zilongwang/ReadingBank huggingface dataset:
Asian, Asian British, Asian English, Asian Scottish, or Asian Welsh Bangladeshi Indian Pakistani Any other Asian background (specify if you wish) Black, Black British, Black English, Black Scottish, or Black Welsh African Any Black background (specify if you wish) Chinese, Chinese British, Chinese English, Chinese Scottish, or Chinese Welsh, or other ethnic group Chinese Any other ethnic background (specify if you wish) Mixed and Asian White and Black African White and Black Caribbean White and Chinese Any other Mixed background (specify if you wish) White British English Irish Scottish Welsh Any other White background (please specify) F. Religion or belief No religion Baha’i Buddhist Christian Hindu Jain Jewish Muslim Sikh Any other religion or belief (please specify)
Professional Boxing and Combat Sports of Victoria Trainers Accreditation Examination Name: Email: Telephone Mobile Q1. Whose responsibility is it to ensure that a contestant is registered? Q2. What are the two (2) main items a contestant must produce when visiting the Doctor for their pre-fight medical check? Q3. What are the only items allowed in the medical kit of a trainer/second at ringside/safety enclosure? Q4. What are the six (6) provisions that apply to the bandages worn by each contestant? Q5. A) How many seconds are allowed in a contestant’s corner during a bout? Q5. B) How many seconds are allowed in the ring/safety enclosure between rounds? Q6. What are the duties of a trainer and contestant at a
8:45 – 8:55 p.m. Background Understand the basis of the DRDP (2015) 8:55 – 9:05 a.m. General Requirements Understand responsibilities in the DRDP (2015) 9:05 – 9:20 a.m. Understanding the DRDP (2015) Understand the instrument 9:20 – 9:50 a.m. Step 1: Collect Documentation Conduct accurate observations and collect other information 9:50 – 10:05 a.m. Break Replenish energy! 10:05 – 10:20 a.m. Step 2: Rate the Measures Rate the measures 10:20 – 10:50 a.m. Rating Practice Part 1 Become familiar with the DRDP (2015) and practice the rating procedures 10:50 – 11:20 a.m. Rating Practice Part 2 Become familiar with the DRDP (2015) and practice the rating procedures 11:20 – 11:35 p.m. Using Adaptations Understand the use of adaptations 11:35 – 11:45 p.m. Step 3: Finalize the Assessment Finalize the assessment 11:45 – 11:55 a.m. Resources and Other Information Know where to go for more information 11:55 a.m. – 12:15 p.m. Wrap-up (Questions and Answers and Evaluation) Understand more about the DRDP (2015) and offer their feedback on the session 12:15 p.m. Adjourn Go home! Optional Activity If You Have Time 30 minutes Rating Practice Part 3 Become familiar with the DRDP (2015) and practice using the rating procedures
play snack shop with her sister, where she pretends she works at a restaurant and takes food orders from others, prepares the imaginary food, and serves it. Summarize by reflecting on key points made during the discussion and mentioning: Remember how important it is to have multiple sources of documentation before rating a measure. able to describe why you have arrived at a particular rating, as we have demonstrated here, will help you reach an accurate rating. Rating Practice Exercise Part 1 – PS Focus (30 minutes) Said on the Playground Preparation: Become very familiar with the instructions below, the video clip “Said on the Playground,” and PD-HLTH 2: Gross Locomotor Movement Skills. Replace slide 92 with the 6 slides for Rating Practice Exercise 1 (PS) Said on the Playground. Have the video clip “Said on the Playground” ready to play. Make copies of the Rating Practice Exercise Worksheets for “Said on the Playground.” NOTE: Said is pronounced “Sah-eed” Slide 128: Review the information on this slide and make these points: The purpose of this activity is to help you become familiar with the DRDP (2015), practice using the rating procedures, and identify the kinds of information that you need to collect in order to confidently rate the measures. In this exercise we will rate a measure for a particular child. We need to keep in mind that this practice exercise is an artificial simulation because we will see a video of the child one time in only one activity. We will not see the child in a wide variety of settings and we know that a child cannot be confidently rated on a measure based on only one observation – one sample of behavior does not provide
Check Box Characteristic Used natural gestures Maintained a welcoming posture Embodied confidence (strong stance) Demonstrated purposeful movement Effectively maximized space Clarity Check Box Characteristic Clearly expressed points Gave well-defined instructions (easy to follow) Provided complete thoughts Provided concise explanations Addressed question(s) asked Comprehension Check Box Characteristic Clearly conveyed key learning concepts of the assigned segment Checked for participant understanding Engagement The one that really engaged me was: Recommendation Please select one: Check Box Recommendation
We can build better rapport if we understand our tourists – why they are here, what they want, and a bit about their characteristics. Understanding our Tourist Then compare to the list on the next slide: this explains more about how a tourist feels about being here, and what he/she expects. Go through the next few slides, talking more about and explaining the tourists personality and needs in more depth. Make sure the participants understand the viewpoint of the tourist – this is a critical aspect to delivering good service and building rapport. Time: 20 min Flipchart and markers Slides Characteristics of main source markets The main source markets are: English speaking countries: UK, Australia, USA and sometimes Canada Foreign speaking European Countries: French, German, Dutch Each have their own unique characteristics, likes and dislikes. Time: 40 min Flashcards with and Nationalities Blutac/prestick/tape Markers for each participant
