zilongwang/ReadingBank huggingface dataset:
NAEPS has led the development, implementation and evaluation of the secondary counselling service A range of qualitative and quantitative data shows that the secondary counselling project is making a significant impact on the young people that access the service The value of the psych service has been to provide a clear implementation and evaluative framework, and help embed the counsellors more strategically within a whole school, collaborative approach to meeting mental health and wellbeing. Continue to develop opportunities for joint work with secondary counsellors Continue to support a coherent approach to school support for mental health through collaboration with choose life and school counsellors. Support further collaboration between counselling service and Educational Psychology service, including work and joint projects 2.3 High quality learning and teaching is taking place in all our education establishments National Improvement Framework Priority Improvement in attainment, particularly in literacy and numeracy.
Self-Evaluation for (Name)__________________________________ Project My Contribution Purpose Management’s Response Company cell phones Researching and comparing providers, and equipment Finding the most suitable and phones and service Pleased with an almost 12% reduction in cell service costs, improved reception, and enhanced phone features Education Lesson(s) Learned Application Performance Improvements Employee Enrichment Program Teamwork Conflict Resolution Goal-setting How to effectively work as a team of diverse individuals towards a common goal Able to collaborate to identify goals and motivating factors to improve efficiency and morale Achievements:
How well do governors ensure that a robust and continuous self-evaluation process is in place that involves the school community in evaluating their effectiveness as a Church school? Have the recommendations from the previous SIAMS inspection been addressed and brought about positive outcomes for pupils? Actions taken Impact Next steps: Strand 2: Wisdom, Knowledge and Skills In developing wisdom, knowledge and skills in a Church school, the school must evaluate: How effective is the school at meeting the academic needs of all pupils through the curriculum? How effective is the school in identifying and supporting those who are more vulnerable and who may have additional learning and personal needs? How well does the school support all pupils in their spiritual development, enabling all pupils to flourish? Actions taken Impact Next steps: Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy In developing character, the school must evaluate: To what extent does your school’s vision and its associated values develop aspiration in all pupils, giving them resilience to cope well when things are difficult and the perseverance to overcome barriers to their own learning and to make positive choices? Do leaders make sure all pupils have curriculum opportunities to look beyond themselves, ask ‘big questions’ and think globally about life and develop an understanding of disadvantage, deprivation and the exploitation of the natural world? How effectively has the school explored and engaged in diocesan and other global companion/world church links?
CLC activities that helped solve the problem Highlight why a CLC was best suited to addressing the problem The Result or Outcome Changes or improvements as a result of the activities Finish the sentence ‘Now the problem is solved…’ and review – Impact report Local CLC Community Legal Centre provides free legal help to anyone who lives, works and studies in the Local area, or otherwise has a connection to this community. Our services are designed to be appropriate to the needs of the Local community, and effective so that they have a positive impact for clients. Our Services: Last financial year The Generalist Service provides 45 minute, one-off legal advices on any civil law matter, which can include but is not limited to such matters as: Powers of attorney Debt Contract Consumer rights Boundary fences and Domestic violence orders Criminal matters, including youth Tenancy matters. 1,234 legal advices were provided to Local residents
SELF-FUNDED FELLOWSHIP COMMITTEE GENERAL PRINCIPLES FOR CONSIDERATION OF A PROPOSAL 1. No self-funded fellowships for those that have the workload of residency positions, except under the most extraordinary circumstance (consideration can be made to modify the fellowship by removing any call requirement, or by finding alternative ways of funding individuals). 2. Fellowships that are more likely to be approved by the committee will include all of the following factors: Appropriate candidate Fellowship is approved by the division Candidate can sign a document attesting that they have the equivalent of a PGY1 salary for each year of training to support themselves*, or a partner who is funded The fellowship does not have the workload of a residency position The fellowship does NOT have a high service component (i.e., it is a so-called “boutique” fellowship, there is a very high educational component and no financial reason for the supervisor to pay a fellow) There are no paid fellows doing the same or equivalent fellowship in the division 3. Supervisor agrees to monitor the situation once the fellow arrives to ensure there is no undue financial hardship. * Annual Salary Scale , as of July 2015 PGY1 salary was $56,000. . PROPOSAL SUBMISSION The proposal for a self-funded fellowship is to be described using the Self-Funded Fellowship Request form and submitted to the Department of Medicine Director of Postgraduate Programs along with the candidate’s c.v., reference letters, and goals and objectives of the fellowship. double click to open Proposals may be emailed to , or mailed to the address below. Dr. Cheryl Jaigobin, Director, Fellowship Programs Attn: Fellowship Training Programs Department of Medicine, University of Toronto 3-805, R. Fraser Elliott Building 190 Elizabeth Street Toronto, ON M5G 2C4 For assistance, call the Department’s Fellowship Training Program office 416-978-6453.
