zilongwang/ReadingBank huggingface dataset:
One example of a very coordinated system is the East Coast Trail in Newfoundland, Canada. This trail network covers an area of 540 km along the coast of Newfoundland and Labrador. 265 km of this trail has been noted to be a world class hiking standard and the route is made up of a series of 21 paths each with a northern and a southern trailhead that is marked with unique signage26. The information on these signs is consistent and clear, with an assigned difficulty rating of either ‘Easy, Moderate, Difficult, or Strenuous’ for each path. The accompanying (ECTA) maps are greatly recommended for locating trailheads, understanding how the level of difficulty for each individual paths are determined and learning about distances. The East Coast Trail Association has used the following conditions to rate their trail; Easy - Good conditions. Typically minor elevation changes (less than 25 meters). Usually less than 7 kilometers in length; Moderate - Average trail conditions. Moderate elevation changes (less than 75 meters). Usually less than 12 kilometers in length; Difficult - Rugged trail conditions. Significant elevation changes (up to 150 meters). Usually less than 20 kilometers in length; and Strenuous - Poor trail conditions. Major elevation changes (over 150 meters). Trail usually covers a very long distance27. While this region does not have such large elevation changes, the nature of our geology presents varying degrees of steepness of slopes, and varying degrees of ruggedness of terrain. Collaboration towards this will aid the goal of promoting this region as a trails destination because people will be able to follow the signs more clearly. Provide a community education and information platform It is very important to provide a community education and information platform so that people are aware of what the trail owner is doing and what are the intended the goals of projects. Newsletters, trails talks, advertised conducted walks, events – all can provide awareness. Through surveys, many people will become more interested, provide feedback with suggestions and become involved in the trails of this region. The development process and future plans for this project are outlined below. Assistance to regional marketing efforts The Township of Leeds and Thousand Islands recognizes the need to see trails as an asset to the whole community. Moving forward therefore means that we are challenged to avoid segmenting our thinking into one set of interests. Rather, they coalesce as shown in the diagram below. 26 East Coast Trail Association, 2012. Explore the East Coast Trail of Newfoundland, Canada. 33 East Coast Trail Association, 2012. Explore the East Coast Trail of Newfoundland, Canada.
Trail Monitoring – Potential Issues Map Board Dirty/Illegible Loose Damaged Vegetation & Litter Vegetation Blocking Route/Too Long Vegetation Blocking Stiles/Gates etc Litter/Dumping Trail Furniture / Structures Damaged Loose Slippery Surface Waymarking Missing Misaligned/Confusing Hidden/Obscured/Dirty Inconsistent (Colour/Name/Symbol) Loose/Leaning Diversion without Waymarking Trail Surface / Water Management Trail Obstructed/Impassable Muddy/Boggy Flooded/Waterlogged Slippery/Loose Difficult to Walk for more than 5m Drains Blocked/Overflowing Broken Drains/Waterbars etc Potential Safety Issues Barbed Wire/Sharp Objects Hidden Dangers e.g. Holes/Wires/Drops Damaged/Rotting Trail Furniture Slippery Surfaces Dangerous River Crossings Missing Signage Busy Road (Motorists & Walkers) Bulls/Livestock Electric Fencing across/beside Trail Fencing (Across/Beside Trail) Exposed Barbed Wire Exposed Electric Fence Broken/Damaged Fence Monitoring Details: Maintenance & Monitoring Form Tips: Name: Look at the trail as if you were unfamiliar with the route
Dewi is saving for a family holiday for him, his wife and two children. The total cost of the holiday is £2580 40% of his monthly wage pays for the mortgage. 12% of his monthly wage is spent on food and drink. His utility bills (Gas, Electricity and Water) are paid by monthly direct debit. His monthly direct debit for utility bills is half the amount he spends on food and drink. Dewi cycles to work but still runs a family car. This costs 12% of his monthly wage. Dewi’s yearly council tax bill is 85% of his monthly wage. He pays this over 12 months. Sky Television costs him £62 a month. This is £24 less than he pays for his home and car insurance. Dewi likes to put £200 a month aside for emergencies.
ACCOUNTABILITIES/KEY RESPONSIBILITIES (list 6 – 10) % of time Results/Outputs expressed as KPIs Prepare the STP timetable bids including Special Events and submit in line with Network Rail requirements. Preparation of robust rolling diagrams for STP including Special Events. Preparation of robust traincrew diagrams for STP including Special Events. Validation of offers for STP including Special Events. Prepare and deliver cost effective bus & taxi plans. 30% 30% 30% 5% 5% CHALLENGES/CREATIVITY/DECISION MAKING SUMMARY OF 3 OR 4 MAIN CHALLENGES TO BE IN FULFILLING THIS ROLE CONTACTS INTERNAL Control, Customer Services, Drivers, Conductors, Fleet, Marketing, Revenue EXTERNAL Network Rail, TOCs/FOCs, Road Transport Operators
internet and email up to date on UNISON issues in touch with your – Some general tasks for all reps Please ✓ tick box or in box as appropriate  Am I confident about this? Need some help? This be shadowing another rep Action agreed at first meeting with your contact. Date: Update and follow up actions at second meeting. Date: Doing it! new members a problem at a member
Please ✓ tick box or write in box as appropriate  Am I confident about this? Need some help? This be shadowing another rep Action agreed at meeting with your contact. Date: Update and follow up actions at second meeting. Date: Doing it! a member at a or a disciplinary a senior steward or disciplinary with branch or campaigns an up to date ‘map’ the views of at branch a more steward during
about points for equality reps Please ✓ tick box or write in box as appropriate  Am I confident this? Need some help? This could be shadowing another rep Action agreed at first meeting with your contact. Date: Update and follow up actions at second meeting. Date: Doing it! discrimination good and bad around equalities in to help find a member’s issues might be who else to work branch on issues
Sacred College 2018 Trainee Application Form Student Name: Traineeship Certificate III Educational Support Reasons I would like to apply for a traineeship: What are the personal characteristics, skills and attributes that you bring to the position: What are 2 challenges you would see if you were the successful candidate? What would be your approach be to these challenges?