types of stories – so that participants get an idea of what stories can be used in tour guiding where good stories can be found – e.g. book on Lao folktales Tips on how to tell stories: demonstrate these tips as you tell them – there is a lot more information in your Trainer Manual – make sure you read and understand these, and can talk about them when telling and showing storytelling tips. Note: you have to practice your storytelling skills so that you can tell a story well and be a leader and show ‘best practice’!! Games Games can be used in different ways in tours. They make great interpretive activities. Time: 20 min
Activity 9: Deliver the Tamarind Talk and Tasting This is the chance for the participants to practice following an Activity Plan, and seeing how it all comes together. Working in groups, they must: Read the Activity Plan carefully. Choose someone to play the part of the Tour Guide The others must be the Tourists Run the activity – with all the steps and content information Facilitation: watch the activities and check the following: They follow the script and deliver the right information They do a simple and clear Active Demonstration on how to open the tamarind pod They run the tasting and ask the right questions for the sensory experience They handle questions The follow the hints and tips for good presentation skills – e.g. voice, presentation, eye contact, etc. Debrief: Ask them what interpretive techniques were used in the activity; these are: Active demonstration Time: 60 min Fresh tamarind pods Tamarind jam Tamarind juice Tamarind sweets Plates and bowls for each item to taste Plates for tamarind shells and seeds wet cloth for wiping hands Other:
Time Content Timing 08.00 – 8.30 Welcome Participant attendance register 1 – 3 Module overview and introduction Activity 1: Problem Solving Puzzles 30 min 08.30 – 09.30 Topic 1: Solve problems and make decisions 4 – 24 Activity 2: Problem solving scenarios Activity 3: Cross Cultural Problem scenarios 60 min 09.30 – 10.00 Topic 2: Identify and Manage risks 25 – 61 Activity 4: Cell Search: Activity 5: Case Study: Identify Risks Activity 6: Risk assessment matrix 80 min 10.00 – 10.15 10.15 – 11.15 Topic 2: continued 11.15 – 12.00 Topic 3: Handle Unexpected Events 62 – 88 Activity 7: Recognise events 40 min 12.00 - 1300 Lunch Break 13.00 – 14.30 4: Handle Complaints 89 – 122 Activity 8: Flashcard sequence Activity 9: Flashcards: Do’s and Don’ts Activity 10: Complaint handling role plays 100 min 14.30 – 15.15 Assignment presentations 15.15 – 15.30 Break 13.30 – 16.30 Assignment presentations 16.30 – 17.00 Closure: 123 – 126 Assignment discussion Closing ceremony and certificates 30 min Module introduction
Developing countries Universal The world’s poorest and most vulnerable The world’s population Specific challenges Integrated and comprehensive Agenda: covers the 3 dimensions of SD (economic, social and environmental) Governmental Inclusive: engagement of stakeholders (LRGs, community based organisations, CSOs, private sector, academia etc.) Statistical approach to localizing (urban rural disaggregation) Comprehensive approach to localizing. The local dimension of SDGs should be Measurable through 60 indicators Measurable through 230 indicators on aid flows and development cooperation Focus on domestic resources to fund sustainable development strategies Clear, concise, time-bound and measurable Clear, concise, time-bound and measurable The SDGs at a glance (lecture) 20 min Group 1 Presentation slide: 4,5 Tip: during the lecture hand in the copy of What Local Governments need to know to all participants. Preparation: order or download and print the copies of (UCLG publication) (slide 4) This lecture proposes an overview of the new Agenda, its goals and targets and the way they are linked to local and regional competences and responsibilities. The Sustainable Development Goals are an ambitious set of 17 goals and 169 targets that were defined and developed through an unprecedented dialogue among UN Member States, local authorities, civil society, the private sector and other stakeholders. The Preamble of the Agenda 2030 identifies 5 thematic areas: people, planet, prosperity,
Norway (KS) Norway developed a Voluntary National Review in 2016. The Norwegian Association of Local and Regional Authorities (KS) has provided input on behalf of local governments on the review. There are regular consultative meetings between the central government and local authorities. These consultative meetings take the form of plenary meetings and bilateral meetings between KS and ministries. Colombia Colombia submitted their VNR in 2016. It included local governments as an important partner in the implementation of the SDGs Voluntary National Review 2017 Sweden (SKL) SKL is often consulted by Ministry of Foreign Affairs and the Ministry of Finance regarding the SDGs and the Voluntary National Review. SKL is a member of the Swedish Government’s reference group that has been created to discuss the development of VNR - Several Swedish municipalities are also members of thes group. SKL has gathered examples from municipalities on how they work with sustainable development and how they have approached Agenda 2030. 40 examples were put in a report, given to the Ministry. A few of those local governments which have done good work will probably be invited by the central government to talk about the implementation of the SDGs and In Sweden the implementation of the SDGs has been a very bottom-up process. SKL’s message to the central government is that municipalities should themselves define what the sustainability challenges are and how to tackle them – and then later link them to the global framework.