Advocacy in Surrey is provided by Surrey Disabled People’s Partnership (SDPP) In partnership with SDPP is a registered Charity: 1156963 Company Limited by Guarantee: 891523 Introduction The National Health Service (NHS) works hard to treat everyone
The Ombudsman may decide not to investigate the case and take no further action (for example, if they think that the NHS has done all it can to resolve your complaint locally). The Ombudsman may decide not to investigate the case but may ask the NHS provider or practitioner to take action which they think would resolve your complaint more quickly without the need for an Ombudsman investigation; this is called an ‘intervention’. The Ombudsman may decide to out an in-depth investigation resulting in a detailed report about the case; this investigation will be very thorough and can therefore take some time. The Ombudsman aims to complete If your complaint is investigated by the Ombudsman The ombudsman will write a detailed report about the case. If the complaint is upheld they can make recommendations to the NHS provider or practitioner to put things right The Ombudsman’s Decision Questions and Answers
Damaged/missing Faulty aim/adjustment Runway lighting Taxiway lighting Pilot control lighting Navigational Aids Rotating beacon operable Wind indicators systems Obstructions Obstruction lights operable Cranes/trees Fueling Operations Fencing/gates/signs Fuel marking/labeling Fire extinguishers Frayed wires Fuel leaks/vegetation Snow & Ice Surface conditions Snowbank clearances Lights & signs obscured NAVAIDs Fire access Construction Barricades/lights Equipment parking
Material stockpiles Confusing signs/markings Aircraft Rescue and Fire Fighting Equipment/crew availability Communications/alarms Response routes affected Public Protection Fencing/gates/signs Jet blast problems Wildlife Hazards Wildlife present/location Complying with WHMP Dead birds Comments/Remarks: Airfield Map on Reverse Side
TABLE OF CONTENTS TRAFFIC – FULL TEXT CODE SECTION DESCRIPTION § 46.2-873.1. HB854 and SB470 Speed limits; maximum limit on nonsurface-treated highways in certain counties. 1 §§ 46.2-100, 46.2-626.1, 46.2-662, 46.2-711, 46.2-715, 46.2-910, 46.2-1011, 46.2-1014, 46.2-1057, 46.2-1068, 46.2-1092, 46.2-1167, 46.2-1500, and 46.2-1993. HB122 and SB383 Autocycle; defines a new class of vehicle and provides for examination of drivers, fees, etc. 2 § 46.2-1158.1. and SB138 Vehicle safety inspection approval; increases grace period for certain members of armed services. 30 § 46.2-839. SB97 Bicycles, etc.; minimum clearance for passing. 31 §§ 18.2-270, 18.2-271.1, 46.2-391.01, and 46.2-391.2. SB482 Driving under influence of alcohol; probation, license suspension, etc. 32 § 46.2-1129.2. HB341 Natural gas vehicles; weight limit exception, allowance for Interstate highways. 40 §§ 46.2-341.4, 46.2-341.8, 12 46.2-341.14:5, 46.2-341.14:6, 46.2-341.16, 13 46.2-348, and SB565 Commercial driver's licenses, etc.; compliance with federal requirements. 41 § 46.2-1149.6. HB415 and cranes; permits authorizing operation over highways for those that exceed maximum weight. 61 TRAFFIC – SUMMARY ONLY
SELF INTRODUCTION RUBRIC TRAIT 4 3 2 1 NONVERBALSKILLS EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes. BODY LANGUAGE Movements seem fluid and help the audience visualize. Made movements or gestures that enhance articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. POISE Student displays relaxed, self-confident nature self, with no mistakes. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Displays mild tension; has trouble recovering from mistakes. Tension and nervousness is obvious; has trouble recovering from mistakes. Verbal Skills 4 3 2 1 Enthusiasm Demonstrates a strong positive feeling introducing self in Dine shows positive feeling about introducing self in Dine Shows some negativity about introducing self in Dine Show absolutely no interest in introducing self in Dine Voice Uses a clear voice and correct pronunciation of terms so that all audience members can hear presentation Voice is clear. Pronounces most words correctly. Most audience members can hear presentation Voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation Mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of audience to hear. Content 4 3 2 1 Organization Presents information in a logical, interesting sequence which audience understands Presents information in logical sequence which audience can follow Audience has difficulty following presentation because students jumps around Audience cannot understand presentation because there is no sequence of information
control as we would like, but we have to keep on going to reach our goals. Together I think we can do that if we remember to listen to each other, and to keep on trying. Example movie Can be found on the class website on August 8th Rubric: This assignment is worth a test grade (50% category) 100 70 40 11-12W4 11-12W5. 11-12W10 Student provides a rough draft of a script sits in a writing conference with teacher(s) Successfully makes corrections to rough draft to correct development, organization, and style for the task, purpose and audience Student provides a draft of a script sits in a writing conference with teacher(s) Attempts to make corrections to rough draft to correct development, organization, and style for the task, purpose and audience Student skips the rough draft of a script Does not sits in a writing conference with teacher(s) Does not makes corrections to rough draft to correct development, organization, and style for the task, purpose and audience 11-12W6: 11-12SL5: 11-12SL6: The student Creates a 1 to 2 minute introductory video and shares it via school based technology. Follows script in an organic, comfortable way that engages the audience Previews video with instructor to receive feedback in order to make adjustments Speaks clearly and smoothly in video where sound is easy to hear with little to no background noise. Speaks in appropriate language for an academic setting. The student Creates a 1 minute introductory video and shares it via school based technology. Deviates from the script OR appears wooden with almost no engagement with the audience. Previews with instructor to receive feedback in order to make adjustments, but fails to correct the videos cleanly Speaks in a choppy or mumbling manner. SOme background makes it difficult to hear. Speaks in appropriate language for an academic setting for the majority of the The student Does not creates a 1 to 2 minute introductory video and but does shares his/her script via school based technology. . .