Certificate Serial Number: Certificate Issuance Date: Certificate Expiration Date: Prescription (if applicable): Prescriber Name: Prescription Number: Naloxone (if applicable): Naloxone Lot Number: Naloxone Expiration Date: # Doses: Intranasal Intramuscular
his bones, but with a feeling that the whole of the literature of Europe from Homer and within it the whole of the literature of his own country has a simultaneous existence and composes a simultaneous order. This historical sense, which is a sense of the timeless as well as of the temporal and of the timeless and of the temporal together, is what makes a writer traditional. And it is at the same time what makes a writer most acutely conscious of his place in time, of his contemporaneity”. What does historical sense do? It thus makes a writer fully conscious of : his own generation, his place in the present, his relationship with the writers of the past. Thus the sense of tradition implies . . . a recognition of the continuity of literature, a critical judgment as to which of the writers of the past continue to be significant in the present, and a knowledge of these significant writers obtained through painstaking effort. The value of a writer No writer has his value and significance in isolation: “No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and the artists.” A poet has value if he conforms or fits in to the tradition; “you must set him, for contrast and comparison, among the dead”, but this is not a one-sided process and is not passive Tradition as a dynamic concept Tradition or the past is not static; when a “really new” work of art is created something “happens simultaneously to all the works of art which preceded it”. The “ideal order’ among “existing monuments” is “modified by the introduction of the new work of art among them” Conformity between the old and the new happens when “the whole existing order” is, “if ever so slightly, altered” in terms of “the relations, proportions, values of each work of art toward the whole” Therefore “the past should be altered by the present as much as the present is directed by the past”. The poet is thus judged by “the standards of the past” but not as good or bad, right or wrong, but will be measured against each other by comparison; this is conformity or fitting in. The relationship of the poet to the past To the poet the past is not
CRITERIA ESSENTIAL DESIRABLE Assessed From: QUALIFICATIONS GCSE Maths and GCSE English at Grade C or above or equivalent at Level 2. Degree in a relevant teaching subject Application Certificates KNOWLEDGE/ UNDERSTANDING Understanding of Inclusion and Safeguarding Understanding of professional boundaries Understanding about target setting and reviewing performance e.g. Individual Learning Plans Knowledge or understanding of working or volunteering in an educational environment. Application Interview References EXPERIENCE Experience of working or volunteering in educational environments Application Interview References SKILLS/ABILITIES Effective communication skills, both verbal and written. Ability to work effectively as part of a team and on own initiative with good observational skills. Ability to implement and monitor support plans. Application Interview References ATTRIBUTES Ability to empathise with and motivate students Flexible and adaptable Desire to become a teacher in the future Application Interview
Employer Location Job Title Date from and to (mm/yyyy) Brief description of work Details of any further work experience Section 4 – Skills and Attributes Please answer the following 4 questions clearly and concisely drawing on examples that show your enthusiasm and commitment to the law and Wright Hassall. Each answer should be no more than 300 Question 1 – What 3 things do you want to gain from the training contract? 1 2 3 Question 2 – What are the 3 main challenges you will face if you secure a training contract at Wright Hassall? 1 2 3 Question 3 – What personal goals have you set yourself for the next 12 months? Question 4 – List 3 key things that you believe it takes to be a good solicitor. 1 2 3 Briefly tell us what you do when not working and/or studying
Religion: Buddhist Christian (all denominations) Jewish Muslim Sikh Other No religion Prefer not to say How did you become aware of this vacancy?* Your school/college/university Training Contract & Pupilage Handbook Law Careers.net Friend/relative Wright Hassall website Wright Hassall employee (give name) . (please specify) .
Signature: …………………………………………….................................................... Date: ……………………………………………………….