British (English, Irish, Scottish, Welsh) The British have high expectations, and will often and easily complain if their expectations are not met. They are usually friendly, but can be pompous (snobbish, self-important) They come from far away Many have been to Bangkok, Singapore, or Kuala Lumpur on the way to Australia or New Zealand, so they know a bit about Asia Other holiday places: Europe, America and Africa Most can swim – maybe some older people cannot swim. Always check! Come from a country with four seasons: Cold winters with days and sometimes snow Summers pleasant but not (they battle with high heat and humidity) Independent A bit arrogant (high ego) Organised Safety conscious Very demanding Likes Dislikes Warm weather – but do not like humidity Friendly A high level of service Good manners and courtesy Bottled water May be willing to try new, exotic foods, but older ones may not Luxury Learning new, interesting things Their own food Hygiene and cleanliness Fun and entertainment Older British tourists do not like eating new types of food that are too exotic Some may not like spicy food Taking Too much information Mosquitoes Noise Being touched Holding hands Do’s Don’ts Ask tourists how they would like to be addressed – older British tourists can be a lot more formal than tourists from other countries Understand that most tourists from this country are in Laos as part of a Asia holiday Understand that sarcasm is often a part of British humour Talk about sports: Be too casual with them – they may be a bit more formal than other nationalities Be by their humour, or take things personally Talk about: How much money they have income/ salary weight age marital status
Develop the content for an activity Arrange the information in logical order: have a formal structure – this means include (for each activity): an introduction – to the activity, site, topic or whatever is being talked about; a body – the main content; and a conclusion – summary (shortly say) of what has been presented Match information to tour locations, destinations, attractions, activities and inclusions Prepare enough information: cover the depth and breadth (all) of information: balance the content that it is not: too little: That it does not the most important points properly; or too much that it gets boring for most tourists. that there is enough time when on-tour to deliver this information – in terms of (for example) being able to stop at a location when talking, or being able to deliver the information on the tour vehicle before the destination/attraction has been reached. Remember when you write content: make sure that language (the words) used does not give unintended (not on purpose) offence to: gender; culture; race; age; and/ or personal characteristics: size, nationality, etc.. home country – where do your tourists come from? The commentary needs to: give comparisons of the home country of tour group members to Laos – for example: if Laos uses metric measurements and the tour group country uses imperial, then you must tell them measurements in imperial not just metric (for example, a tree is 80 feet/24 metres, high) Remember to look these up when you are planning your activity and write them into your activity content; (Tip – use your converter App for this!) conversions need to be made of references to currency – so prices in Laos are given in the currency of the home country for the tour group members; use, phrases and sayings that the people from the country of origin will understand – for example say ‘jelly’ instead of ‘jam’ for Americans.
Reviews the training agenda Yes No N/A Develops and posts group norms Yes No N/A Solicits and posts participant expectations Yes No N/A Non-Negotiable — Body Instruction Inclusion Observations Provides the rationale for the base Yes No N/A Provides an orientation to topic and curriculum manual, including updated content information Yes No N/A Provides skill-building sessions focused on the teaching methods employed in the curriculum Yes No N/A Facilitates a practice-teach session where participants teach curriculum lessons that focus on skills-development: Modeling by trainer Prep time for participants Dyad, triad, or small-group practice Feedback beginning with self-reflection Yes No N/A
of business personnel performing this performance indicator. PRINCIPLES OF HOSPITALITY AND TOURISM Participant: _____________________ JUDGE’S EVALUATION FORM I.D. Number: ____________________ SAMPLE SCENARIO INSTRUCTIONAL AREA Customer Relations Did the participant: Little/No Below Expectations Expectations Exceeds Expectations Judged PERFORMANCE INDICATORS 1. Explain the nature of positive customer relations? 0-1-2-3-4-5 6-7-8-9-10 11-12-13-14 15-16-17-18 2. Demonstrate a customer-service mindset? 0-1-2-3-4-5 6-7-8-9-10 11-12-13-14 15-16-17-18 3. Develop a rapport with customers? 0-1-2-3-4-5 6-7-8-9-10 11-12-13-14 15-16-17-18 4. Determine ways of reinforcing the company’s image through employee performance? 0-1-2-3-4-5 6-7-8-9-10 11-12-13-14 15-16-17-18 21st CENTURY SKILLS 5. Reason effectively and use systems thinking? 0-1 2-3 4-5 6-7 6. Communicate clearly? 0-1 2-3 4-5 6-7 7. Show evidence of creativity? 0-1 2-3 4-5 6-7 8. Overall impression and responses to the judge’s questions 0-1 2-3 4-5 6-7 TOTAL SCORE
STAFF MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The training staff member Last name (s) First name (s) Seniority Nationality Sex[M/F] Academic year 20../20.. E-mail The Sending Institution/Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name “Mircea cel Batran” Naval Academy Erasmus code (if applicable) ROCONSTAN01 Faculty/Department [Optional] Address Fulgerului street, no.1 Country/ Country code ROMANIA / RO Contact person name and position ZIBILEANU Institutional Coordinator Contact person e-mail / +40721328674 For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY
Outline of Deliverables Deliverable Purpose Audience Output Media Writer/ Owner SME Reviewers Start Date Pub Date User Manual 1 Provide conceptual and procedural information on performing actions associated with Use A through D All users of the software: PDF Print Tina Ahok Dilbert Catbert All cautions and front matter to be reviewed by Legal. User Manual 2 Provide conceptual and procedural information on performing actions based on Use Cases E through G (customization) Application Administrators PDF Quick-Start Guide Provide instructions for fast start-up using the software. All users of the software. PDF Dynamic HTML References Use Case A On-line help Conceptual, procedural, and reference information provided within the application based on all approved Use Cases All WebHelp FAQs Provide general and procedural information that addresses common questions and issues All users Prospective users Web pages on site Help Desk Harry Updates and additions based on Help desk reporting. WBT/CBTs Provide self-paced training information on using application functions All end users Application Administrators Internal customer support personnel Flash HTML5 Learning Lucy See detailed training plan.