My Place (WA): ‘’ covers topics such as preparing a budget, making a weekly plan, and advertising, training and managing your workers. This is available at WAiS: ‘Engaging Your Own Supports’ includes information employing workers. This guide is available at us By phone: 9426 9200 By email: By post: PO Box 441, West WA, 6872 Our website: This Easy Read document was created by the Information Access For any enquiries please visit . Quote job number 2679.
Resources - Directly employing staff Directly employing your own staff Fair Work Ombudsman for information and advice about workplace rights and employer obligations Safe Work Australia for information work health and safety, and Worker’s Compensation My Place – A Guide to Engaging your own support workers (includes practical checklists) Resourcing Families – Ideas for Self Directing Supports - Employing Staff (includes practical checklists) Directly Engaging My Own Factsheet, NDIS - Pearls of Wisdom website (contains lots of links on self-management, employing your own staff and much more) My Direct Support – Is direct employment for you? NDIS and Me: to Self Managing in WA - Down Syndrome WA 2017 18
ANSWERS c, d, e, g, h, i, j a, d, f, g, h, i, j a, b, e, f, g, h b, c c, e a, d, e, f, g a, c, e a, b, e d, e a, b, c, d, g a, b, d c, f, g a, d, e b, d a, e b, c, f a, b, c, e c c, d, e, f a, b, c, e (1) 1.50 (2) 1.28 (1) unattractive (2) low Driving forces strategic group key success factors Chapter 4 SelfTest 1. The weaker a company's financial performance and the less strong its competitive position, the more its current strategy must be called into question. True False 2. A core competence gives a company competitive capability and qualifies as a genuine competitive strength, but it does not qualify as a competitive advantage. True False
Design Principle. Choose the one best descriptor for each Design Principle. Complete this section with your Design Principle Group. Ready for College: Require Powerful Teaching and Learning: Personalization: Redefine Professionalism: Purposeful Design: Leadership: Section 3: Data Summary on the data review and assessment of the Design Principle Rubric, list strengths of your school, surprises, major trends, and gaps/inconsistencies discovered/discussed. Complete as a whole staff once sections 1 and 2 have been presented. School Strengths from Data: Surprises from Data Review: Major Trends from Data: Gaps/Inconsistencies in Data (i.e. areas in which more data is needed or data suggests a need for improvement): Section 4: Areas for Study Based on Sections 1-3, identify two to three areas for further study and write a problem statement for each one (See Writing Problem Statements Guide online for guidance). What are the related Design Principles for each? Example:
Organization of the Self-Study Report All sections of the report are complete and well organized. Indexes, bookmarks and hyperlinks are provided to facilitate finding information. Pages are numbered and sections are clearly labeled. The style and formatting of text is consistent throughout the report. Tables and figures are clear and easy to read and interpret. Commend The content is organized and logical. The reviewer is able to locate a response for each criterion and the supporting documentation with minimal difficulty. Meets Information appears to be missing or is difficult to find. Sections are not well labeled. Some links provided in the document do not work. Data tables and graphics are not easy to read and interpret. Different text formatting and fonts are used in the report. Improvement Relevance of Supporting Documentation Supporting documentation is informative, used judiciously, and linked to the main text. Commend Supporting documentation is present when needed. Meets Supporting documentation is missing, irrelevant, redundant, or uninformative. The relevant text is hard to find. Needs Improvement Evidence of Continuous-Quality Improvement The school presents thoughtful, viable plans to address areas of deficiency and advance the quality of the program beyond the requirements of the Quality Criteria. When plans have already been implemented, evidence is provided to demonstrate that the plan is addressing the problem. Commend The school proactively presents plans to address areas where the program is in need of improvement. Meets No are presented or plans do not appear adequate or viable given the issues and the context of the program. Areas needing attention are not resolved in a timely fashion. Needs Improvement Table of the School’s Self-Evaluation of All Criteria Please complete this () after self-assessing compliance with the individual criteria using the Self-Assessment Instrument. Quality Criteria Compliant Compliant with Monitoring Partially Compliant Non Compliant MISSION, PLANNING, AND EVALUATION Mission, Goals, and Values Professional, Ethical and Harmonious Environment Strategic Planning and Continuous Quality Improvement Assessment of Achievement of Mission and Goals ORGANIZATION AND ADMINISTRATION School and University Internal Relationships External Collaborative Relationships Organizational Structure and Governance of the School CURRICULUM Competencies of Graduates Development and Delivery of the Curriculum Teaching and Learning Methods Curricular Foundation in the Sciences Simulation and Practice Experiences Assessment of Student Learning and Curricular Improvement STUDENTS AND ACADEMIC POLICIES
Developing teachers’ mathematics subject knowledge in early years settings and primary schools to improve the attainment of all pupils Self-assessment questions At the back of the ‘Mathematics for Primary and Early Years: Developing Subject Knowledge’ book, you will find a set of mathematical questions which will enable you to assess your own mathematics subject knowledge. Please complete these questions before Day 2 (Wednesday 5 March). Please take some time to reflect on your experience using the following questions: How many did you get right? For those you got right: How many did you answer mechanically, i.e. you produced the answer but are not sure (or no idea) why it is right? How many did you feel confident in knowing why? How many you could explain to someone else what the answer is and why? How many did you get For those you got wrong: How many did you realise it was a small error easily fixed? How many did you feel you really had no idea what to do? How many could you explain to someone else? How many were some maths you have never been taught or studied yourself? Please bring your responses to the above with you on Day 2. We will collect this data anonymously.