Trainee Corporate Communications Position Overview: As a Corporate Communication Trainee, you will collaborate to the development and implementation of internal and external communication strategies in various domains, for example : Copywriting, Corporate Content; Social Media & Digital; Events; Creation & Production… Key Responsibilities: Identify internal and/or external communications and give advice on the communications approach to be followed. Contribute to the development of recommendations concerning the choice of communication channels when campaigns, actions, events, etc. are initiated. Develop core messages, content and form to achieve the desired result. Contribute to the drafting of communications policies, models and guidelines for internal and external communications. Implement communications activities (incl. events). Create and develop communications tools. Skills & Competencies: Be very good in all communication related skills : observe, listen, translate in simple words, written and oral communication. Have an excellent sense of precision, a keen eye for detail and a good sense of organization. Be creative with content and always on the outlook for interesting angles, using the appropriate tone of voice. Have an excellent knowledge of the native language and a good knowledge of another language as French, Dutch or English. Have strong interpersonal skills and ability to work in a cross-functional team environment We offer: We offer you the chance to discover what it means to work in a communications department of a big company such as BESIX. You will get the opportunity to discover all the different communication processes. We offer you a dynamic work environment with room for initiatives, innovation en Your internship has a minimum length of 6 weeks. There is no specific start date required. We are open to discuss this with you. You can apply via our website:
Appendix A Providing leadership in the development of services and supports for persons with disabilities. ACRONYMS ACL – Administration for Community Living ADA – Americans with Disability Act AIDD – Administration on Intellectual and Developmental Disabilities AUCD – Association of University Centers on Disabilities BBHHF – Bureau for Behavioral Health and Health Facilities (used to be OBHS) BCF – Bureau for Children and Families (DHHR) BMS – Bureau for Medical Services BOSS – Bureau of Senior Services BPH – Bureau for Public Health (DHHR) CDC – Centers for Disease Control and Prevention CIL – Center for Independent Living CMS – Centers for Medicare and Medicaid Services COCA – Council on Community Advocacy CSHCN – Children with Special Health Care Needs DDC – Developmental Disabilities Council DDN – Developmental Disabilities Network (State) DOE – Department of Education DHHR – Department of Health and Human Resources DHHS – Department of Health and Human Services (Federal) DOL – Department of Labor DRS – Division of Rehabilitation Service FSN – Fair Shake Network HIPAA – Health Insurance Portability and Accountability Act HRSA – Health Resources and Services Administration
JAN – Job Accommodation Network MCHB – Maternal and Health Bureau (Federal) MHCA – Mental Health Consumer’s Association NCIL – National Council on Independent Living NIDRR – National Institute of Disabilities and Rehabilitation Research NWVCIL – Northern West Virginia Center for Independent Living OMCFH – Office of Maternal, Child and Family Health (State) OSERS – Office of Special Education and Rehabilitative Services (U.S. DOE) OSP – Office of Sponsored Programs P&A – Protection & Advocacy SILC – Statewide Independent Living Council UCEDD – University Centers for Excellence in Developmental Disabilities WVA – West Virginia Advocates
GCSE Examinations (or equivalent) Date: Level: Subject: AS/A Level Examinations (or equivalent) Taken Date: Level: Subject: Grade: Higher Education From: To: Name of College / University: Title of Course: Subjects Taken Date: Subject: Result:
Trainee Licensed Surveyor Scheme Office of Surveyor-General Victoria Licensed surveyors are highly sought in government and private sectors. Victoria’s property market and major infrastructure developments maintain a high demand for licensed surveyors’ expert advice and services. A career with the Office of Victoria (OSGV), working with some of Victoria’s most skilled and professional licensed surveyors and allied professionals, provides experience and training in a wide range of land surveying services, using the latest technology and information systems. Office of Victoria OSGV provides professional land surveying and drafting services, and advice to and on behalf of the Victorian Government. It operates within Land Use Victoria, a division of the Department of Environment, Land, Water and Planning. Approximately one-third of OSGV’s 40 staff are either licensed surveyors or in professional training agreements to become licensed surveyors. The remaining staff work in geodetic surveying and mapping, the Surveyors Registration Board of Victoria or the Registrar of Geographic Names. OSGV sets standards for the cadastral surveying profession and provides direction on legislation and survey practice. These functions maintain the quality of survey practice in Victoria and ensure the integrity of the state’s cadastre, which underpins the land titling system and provides confidence in the property market. OSGV also provides expert cadastral services and advice for government-related land dealings. OSGV’s Trainee Licensed Surveyor Scheme Participants in the Trainee Licensed Surveyor Scheme will study full time in the final year (2018) of a university course and complete a minimum of 15 weeks’ work placement with OSGV. Following completion of the final year of study, trainees are offered full-time fixed-term employment with OSGV and enter into a four-year professional training agreement with the Surveyors Registration Board of Victoria, under the supervision of a licensed surveyor. Successful completion of the scheme leads to their registration as a licensed surveyor and a permanent position with OSGV. Benefits for trainees Get paid while you study Salary for a trainee is in line with the Victorian Public Service career structure and includes superannuation and leave entitlements.