GA-SEGONYANA LOCAL MUNICIPALITY TRAINING AND DEVELOPMENT/STUDY SCHEME POLICY PREFACE An organization must have a clearly defined strategy and policy that direct all decision, That is made in of training and development. This policy document addresses These objectives. The principal thrust of this of policy rests on a career promotion and Progression as well as vocational and educational training and development of employees of Ga-Segonyana Municipality. Equally, it to address the strategic orientation of employees towards Individual and collective responsibilities within the institution and their respective directorate. DEFINITIONS “study assistance” means an employee will be offered study assistance to study at a South African university, Technikon or FET College or any recognized learning institution by means of the further study scheme and who is contractually Bound to remain in the employment of the Municipality on completion of Such studies for a period determined in the contract. “CAM” Corporate Admin manager “HOD” means Head of Department “IDP” means Integrated Development Plan “JD” means Job Description “MM” means Municipal Manager “PDP” means Personal Development Plan “SAQA” means South African Qualification Authority “TNA” means Training Needs Analysis “LGSETA” the Local Government Sector Education and Training Authority “SDA” means the Skills Development Act, No. 97 of 1998- as amended
Double registration for different courses and/or registration at other institutions shall not be covered by this scheme. Completion of a Diploma/Degree/Certificate shall not automatically lead to expectation of promotion or any kind of incentive by Council. Council shall not pay for remarking of papers. All cost such as travel and subsistence and accommodation shall be for the account of the employee. That council will pay 80% of tuition fee and 20% will be paid by employees after submission of proof of registration. Assessment by Head of Department NAME: …………………………………………………………………………………………………………………… DEPARTMENT: …………………………………………………………………………………………………………………… STUDY COURSE: ………………………………………………………………………………………………………………… INSTITUTION: ………………………………………………………………………………………………………………….. The following evaluation of the proposed course, institution and potential value to be added should be noted: COURSE: Please evaluate on scale 1 to (5 is most positive) 1 2 3 4 5 1 2 3 4 5 Relevant to employee’s current position and/or future development Contribution to development of knowledge and skill 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 INSTITUTION: Responsiveness to needs of employee Contribution to development of knowledge Recommended to municipal employees POTENTIAL VALUE TO BE ADDED Employee 1 2 3 4 5 Supervisor/ HOD 1 2 3 4 5
TRAINING AND DEVELOPMENT/STUDY SCHEME POLICY Policy Status Review Date of First Approval 2008-05- 22: Council resolution that policy be approved as a draft policy. Date of First Implementation 2008- 05-22 Date Last Amended Date of Next Review Policy Benchmark and References Skills Development Act, No. 97 0f 1998. Stakeholders Consulted LLF:……./…../20…… Executive Committee: ……/…../20……. Standing Committee: …../…../20……. Council: ……/…../20……..
and Ministries in Marshall, Michigan (ccmonline.org) since 1991. She is an Enneagram Author and Instructor with First Analysis Institute of Integrative Studies, Chicago and Spiritual Director for leaders with The Transforming Center in Wheaton, IL. In addition to Clare’s work at CCM and TC she has served on advisory boards, non-profit and governmental organizations including; Michigan Human Trafficking Task Force, STOP Prostitution, Michigan Prisoner Re-entry, and Sexual Assault Services Calhoun County Advisory Board. She conducts conferences, workshops and retreats in the US and Abroad. Clare is a contemplative-activist with a conviction that all sustainable action in the world must emerge from a life that is centered and operates from interior freedom. Gratefully married 35 years, deeply blessed with 3 married children and 4 grand children. As a ministry team and individually, Scott and Clare challenge people to grow in personal and relational integrity. They love life, adore each other, and passionately lead people into their God-given design and desire. You can reach her cl@ccmonline.org