09:21 min Create & process Enhanced Invoicing 09:11 min 04:06 min 06:13 min Understand & create Enhanced Invoicing reports 06:48 min Product Asset Register & Stock Control Objective Reference Material Duration Setup & use stock control 06:00 min Create stock control reports 03:00 min Understand asset & its attributes; Add & edit asssets 03:00 min 04:00 min 04:00 min 03:00 min 03:00 min
Divided By: One Plus Number of Months Since Year End / Equals: YeartoDate Average Total Loans and Lease Financing Receivables = (b) Divide: Annualized Income from Loans and Leases (Item (a) Above) By: YeartoDate Average Total Loans and Lease Financing Receivables (Item (b) Above) / Equals: = Multiply By: 100 x 100 Equals: Loan and Yield = % INVESTMENT SECURITIES YIELD (BOOK) Interest and dividend income on securities with readily determinable fair values and not held in trading accounts (annualized) divided by average securities with readily determinable fair values. Interest and Dividend Income on Securities (Line item 23) Divided By: Number of Months Since Year End / Equals: Average Monthly Income on Securities = Multiply By: 12 x 12 Equals: Annualized Income on Securities = (a) Average of Month-End Securities With Readily Determinable Fair Values Inclusive of Year End (Sum of line items 43 and 44): Add: December + January + February + March + April + May + June + July + August + September + October + November + December + Equals: = Divided By: One Plus Number of Months Since Year End / Equals: YeartoDate Average Securities With Readily Determinable Fair Values = (b) Divide: Annualized Income on Securities (Item (a) Above) By: YeartoDate Average Securities With Readily Determinable Fair Values (Item (b) Above) / Equals: = Multiply By: 100 x 100 Equals: Investment Securities Yield (Book) = % COST OF FUNDS (TOTAL) Interest expense (annualized) divided by average interestbearing liabilities. Divide: Interest Expense (Line item 29) By: Number of Months Since Year End /
Label (EMOTIONS) Less than 5 pictures have a label Less than 8 pictures have a label 13 or more pictures have a label POSTER PICTURES ARE NOT ON A POSTER PICTURES ARE ON A POSTER Spelling are 10 or more spelling errors There are 5 or less spelling errors There are no spelling errors Creativity Project is not appealing Project is somewhat appealing Project is colorful and appealing Title Project doesn’t have a title Project has a title
assassinated. You state that with Lyndon Johnson becoming President, they believed that Attorney General Robert Kennedy would be fired. Do you believe the Mafia was behind the assassination of John F Kennedy, and even Robert Kennedy, who may have become the President had Sirhan Sirhan not assassinated him in 1968? What were Ragano's thoughts on whether Carlos Marcello, Sam Giancana, and/or Santo Trafficante (being the architects of the Plot To Kill the President (as RICO author G. Robert Blakey alleges)? Salerno, who you cite as a mob expert, does not agree. Where lies the truth in your opinion? Selwyn Raab: Lee Harvey Oswald was the lone assassin. Despite Trafficante’s death bed statements to Ragano, Frank eventually concluded that Trafficante probably was boasting and trying to take credit for the murder in a pathological attempt to demonstrate the power of the Mafia. Frank agreed with me that mob leaders wanted JFK eliminated and profited immensely from his death because it ended Bobby Kennedy’s crackdown. Half a century after the assassination, conspiracy theories sell books but there is not one solid fact to support the theory that the Mafia was involved. Michael Woodiwiss: So who was responsible for the disappearance and obvious murder of Jimmy Hoffa? You suggest in your book with Ragano that Salvatore Provenzano killed Hoffa. How does this comport with Frank Sheeran’s, I Heard You Paint Houses: The Biggest Hit in Mob History (2010) representations that the Bufalino Family was involved with the murder of Hoffa? Selwyn Raab: Sheeran’s supposed involvement has never been substantiated despite the scientific attempt to find blood stains and other evidence in the house where Sheeran said he killed Hoffa. No doubt Sheeran was a hit man. I buy Ragano’s recollections of what Trafficante told him about the reasons the Mafia wanted Hoffa dead. Ragano believed that Provenzano hated Hoffa, considered him “a loose cannon” who was about to co-author a book exposing Mafia secrets, and therefore campaigned for the Commission to sanction the killing. Even if Sheeran was involved he had no idea where or how the corpse was
Local Government Self-Insurance Health and Welfare Programs Rule Making Docket Who is responsible for the proposed rule? Farrell Presnell, Assistant Director, Contracts Procurement Risk Management Division What is the subject of the proposed rule? What notices have been published in the State Register? CR-101 filed as Where can written comments be inspected? Submit your comments online ; and Department of Enterprise Services, 1500 Jefferson, Olympia, WA 98504 When will written comments be accepted? 8 am to 5 pm, Monday thru Friday except state holidays until close of business, . What is the timetable for the rulemaking proceedings? See timeline When were the adopted? When will the rules become effective?
