zilongwang/ReadingBank huggingface dataset:
Unit Title: Understanding the Needs of Individuals with Profound and Multiple Learning Disabilities Two Credit Value: 2 GLH: 14 OCNLR Unit Code: Ofqual Unit Reference Number: This unit has ? learning outcomes LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: Understand the meaning of Profound and Multiple Learning Disabilities (PMLD). Describe the complexities of PMLD. Understand the needs of individuals with PMLD. Describe the health needs of individuals with PMLD. Describe the everyday of individuals with PMLD. Understand the impact a communication impairment has on individuals with PMLD. Describe two different forms of communication used by individuals with PMLD. Describe barriers to effective communication with individuals with PMLD. Understand good practice in communication with individuals with PMLD. Describe methods of good practice in communicating with individuals with PMLD. Describe the different elements of the fundamentals of communication. Understand how sensory exercises support individuals with PMLD. Describe how sensory activities would be used when supporting individuals with PMLD. Describe different methods of adapting a sensory exercise to meet the needs of a diverse group of individuals with PMLD.
Understand ways in which current legislation has impacted on individuals with PMLD. Describe current legislation that has impacted on individuals with PMLD and the way they are treated. Describe values that underpin the growth of an equal and diverse society. Assessment The grid below gives details of the assessment activities to be used with the unit attached. Please refer to the OCN London Assessment Definitions document for definitions of each activity and the expectations for assessment practice and evidence for verification. P = Prescribed This assessment method must be used to assess all or part of the unit. O = Optional This assessment method be used to assess all or part of the unit. Case Study O Project Written question & answer/test/exam O Role play/simulation O Essay Practical demonstration Report Group discussion O Oral question and answer O Performance/exhibition Written description O Production of artefact Reflective log/diary O Practice file OCN LONDON OFFICE USE ONLY Owner OCNLR (OCN London) Unit Grading Structure PASS Sector Subject (SSA) More than one SSA can be listed 13.2 Direct Learning Support Unit Review Date (dd/mm/yyyy) This will be five years from implementation of the unit unless specified by the SSC. Availability for Use Shared
Study findings Demographic data (surveys and interviews) Six early childhood professionals (kindergarten teachers) and eight classroom teachers (Foundation) were identified and willing to volunteer. Participants came from either the Darebin or Marysville Education areas. The survey data revealed the information below: teaching experience ranged from 18 months to 30-plus years (average 18 years) time in current setting ranged from 6 months to 26 years (average 9 years) number of children in educational settings ranged from 12 to 605 two participants had diploma qualifications as their highest qualification while all others had a bachelor’s degree, with a mixture of extra qualifications including Special Ed (1), Montessori (1), Science (1), Indigenous Education (1), Auslan (1), Dance (1), Teaching English as a Second or Other Language (1). five participants had an early childhood qualification of some kind: Montessori, 1 B.Ed – EC, 1 Grad Dip – EC, 2 Diploma of Teaching – EC, 1. two participants had experience working in both school and EC settings the professionals were working in the following settings: five participants were teaching Prep/Foundation six participants were teaching in kindergartens one participant was teaching a 3/4 composite one participant was teaching a P/2 composite one participant was a relief teacher at a school site for two to three days per week (P–6). children in kindergarten classrooms – aged 4 to -5 children in Prep/Foundation classrooms – aged 4.5 to 6 at of the year. Teaching philosophy (interviews) Teachers in early childhood education and care services provided philosophy statements that were quite similar and focused on ‘play-based approaches that were child centred’, although two also identified the need for ‘intentional teaching’. Responses from teachers in the early years of school regarding teaching philosophy were quite disparate and included: creating a caring environment (1) catering for all children/differentiation (2) holistic – social/emotional (1) academic – integrated approach (1) inquiry-based approach (2) balance of explicit instruction and discovery learning (1)
would receive benefits again once Social Security makes the reinstatement decision. They won’t be eligible for provisional payments. What happens if someone was receiving CDB benefits previously, and married before or after Social Security terminated the benefits? When Social Security terminates CDB benefits due to marriage, individuals won’t be able to apply again on that parent’s record, unless the marriage was void or annulled. EXR wouldn’t be possible because Social Security would have terminated CDB benefits for reasons other than work activity. What happens to individuals who are eligible for both Social Security disability and SSI? People on SSI are required to apply for any other benefit for which they are eligible. If someone receiving SSI has earnings that drop below the Substantial Gainful Activity limit, he or she must apply or request EXR, which depends on the respective payment amounts. Social Security requires individuals who are entitled to SSI to procure whatever benefit will pay the earliest and the highest amount. Are differences in EXR if the individual is blind? EXR applies to blind individuals the same way it applies to other beneficiaries, with some exceptions. For blind people over age 55, a special provision may let them come in and out of payment status, depending on earnings, without having to reapply. For those individuals, EXR isn’t possible. Also, when considering reapplication or EXR for blind individuals, remember that there are some differences in the work incentives. For Social Security disability beneficiaries, the financial limit that Social Security uses to consider work as substantial is significantly higher. SSI recipients can make additional deductions when considering gross income to determine what income is countable. These work incentives apply immediately if Social Security reinstates the person. Under reapplication, the limit for substantial work only applies after the Trial Work Period is complete. If someone reapplied and Social Security denied him or her, may the person request EXR? As stated earlier, it’s more difficult for a person to meet the medical disability standard for reapplication than the medical standard for EXR. A person could choose to reapply, and then Social Security could deny him or her. If that happens, he or she may request Expedited Reinstatement. The EXR request date won’t be retroactive to the application date. If Social Security denies EXR, may former beneficiaries reapply?