ALERRT ACTIVE SHOOTER Level Two Training Announcement The Watervliet Arsenal Law Enforcement & Security Division with support from members of the Guilderland Police Department, Albany Police Department, Albany County Sheriff’s Department, Saratoga County Sheriff’s Department, Schenectady Police Department, Colonie EMS and Guilderland EMS and Clifton Park EMS will conduct three (3) classes of the ALERRT Active Shooter Level Two Training for FY17. Class Number 2 Dates: January 10th & 11th, 2017 Times 0745 Registration & Check in Course 0800-1600 daily Class Size: 20 Police 10 Fire Class Number 3 Dates: March 14th & 15th, 2017 Times 0745 Registration & Check in Course 0800-1600 daily Class Size: 20 Police 10 Fire Location: Watervliet Arsenal, 1 Buffington Street, Watervliet, NY 12189 Classroom: Bldg 40-1, 2nd Floor, Training Room Description: In many circumstances, formally trained medical personnel will not or cannot be on the crisis immediately to provide casualty care. First responders must be educated and trained in casualty care techniques to save lives. The course curriculum includes TECC based techniques including hemorrhage control and tourniquets, bandaging, airway management, triaging, casualty collection points, and casualty evacuation methods. The course includes “force-on-force” mass casualty scenarios where the student will not only have to neutralize the threat but also treat the wounded, establish casualty collection points, conduct hasty triage, and integrate responses with EMS/Fire personnel. Required Equipment: Pen and paper, duty gear, body armor, groin protection, and appropriate clothing for "force-on-force" training (i.e. long sleeve shirt or jacket, gloves, etc)
magazines, or flash bangs are to be on the officer or in the training area (including classroom) at any time during this course. NOTE* The Watervliet Arsenal has a weapons storage area for use during the training. NOTE: Seats(24)are limited so early registration is encouraged! To Register: Contact Lieutenant Roy Barringer, Watervliet Arsenal Law Enforcement & Security Division at 518-266-3977 or you can email to roy.e.barringer.civ@mail.mil There is NO cost for the course. The WVA will provide all the training equipment necessary for participation and completion of this course. This course is comprised of several activities requiring physical exertion. This includes a great deal of time walking, jogging and standing, as well as the negotiation of stairwells between multiple floor levels. Some of this activity may be conducted in low-light conditions. Accordingly every student should be aware of this and consider self-exclusion if s/he has concerns about their physical condition or suffers from any health or other physical abnormality that may place them at risk during periods of significant physical exertion. Audience: You must be a certified Police/Peace Officer, or eligible Military Personnel, who is authorized to carry a firearm in the course of his/her duties to attend this course. You must also be a U.S. citizen or have prior approval. The Watervliet Arsenal reserves the right to determine eligibility for this course. A 100% identification check will be conducted prior to entering post.
6/25/18 7/8/18 070553 Day 4 12/5/17 3/28/18 065402 069955 Day 4 8/14/17 2/19/18 4/23/18 7/9/18 8/30/17 3/4/18 5/6/18 7/22/18 067116 069478 069508 070555 Day 5 12/7/17 4/10/18 065408 069957 Day 5 7/25/17 3/5/18 5/7/18 7/23/18 8/8/17 3/25/18 5/20/18 8/5/18 061694 069490 069548 070559 TBSI Link - 3 hours TPCP Orientation: 5/1/18 – 8/31/18 Session #076100 T-TESS and Distinguished Teaching: 9/7/2017 – 9/28/2017 Session #066833 1/8/2018 – 1/26/2018 Session #066841 5/7/2018 – 5/25/2018 Session #066849 10/10/2017 – 10/31/2017 Session #066835 2/5/2018 – 2/23/2018 Session #066843 6/4/2018 – 6/22/ 2018 Session #066851 11/9/2017 – 11/30/2017 Session #066837 3/5/2018 – 3/23/2018 Session #066845 7/9/2018 – 7/27/2018 Session #066902 12/4/2017 – 12/22/2017 Session #066839 4/9/2018 – 4/27/2018 Session #066847 8/7/2018 – 8/28/2018 Session #066904
July 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 L-280 Rock Springs Instructor: Shane McCormick 307-350-2201 6 L-280 Rock Springs Instructor: Shane McCormick 307-350-2201 7 8 9 10 11 19 20 21 22 23 24 25 26 27 28 29 30 31
“Fertility Care Scotland” and send with your completed order form to: Fertility Care Scotland 196, Clyde Street, Glasgow G1 4JY Part 1 - £500 (Includes resources, accommodation and meals) Part 2 - £50 for accreditation Enclosed is my cheque for £………..... Internet Banking Bank of Scotland - Account 00626516 Sort Code 80-11-80, Reference: Billings “This is knowledge of her body that every woman ought to have.” Dr Evelyn Billings AM, DCSG, MBBS (MELB), DCH (LOND) OVERVIEW Role of the Cervix and Hormones in Fertility Charting normal cycles: Identifying fertility and infertility Thinking in Patterns: Basic Infertile Pattern – an unchanging pattern Fertile Phase - a changing pattern Charting long or irregular cycles Understanding bleeding: Menstruation, withdrawal, breakthrough, implantation Management, charting and discussion on: Perimenopause - diminishing fertility Breastfeeding - returning fertility Stress cycle - interrupted fertility Post Chemical Contraception. Achieving Pregnancy: Charting and Recognition of optimal fertility symptoms. Guidelines for Achieving Pregnancy Diagnostic benefits of the Billings Ovulation Method® The Course is divided into 2 parts. Part 1 Attendance at 4 days of Teacher Training Course Part 1 will give participants sufficient knowledge to give women an overview of the Billings Ovulation Method® of natural fertility regulation so that they can begin to chart their fertility symptoms following the guidelines of the Billings