Trainee Heavy Vehicle Application Form Please complete the form below and send this document to with a covering note. PERSONAL INFORMATION First Name Middle Name/s Surname Date of Birth Home Address Which Ryder Location are you applying for? Preferred Telephone Number Mobile Number Email Address EDUCATION HISTORY Name of School/College Address Dates Attended (from and to) SUBJECT/QUALIFICATION Subject Grade (Please specify whether you have achieved this grade or if it is predicted)
Section E: Declaration PLEASE NOTE THAT FORMS WHICH HAVE NOT BEEN CHECKED AS INDICATED BELOW WILL BE RETURNED If you are already registered with the College for training, or as a Member, please indicate your College Reference Number here: By submitting this form I wish to register for core specialty or ACCS training and declare that I am eligible to do so. I undertake to give the RCoA Training Committee prospective notice of any change in my training programme. I can confirm that the details submitted in this form are correct; I understand that the submission of incorrect information may invalidate my registration with the RCoA. Payment is not required on application as we will invoice you in due course. Please return the original direct debit mandate in the post – copies are not accepted. Please return the form and supporting documents to the Membership Department via the address at the bottom of the page. Data Protection Statement The Royal College of Anaesthetists (RCoA) is fully committed to the principles of data protection, as set out in the General Data Protection Regulation (GDPR). The RCoA relies on legitimate interests as the lawful basis for processing of personal data. We process and maintain personal data about you so that we can manage your membership, provide you with appropriate products and services and share information with you about RCoA activities. The information provided on this form will be processed and shared with involved in the delivery of your training, namely Regional Advisors, College Tutors, Postgraduate Deans and relevant deanery staff and the GMC. Sharing of the data in this way is necessary for you to progress through the RCoA CCT Training Programme. We will only use your information for the purposes as described and will not pass on your details to other third parties unless you have given us consent to do so. We use appropriate organisational and technical measures to ensure that your data are secure and protected from loss, misuse and unauthorised access or alteration. You have the right to ask for a copy of the information we hold about you and to have any inaccuracies in your information corrected. If you have any questions about data protection or require further information, please email .
Male / Female Age Marital Status What is your Nationality? Ethnic Origin (please tick the box which most closely relates to you) White British Other Black African Caribbean Other Chinese Chinese Mixed White and Black African White and Black Asian White and Black Caribbean Asian Bangladeshi Indian Pakistani Other Ethnic Background (please specify): Disability Do you consider yourself disabled? Yes / No If yes, please give details______________________________________________________ ___________________________________________________________________________
Certificates or diplomas obtained Years of study Main subjects studied Name and address of the establishment from to C. Higher education: non university level (post-secondary education) Certificates or diplomas obtained Years of study Main subjects studied Name and address of the establishment from to D. Secondary or technical education Certificates or diplomas obtained Years of study Main subjects studied Name and address of the establishment from to At a later stage of the selection procedure, a photocopy of all diplomas or degrees obtained must be produced by those candidates invited to an interview. E. Knowledge of languages: Mother tongue: Other Languages: Please use the Common European Framework of Reference for Languages (CEF) user (A1); Basic user (A2); Independent user (B1); Independent user (B2); Proficient user (C1) Proficient user (C2) To help you with your self-assessment, please refer to the following self-assessment grid: Language Understanding Speaking Writing Listening Reading Spoken Interaction Spoken production
PREVIOUS POST Name and address of employer: Period of employment: Duration: From (day/month/year) To (day/month/year) (Equivalent to full time months) Exact designation of post: Number of staff under your responsibility: Place of work: Nature of work: Reasons for leaving (optional): May reference be made to the employer? □ Yes □ No PREVIOUS POST Name and address of employer: Period of employment: Duration: From (day/month/year) To (day/month/year) (Equivalent to full time months) Exact designation of post: Number of staff under your responsibility: Place of work:
Nature of work: Reasons for leaving (optional): May reference be made to the employer? □ Yes □ No PREVIOUS POST Name and address of employer: Period of employment: Duration: From (day/month/year) To (day/month/year) (Equivalent to full time months) Exact designation of post: Number of staff under your responsibility: Place of work: Nature of work:
LEGAL TRAINEESHIP APPLICATION FORM 2020 The closing date for traineeships commencing in 2020 is Monday 8th October 2018 at 4pm. On completion of this form please return to: . Alternatively, post your application to: HR Department, Gillespie Macandrew LLP, 5 Atholl Crescent, Edinburgh, EH3 8EJ. Personal Information Full Name: of birth: Do you have the right to work in the UK? YES NO Home Address & Postcode: Home Telephone: Mobile Telephone: Email: Dates when you can be contacted at this address: Correspondence Address & Postcode (if different): Home Telephone: Mobile Telephone: Dates when you can be contacted at this address: Secondary education details Name of School: Year Started: Year Completed: Qualifications obtained (Please your qualifications in the space below) Subject Level eg Higher Result
Street City/state/zip code Practicum Instructor__________________________________________________Practicum Course (Circle) 706 736 890 891 850 Specialization: (circle) Career CMHC College Gerontology MFT School Emphasis:__________________________ Placement Street code Trainee List days/hours at Traineeship: Days Hours
Faculty Mentor Name: Degree(s): Primary Department or Program: Research Interest: Trainee Name Pre- or Start Date & End Date of Mentorship Doctoral Degree(s) Received and Year(s) Degree(s) Resulting from Postdoc training & Year(s) of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Year Awarded Trainee Name. Provide the trainee name in the format Last Name, First Name and Middle Initial. Pre-or Post-doctoral. Identify the trainee’s level of training while the mentorship was completed. Start & End Date of Mentorship. Provide the calendar months and years, in the format MM/YYYY, to indicate the length of the mentored project. Doctoral Degree(s) and Year(s). Provide the trainee’s doctoral degree(s) and the year(s) awarded. Degree(s) resulting from Postdoctoral training and Year(s). If applicable, provide any degrees resulting from the postdoctoral training and the year awarded. If the training program does not offer degrees, indicate “none.” Trainees currently in the program should be designated “in training.” If a Predoctoral trainee, indicate “N/A”.