3. Local and State Communities Students are introduced to local governments. They will examine the importance of the local community. Local communities (cities/towns) and states have governments that make rules and laws. There are many ways to influence our local communities and it is important for people to participate in making their communities better. Describe the difference between neighborhoods, cities/towns, and states. Identify problems and synthesize possible solutions. 4. Nations Students are introduced to nations. They will examine the contributions of Americans in the past and present who have made an impact on the national community. Nations have important symbols and events that are used to create unity among people. Nations have important people who contributed to their development in the past and present. Identify the main ideals, symbols, and holidays of the United States and nations. Explain the contributions to the nation of different Americans in the past and present. 5. World Students are introduced to the world and the concept of global connection. They will examine the contributions of people in the past and present who have made an impact on the global community. The world has important people who contributed to its development in the past and present. Identify global problems and synthesize possible solutions. Explain the contributions to the world of people from different nations in the past and present. GRADE 1 FIELD EXPERIENCES It is strongly recommended that students engage regularly in social studies field experiences to connect their learning inside school to the world outside school. The
2. Voluntary Migrants/Immigrants Migrants are people who move from one to another; Immigrants are people who settle in a new country. Many migrants and immigrants came/come to the United States voluntarily. There are push and pull factors influencing them. Migrants and immigrants come from different social and cultural backgrounds (some are wealthy, middle class, or poor; some are from majority or minority groups in the home countries) Identify the largest immigrants during various periods of U.S. history. Describe immigration push and pull factors. Compare the cultures and traditions of different immigrant/migrant groups. 3. Forced Migrants Some people are migrants. They did not have a choice to come to the United States. The vast majority of forced migrants were Africans who were sold into slavery by Europeans. Not all or African Americans migrants to the U.S. were forced migrants. Slavery was ended over 150 years ago and many African people have come to the U.S. since then. Distinguish the difference between voluntary migrant/immigrants and forced migrants. Describe the challenges of being a forced migrant.
The letters to editors (ASSESSMENT 2-17.G) will serve as the evaluation task. Students’ diary entries will address the lesson’s Inquiry Question: “How does being a city of immigrants make Boston better?” Tell students to cite at least two pieces of evidence from the sources. Before using the exit ticket, consider reading students some exemplar letters to the editors that you prepared. Consider using sentence starters and modeling to help the students with their answer to the inquiry question. C. CLOSING (6 minutes) 4. Share Letters to the Editor Have students share their letters to the editor with the class. Draw comparisons between the different students’ stories and list them on the board or chart paper. EVALUATION ASSESSMENT 2-17.G What to look for? The students should letters to the editor making an argument for why immigrants make Boston better. All arguments should cite at least 2 pieces of evidence from the sources. Some information that students may include in their journal entries: Boston has been an immigrant city for hundreds of years Immigrants have come from all over the world, including England, Ireland, Poland, Russia, Italy, French Canada, Dominican Republic, Vietnam, Haiti, Cape Verde, and China, as well as migrants from the American South and Puerto Rico They make Boston a cosmopolitan city, where people from many countries come together They make Boston have many different cultures, languages, foods, festivals, and fashions Immigrants make up 28% (3 in 10) of Boston’s population Our economy could not work without immigrants Many own businesses (5,500) They over $3 billion a year They contribute over $1 billion in taxes a year, which pay for schools, parks, fire, police, and roads 1 in 4 immigrants are managers or run businesses 1 in 4 immigrants work in sales or technology 1 in 10 immigrants work in construction
Lesson Title: What is a Refugee? A Case Study of Vietnam Inquiry Question: If you were a refugee who came to the U.S. from Vietnam in the or 80s, what would have been the most difficult part of the journey? LESSON 2-15 Lesson Title: The Contributions of American Immigrants [Albert Einstein, David Ortiz, I.M. Pei, Maria Hinojosa] Inquiry Question: Which of the featured American immigrants do you think made the largest contribution to the United States? LESSON 2-16 Lesson Title: Immigration Today: How Do People Come to the U.S.? Inquiry Question: What is the most difficult challenge immigrants face today? LESSON 2-17 Lesson Title: Boston: A City of Immigrants Inquiry Question: How does being a city of immigrants make Boston better? LESSON 2-18 Lesson Title: Immigration Today: Naturalization Inquiry Question: Is it fair how we choose who can become a citizen? LESSON 2-19 Lesson Title: Examples of Good Citizens Inquiry Question: Which group of people is the best example of good citizenship? LESSON 2-20 Lesson Title: How Will I Be a Good Citizen?