http://patienteducation.stanford.edu/programs/CPSMPreferences2015.pdf Centers for Disease Control and Prevention (CDC) –Self Management Education (youtube videos) https://www.youtube.com/playlist?list=PLvrp9iOILTQalGDl85dhLUE7F8jf5qCZz
Which of the following services would you/ your child like to access? 11-25 LGBT+ Counselling Services LGBT+ Family Mediation 16-25 Support Service 11-16 LGBT+ Support/youth group 16-25 LGBT+ Support (Worksop Out on Wednesdays, WOW) To be completed by the young person or parent if the young person is under the age of 13 (referrals for young people under 13 will not be accepted without parent/carer information on the following page) Young Person’s General Information Full Name: Preferred name to be used: How would you describe your sexual orientation: Heterosexual/Straight (attracted to opposite gender) Gay Male (attracted to the same gender) Gay Female/Lesbian (attracted to the same gender) Bisexual (attracted to both genders) Pansexual (attracted to any gender identity/orientation) Prefer not to say Prefer to self-describe as: Date of Birth: Age: Address (including Post Code): Preferred Number: Email Address (if applicable): How do you describe your gender: ☐Female ☐Male ☐Trans Female ☐Trans Male ☐Female (trans history) ☐Male (trans history) ☐ Gender Binary ☐Prefer to self-describe as: What would you like to be known as (preferred Pronoun) Him/Her/They/Other : Do you consent to being contacted by: Phone Text Email Post Do you consider yourself to have impairments, disabilities, long term illnesses, or health conditions? Yes No If yes, please tell us about it: of the following best describes your nationality and ethnic origin? White Black or Black British Asian ☐ British ☐ Irish ☐ Other, please specify: British African Caribbean Other, please specify: British Indian Bangladeshi Pakistani please specify : Dual Heritage Chinese Other Ethnic Group White & Black British White & Black Caribbean White & Black African White & Black Asian Other, please specify Chinese Other, please specify: Prefer not to say Other, please specify: To be completed by for parent/carer or other significant adult (referrals for under 13 year olds will not be accepted without this information)
1.1 If Offeror employed fifteen or more full-time employees at the time of submission of their response to this solicitation or any time during the previous 365-day period leading up to submission, it must have a current IDHR Public Contract Number or have proof of having submitted a completed application for one prior to the contract award. 775 ILCS 5/2-101. If the Agency/University cannot confirm compliance, it will not be able to consider a Vendor’s bid or offer. Please complete the appropriate sections below: Name of Company (and DBA): (check if applicable) The number is not required as the company has not met or exceeded the number of employees that makes registration necessary under the requirements of the Human Rights Act described above. IDHR Public Contracts Number: Expiration Date: . 1.2 If number has not yet been issued, provide the date a completed application for the number was submitted to IDHR: . 1.3 Upon expiration and until their Contractor Identification Number is renewed, companies will not be eligible to be awarded contracts by the State of Illinois or other jurisdictions that require a current IDHR number as a condition of contract eligibility. 44 Ill. Adm. Code 750.210(a). 1.4 Numbers issued by the Department of Human Rights (or its predecessor agency, the Illinois Fair Employment Practices Commission) prior to July 1, 1998 are no longer valid. This affects numbers below 89999-00-0. Valid numbers begin with 900000-00-0. 1.5 If Offeror’s organization holds an expired number, it must re-register with the Department of Human Rights. 1.6 Offeror may obtain an application form by: 1.6.1 Telephone: Call the IDHR Public Contracts Unit at (312) 814-2431 between Monday and Friday, 8:30 AM - 5:00 PM, CST. (TDD (312) 263-1579). 1.6.2 Internet: You may download the form from the Department of Human Rights’ website at . 1.6.3 Mail: Write to the Department of Human Rights, Public Contracts Unit, 100 West Randolph Street, Suite 10-100, Chicago, IL 60601.