LJMU Secondary Programmes Placement Timetable Trainee Timetable An up-to-date timetable should be emailed to Liaison Tutor and Personal Tutor allocated to your placement, as appropriate to the Phase, along with the name and contact email of your ITT Mentor (Subject). Trainee Name Placement Institution Phase Professional Mentor ITT Mentor (Subject) Name: Name: Email: Email: Phone: Programme Subject (and specialist areas, where appropriate) In your timetable(s), below, please ensure that you: Identify the Subject/Topic, Year/Group, Room and Class Teacher (initials) for each lesson; Identify the lessons taught with your ITT Mentor (subject) by underlining the class teacher initials; Include weekly training/mentoring sessions with your Professional Mentor and ITT Mentor (Subject); Use colour codes to identify linked lessons, subjects and groups/years and adapt this template to suit the timetable of the institution (i.e. remove/add period rows, reposition break/lunch, etc.); Highlight lessons which are solo-taught, team taught, observed or you are supporting learners in; For two-week timetables only, identify the ‘week beginning’ date for each week that A or B timetable is being taught within the Phase; Where the pattern of periods or breaks differ to the template below, add or remove rows as appropriate;
Postgraduate Centre, Lecture Theatre Wednesday 1st November 2017 09.00 – 09.30 Registration 09.30 – 10:30 Nudging behaviour – tops tips for GPs John Owen, outside speaker 10:30 – 11:00 What does a Neurophysiologist Dr Lokes Wijeskera, Consultant Neurophysiologist 11:00 – 11:30 Break 11.30 – 12.15 All you need to know about Renal medicine in 3o minutes Dr Miriam Ball, ST3 Renal Dept 12:15 – 13:00 Beyond the Care of the Elderly Dr Louise Finch, ST5 Elderly Care 13:00 – 14:00 Lunch 14:00 – 14.30 The Bare necessities of Emergency Surgery Mr Fahed Youssef, Consultant General Surgeon 14.30 – 15.00 Lifting the lid on Spinal MDT Dr Shaishav Bhagat, Consultant Surgeon 15.00 – 15.15 Soapbox GPs 15.15 – 15.45 15.45 – 16.30 Antiplatelets – the When, How and for Whom? Dr David Bloore, Consultant Cardiologist Supported by the provision of exhibition stands from:- Leo Pharma GSK Orion Pharma Eli Lilly Derma UK http://www.angliangp.org Postgraduate Centre, Lecture Theatre Thursday 2nd November 2017
09.00 – 09.30 Registration 09.30 – 10.15 Paediatric topic TBA Dr Anna McDonald, Consultant Paediatrician 10.15 – 11.00 Paediatric TBA Dr Pratibha Pai, Consultant Paediatrician 11.00 – 11.30 Break 11.30 – 12.15 Breast topic TBA Ms Caroline Mortimer, Consultant Breast Surgeon 12.15 – 13.00 Fact and Fiction in food fads Dr Louise Scovell, Consultant Gastroenterologist 13:00 – 14:00 Lunch 14.00 – 14.45 Falling over again, what am I to do? Dr Julie Brache, Consultant Geriatrician 14:45 – 15:30 Sciatica ain’t just discs Dr Kev Hopayian, GP Tutor 15.30 – 15.45 Break 15:45 – 16.30 Paediatric Urology Mr George Yardy, Consultant Urologist Supported by the provision of exhibition stands from:- Roche Diabetes Care Ltd OUTiCO Chiesi Ltd AstraZeneca Ltd Boehringer – Ingelheim http://www.angliangp.org Application form Trainees DAY 1 or 2 £ 30.00 Both days £60 I wish to attend the Combined GP Update Course to be held at Ipswich Hospital on:
Please indicate::- DAY 1 WEDS 1ST NOv Yes No DAY 2 THURS 2nd NOv Yes No I have enclosed a cheque for the sum of £…………………………………………………………….. (Please make cheque payable to: ‘IPSWICH HOSPITAL NHS NAME…………………………………………………………EMAIL…………………………………………………… GP Surgery/ Hospital Specialty…………………………………………………………………………………………. http://www.angliangp.org
Types of Post Post Details Advantages Disadvantages Slot – Share (Preferred option) 2 trainees share a single full-time slot on a rota. Each must work at 50% but they can work different percentages of the full time week. Gives exposure to and on-call work. Trainees can split the rota as per their needs. Flexibility – trainees can choose when to overlap (if working >50%) Need to be allocated a slot-share partner who can work the appropriate days of the week. Needs very good communication between partners to ensure adequate handover of jobs/patients. May miss activities which occur on the days not worked Reduced hours in a full time post A trainee a certain percentage of hours. The trust/ department has to cover the remaining shifts. Usually the trainee needs to work 70% or more but this method of working may be used for <70% if a slot-share cannot be arranged. Gives exposure to and on-call work. Trainee can usually choose the shifts as per their needs. May need to do more on-calls/ night shifts than a slot-share to cover the service. Difficulties with attitudes of colleagues if remaining shifts have to be covered (or if locums cannot be found.) Supernumerary A trainee may be either an doctor on the rota working alongside a colleague or an additional post on the rota may be created for them. On-calls and night shifts are not included and need to be arranged by separate negotiation with the trust. Shifts can be arranged to suit the trainee. Colleagues usually appreciative of extra help. Majority of work hours are 9-5. Can be difficult to arrange out-of-hours banding/ salary with the trust. Possible reduced exposure to out of training experience Posts not educationally approved without out-of-hours experience and need separate assessment of educational value of the post – more paperwork to complete. Can be difficult to integrate with the department – not “part of the team.”
