12 – Dates: Week 13 – Dates: Week 14 – Dates: Week 15 – Dates: Week 16 – Dates: Week 17 – Dates: Week 18 – Dates: Week 19– Dates: Week 20 – Dates: Week 21 – Dates: Week 22 – Dates: Week 23 – Dates: Week 24 – Dates: Total: ____________ I certify the information provided in this is true and correct, and reflects the total amount of income for the specified tracking period.
______________________________________ _______________________ Signature Date Name: _______________________________________Tracking Period: ___________________________________ Part II. Expenses: inserting business expense amounts for the specific tracking period, total the amounts at the bottom (make additional copies if needed). Date Type of Expense (rent, supplies, business taxes/advertising, etc.) Amount Week 1 – Dates: Week 2 – Dates: Week 3 – Dates: Week 4 – Dates: Week 5 – Dates: Week 6 – Dates: Week 7 – Dates: Week 8 – Dates: Week 9 – Dates: Week 10 – Dates: Week 11 – Dates: Week 12 – Dates: Week 13 – Dates: Week 14 – Dates: Week 15 – Dates: Week 16 – Dates: Week 17 – Dates: Week 18 – Dates: Week 19 – Dates: Week 20 – Dates: Week 21 – Dates: Week 22 – Dates: Week 23 – Dates: Week 24 – Dates: ____________
P5 use facilitative techniques that are consistent with the objectives of the observations K7 possible cultural, social and gender based influences on pupils’ responses to being observed K8 the concepts of reliability, validity and subjectivity of observations P6 promptly, accurately and legibly complete recordings from observations in the required format K9 how to summarise and present information from observations of pupil performance and development P7 present the results of your observations to the teacher to assist the evaluation of evidence relating to the pupils’ stage of development P8 maintain confidentiality according to the school’s procedures K10 the importance of confidentiality when dealing with information about individual pupils and the school policies and procedures for ensuring confidentiality of information 29.2 Promote pupil performance and development P1 reflect upon your observations of pupil performance and development and identify implications for your own practice K11 how reflection on the outcomes of pupil observations can be used to inform your own practice P2 discuss and agree your observations and conclusions with the teacher P3 contribute to planning for individual pupils based on your observations and reflection P4 implement plans flexibly and evaluate their effectiveness in promoting pupil performance and development
5. Provide the school’s institutional assessment and improvement plan for distance education, which outlines, at a minimum, the following: a. The school’s plan to ensure that its facilities, equipment, technology, and other resources and infrastructure associated with distance education are appropriate to the subject matter of the program(s)/course(s) of study; b. A demonstration (through supportable documentation) that the resources needed for the distance education infrastructure are integrated in the long-term budget of the school to include minimally the budget allocation made in such areas as staff and faculty salaries, staff and faculty development, educational materials, learning resource materials, and advertising; and c. A description of the delivery system used for distance education, including the provisions that the school uses to insure that the students who are enrolled in the courses are the students who are actually taking the courses and receiving the academic credit for the courses. Provide access instructions and a temporary user ID and password that can be used to access and evaluate the distance education delivery system. B. Objectives and Student Achievement Describe the outcomes expected from the distance education program(s)/course(s) of study. (Specify the expected knowledge, skills, and competency levels that students will achieve in the distance education program or course of study). Explain how the objectives of distance education program(s)/course(s) of study are consistent with the mission of the school and its educational and training objectives. Describe how the program(s)/course(s) of are appropriate for delivery through distance education methods. Describe how the objectives of distance education program(s)/course(s) of are readily available for student consideration. Explain how the school facilitates the delivery of course content such that students may reasonably be expected to achieve the learning outcomes. Explain how the school assesses student learning and achievement outcomes. C. Programs, Curricula, and Resources Describe how the length of each distance education program or course of study is appropriate to achieve the specified objectives and outcomes. Explain and describe the method or methods of delivery (i.e., asynchronous electronic media, synchronous electronic media, etc.) utilized for each distance education program or course of study. Explain how each distance education program or course of study provides for timely and meaningful interaction between students and faculty, and among students.