Practice not in Place Established Practice 0 1 2 3 4 Data are reviewed prior to developing the Implementation Plan. One component is in place. Two components are in place. Three components are in place. All components are in place. Action Components: Conduct and analyze results of the Self and related tools: 1. Learning Supports review (Outcome 2 - see Appendix A), 2. Curriculum Alignment review (Outcome 4), 3. Professional Development review (Outcome 5), 4. Instruction/Assessment review (Outcome 6) Additional personnel, stakeholder and/or student-level data are reviewed to determine current status of the district/school. The Implementation Plan is clearly and specifically based on the Self Study and additional data. The information and training needs of new staff and new families are addressed as needed. The Implementation Plan describes how data will be reviewed at least annually as well as how these data are aligned/embedded with the district/school continuous improvement schedule. The Implementation Plan addresses staff turnover/new enrollment so that new personnel, families/students understand the school’s plan to implement the Iowa Core Curriculum. Possible Evidence: A: Completion of the Self Study and completion of all related reviews. B: Documentation of additional data identified that are used to develop and annually review progress of the implementation of the Iowa Core Curriculum. C-D: Data review plan E: Turnover/new enrollment plan Outcome 3: A continuous improvement process to improve teaching and learning is used at the district and school level. Target 3.b: Data used to monitor progress of Iowa Core Curriculum implementation over time. Action Team uses Self Study annual results to monitor progress of Iowa Core Curriculum implementation over time. Guiding Questions: What is the schedule for reviewing and analyzing data to inform next steps? How will the district/school ensure that the process for reviewing local alignment is continuous? What are the procedures and routines that will sustain implementation? How will information gained from the continuous improvement process facilitate teacher and administrator professional growth (evaluation and professional development)? What considerations need to be taken to address staff and administrator turnover?
Self-Study Template for Academic Support Units Instructions for the Self-Study The should not be longer than 30 pages, excluding appendices. Academic support units will include an analysis of support services of both undergraduate and graduate students, as relevant to their mission. The self-study will address the strategic issues identified at the Provost’s Summit as well as provide background and context for the academic support unit profile. The self-study will also provide the data and information needed by the reviewers to get a clear picture of the unit’s goals, priorities, and achievements and alignment with the University Strategic Plan. The self-study is due to the Office of the Provost four weeks before the scheduled visit and it will be given to the reviewers two weeks before their arrival on campus. Academic data are provided by the Office of Institutional Research and Analysis. Financial data are provided by the Office of Finance. Please indicate the members of the unit’s program review team on the first page under “Submitted by”. The self-study should include a table of contents with page numbers. Questions can be directed to the Vice Provost for Academic Planning. The Title Page should include: Academic Support Unit Director Faculty and Staff on Review Team Semester and Year of Review Date Submitted Table of Contents for the Self-Study (including page numbers), divided into the following sections: Section 1: Results of Previous Reviews Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: SECTION 1: Results of Previous Review (2 pages) Provide the of the most recent previous review and a brief summary of the review, including the names and home institutions of the reviewers, the outcomes of the review and any unresolved issues from the review. If the previous review is available, the unit may include it as an optional appendix.