CARDINIA COUNCIL POSITION DESCRIPTION POSITION TITLE: Trainee STATUS: Full time, max term (12-18 months) CLASSIFICATION: Trainee Award BUSINESS UNIT: Various DATE REVIEWED: 18 July 2017 ORGANISATIONAL CONTEXT Our vision is that the Cardinia Shire will be developed in a planned manner to enable future generations to enjoy and experience the diverse and distinctive characteristics of our Shire To undertake this vision successfully we are developing a skilled and professional workforce that embraces our corporate values. The Values help guide us to continue to be a customer-focused organisation that strives to achieve excellence in everything that we do. The Values form the basis of how we behave in the workplace and conduct the business of planning. Our corporate values are: Teamwork: We work collaboratively to achieve shared Respect: We diversity and appreciate others Accountability: We are responsible for our actions and behaviours Communication: We communicate openly and share knowledge with others Customer focus: We consider the needs of others and make a difference for our community Council an important role in contributing to life in your community by providing many of the services and facilities that residents of all ages access every day. Council provides traditional local government services like local roads, waste management, and planning, building and animal control. But beyond this we provide much more. We work with residents from new born babies, to young people, families and our senior citizens. ORGANISATIONAL RELATIONSHIPS Reports to: Unit Manager/Supervisor Supervises: None Internal Liaison: Staff within business unit and general council staff as required External Liaison: Members of the public, as required
11.Compliance and Regulation Are you currently or have you in the past 5 years been the subject of a GDC investigation? Have you been under any investigation by NHS England in relation to your GDS contract during the last 5 years? What was the outcome of your most recent CQC visit What was the date of your most recent NHS practice inspection (if you are in KSS) or LDET practice inspection (if you are in London)? Yes No If you have answered yes, please provide brief details, including the date(s) of the investigation and the findings Yes No If you have answered yes, please provide brief details, including the date(s) of the investigation and the findings Totally compliant Partially compliant If partially compliant, please outline areas designated for improvement? 12.References Please provide the names, job title, address, e-mail and contact telephone number of two dental professional referees Please note that current LDET or HEKSS employees including Patch Associate Deans (in London) and Training Programme Directors (in HEKSS) cannot be nominated as referees as this may create a conflict of interest. 1. 2.
* I would describe my ethnic origin as: Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Caribbean Any other Black background White & Asian White & Black African White & Black Caribbean Any other mixed background White British Irish Any other White background Other Ethnic Group Chinese Any other ethnic group I do not wish to disclose this Employment Equality Regulations 2003 * Please select the option which best describes your sexuality Lesbian Gay Bisexual Heterosexual I do not wish to disclose this * Please indicate your religion or belief Atheism Buddhism Christianity Jainism Sikhism Other Judaism Hinduism I do not wish to disclose this Disability Discrimination Act 1995 The Disability Discrimination Act protects disabled people. This includes people with long-term health conditions. If you tell us that you have a disability we can make reasonable adjustments to where you work and your work arrangements and at interview. * Do you consider yourself to have a disability? Yes I do not wish to disclose this No Please state the type of impairment which applies to you. People may experience more than one type of impairment, in which case you may indicate more than one. If none of the categories apply, please mark ‘other’. Physical Impairment Learning Disability/Difficulty Sensory Impairment Long-standing illness Mental Health Condition Other
DENTAL FOUNDATION, THERAPIST FOUNDATION AND DENTAL CORE TRAINING DFT/TFT/DCT EDUCATIONAL SUPERVISOR APPLICATION FORM 2019 - 2020 FORM - PART B For all Educational Supervisors This is not an application for employment Name of applicant: To be completed by: Existing and new Educational Supervisors to the programmes To be read in conjunction with: Foundation & Dental Core Educational Supervisor Application Guidance 2019 – 2020 How to submit: Hard copies to be submitted by post using a tracked delivery service only. Please see Application Guidance for address. Please complete form on computer or handwrite clearly and legibly in block capitals. DEADLINE FOR APPLICATIONS: 12PM THURSDAY 29 NOVEMBER 2018 I AM SUBMITTING Practice Application A (please mark “X” to confirm) Each individual Educational Supervisor must complete a separate form and submit alongside a PART A for the practice they will train in Name of Training Practice (a Separate PART B is required for each Educational Supervisor) Are you applying as a Foundation Dentist or Therapist or Dental Core Educational Supervisor? DENTIST / THERAPIST / DENTAL CORE (circle as appropriate) Are you a current Educational Supervisor on our Foundation Dentist , Therapist or Dental Core Schemes (If yes, please specify which)
Number of Trainers Group meetings attended: Are there any other Educational roles you undertake (PCME, course tutor, Undergrad tutor etc.) Practice Details Practice Name (for database): Practice ID Number (eg Pxxxxx): Surgery Phone number: Surgery Address Practice Manager or Education Manager: Telephone: E-mail address: Details of Educators in the practice: Educator Status (GP, Manager, ST4/5) Name of Supervisor Status (Undergraduate, FY2 or GP Trainer)
Details of learners you supervised since approval / last review: Learner Status (FY2, GPST1, GPST2, GPST3, GPST4/5) In what capacity (Clinical supervisor (CS), Educational supervisor (ES) or both) Name of Learner Progress Satisfactory/ Referred to Panel
Caregiver Core Training – Trainer Manual Session 4: Cultural Connections and Advocacy Session Flow Welcome 15 minutes “#$%@ People Say to Transracial Families” Video Race, Ethnicity, and Culture 50 minutes Definitions Courageous Conversations Understanding Disproportionality 45 minutes “Check Yourself” Video Native American Children “Bringing Our Children Home” Video LGBTQ Youth Advocacy 20 minutes How We Interpret Behavior 15 minutes “Silent Beats” Video Keeping Cultural Connections 20 minutes Wrap-Up 5 minutes Total: 3 hours With a 10-min break
care of DCFS as of March 31, 2015, you can see the over-representation or of children. Race/Ethnicity % of Total Population in Washington State % of Children in Foster Care American Indian/Alaska Native 1.9% 13% 8.2% 2% African-American 4.1% 7% Hispanic 12.2% 24% Caucasian 80.7% 53% Bringing Our Children Home, Video Recap What new information did you learn about the history of Indian Child Welfare? What was the pain expressed in this tied to?