Verified as Correct (graduate’s employment is verified as listed in the school’s record); Verified but Different (e.g., different start date, job title, employer, etc.); Unable to Verify (unable to verify after all attempts); and Verified as Not Correct (e.g., graduate not found in employer records, position is unpaid/externship, other discrepancies). The following chart completed for each program: Independent Party Initial Employment Verification Reported Program Rates Annual Report Year Program Title (Credential) Length of Program (Months) Total number of students sampled number of available students to sample* Sample size percentage Verified as Correct Verified but Different Unable to Verify Verified as Not Correct *Students classified as Graduates - Employed in Field in program The following chart completed with the aggregate institutional results across all programs: Independent Third Party Initial Employment Verification Reported Institutional Rates Annual Report Year Name of Third Party Company Total number of students sampled number of available students to sample* Sample size percentage Verified as Correct Verified but Different Unable to Verify Verified as Not Correct *Students classified as Graduates - Employed in Field across all programs for Annual Report year 4. Any additional information or response the school deems appropriate regarding the above results.
OCCUPATION SPECIALIST INFORMATION PACKAGE OUTLINE The Commission requires that the on-site evaluation team for each school seeking initial accreditation include an Occupation Specialist for each program, or groups of related programs, offered by the school. Therefore, complete Appendix A for each distinct program or group of closely related programs offered at the school. Note that the below information is a selection from the main Self-Evaluation Report document but includes only that information which is relevant and necessary for the Occupation Specialist review. The school must prepare a separate electronic Occupation Specialist CD for each of these program areas, which is labeled “Occupation Specialist Information” and indicates the program name or area of concentration on the cover. Each CD must include the items below as they relate to each program area and include a copy of the school’s current catalog. II – PROGRAM REQUIREMENTS A. GENERAL REQUIREMENTS 1. Program Organization and Length a. Describe how the school ensures that there are detailed and organized instructional outlines and course syllabi for each program showing a scope and sequence of subject matter sufficient to achieve the program objectives and to acquire the necessary knowledge, skills, and competencies. b. Explain how the school has determined that the length of each program offered is appropriate to enable students to achieve the program objectives and to acquire the knowledge and skills necessary for initial employment in the field for which training is provided. Provide a summary of external validation in regard to each program’s length. c. For every program, explain how the program name accurately aligns to program objectives and describe the balance of didactic, supervised laboratory/shop, and externship hours, including the process and procedure for determining that the distribution of educational pedagogy is appropriate to achieve the announced objectives and to acquire the knowledge, skills, and competencies necessary, minimally, for initial employment in the field for which training is provided. d. If the number of clock or credit hours in the school’s programs differ significantly from comparable programs (i.e., that prepare graduates for the same occupational field), provide justification of the program length. The justification must include regional comparisons with similar programs. 2. Program Evaluation a. Describe the school’s systematic and evidence-based process to evaluate curriculum and course content (i.e., academic general education, applied general education,
Details of Children Child’s name Eldest first Gender Date of birth Immigration status Considered to be disabled by main carer? √ YES/NO? Asian or Asian British Black or Black British Chinese or Ethnic Group Mixed Subject to Social Care Assessment of Needs (MESH) TAF/TAC Child Protection Plan Who is the lead professional Male Female Asylum seeker Refugee Pending Indian Pakistani Bangladeshi Other Asian Caribbean African Other Chinese Ethnic Any mixed British Irish Other White Child in need C.1 C.2 C.3 C.4 C.5 C.6 C.7 C.8 C.9 C.10 C.11 C.12 C.13 Please complete those boxes which apply to any of the children. Note the terms above are nation-specific – not all will be relevant in your area.