Ovulation Method®. Assessment is a written questionnaire. Participants who wish to become teachers of the Billings Ovulation Method® must complete Part 2. Part 2 Supervised clinical experience over a minimum of 6 months. This will be arranged as clinical experience in a Fertility Care Scotland Centre or where possible by remote supervision through Fertility Care Scotland. Submission of the Case Study of at least one Billings Method user’s charting experience as taught by the participant. Participants satisfactorily completing Part 2 will be eligible for accreditation as a Billings Ovulation Method® Teacher. Doctors, Nurse practitioners, Community Health Nurses, users of the method and others involved in women’s reproductive health find the knowledge and skills gained through their participation in this course to be invaluable
Fill Out the highlighted areas email to: All items with the exception of replicas and clothing will be requested at least 3 working days prior to issue date. # # BY SIGNING THIS I UNDERSTAND THAT ALL ITEMS WILL BE TRANSPORTED PROPERLY NOT THROWN IN THE VEHICLE. I WHO AM SIGNING FOR THIS WILL BE THE ONE RETURNING THE ITEMS NOT ANOTHER MARINE/PERSON. IF THE ITEMS ARE LOST OR BROKEN DUE TO NEGLIGENCE, TSD RESERVES THE RIGHT TO RESTRICT MY COMMAND FROM FURTHER USE UNTIL REPLACEMENTS HAVE BEEN PURCHASED (BASED ON AN INVESTIGATION AND ITS RESULTS) AND HAVE BEEN SUBMITTED TO TSD OR THE TRAINING SYSTEMS BRANCH SUPERVISOR HAS AUTHORIZED IT. / a
C6.4 The training provider conducts Training Needs Analysis (either formally or informally) in order to identify the needs of the learner / learner groups. This is a process by which training and learning needs can be identified. This is concerned with identifying both the need for the training and the suitability of the learner / learner group to attend specific training. C5.1 C6.5 Training providers have in place The effective management and administration of C6.7
effective through research and evaluation and which is consistent with current Mental and Emotional Wellbeing and Suicide Prevention Strategies. C6.8 Training environments, facilities and equipment meet legislative requirements as well as the requirements of learners / learner group and the trainer(s). Training facilities are safe and meet minimum requirements and are suitable for the needs of the learner group. C3.1 C6.5 C6.9 Trainers are aware of professional boundaries and remain professional in the facilitation of training to ensure a safe learning environment. Trainers are aware of the impact that their personal experiences and the personal experiences of participants can have on training. C2.4 C3.4 C3.5 C3.6
Trainers can manage their personal experiences in the training environment and take responsibility for Personal disclosures of learners is not encouraged in large groups or within environments that cannot support that disclosure. C3.7 C4.3 C6.5 C6.13 C6.10 Persons delivering training have sufficient subject matter knowledge and skills in training delivery. For training to be successful in meeting the needs of the learner group, providers and commissioners it is important that persons delivering the training are knowledgeable and have a deep understanding of the subject matter, can communicate this in a range C2.1 C2.2
C6.12 Training providers prepare to involve those impacted by the issues raised within the delivery of training. Where it is agreed that a non-training service user, carer and / or family representative will collaborate in the training delivery, providers ensure that procedures are in place to support the individual and are in line with the ‘Guide to speaking publicly about personal experiences of self-harm/suicide/mental health issues’ ()
Filter the analysis using a column not shown in the analysis In the filters pane, click the ‘Create a filter for the current Subject Area’ Select ‘More Columns…’ and browse to and select ‘Commissioner / Provider plus code’ from the tree and click OK. Leave the operator as ‘is equal to/is in’ and set the value to your CCG. Click OK. Check your work, the CCG shown will vary depending on the CCG selected. Save your analysis as ‘Ibuprofen & Naproxen as a % of all NSAIDs’ in ‘My Folders’ using the ‘Save Analysis’ or ‘Save As’ buttons . Editing a column to show results for a specific set of drugs. Click the cog icon on the first ‘Item’ column and select ‘Edit Formula’. The ‘Edit Column Formula’ pane will be displayed. Ensuring that all the text within the ‘Column Formula’ box is highlighted, select ‘Filter’ from the task bar at the bottom of the ‘Column Formula’ pane. The ‘Insert Filter’ pane will appear. Expand the ‘Drug /Appliance’ folder in the ‘Subject Area’ tree and double click ‘BNF Chemical Substance plus code’. The ‘New Filter’ pane will be displayed. Click the magnifying glass icon to bring up the search window. Ensuring the ‘Match Case’ option is not selected and the operator is changed to ‘Contains’ search for and select the items shown below. Click ‘OK’ followed by ‘OK’ again.