George Clymer James Smith George Taylor James Wilson George Ross Delaware Caesar Rodney George Read Thomas McKean New York William Floyd Philip Livingston Francis Lewis Morris New Jersey Richard Stockton John Witherspoon Fran. Hopkinson John Hart Abraham New Hampshire Josiah Bartlett William Whipple Rhode Island Stephen Hopkins William Ellery Connecticut Roger Sherman Sam Huntington William Williams Oliver Wolcott New Hampshire Matthew Thornton SOURCEBOOK 5-13.A Prince Hall Prince Hall was an African American from Massachusetts. He was born a slave, but gained his freedom by age 11. He became an abolitionist (against slavery). He also convinced Massachusetts to allow Blacks to attend public school (which was only for Whites). At the beginning of the war, he was a leather seller and made drum heads for the Patriot army. Black people
The legislative branch includes the of Representatives and the Senate. Together they are called Congress. They make the laws of the country, which may include taxes, borrowing, business, post offices, roads, promote science, inventions, and writings, punish pirates, declare war, and create all laws “necessary and proper.” Each state has different numbers of representatives in the House based on their number of people and they serve for 2 years. Each state has two senators in the Senate and they serve for 6 years. You must be 25 years old to be in the House and 30 years old to be in the Senate. A census (count of people) will be held every 10 years to decide the number of representatives from each state. Most Indians will not be counted as people. All other people (slaves) will be counted as 3/5th of a person. The House may charge the president and judges through impeachment, but the Senate will decide if they will be removed from office. Congress cannot ban slavery or the slave trade until at least 1808. Congress has the power to collect direct taxes (on things people own or sell). No tax may be put on goods sent outside the country (exports). Article II: Executive (President and Cabinet) The President and the Vice President have responsibilities and powers over the executive branch. They enforce the laws of Congress. They serve for four year terms (no limit on how many terms they can have). The president must be 35 years old, born in the United States, and have lived her for the last 14 years. He or she is chosen by the Electoral College. He or she is also the commander-in-chief of the military. He or she can pardon people who have committed crimes. He or she makes treaties with foreign countries working with the Senate. Article III: Judicial (Courts)
WORKSHEET 1-11.A World Flags the word bank, guess which country belongs to each flag. 1. ______________ 2. ______________ 3. _____________ 4. ______________ 5. _____________ 6. _____________ 7. _____________ 8. _____________ 9. _____________ 10. ____________ 11. ____________ 12. ____________ Word Bank: Brazil Canada China Haiti
WORKSHEET 1-12.B Preparation for the Corner Debate about the following birds and decide if you think “yes” or “no” on them being the national bird of the United States. You may say “yes” to more than one bird. Then explain why that bird would be a good or bad choice. Bald Eagle Circle: Yes or No Black Crow Circle: Yes or No
Pop Quiz: English, German, or Irish? Many things in American culture come from English, German, and Irish immigrants. Take a look at these items. If you think it came from England put an “E” above to it, Germany put a “G” above it, Ireland put an “I” above it. 1. Hot Dog: _____________ 2. Hot Chocolate: ________ 3. Soccer (Football): ______ 4. Leprechaun: ___________ 5. Holiday Tree: _________ 6. Apple Pie: ____________ 7. Kindergarten: _________ 8. Hamburger: ___________ Answers 1. Hot Dog: Germany Originally called the Frankfurter. It was a type of sausage first created in Frankfurt, Germany. 2. Hot Chocolate: Ireland the Mayans and Aztecs in México gave us chocolate, it was someone from Ireland who created the first modern hot chocolate by heating chocolate with milk. 3. Soccer (Football): England
Kicking a ball for sport probably started in China, but the first country to have organized rules for soccer (what is called football in most countries) was England. 4. Leprechaun: Ireland The leprechaun from an Irish folk tale. The original story involved an Irish king being granted three wishes from this little imaginary man. 5. Holiday Tree: Germany Germans were the first people to bring trees into their house and decorate them during Christmas. 6. Apple Pie: England While many cultures have versions of the pie, it was the English who first decided to put apples in them. 7. Kindergarten: Germany Germans invented the idea of preschool for young children, which they called Kindergarten or “children’s garden.” 8. Hamburger: Germany The beef meat patty was invented in Hamburg, Germany. Although the idea of putting it on bread may actually be from the United States. ASSESSMENT: 2-6.E