Details of other members of the household with responsibilities for caring for the children N.B. PLEASE COMPLETE ALL SECTIONS - We are unable to process this referral without all of the information. Gender Date of birth Immigration status Consider themselves to be disabled or Asian British Black or Black British Chinese or Other Ethnic Group Mixed White Male Female Asylum seeker Refugee Pending YES? Indian Pakistani Bangladeshi Other Asian Caribbean African Other Chinese Other Ethnic Any mixed British Irish Other White Main Carer Partner living in household Housing (please highlight appropriate box) Social Housing Private Rented Temporary Accommodation Private Owned Over Crowded Other (specify) Transport (please highlight appropriate box) Available Car No Available Car Public Transport No Public Transport Route Public Transport is not a viable option Other (specify) Employment Is any household member in paid employment Yes/No If yes, who? Is any household member employed by armed forces Yes/No Is any main family carer in prison Yes/No
Upcoming Economic Development Related Conferences , Long Beach, CA ARC Event: T ,Pittsburgh . San Antonio TX (October 22-25) , Atlanta GA (November 15-17) Reports, Tools and Data Select USA Issues Report on the Role of FDI in High Tech Industries Select USA has announced the release of a new report: . This report highlights the role foreign direct investment (FDI) plays in U.S. high-tech industries, from employment to research and development spending. To view SelectUSA's first industry-focused report, FDI in Manufacturing, Census Has New Tools for Using Data from American Community Survey In conjunction with its release of the last week, the Census Bureau provided these updates. New Data Exploration Platform The U.S. Census Bureau is currently working to streamline online data dissemination to be more customer-driven and user friendly by creating one centralized and standardized platform to underlie the search on . Beginning September 14, some 2016 American Community Survey statistics, including detailed tables, data profiles, subject tables, and comparison profiles, will be available on the preview site at , in parallel with the data released on American Factfinder. We encourage you to take a look at and provide your thoughts on our work in progress at . New Data Visualization The U.S. Census Bureau has a new way for people to explore ACS data through two new data visualization tools. The allows to explore ACS data for all 50 states. The includes a bar graph and map of the U.S. highlighting ACS characteristics for all 50 states Census Bureau Reports on Job Creation by Startups: 2M jobs in 2015 In 2015, the nation’s 414,000 startup firms created 2.5 million new jobs according to data from the Census Bureau’s . In contrast, this level of startup activity is well below the pre-Great Recession average of 524,000 startup firms and 3.3 million new jobs per year for the period 2002-2006. Other highlights include: Job creation in the United States totaled 16.8 million with job destruction equaling 13.7 million. Job creation minus job destruction equaled net job creation of 3.1 million in 2015. Young firms (those less than 6 years old) accounted for 11 percent of employment and 27 percent of job creation.
Rubrics for Evaluation School Management of Mathematics Interventions Each of the rubrics also has suggestions for possible sources of data. More detailed information about what questions to ask key informants, for some of the rubrics, is listed under Specific Interview Protocols and Other Data Collection Tools and Suggestions (p. 18). Rubric 4: Consultation and involvement with parents, caregivers, families and whanau Core Concept: How well does our school consult with and involve parents/whānau of students achieving below curriculum expectations in mathematics? Rating Description
What strategies do you find most effective for building on those strengths and addressing those barriers? What have you tried, what works best for which children, why, and how do you know? Rubric 8: effective classroom teaching practice Have you managed to achieve any substantial gains in mathematics achievement among your students achieving below curriculum expectations in mathematics? [Check out the concrete evidence.] What do you think allowed that breakthrough, and how have you changed your teaching to help get more gains like this? Rubric 8: effective classroom teaching practice Rubric 9: accelerated progress for students achieving below curriculum expectations in mathematics
How do your teachers/classroom help you with your mathematics? Rubric 8: effective classroom teaching practice What other help are you getting with mathematics and Why? Do you enjoy it ? Is it rewarding for you ? Why /why not? Rubric 4: parent/whānau engagement Is it helping? How do you know? Is there anything that is easy/too hard/just right for you? Do you enjoy some parts of learning better than others? What parts? Rubric 5: choice of approach and interventions Rubric 9: accelerated progress for students achieving below curriculum expectations in Mathematics
Selected Answers Part II to Mols and Stoichiometry Worksheet Empirical Formula: Find the empirical formulas for the following compounds. Find the empirical Formula for a compound that contains 32.8% chromium, and 67.2% chlorine. Cr = Ratio approx. 1:3 therefore Empirical Formula→ CrCl3 Cl = The compound benzamide has the following composition. What is the empirical formula? C=69.40% H=5.825% O=13.21% N=11.57% C = 7 H = = 7 Therefore Empirical Formula → C7H7ON O = =1 N = = 1 What is the empirical formula for a compound which contains 0.0134 g of iron, 0.00769g of sulfur and 0.0115g of oxygen? Fe = =1 S = =1 Therefore empirical formula → FeSO3 O== 3 Empirical Formulas and hydrates: A chemist has a sample of hydrated Li2SiF6 and it weighs 0.4813 grams. He heats it strongly to drive off the water of hydration, and after heating, he found that the anhydrous compound has a mass of 0.391 grams. Find the formula of the hydrate.