Items to be Purchased Quantity Expected to Buy Vendor #1: XYZ Company Vendor #2: ABC Company Vendor #3: LMN Company Unit Price Extended Price (Quantity x Unit Price) Unit Price Extended Price (Quantity x Unit Price) Unit Price Extended (Quantity x Unit Price) Peaches, diced 6/10 cans 25 cs $20.19 $504.75 $18.87 $471.75 $22.40 $560.00 Pears, sliced 6/10 cans 10 cs $20.94 $209.40 $23.01 $230.10 $23.26 $232.60 Pineapple, chunks 6/10 cans 15 cs $25.98 $389.70 $28.03 $420.45 $24.89 $373.35 Total $1,103.85 $1,122.30 $1,165.95 Vendor Selected Date and Method of Contact September 27 Faxed in price quotes (quote sheets must be attached). September 28 Price given per phone. Will confirm in writing. September 28 Visited store and obtained prices (price sheets must be attached). Additional Best price but will need to drive 15 miles to pick up product. Estimate that this will raise costs by 10%, making this a more costly alternative than Vendor #2. Slightly higher price, but 5 minute drive from site. Signature of person completing this form: Ima Sample Date: 10/30/12 INFORMAL PROCUREMENT LOG (Form C) Items to be Purchased Quantity Expected to Buy Vendor #1 Vendor #2 Vendor #3 Unit Price Extended Price (Quantity x Unit Price) Unit Extended Price (Quantity x Unit Unit Price Extended Price (Quantity x Unit Price)
References Impellizzeri FM, Rampinini E, Marcora SM. Physiological assessment of aerobic training in soccer. J. Sports Sci. 2005;23:583-592. Booth FW, Thompson DB. Molecular and cellular adaptation of muscle in response to exercise: Perspectives of various models. Physiol Rev. 1991;71:541-585. Borg G. Perceived exertion as an indicator of somatic stress. Scand J Rehabil Med. 1970;2:92-98. Coutts AJ, Rampinini E, Marcora SM, et al. Heart rate and blood lactate correlates of perceived exertion during small-sided soccer games. J Sci Med Sport. 2009;12:79-84. Kelly DM, Drust B. The effect of pitch dimensions on heart rate responses and technical demands of small-sided soccer games in elite players. J Sci Med Sport. 2009;12:475-479. Casamichana D, Castellano J. Time-motion, heart rate, perceptual and motor behaviour demands in small-sides soccer games: effects of pitch size. J Sports Sci. Castellano J, Casamichana D. Differences in the number of accelerations between games and friendly matches in soccer. J Sports Sci Med. 2013;12:209-210. Gaudino P, Alberti G, Iaia FM. Estimated metabolic and mechanical demands during different small-sided games in elite soccer players. Hum Mov Sci. 2014; 23:123-133. Owen AL, Wong DP, Dunlop G, et al. High intensity training and salivary immunoglobulin-A responses in professional soccer players: effect of training intensity. J Strength Cond Res. In press. Wrigley R, Drust B, Stratton G, et al. Quantification of the typical weekly in-season training load in elite junior soccer players. J Sports Sci. 2012;30:1573-1580.
Training Report (Cont’d) Training Report (Cont’d) The University of Hong Kong MECH3417 Industrial Training Statement of Course Learning Outcomes Achieved (A written statement explaining how the three course outcomes are achieved) Course Learning Outcome 1 Appreciate the application of academic knowledge to hands-on situations Course Learning Outcome 2 Learn more about real-life business, company structure and operations Course Learning Outcome 3 Improve inter-personal and communication skills
The Catholic Legislative Network A Voice for Life and Dignity in California Our Catholic faith calls us to participate in the life of our communities. From conception to natural death, we are called to protect life and to promote dignity and respect for all human beings. In Faithful Citizenship, the U.S. Bishops write these challenging words. “In the Catholic Tradition, responsible citizenship is a virtue; participation in the political process is a moral obligation.” (Page 4, par. 13) In response, the bishops of California established a state-wide legislative network to help Catholics become more engaged in the political process. On the weekend of June 27/28 every parish In the Diocese of Sacramento will hold Life & Dignity Sunday. During each Mass, the Network will be explained and parishioners will be encouraged to register. Completed registration cards will be sent to the California Catholic Conference for inclusion in the statewide data base. Several ago, most of the dioceses in the state held similar Life & Dignity Sundays. The response from parishioners was tremendous and for years those who signed up during the first event have been speaking out for life and dignity to our elected officials. The Catholic Legislative Network enables members to become well informed and to act on important issues in our Through a brief, weekly e-newsletter called Public Policy Insights, members learn about issues and actions being taken on certain priority issues. In addition, periodic Action Alerts are sent to members asking them to send an e-mail, a letter, or to make a phone call to their Senator or Assembly member. Participation is entirely voluntary and it is always up to the network member whether to send an email to officials or not. There could not be a more important time for this network to emerge. California is in crisis morally and economically. Staggering budget deficits after the 2008 recession shredded the safety net that once protected vulnerable children and aging adults, unemployment still runs high and the state has some of the highest poverty rates in the nation. But funding for life-giving programs was eliminated, financial resources for abortion clinics have not been similarly reduced, and each year proposals to allow doctors to assist their patients in committing suicide gain momentum in the legislature. As Catholics we care deeply about all these “life and dignity” issues. The state needs a strong, clear, moral voice for life and dignity now! Your willingness to participate within this network will help you become a powerful Voice for Life and Dignity in California. Join now at www.cacatholic.org Roles and Responsibilities Diocesan Bishop:
Stages and corresponding roles: Stages Type of Support Professionals Stage 1 Universal All staff teaching and supporting learners in all levels of educational setting Stage 2 Targeted Practitioners confident with planning, preparing and teaching with a range of targeted specialist and differentiated resources. Practitioners in specialist settings Stage 3 Targeted Strategic Higher Level Teaching/Special Assistant in all settings SEN Teacher SENCo Teacher in main stream seeking to specialise in dyslexia/SpLD CPD leader for teaching schools Stage 4 Specialist Dyslexia/SpLD Specialist Teacher Dyslexia/SpLD Advisory Teacher Specialist Teacher Assessor Stage 5 Specialist Complex Specialist Teacher Assessor Dyslexia/SpLD Advisor Dyslexia/SpLD Trainer Introducing the Framework The SENCO/CPD Lead may use any of the following methods: Present an overview of the Framework, using a ‘Guided Tour’ Worksheet and ‘Treasure Hunt’ document. Explain the structure and content of Framework using ‘Voiced-over presentation’ if required. Showcase examples of Resources and additional features, such as ‘upload’ and ‘share’. Show staff how to use the Framework for Self-Assessments, using Intro Video if required. This includes looking at a sample Personalised Report. Give professionals an overview of different ways of the Framework to support CPD, using ‘The Framework Users Guide’. Module A: Using the Framework to support CPD in Schools Module A shows: How to develop an INSET from personalised reports and/or group report. How to develop an INSET from a ‘Resource’ based search. Introduce the ‘Schools’ Page. How to use the Framework to structure a staff team discussion.