Dates and Locations Friday 13th May – Morwell: Kernot Hall, 50-70 Princes Dr, Morwell 10.00am – 1.00pm Registration from 9.30am Thursday 19th May – Geelong: Centenary Hall, 1-15 Cox Road, Norlane 10.00am – 1.00pm Registration from 9.30am Friday 20th May – Ballarat: Hill Hall, 375 Humffray St N, Brown Hill 10.00am – 1.00pm Registration from 9.30am Monday 23rd May – Preston: Darebin Arts and Entertainment Centre 10.00am – 1.00pm Registration from 9.30am Wednesday 25th May – Bendigo: Showgrounds, 42-72 Holmes Rd 10.00am – 1.00pm Registration from 9.30am Thursday 26th May – Wangaratta: Wangaratta Magpies Football Club 10.00am – 1.00pm Registration from 9.30am Monday 30th May – Noble Park: Paddy O’Donoghue Centre,18-32 Buckley St 10.00am – 1.00pm Registration from 9.30am Friday 3 June – Warrnambool: Warran Room, Greyhound Club 10.00am – 1.00pm Registration from 9.30am This session will be an extended NDS workshop for supervisors, team leaders and direct support staff to work through the NDS Zero Tolerance ‘Understanding Abuse’ training resources. VALID will not present at this forum. For further information contact Liz Collier Jon Slingsby Project Officer, NDS KSP Self Advocacy Coordinator, VALID 03 8341 4317 03 9416 4003
Example Data Table for Seattle: Observed Daily Temperature (°F) in June 2015 - Seattle Climate Normals (°F) for June - Seattle DAY MIN MAX MIN MAX 1 53 61 50 67.4 2 55 64 50.2 67.6 3 53 68 50.3 67.7 4 53 73 50.4 67.9 5 55 80 50.6 68 6 56 85 50.7 68.2 7 60 88 50.8 68.3 8 58 87 50.9 68.5 9 58 84 51.1 68.6 10 52 78 51.2 68.8 11 52 76 51.3 69 12 53 68 51.4 69.1 13 49 75 51.6 69.3 14 53 82 51.7 69.5 15 61 86 51.8 69.7 16 52 73 51.9 69.8 17 52 77 52.1 70 18 57 76 52.2 70.2 19 56 75 52.3 70.4 20 55 77 52.5 70.6 21 57 78 52.6 70.8 22 55 77 52.7 71 23 53 79 52.9 71.3 24 61 78 53 71.5 25 60 87 53.1 71.7 26 64 89 53.3 71.9 27 63 92 53.4 72.2 28 65 83 53.6 72.4 29 63 84 53.7 72.6 30 59 87 53.8 72.8 Part 2: LEARN – Common Climate Change Questions The first part of the activity can take place in the classroom if students have access to computers or it can be assigned as group homework. The end goal of this activity is to create a “climate change answers” wall where each group provides a synopsis of the main answer to their question and then 2-3 artifacts that support their answer. These artifacts could be in the form of charts, graphs, images, maps, and/or additional short narratives based on research. In a classroom with computer access, teachers have the option of assigning the creation of a story map for students to display their answers. Classrooms without computer access can literally create a wall of answers with the artifacts. See instructions in step 6 for the story map creation option. Place students in groups of 2-3 and assign the groups two questions from the EPA Climate Change website to research further. The questions addressed in detail on the website are: Is there scientific consensus on climate change?
If your patron is a “Perfect Melancholy,” how that affect their behavior when they are stressed from struggling with unemployment, etc.? If you are a “Perfect Melancholy,” how might dealing with “needy patrons” be affecting YOU and how might YOU be perceived by THEM? PEACEFUL PHLEGMATIC STRENGTHS STRUGGLES Easygoing pushover can appear aloof Finds the easy way lazy Able to hide emotion appears unemotional Patient no sense of urgency Witty can be sarcastic Happily reconciled to life “whatever” If your patron is a “Peaceful Phlegmatic,” how might that affect their behavior when they are stressed from struggling with unemployment, etc.? If you are a “Peaceful Phlegmatic,” how might dealing with “needy patrons” be affecting YOU and how might YOU be perceived by THEM? Let’s Take a Look at “Emotional Intelligence” ~ Self-Awareness
Understanding Geologic Time Use the “Understanding Geologic Time” interactive on the UCMP “Explorations Through Time” webpage (http://www.ucmp.berkeley.edu/education/explotime.html) to answer the following questions. How many pages would be in the “A History of the Earth” book if each page represented 10,000 years of Earth history? __________________________________ For the events listed below, fill in how many years ago the event happened, and what page it would be on in the “A History of the Earth” book. Event ago Page # in book Formation of the Earth and Moon Earliest life appears Early land plants Largest mass extinction Dinosaur extinction Early hominid “Lucy” What is the difference between relative date and absolute date? (Use the U.S. history timeline you create to help answer this question.) What is the Law of Superposition? Fill in the following information for the fossils in step 7 of the activity. Fossil Fact about the organism Date the fossil: Trilobite First appeared: Brachiopods Height of diversity: Eurypterids Went extinct: Ammonites Went extinct: Which of the fossils is the earliest (oldest)? _________________________________________ What is radiometric dating, and what does it tell us?