Open Door Policy. The Basic Course Director and Associate Basic Course Director have an open door policy for all GTAs. GTAs are welcome to meet with either faculty member as needed to discuss administrative and teaching challenges. University Service In addition to accommodating a large number of students each semester, the blended large lecture/lab version of the course is constantly being examined to determine ways in which the course can help meet university needs. The following two projects are currently underway: FrogFolio. Given the FrogFolio initiative on campus, the Basic Course Director is working closely with Dr. Daniel Terry, Director of ePortfolio, to utilize the FrogFolio in COMM 10123. The FrogFolio was embedded in the course in fall 2014 and is being closely monitored by Dr Finn, Dr. Terry, and Dr. Catherine Wehlburg, Associate Provost Instructional Effectiveness. If the FrogFolio can effectively be embedded into the course, COMM 10123 will help approximately one thousand students a year obtain a FrogFolio account and receive training on how to effectively create and use a FrogFolio. Honors College. The Associate Course Director is working closely with the John V. Roach Honor’s College to determine current and future needs for honors sections of COMM 10123. Based upon recent conversations, 1-2 sections of the course are needed each semester starting in fall 2015. Plans are underway to help meet this need. Improvement Plans In an ongoing effort to improve the blended large lecture/lab version of COMM 10123, the following are in the works: Labs. A proposal has been made to restructure the current lab offerings. Currently, labs are being offered twice a week for 50-minutes each. However, in order to resolve a number of structural and logistical issues in the course, the proposal outlines a model for labs to follow the natural sciences and meet once a week for 1 hour and fifty minutes. Online Lectures. The Basic Course Director is working closely with the Koehler Center to incorporate current best practices for online and mobile teaching and learning into the online lectures. Comprehensive Assessment Plan. Beginning spring 2015, a comprehensive assessment plan for the course will be implemented. The assessment plan will include and micro assessment of course learning outcomes. Conclusion The basic speech course continues to be an integral part of the department. Assessment
1. Research local resources that are available to help beneficiaries with business planning, feasibility studies, financing, accounting systems and bookkeeping, tax planning/preparation, and setting up corporations/LLC, etc. 2. Provide specific information and referral services to help beneficiaries connect with local sources of business expertise and assistance. 3. Help beneficiaries understand the business plan requirements inherent in the PASS program – reviewing business plans and providing general feedback about whether PASS requirements are met or not. 4. Advise beneficiaries about the impact of various business structures (corporations, LLC, sole proprietorship, etc.) on public benefits. 5. Advise beneficiaries on the impact of accounting methods (accrual vs. cash) on public benefits. 6. Help beneficiaries understand how to include work incentive payments in business financial statements. 1. Help beneficiaries decide what type of business they should pursue. 2. Determine whether or not a beneficiary is capable of starting and managing a business. 3. Provide direct assistance with writing, editing or critiquing business 4. Share information with beneficiaries on any legal or tax issues related to business establishment or management. 5. Give advice to beneficiaries on sources of business financing beyond work incentives related to public benefits. CWICs do not assist with preparing financing requests or loan applications. 6. Perform feasibility studies or assessments. CWICs are not qualified to evaluate the viability of a business concept. 7. Prepare financial statements for the business such as break-even analysis, cash flow analysis, or income/expense statements. 8. Provide business analysis, consultation and problem solving services to increase profitability. Following is an explanation of the CWIC’s role in some of the most common areas related to the business domain:
References Barber, B. (2008). Consumed: How markets corrupt children, infantilize adults, and swallow citizens whole. New York: W.W. Norton. Context Institute (1983/1996). SRI’s values and lifestyle program. Retrieved from Curtis, A. (2002). Century of the self part 3: There is a policemen inside all our heads, he must be destroyed. British Broadcasting Corporation [motion picture]. Erikson, E. (1959/1994). Identity and the life cycle. New York: W. W. Norton. Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. New York: Picador. Maslow, A. H. (1954/1970). Motivation and Personality. New York: Harper & Row. Maslow, A. H. (1966). The psychology of science: A reconnaissance. New York: Gateway. Maslow, A. H. (1962). Toward a psychology of Princeton: Van Norstrand.