C. The Comprehensive Evaluation of Student-Trainee Competence in Professional Training Programs A. Overview and Rationale Licensed mental health service providers are expected to demonstrate competence within and across a number of different but interrelated dimensions. Programs that educate and train licensed mental health providers also strive to protect the public and mental health care professions. Therefore, faculty, training staff, supervisors, and administrators in such programs have a duty and responsibility to evaluate the competence of students and trainees across multiple aspects of performance, development, and functioning. It is important for students and trainees to understand and appreciate that academic and professional competence in the provision of mental health care services (e.g., master's, doctoral, internship, postdoctoral) is defined and evaluated comprehensively. Specifically, in addition to performance in counseling, teaching, outreach/consultation, research, and related program requirements, other aspects of professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) also will be evaluated. Such comprehensive evaluation is necessary in order for supervisors, faculty, and other training staff to appraise the entire range of performance, development, and functioning of their This model policy attempts to disclose and make these expectations explicit for student-trainees prior to program entry and at the outset of education and training. In response to issues, the developed a model policy for use in their respective program handbooks and other written materials. This policy was developed in consultation with CCTC member organizations, and is consistent with a range of oversight, professional, ethical, and licensure guidelines and procedures that are relevant to processes of training, practice, and the assessment of competence within professional psychology (e.g., the Association of State and Provincial Psychology Boards, 2004; Competencies 2002: Future Directions in Education and Credentialing in Professional Psychology; Ethical Principles of Psychologists and Code of Conduct, 2003; Guidelines and Principles for Accreditation of Programs in Professional Psychology, 2003; Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002). The University Counseling Center at the University of Utah has adapted this model policy to fit the needs of its multidisciplinary training programs which include trainees and supervisors who are mental health care
Require Physician: There are a number of narrative selections that the center may allow to be recorded without a physician signature. From Diagnosis Mapping: There are very few narratives that will allow this setting. This setting will match the narrative form according to the diagnosis code. Add or remove checkmarks as deemed necessary. Save to save changes. Physicians orders The Computerized Physician Order Entry ("CPOE" or "PO") module has been designed to allow the normal flow of orders to be created, acted upon and recorded inside ONCOCHART. It is accessible from the or from the Physician Order icon on the main screen. The left side both system and user defined Physician Orders. System defined physician orders are shown in grey whereas user defined ones are in blue. Since they are in a “tree” view, the “+” symbols can be used to expand the listing You can modify this tree by creating User Defined Orders. If you think about the relationship between Groups, Categories and Orders as shown in the image above, you will see immediately that, you may have to create a Group or a Category (or both) in order to create an Order. For example, suppose you want to create an Order for "Block Check Simulation". However, it does not fit well into the structure you currently have. You must create a Group ("Simulation Orders") and a Category ("Simulations") before creating your Order. Right-clicking on any existing item will display a "context menu" as shown here. The "Add Item" selection shows that there is a sub-menu available (notice the small arrow on the right side of the line). One of three things can be done 1. Add a new Group, 2. Add a new Category to an existing Group and 3. Add a new Specific Order to the Group. Once one of these options are chosen, the right side of the form becomes active. Here you can add the “Name of Order”, “Patient Display (Optional), specify the type of order, define specification and click on OK button to save the new changes. The existing specifications can be edited or a new one can be added through the Physicians Orders Specifications form. Only the user defined specifications can be deleted.
B Billing 3, 4, 5 Billing Button 3 Check Simulations 3 C Calendar 3, 4, 5 Clinical 3 D Date Selector 2 Dosimetry 4, 5 I Immobilization Device 4 IMRT 4 N Narrative 3, 4, 5 P Patient Selector 3 Physician 5 Procedure Selector 2 R Radiation Therapists’ Home Page 2 S Simulation 3, 4, 5 T Treatment Device 4 Treatment Planning 3
Comparing Biological Data Using Nonlinear Model Fitting The Balanced Researcher - Podcast 3 Minute Thesis Competition Public Speaking Workshop Computational Biochemistry Managing Your Supervisor English Language Presentation Skills Electron Microscopy Managing Your Research DPhil Day DPhil Day Introduction to Statistics Springboard Development Programme for Women Introductory Bioinformatics Navigator Development Programme for Men MATLAB (online) Organising Your Research For Publication NMR The Imposter Syndrome - Podcast Quick Start Data Presentation & Analysis Get That Job Research Techniques Day Making A Difference – How To Make Inroads Into Applying Your Research. Introduction to Statistics Statistics with SPSS Viva Preparation X-Ray Crystallography - Podcast Concepts and main aspects of RNA-Seq *These courses are mandatory and should be completed during your first term.