DNS Extension (EDNS0) A DNS record that carries extended DNS header information, such as the DO bit and maximum UDP packet size RFC 2671 [3] DNS Security Extensions (DNSSEC) Extensions to the DNS service that provide mechanisms for signing and securely resolving DNS data RFCs 4033 [5], 4034 [6], and 4035 [7] DNSKEY record A DNSSEC record type used to store a public key. RFC 4034 [6] Section 2 DNSSEC OK (DO) bit A bit in the EDNS0 portion of a DNS request that signals that the client is DNSSEC-aware. RFC 4035 [7] Section 3.2.1 Double Signature Double signature is a key rollover method where a future key and signatures generated using it are published into the DNS zone before the existing key and its signatures are deleted, thus leaving two sets of keys and associated signatures in the zone at any given time. RFC 4641 Island of Security A signed zone that does not have an authentication from its delegating parent zone RFC 4033 [5] Section 2 Key Master (KM) The key master is the DNS server that is responsible for key generation and management, and acts as the server that the administrator interacts with to set up DNSSEC. Key Rollover A key rollover (also called key supercession in some environments) is the act of replacing one key pair with another at the end of a key effectivity period. RFC 4641 Key Signing Key (KSK) The KSK is an authentication key that corresponds to a private key used to sign one or more other signing keys for a given zone. Typically, the private key corresponding to a KSK will sign a ZSK, which in turn has a corresponding private key that will sign other zone data. Local policy may require that the ZSK be changed frequently, while the KSK may have a longer validity period in order to provide a more stable secure entry point into the zone. Designating an authentication key as a KSK is purely an operational issue: DNSSEC validation does not distinguish between KSKs and other DNSSEC authentication keys, and it is possible to use a single key as both a KSK and a ZSK. RFC 4033 section 2
Figure 10 Trust Anchors Figure 11 Signing and Polling Parameters Figure 12 Summary Figure 13 Zone Signing Progress Figure 14 Confirmation Refresh the DNS Manager window to display the newly added DNSSEC resource records. Figure 15 DNSSEC Signed Zone in DNS Manager The next section contains detailed descriptions of all the DNSSEC parameters. DNSSEC Parameters Windows Server "8" Beta treats key management and zone signing as separate operations. This allows administrators a great deal of flexibility to edit keys and key parameters, and maintain continuity of signed zones. The table below gives a brief description of all the DNSSEC key and zone signing parameters. Parameter Description
Undertaking in Gap Study I ……………………………………………S/O, D/O Shri ………………………………………. Resident of …………………………………………. (full address to be given) do hereby solemnly state and affirm as under:- 1. That I have passed 10+2 examination held in ………………… from ………………………… (name of the College/School). 2. That I have not joined any College/institution after passing 10+2. OR 3. That I have joined ………………. Course in …………………………… (College/Institution) after passing 10+2. I will submit the migration certificate from last attended institute. Dated:- ……………. Candidate Signature Verification:- I solemnly declare that the contents of my above undertaking are true and correct to the best of my knowledge and belief & Nothing has been concealed there in. Dated:- ……………. Candidate Signature
2.a Name own role Learners should name own role within organisation The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The main tasks to be undertaken Learners should identify a minimum of two main tasks to be undertaken. 2.c The name and job title of the supervisor Learners should identify the name and job title of the supervisor. 3 The learner will be able to maintain acceptable conventions in the workplace during a work experience placement The learner must be able to: Assessment Requirements Evidence Location 3.a Keep to agreed dress code The following assessment method must be assessment of this standard: Observation of learner practical
Assignment Task for Unit: Undertaking management coaching or mentoring in the workplace Centre Number: Centre Name: Learner Registration No: Learner Name: TASK You are required to demonstrate the practical application of coaching or mentoring in practice within an organisational, managerial or professional role. You should undertake a minimum of 12 hours of formal and contracted coaching or mentoring, and be able to show how you have reflected on your performance. Note: You should have a discussion with your coaching supervisor (usually the tutor) to assist in your performance reflection. You should also collect feedback from those observing your coaching or mentoring sessions. This could include feedback from your supervisor or peers. You should plan to spend approximately 29 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between 2500-3000 words (excluding appendices). However individuals have different writing styles, and there is no penalty if the word-count range is exceeded or not met – as long as the assessment criteria are adequately covered. Check your assignment carefully prior to submission using the assessment criteria. Please use the sub-headings shown below when structuring your Assignment Assessment Criteria Plan and prepare for coaching or mentoring programmes Provide evidence of planning, contracting and agreeing coaching or mentoring programmes with one or more individuals. Explain the rationale for coaching or mentoring for one or more clients and formally agree a contract with one or more clients (8 marks) Identify individual developmental needs and agree goals, in line with organisational, divisional and/or team goals (8 marks) Plan and prepare a short coaching or