Handout: Three Hungry Children Refer participants to the handout. Activity: Three Hungry Children Lead the participants through the following guided imagery to demonstrate how behaviors (even unacceptable behaviors) are an attempt to get needs met. the guided imagery: Imagine you are the head of a household with three children, ages 9, 6, and 2. You have been unemployed and looking for work for the past 12 months. Three weeks ago, you received your last unemployment check. You are out of cash and have no food in the house for yourself or your three children. You have exhausted all of your resources. None of your friends or family has any money to loan to you, or food to give you. You applied for public assistance and food stamps, and your caseworker said you should receive your first check in 5-7 days. Your children have not eaten since 4:00 p.m. yesterday and have been telling you how hungry they are. You haven’t eaten since the day before that. You are worried, tired, and hungry. Ask participants to write down all the possible courses they could take to get food on the Three Hungry Children handout, under the question, “What would I do?” Instruct them not to censor their responses. To help participants get into the scenario, you may start by volunteering, “You know what I would do?” and then saying something on the extreme side, like “I would be dancing at the strip club.” Or say, “You know what my aunt would do? She would be out there with a baseball bat to get someone to give her money.” Walk around the room a bit, and make sure participants come up with a list that includes illegal behaviors and behaviors that lead to moral judgements. If no one offers the option, ask about relinquishing children to the care of the department. When they’ve finished, ask them to place a plus sign (+) next to the options that are socially acceptable and a minus sign (-) next to those that are socially unacceptable. Then have participants share their list of unacceptable options. On a flipchart, make three columns. Write the unacceptable options in the middle column, and then label the column, “Behavior.” Next, have participants imagine that their new family, social worker, friends, schoolmates and community know of the unacceptable behavior. Ask:
Some of our kids who come into care are “cling-ons,” not to be confused with Star Trek’s Klingons. What I mean is that they cling on to you. These are kids who have been in your home for only a day or two and are already calling you mommy and daddy and saying that they just love you so much and that you will be their forever family. Now these children do not somehow intuitively know how wonderful a person you are. These kids have an attachment issue and will go with just about anyone who shows them attention. Kids who have an insecure attachment like this are also particularly vulnerable to predators. Special focus will need to be given to teach these kids healthy boundaries, language to use to get their needs met, and ways to self-soothe when someone is not available. They will also need other healthy ways of getting the need to belong met, outside of their relationship with you. Discussion Lead a quick discussion. Sample dialog: Trainer (T): What are some of the healthy ways that kids get this need met? Participant (P): Sports, scouts, family chores, school activities, cultural activities T: The next basic need is enjoyment. What do you think would be some examples for this one? P: Drawing on the wall, playing with food, listening to loud music, prank calls T: Next up is power or freedom. In general, people in our society spend a tremendous amount of time trying to exercise power and control over things that are out of their span of control. What are some examples? P: Weather, politics, taxes, time, traffic, death, spouses, other people, other people’s children, other people attitudes, beliefs and drama T: And how do we feel when we try to control things that are out of our control? P: Frustrated, powerless, and defeated T: Essentially, what you are saying is that when people try to control things out of their span of control, they suffer. Why do we cause so much suffering for ourselves? Parents often have real trouble with this, because when children are small we can often overpower them or scare them into submission. If you really want to see how much power you have then just try to make a child swallow her food, go to the bathroom when and where you want him to, or make them go to
Choices Brea – 5 old Very dirty and smelly, and resistant to taking a bath Cassia – 3 years old Does not want to go to sleep Danny – 13 years old His room is a complete disaster. Ali – 8 years old You have asked him to turn off the video games and he has not followed through. Briston – 6 years old At a family gathering, he suddenly drops his pants and starts masturbating.