Session 11: Understanding Self-Talk and Beliefs Teen and Parent Session Background Information Self-talk is another word for thinking. In any situation, you always have thoughts what is going on. Those thoughts affect how you feel about the situation, and how you respond to it. This is because your thoughts have to do with how you perceive what is happening. During this session you will become more aware of the things you say to yourself in difficult situations and how it impacts your feelings and behavior. You will learn how to change unhelpful thinking to ‘self-talk’ that helps you respond to stressful events in more respectful and non-violent ways. You will also learn about the beliefs you have that affect your thinking, feelings and behavior. Beliefs are ideas you have developed in your life about how things should be, what is right and not right, and your capabilities. Beliefs have a strong influence over our thinking, feelings and behavior. You will learn how these all work together to determine the choices you make and your behavior. Once you figure out your unhelpful thoughts and beliefs, you can change them to ones that lead you away from abusive or violent responses to conflict and toward respectful ways to solve problems. Goals To understand self-talk and beliefs To learn that people’s thinking and beliefs are not always true
Substantial/Full Implementation (Practice pervasive throughout the school) NEXT STEPS: HIGH YIELD PRACTICE/STRATEGY: The school improvement process is organized and managed to ensure the school is always moving forward. Rating Emerging Implementation (Plans in place to implement) Partial Implementation (Practice evident in some content areas/instructional levels) Substantial/Full Implementation (Practice pervasive throughout the school) NEXT STEPS: F4 Criteria: Consider the school’s collaborative strategic planning process and how all staff and major stakeholders are involved in school-wide and classroom improvement initiatives. Consider how data analysis is used to develop and implement the Five-Year Strategic Plan. Consider how consistent and pervasive changes in school practices are based on the goals and objectives of the Five-Year Plan and supported through a professional development plan. HIGH YIELD PRACTICE/STRATEGY: Five-Year Strategic Plan is developed and drives/targets school improvement efforts. Rating Emerging Implementation (Plans in place to implement) Partial Implementation (Practice evident in some content areas/instructional levels) Substantial/Full Implementation (Practice pervasive throughout the school) NEXT STEPS: F5 Criteria: Consider how school leaders and use technology applications to communicate with staff and parents, provide professional development and improve management efficiency and effectiveness. Consider specific examples of how technology enables the development and analysis of data about the school and as a basis for decision making. HIGH YIELD PRACTICE/STRATEGY: Principal(s) model(s) the use of 21st century tools and applications in the role of manager and leader. Rating Emerging Implementation in place to implement) Partial Implementation (Practice evident in some content areas/instructional levels) Substantial/Full Implementation (Practice pervasive throughout the school) NEXT STEPS: HIGH YIELD PRACTICE/STRATEGY: Processes are in for integrating technology into the school/classrooms and staff is trained. Rating Emerging Implementation (Plans in place to implement) Partial Implementation (Practice evident in some content areas/instructional levels) Substantial/Full Implementation (Practice pervasive throughout the school) NEXT STEPS: HIGH PRACTICE/STRATEGY: Technology is used to analyze school data. Rating Emerging Implementation (Plans in place to implement) Partial Implementation (Practice evident in some content levels) Substantial/Full Implementation (Practice pervasive throughout the school)
Self-Assessment Record - Example 2 WORK-RELATED SKILLS EVALUTAION PRO FORMA Explain how you used teamwork as part of this enterprise capability Adaptability Initiative Communication Managing and leading Problem-solving Explain how an employability skill may also have been demonstrated Example of how you demonstrated this enterprise capability
Rating: ____ Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Critically choose and implement interventions to achieve practice goals and enhance capacities of rural clients and constituencies Apply knowledge of human behavior and the social environment, and other multidisciplinary theoretical frameworks in interventions with rural clients and constituencies Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes in rural settings Provide leadership in program development, administration and evaluation; clinical and organizational supervision; research development and utilization; and policy creation, reform and implementation Negotiate, mediate, and advocate with and on behalf of diverse rural clients and constituencies Facilitate effective transitions and endings that advance mutually developed goals Explanation for your rating: Rating: ____ Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Select and use appropriate methods for evaluation of outcomes in rural settings knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes for rural clients and constituencies Critically analyze, appraise, and evaluate intervention and program processes and outcomes in rural contexts Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels in rural settings Explanation for your rating:
My Maintenance Self-Care Plan Worksheet Consider what you do now for self-care and list those activities within each dimension of self-care on this worksheet (or you can add new dimensions at the end that represent other aspects of your life). Identify new strategies that you will begin to incorporate as part of your ongoing maintenance self-care plan — pay particular attention to domains that you have not been addressing in the past. On the last page identify barriers that might interfere with ongoing self-care, how you will address them, and any negative coping strategies you would like to target for change. MIND BODY Current Practice New Practice EMOTIONS SPIRIT Current Practice New Practice
Workplace Rehabilitation Management Systems Self-Evaluation Plan Proposal ………………………………………………………………….. (Insert organization name) Workplace Rehabilitation Provider Accreditation No. ….. (Insert existing Accreditation No.) Prepared by ……………..………………………………………………….. (Insert the name and position of the person undertaking the evaluation) …………………………………………………………………. (Insert the name of the organization that the person undertaking the evaluation for) …………………………… (Insert the dates when the evaluation/s took place)
Evaluation This assignment is graded out of 20 points using the following rubric and is worth XX% of the final grade. Learners may receive partial scores or a zero for unacceptable work. Criteria Does Not Meet Expectations 1 Partially Meets Expectations 2 Meets Expectations 3 Exceeds Expectations 4 Max Points Depth of Reflection Response demonstrates a lack of reflection. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. Response demonstrates minimal reflection. Viewpoints and interpretations are partially supported or supported with flawed arguments. Examples, when applicable, are not provided or partially relevant to the assignment. Response demonstrates a thoughtful reflection. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable. Response demonstrates an reflection. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. 4 Required Components Response is missing/does not address required components indicated in the instructions. Response is missing/does not address some of the required components indicated in the instructions. Response includes all components and meets the requirements indicated in the instructions. Response includes and exceeds the requirements indicated in the instructions. 4 Quality of Analysis Inadequate comprehension of concepts or theories presented in course materials. Includes irrelevant external resources and/or few or no course materials Partial comprehension of concepts or theories presented in course materials. Includes course materials and external resources with limited relevance. Adequate comprehension of concepts or theories presented in course materials. Includes course materials and relevant external resources. Broad and in-depth comprehension of concepts or theories presented in course materials and relevant external resources. 4 Writing Unclear organization. Many grammatical, spelling, or punctuation errors. Some signs of logical organization. A few grammar, spelling, or punctuation errors. Organization supports purpose. Well-constructed paragraphs. Almost no grammatical, spelling, or punctuation errors. Organization fully and imaginatively supports purpose. Well-constructed paragraphs and subheadings. No grammatical, spelling, or punctuation errors. 4 APA Style APA style is followed a few times in the document. No sources or mostly not cited in APA. APA is followed sometimes in the document. Some sources are missing (or not cited in APA). Most of the document follows APA Most sources are cited in APA with few errors. The entire document follows APA formatting and all sources are properly cited in APA. 4
I give up! parts of my work do I understand? I’m not very good at this kind of work. What did I do last time I got stuck? What would help me? I don’t care about my work anymore. What’s making me bored? Am I too hot? Too tired? What could I do to increase my motivation? It’s not my fault I didn’t do my work; my friend put me off. I am strong enough to cope with this. I can ignore the distractions. I can’t be bothered to finish my work. I will ask my friend and my teacher to prompt me if they notice me daydreaming.