mentoring programme with one or more clients to complete a minimum of twelve hours of formal coaching activity (4 marks) Undertake coaching sessions Maintain an auditable diary of coaching records to show that you have delivered a minimum of 12 hours’ coaching and/or mentoring showing that you have: identified individual development needs and agreed goals for the programme; planned individual sessions and organised the materials and resources needed to support them; delivered and recorded the coaching; reviewed individuals’ progress; Complete a minimum of twelve hours of coaching or mentoring activity with one or more clients (16 marks) Critically review your use of a range of diagnostic coaching and mentoring tools and techniques (12 marks) Assess your ability to build relationships and use effective communication techniques of questioning, listening and giving feedback (12 marks) Maintain appropriate overview records of goals, discussion and outcomes including progress towards goals (12 marks)
Read Speak Understand none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient 23. For General Service support posts only, indicate if you have passed the following tests: UN/ASAT – Administrative Support Assessment Test (formerly known as clerical test): No Yes if “Yes”, date taken: UNDP/AFT – UNDP Accountancy and Finance Test: No Yes if “Yes”, date taken: 24. EDUCATION: Give full details - NB Please give exact titles of degrees in original language Degrees claimed in the job application (even if they are not a requirement for the post) must be completed at the time of the application. UNDP only recognizes degrees and diplomas from educational institutions that have been recognized or otherwise approved by competent authorities at the time that they were obtained. Degrees requiring little or no actual course work, degrees awarded for payment of fees only, and degrees granting substantial credits for “lifetime achievements” or “life/work experience” will normally not be recognized. Incomplete degrees are unacceptable to UNDP, regardless of whether they are associated with a recognized higher educational institution. A. List all educational institutions attended, including secondary school, and diplomas/degrees or equivalent qualifications obtained (highest level education first). Give the exact name of the institution and the title of degrees, diplomas, etc. (Please do not translate or indicate equivalent degrees). Name, and country Attended from/to Mo/Year Mo. /Year Degrees / Diplomas obtained Main course of study In person or online/remote? B. Post-qualification training courses / learning activities Name, place and country Type Attended from/to Mo/Year Mo. /Year Certificates or Diplomas obtained In person or online/remote?
Second Secretary AFRICA Benin Ms. Edwige Agossou Ahoussougbemey Counselor EASTERN EUROPE Montenegro Mr. Nikola Ivezaj Second Secretary LATIN AMERICAN AND THE CARIBBEAN Antigua and Barbuda Mr. Tumasie Blair Counselor, and Vice-President, UNDP/UNFPA/UNOPS Executive Board WESTERN EUROPE AND OTHER STATES Belgium H.E. Ms. Bénédicte Frankinet Ambassador Extraordinary and Plenipotentiary, Permanent Representative, and Vice-President, UNDP/UNFPA/UNOPS Executive Board Norway Mr. Andreas Danevad Senior Adviser, Section for UN Policy, Norwegian Ministry of Foreign Affairs SECRETARIAT UNDP Mr. Jordi Llopart Secretary, UNDP/UNFPA/UNOPS Executive Board UNFPA Mr. Horst Rutsch Senior Editorial Advisor UNOPS Ms. Elle Wang Partnerships Analyst _________
22. Languages - mother tongue 1st Ability to operate in the listed language(s) in a work environment Read Write Understand none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient none limited working knowledge proficient 23. For support General Service level posts only, indicate if you passed the following tests: ASAT – Administrative Support Assessment Test (formerly known as clerical test): No Yes if “Yes”, date taken UN Accounting Assistant Exam : No Yes No Yes if “Yes”, date taken 24. EDUCATION: Give full details - NB Please give titles of degrees in original language A. List all institutions of learning attended since age 14 and diplomas/degrees or equivalent qualifications obtained (highest education first). Give the exact name of institution and title of degrees, diplomas, etc. (Please do not translate or equate to other degrees.) Name, place and country Attended From/To Mo/Year /Year Certificates, diplomas or degrees and academic distinctions obtained Main course of study B. Post-qualification training courses / learning activities Name, place and country Type Attended From/To Mo/Year /Year Certificates or Diplomas obtained C. UN Language Proficiency Exams (if any)
“RAPTA is like mathematics – with a formula, systemic way of doing things (system assessment) and a way of checking (feedback loops). The equation gets completed when you are able to point out where you should begin your intervention” “I can work in a different context, even if I don’t have expertise in one area/issue” “I now in a different way” “RAPTA could be easy to use with communities – flexible methodology” “I learned a different methodology to better structure interventions” “Causal loop analysis to identify interventions” “Prioritise interventions/sequence activities keeping in mind uncertainty and changes in future conditions” “I’ve learned about finding key issues and challenges when designing a project, connecting direct and indirect impacts or causes, find out feedback loops and actions for a project to follow” “Very good training with logical framework – I will it in project design – I will use the tool to train others, especially local communities” “Prioritisation of activities through the Theory of Change” “Prioritisation of activities – change is not easy but we must do our best” “It really fits into the GCF standards in the that they were looking how the project affects the people” “The RAPTA will give you an immediate picture of what the project will be in relation to issues – it is also systematic” “RAPTA can be useful and can be integrated with other tools for projects (e.g. identification to design implementation)”