Note to Trainer Have participants complete an evaluation, if they have not done it earlier in the session. Behavioral/Social Concerns for Placement Past Emotional Abuse □ Past Physical Abuse □ Past Sexual □ History of Neglect □ Alcohol/Drug Use □ Alcohol Drug/Fascination □ Argumentative □ Aggressive/Defiant □ Sexual Issues □ Sexually Acting Out □ Depression □ Withdrawn □ Offensive Language □ Physically Assaultive □ Boundary Issues □ Stealing □ Suicidal □ Suicide Gestures □ Suicide Attempts □ Tantrums □ Excessive Masturbation □ Running Away □ Fascination w/Weapons □ Self-Injurious □ □ Hygiene Problems □ Delinquent Activity □ Street Wise □ Gang Affiliated □ Gang Activity □ Property Damage □ Fire Setting □ Enuresis □ Encopresis □ Hurts Animals □ Fears Animals □ ADHD/ADD □ Eating Problems □ Hoarding Food □ Eating Disorder □ Fetal Alcohol Syndrome □ Fetal Alcohol Related Condit. □ Drug Withdrawals □ Aggressive to Peers □
Aggressive to Children □ Sleep Difficulties □ School Problems (Academic) □ School Problems (Behavior) □ Smoking □ Following □ Eco-Map Weekly Calendar Sunday Monday Tuesday Wednesday Thursday Friday Saturday 6 am 30 7 00 30 8 00 30 9 00 30 10 00 30 11 00 30 12 pm 30 1 00 30 2 00 30 3 00 30 00
The main idea of the project "Use sound to watch around", that consists of three activities, is to learn participants how to use music and sound design possibilities for employment/entrepreneurship of blind youth. Project “Use sound to watch around” is long term of Erasmus+ KA2 Capacity Building in the field of youth will be realized in three stages starting with: Activity 1: Training Course - Novi Sad, Serbia from 2 – 10 of March.2017. On Training Course participants have got concrete knowledge and skills, for helping blind youth on their self-employment/entrepreneurship process using methods of non formal education, making music and sound design techniques. Participants have learned how to work with blind young people, how to help them to learn music methods and how to apply and realize own Erasmus+ projects. This Activity was included music workshops, working in sound recording and editing software (mostly on radio forms: radio drama, interview, reportage, advertisement etc.), theme of entrepreneurship, Stock audio, inclusive music games and so on. Activity 2: Participants initiatives - local communities in time period of 60 days In this Activity, participants will organize workshops for blind youth to help them to be social included, supporting them on entrepreneurship process, educating them about music and sound design possibilities. This activity will be implemented in participant’s local communities in period of 60 days after Training Course (Activity 1). Participants will have the task to empower young people from their local communities using learned creative methods (knowledge and skills) acquired on TC (Activity 1). Activity 3: Evaluation Meeting - Marmaris, Turkey from 15 – 19 May 2017. On Evaluation Meeting participants will evaluate the effects of Activity 1 and Activity 2. One day will be reserved for a public conference where we will promote products and results of our long term Erasmus+ project. Training Course in Novi Sad has involved 35 participants from 7 countries. In all the activities participants are coming from: Italy, Turkey, Montenegro, Albania, Greece, Bulgaria and Serbia. Materials, photos, audio works that are done by participants, reportage's from television and articles from medias: and Training course “Use to watch around” was supported by European Commission and Erasmus + programme and organized by Association “Youth cultural center of Vojvodina” from Sombor, Serbia () Evaluation Meeting (Activity 3) “Use sound to watch around” (has implemented in Marmaris, Turkey from 15 – 19 of May 2017)
Title of course or presentation: This Is Athlete Leadership Location: Date and time: Instructors/Presenters: Page: 6 Time Slide # Topic/Purpose Exercise; Lecture; Brainstorm; Role Play; Q & A; Show & Tell (S & T) Handbook for Athlete Leaders Adjustments / Comments 0 10 1 Introduce Instructors & Participants Lecture 1 2 Definition of Athlete Leadership - Choice Lecture Decide if you are giving the Handbook out at first or wait till the end 2 3 Choice – Home Brainstorm/flip chart Fly-in 2 4 Choice – Special Olympics Brainstorm/flip chart 2 5 Definition Meaningful Role Lecture Fly-in slide 2 6 Meaningful Role (MR) Brainstorm/flipchart Compare and contrast 1 7 MR – Interview Lecture Fly-in slide 1 8 MR – Coach Lecture Fly-in slide 1 9 MR – Promote Program Lecture Fly-in slide 1 10 Definition – Provide Training Lecture 1 11 Ask Volunteer Why Should I Get Involved Share Fly-in slide 1 12 Why Is Training Important to All Show and Tell 1 13 What Athlete Leadership Can Do for Athletes – Confidence Brainstorm/flipchart Read list of running answers 14 What – Knowledge Lecture & Q&A Tell short success story – Fly in slide 1 15 Who – Social Skills Lecture & Q&A 1 16 What – Spokesperson Lecture Fly in slide 1 17 What Leaders/Teachers Lecture/Flipchart Time Slide # Topic/Purpose Exercise; Lecture; Brainstorm; Role Play; Q & A; Show & Tell (S & T) Handbook for Athlete Leaders Adjustments / Comments
Session Block __ Club Team(s) Name Team(s) Age Team(s) Gender Session Date(s) # Players per Session # Coaches per Session Coach Name Coach Signature Session Block __ Club Team(s) Name Team(s) Age Team(s) Gender Session Date(s) # Players per Session # Coaches per Session Coach Name Coach Signature Session __ Club Team(s) Name Team(s) Age Team(s) Gender Session Date(s) # Players per Session # Coaches per Session Coach Name Coach Signature