This is too much effort. If I drink water and make sure I’m not too hot, I might be able to concentrate a little better. There’s no point doing this work because it’ll never be good enough. I will tell my friend what I like about their work, then ask if they can give me a top tip to improve mine. I didn’t understand what the teacher meant so I won’t be able to do the work. I’ll try another way of doing the work and see if that’s better. I won’t do anything; hopefully the teacher will come and help me soon. What am I being asked to do? Which strategies will I use? If I just get started, it might get easier.
I’ll mess about and distract my friend instead of doing my work. Are there any strategies that I have used before that might be useful? I’m no good at this work because none of it is finished. I will set myself small goals and see if I can achieve that before the end of the lesson. I’ll stare out of the window; at least I’ve done some of my work. I’ll have a go anyway; if I get it wrong at least I’ll learn something from my mistake.
Closed questions produce numerical _________________________________ _____________________________. Quantitative data like this is usually Interviews Interviews can be conducted over the phone but most are involve a ___________ __________________________________________________________. Structured interview Evaluation Strengths Limitations Unstructured interview Evaluation Strengths Limitations Semi structured interview
Self-Review Checklist for Application of Korean Language Program Name of Applicant: No. Required Documents and Order of Attachment Check Comments 0 Self-Review Checklist for Application □ 1 Form 1: Applicant’s Personal and Academic Information □ 2 Form 2: Personal Statement □ 3 Form 4: Financial Affidavit □ 4 Form 6: Physical Examination Record □ 5 Original Copy of Certificate of Highest Level of Education □ ※ the notice below 6 Original Transcript of Highest Level of Education □ ※ the notice below 7 Government Document Proving the Relationship between the Student and Sponsor □ Ex: Birth Certificate, Family Registration Certificate, etc. ※ Check the notice below 8 Bank Balance Certificate □ The Bank Balance Certificate must show a balance of over US$ 9,000 and must be issued within 30 days of submission; or, if the Bank Balance Certificate lists a period of validity, it is acceptable only within that period (up to 6 months). 9 Sponsor’s Certificate of Employment and Certificate of Income □ Self-sponsoring students must submit own Certificate of Employment and Certificate of Income. 10 Copy of Passport □ 11 Transcript of Korean Proficiency Test (if available) □ 12 Application Fee □ ■ Documents 5, 6, and 7 must be translated and notarized if the original documents are not in Korean. ■ Transcripts and diplomas issued by non-Korean academic institutions must be verified and certified by the Korean Embassy, where the institutions are located. If these documents are submitted from an Apostille member country, the Apostille verification may be used. ■ Application documents, including transcripts, certificates and test results, will not be returned to the applicant.
SELF REVIEW PROCESS TEMPLATE Area: [insert area name] Manager: [insert managers name] Prepared By: [insert the name of the person who prepared the document] Date: [The date the document was prepared] Team Meeting Conducted: Yes No Date: [Date of Team Meeting] List of Participants Attached: Yes No Brief history of area: [Insert text. Limit to one quarter to half page] Outline the present circumstances of the area, including: Physical resources; Financial resources; and Human resources. [Insert text. Limit to quarter to half page] Current strategies in place for improving: Administrative efficiencies; Innovation in work practices, systems and process; and Client and customer engagement, particularly with academic colleges. [Insert text. Limit to 1-2 pages] Please address the future plans of the area, including at least two proposals for improvement and development in the next 3-5 years. [Insert text. Limit to 1-2 pages] Highlight relevant appendices, including information. [Insert text. Insert a list of relevant appendices and attach electronically] List of people attending self review meetings. [Insert a list electronically]