Justification for the The Government of Nepal had initiated many efforts to increase land/house ownership of women including the policy for joint ownership (only at the cost of NRS 100), tax exemption registration of land and house in women’s name (25% in urban and up to 50% in rural areas). The government took effort to ensure that property registered in women’s name is not sold for at-least three years. If anyone decides to sell the property before that time period, have to pay the full registration fee (tax exemption is not applicable). It is considered as one monitoring effort from Government for the effective implementation of the policy. Joint ownership on land distribution through different land reform program is also another effort that creates and environment for the women’s economic empowerment in Nepal. Some of the additional provisions related to women and economic empowerment includes; Exemption in remuneration: there is a provision for 10% exemption in remuneration income of women. Exemption in Income Tax: There is provision of 20% exemption in tax that is liable to be paid by the industry which provides direct employment to more than 100 Nepalese citizens out of the income of that year of the industry including at least 33% from among women, dalit and people with disability. Exemption in industry registration: There is provision of 35% fee exemption from the registration fee while registering an industry in the name of female and there is also provision of 20% fee exemption in the registration fee while registering intellectual property patent, design and trademark. Entrepreneurship development: Woman Entrepreneur Development Fund has been established in order to encourage women to become entrepreneur, to establish industry in woman's name, to provide loan without any security for helping in the technology and development. Local Body Grant: There is provision to separate minimum 10% expense for women empowerment and for organizing vocational and income oriented programs.
The United Nations Sustainable Development Goal Challenge Research Planner Name: _____________________ Subject: ____________________ Teacher: ____________________ Due Date: ___________________
Topic:______________________________________________________________________ Question:______________________________________________________________
to write your notes Sometimes using a structured sheet called a “Graphic Organiser” can help you organise your information as you do your research. This will help you at the stage where you need to write your report or develop your presentation. Here are some graphic organisers that you may find useful. Fishbone Diagram Venn Diagram Flow Chart Matrix T Consequence Chart Web Map / Effect There are many other that you can use to organise your information as you do your research. Follow this link to to download copies of the organisers and look for others. The presentation format you use will greatly depend on the purpose and audience for your tasks. Listed below are a range of presentation and digital storytelling tools that you may consider using for your final product. The required formats you will be using for this assignment have been highlighted. If you use any others please mark them as required. Cloud map Montage Video
Delaware Division of Unemployment Insurance Department of Labor PO Box 9950 Wilmington, DE 19809-0950 (302) 761-8484 District of Columbia Department of Employment Services Office of Unemployment Compensation Tax Division 609 H Street NE, 3rd Washington, DC 20001-4347 (202) 698-7550 Florida Unemployment Compensation Services Agency for Workforce Innovation 107 E. Madison St. MSC 229 Tallahassee, FL 32399-0180 (800) 482-8293 Georgia Department of Labor 148 Andrew Young Inter Blvd, Suite 800 Atlanta, GA 30303-1732 (404) 232-3301 Hawaii Department of and Industrial Relations 830 Punchbowl Street, Room 437 Honolulu, HI 96813-5096 (808) 586-8913 Idaho Department of Labor 317 W Main Street Boise, ID 83735-0002 (800) 448-2977 Illinois Department of Employment Security 33 South State St Chicago, IL 60603 (800) 247-4984 Indiana Department of Workforce Development 10 Senate Ave Room SE 106 Indianapolis, IN 46204-2277 (317) 232-7436 Iowa Workforce Development 1000 East Grand Avenue Des Moines, IA 50319-0209 (515) 281-5339 Kansas Department of Labor 401 SW Topeka Blvd Topeka, KS 66603-3182 (785) 296-5027
Have you been found guilty of a criminal offence? Yes No If yes, please specify the nature of offence Please provide details of any disabilities or impairments or special learning requirements you may have as per the categories provided Physically Disability Visual Disability Hearing Disability Mental Disability Intellectual Disability Psychiatric Disability Multiple Disability Impairments Special Learning Requirements Please provide your total household income per capita
HIGH SCHOOL Name of school: Highest Grade Passed: Year Obtained Subjects(List them Grade (HG/SG) Symbols If you passed Matric, state type of pass: Years attended: From: To: CURRENT OR INTENDED QUALIFICATION ( please complete this section in full) Full name of qualification DOES IT ADDRESS THE SCARCE SKILLS IN THE SASSETA SSP AS FOUND ON THE WEBSITE Nature of qualification Degree Diploma Other, please specify PLEASE SUPPLY QUOTATION FOR ALL COSTS OF ACADEMIC YEAR Name of institution Address and contact numbers of institution ARE YOU CURRENTLY ENROLLED? ENROLLED Yes No If enrolled which year you are enrolled for? 1st Year 2nd Year 3rd Year 4th Year STATE YOUR STUDENT NUMBER IF ENROLLED DETAILS ABOUT PARENT(S) / GUARDIAN / NEXT OF KIN Surname
implementing/executing partners and/or other means of communication. Respond to comments/suggestions from stakeholders. Submit the safeguard-related documents and project documents to the Project Review Committee after the review of the Supervisor and the responsible Subprogramme Coordinator prior to division-level approval. Supervisors of Project Manager Review and clear the project documents. Submit the document to the Project Review Committee. Step 6. Project Review Committee review Project Review Advisor Review the overall safeguard risks and mitigation measures proposed in the project and safeguard documents. Project Manager Once the project is approved, ensure project information is consistent across the Environmental, Social and Economic Review Note, Assessment and Management Plan and records in the Project Information Management System. Inform executing/implementing partners of the Environmental, Social and Economic Sustainability requirements, risks and management responsibilities and ensure any legal agreements adequately address partners’ responsibilities. Disclose the approved project and Environmental, Social and Economic Sustainability documents on “UNEP Live” and executing/implementing partner websites. UN Environment Partnership Policy Partnership Committee Review and clear whether the executing/implementing partner has the capacity and commitment to comply with UN Environment safeguard requirements. Partnership Committee Terms of Reference Division/ Regional/Office Director Review the project and safeguard-related documents against the PRC report and approve/reject the project. Step 7. Implementation of the project Project Manager Maintain regular communication with stakeholders. Update the Management Plan and implementation status and disclose documents. Respond to any compliance or grievance issues in a timely manner. UN Environment Stakeholder Response Mechanism
1994 — UNFCCC enters into force. 1992 — The INC adopts UNFCCC text. At the Summit in Rio, the UNFCCC is opened for signature along with its sister Rio Conventions, UNCBD and UNCCD. More about the two other Rio Conventions: UNCBD and UNCCD. 1991 — meeting of the Intergovernmental Negotiating Committee (INC) takes place. 1990 — IPCC's first assessment report released. IPCC and second World Climate Conference call for a global treaty on climate change. United Nations General Assembly negotiations on a framework convention begin. 1988 — The Intergovernmental on Climate Change is set up. More about the science of climate change. 1979 — The World Climate Conference (WCC) takes place. Conclusion All in all, it is imperative to understand that the committee needs to come up with feasible solutions which are universally acceptable to all stakeholders. The major issue with a lot of the conventions and agreements that have been reached earlier is that they have not been acceptable to a lot of parties who are major players as far as carbon emissions are concerned.
activities, including in situ rainwater harvesting structures and drought/flood-resilient eco-agriculture. 2.5 Alternative livelihoods based on the benefits of functional wetland and dryland ecosystems developed and promoted to enhance community resilience to climate change impacts. 2.6 Local authorities, communities, committees and user groups, with an emphasis on women and youth, trained on adapting community livelihoods to climate change by using specific techniques for restoring degraded wetlands and drylands in the Haor Area and Barind Tract respectively. 3. Research and knowledge management for appropriate EbA design. TA 3. Strengthened information base (scientific and traditional knowledge) – derived from LDCF interventions in the Haor Area and Barind Tract – for supporting the design and upscaling of EbA interventions across Bangladesh. 3.1 A central information base – of data on EbA lessons learned and from the Haor Area, Barind Tract and other regions across Bangladesh – established in MoEF within an appropriate entity e.g. the Climate Change Unit or a relevant department’s Climate Change Focal Point for effective EbA project design. 3.2 Post-graduate and research (including long-term research programmes and individual research projects) produced focused on specific climate change risks and providing technical guidance to reduce these risks. 3.3 Information and lessons learned – including cost-effectivenss – on EbA interventions implemented in the Barind Tract and Haor Area widely 495,238 1,904,760
disseminated through tailored policy briefs. 3.4 An upscaling strategy for EbA across Bangladesh developed, on business case models for both the public and private sectors. Sub-Total 4,952,381 16,190,474 Project management cost LDCF 247,619 809,526 project costs 5,200,000 17,000,000 Indicative for the project by source and by name if available, ($) Sources of Co-financing Name of Co-financier Type of Amount ($) National Government Ministry of Environment and Forestry (MoEF) Grant 1,000,000 National Government Barind Multipurpose Development Authority (BMDA), Ministry of Agriculture (MoA) 7,000,000 National Government Bangladesh Water Development Board (BWDB), Ministry of Water Resources (MoWR). Grant 7,000,000 Implementing Agency - UNEP UNEP led Asia Pacific Adaptation Network Grant 1,500,000 Implementing Agency - UNEP UNEP led Program of Research for Vulnerability Impact Assessment (PROVIA) In kind 500,000 Total Co-financing 17,000,000 Indicative Trust Fund Resources ($) Requested by Agency, Focal Area and Country1 GEF Agency Type of Trust Fund Focal area Country Name/Global Grant amount ($) (a) Agency Fee ($) (b) Total ($) (a + b) NA Grant Resources Project Preparation Grant (PPG) Amount Requested ($) Agency Fee for PPG ($) No PPG (up to) for up to