APPENDIX 6: Medication Reminder Chart EQUALITY IMPACT SCREENING TOOL To be completed and attached to any procedural document when submitted to the appropriate committee for consideration and approval for service and policy changes/amendments. Stage 1 - Screening Title of Procedural Document: Self-Administration of Medicines Policy Date of Assessment 16th May 2017 Responsible Department Pharmacy Name of person completing assessment Nicola Hill/Jane Marshall Job Title Senior pharmacists Does the policy/function affect one group less or more favourably than another on the basis of : Yes/No Comments Age No Disability Learning disability; physical disability; sensory impairment and/or mental health problems e.g. dementia No Ethnic Origin (including gypsies and travellers) No Gender reassignment No Pregnancy or Maternity No Race No Sex No Religion and Belief No Sexual Orientation No If the answer to all of the above questions is NO, the EIA is complete. If YES, a full impact assessment is required: go on to stage 2, page 2 Although all answers above are NO see Full Impact Assessment
(D) RESEARCH GUIDANCE S.No. Degree Number of Candidates Maximum Score Awarded Submitted API Score Self Score 1 M.Phil. -- Awarded: 5/Candidate 2 Ph.D. Awarded: 15/Candidate Submitted:10 /Candidate (E) PARTICIPATION IN WORKSHOPS / CONFERENCES / SEMINARS S.No. Event Number of Events Maximum Score API Score Self Score 1 Workshops / Soft Skills Programmes / Faculty Development Programmes / Training Programs on Institutional Governance (a) Not less than one week duration : 20 / Each Event (b) Less than one week duration : 10 / Each Event 2 Paper Presentation in Conferences / Seminars outside the college (a) International level : 15 / Each Event (b) National level : 10 / Each Event (c) State level : 5 / Each Event 3 Paper Presentation in Conferences / Seminars inside the college (a) International level : 10 / Each Event (b) National level : 5 / Each Event (c) State level : 3 / Each Event 4 Participation in Conferences / Seminars without paper presentation outside the college (a) International level : 5 / Each Event (b) National level : 3 / Each Event (c) State level : 2 / Each 5 Resource Persons in Conferences / Seminars outside the college (a) International : 15 / Each Event (b) National level : 10 / Each Event (c) State / College level : 5 / Each Event
Does product liability insurance to cover potential damage? yes Description of realizition: 6.7 partially no Does a workload planning, work preparation and production planning system exist to secure the delivery reliability? yes Description of realizition: 6.8 partially no Logistics 7.0 Delivery cycles: daily Description of realizition: 7.1 weekly flexile Just in time: yes Description of realizition: 7.2 partially no Exchange containers: (Kanban) yes Description of realizition: 7.3 partially no Processing through service providers (e.g. C part management): yes Description of realizition: 7.4 partially no Consignment stock: yes Description of realizition: 7.5 partially no Environmental management 8.0 Is an up-to-date hazardous materials index maintained? yes Description of realizition: 8.1 partially no Do you use exclusively environmentally compatible packaging material? yes Description of realizition: 8.2 partially no Do you use reusable packaging? yes Description of realizition: 8.3 partially no Continious improvement process (CIP) 9.0 Has a continuous improvement process been introduced in your company? yes Description of realizition: 9.1 partially no Additional notes: completed by: Date: obtained by: Date: