zilongwang/ReadingBank huggingface dataset:
AFT CONFERENCE 2017 Draft Workshop plan Times to be confirmed Thursday 14th September Strathmore (unlimited) Glenallan (50 max participants) 14.00 – 15.45 Research Symposium With Alan Carr and Reenee Singh 14.00 – 15.30 Expanding your toolbox Karen Holford 16.15 – 17.30 FTTN: Working collaboratively in the Scottish Context – challenges, opportunities and innovation. Kirsty Darwent, Lynne Miller 16.00 – 17.15 Using social networks for good not evil Lisa Thomson 18.00 AFT AGM Friday 15 September 09.45 – 11.00 Plenary Peter Rober and Ben Furman Strathmore (70) Glendevon (50) Glenallan (50) Glenside (40) Strathspey (50) Strathyre (50) 11.30 – 13.00 Peter Rober Communication without words. Bhawna Bharakda (40 max) Up and about. Theatre games for systemic trainers. Matthew Selman and Jane Bourne (20 max) Emotional abuse and emotional neglect. A framework for practice. Kirsten Davie + other Fourfold vision in practice: Data, theory, intuition and the art of therapy. Hugh Palmer Creativity and play in family therapy. Sondra Beres.
13.00 – 14.00 LUNCH 14.10-15.30 Ben Furman Written on the Body – reflections on working with childhood obesity. Claire Dempster + others Creating Systemic Learning Communities Across Boundaries. Chandra O’Connor, Mike O'Connor Wendy Smith Ann Sykes Kiting in the park: creative ways of working with adoptive families. Chiara Santin (20 max) Intersecting connections in group supervision: negotiating power to create possibility. Catherine Butler Returning children home from care: safeguarding of therapists’ emotions in supervision. Dawn Walker (40 max) 16.10 Connecting altogether – Arlene Vetere Time Saturday 17 September 2016 09.20 – 10.30 Plenary Reenee Singh and Janet Reibstein Strathmore (70) Glendevon (50) Glenallan (50) Glenside (40) Strathspey (50) Strathyre (50) 11.10 – 12.30 A gulf of misunderstanding? Semantic Cohesion in monocultural and intercultural couples. Valeria Ugazio, Reenee Singh and Lisa Fellin. Systemic social work as a practice framework for children’s social care. Nick Pendry and Barbara McKay Supervision? Arlene Vetere Connection over compliance – promoting relational approaches to learning for traumatised children. Mikenda Plant and Lisa Fletcher Navigating societal marginalisation in the context of therapy. Maire Stedman (max 20) Pronoun – a play about teenage gender identity. Rory Reynolds & Barney Taylor 12.30 – 13.30 LUNCH 13.30 – 14.45 Creating new stories with families: Systemic Practice in a Systemic Humanism and the forces that push us from behind. Jim Wilson Working with the creative arts in systemic practice. Working and living through, with, alongside and after cancer Sticky moments in supervision. Wading through treacle and 3 x Paper Presentations
residential child care setting. Amanda Jordan. (40 max) Alastair Pearson (max 20) and other life threatening illnesses – a dialogical space. Esther Cohen + colleagues making toffee together. Susan Benbow an colleagues Travellers, Catherine Rountree Attachment, Greg Dring Creative Commissioning, Deborah Judge & Adam Farish 15.15 – 16.30 Connecting altogether – panel presentation as closing keynote = Awaiting final confirmation
Workshop Booking Form Please send completed form to Sue Brian – hampshiresc@pre-school.org.uk Contact Details Title First Name Surname Name of setting Address 1 Address 2 Town, County & Postcode Website Email address Contact telephone number Date and name of workshop Name of attendee/s Contact details for attendee/s Any special requirements
AGENDA Proposed Regulation P2017-09 Bureau of Safe Drinking Water The purpose of the public workshops is to receive comments from all interested parties regarding the information listed on this agenda. No action will be taken by the Bureau of Safe Drinking Water (BSDW) at the public workshops on proposed permanent regulation petition. The workshops are informational only and in preparation for action that will be taken by the State Environmental Commission at a regulatory meeting scheduled for February 7, 2018. The following items may be taken out of order and/or items may be combined for consideration. Call to order and introductions Public comment: (Discussion) Members of the public will be invited to speak; however, no action will be taken by the BSDW at this Public Workshop. Public comment may be limited to 10 minutes per person at the discretion of the Workshop moderator. Presentation and discussion of proposed regulation P2017-09: BSDW will provide background on the purpose and need for the proposed revisions to Nevada Administrative Code 445A. P2017-09 proposes to make changes to the requirements for Drinking Water operator certification and include a fee increase to cover the costs for operating the program. Question and answer period for P2017-09 Public comment for P2017-09 Members of the public will be invited to speak; however, no action will be taken by the BSDW at this Public Workshop. Public comment may be limited to 10 minutes per person at the discretion of the Workshop moderator. Adjournment
3.45 PM to 5.00 PM (vii) Unlocking the IP Potential Dr. Suchita Markan Assistant General Manager, Biotech Consortium India Limited, New Delhi 3.45 PM to 4.00 PM (viii) Establishing Marketing Linkages Dr. Biten Kathrani Director R&D, Asia Pacific, Boston Scientific, Gurgaon 4.00 PM to 4.20 PM (ix) Experience Sharing by Successful Entrepreneur Shri Ambar Srivastava Managing Director, Wrig Nanosystems Pvt. Ltd. 4.20 PM to 4.35 PM Discussions 4.35 PM to 4.50 PM (x) Concluding Remarks **************
Phil Madden (phil.madden31@googlemail.com Learning Disability advisor, Wales United Kingdom Hajjam Director: National ICT Center for Autonomy and Health Mutalité Française Anjou Mayenne. IT specialist. France Valles Yannick Lucas (yannick.LUCAS@mutualite.fr) France Arvid Lindén Head: Division of Analysis for the Swedish Agency for Disability Coordination, HANDISAM Sweden Maarit Aalto (aalto@nordicwelfare.org) Project Manager Nordic Centre for Welfare and Social Issues (NVC), expert in intellectual disability Sweden Miguel Valles (miguel.valles@cecdmirasintra.org)‎ Education Centre for the Citizen with Special Needs Portugal Eva Konieczny M.A, University of Siegen Germany Matthias Kempf M.A, University of Siegen Germany Marcus Windisch M.A., University of Siegen Germany
Physical education coordinators [INSERT number] Physical education teachers [INSERT number] School administrators [INSERT number] School board members [INSERT number] School nurses [INSERT number] State/district health staff [INSERT number] State/local agency staff [INSERT number] Students [INSERT number] Superintendents [INSERT number] University professionals [INSERT number] Other (Please describe.) [INSERT number] Select anticipated experience and exposure to training content. Experience Exposure How many anticipated participants have previously attended a workshop or used a CDC Training Tools for Health Schools tool (e.g., SHI, SHG, HECAT, PECAT)? [indicate none, some, most, all, don’t know, or n/a] Will most anticipated participants attend with teams from their schools or districts? [indicate none, some, most, all, don’t know, or n/a]
Time Mon., July 24 Tues., July 25 Wed., July 26 Thurs., July 27 8:00-8:45 Breakfast Breakfast Breakfast 9:00-10:00 Check-in (Heim and White Suites) Library Land: The Exploration of Information Creation (with Annie Erdmann) in Library Biology Lab Activity with Dr. McGinn and McKinney in Olin Hall Rm. 219 Biology Lab Activity with Dr. McGinn and McKinney in Olin Hall Rm. 219 10:00-11:00 Check-in Break 11:00-12:00 Check-in Study Skills & Time Management Workshop in Olin Hall Rm. 224 Student Presentations & Program Evaluation (lunch provided) in Prairie Wolf A 12:00-1:00 Welcome Reception with lunch in Prairie Wolf A Lunch 1:00-2:00 Introduction to Physiology Activity with Dr. Marolf in Olin Hall Rm. 249 UNL Challenge Course 2:00-3:00 Housing Orientation and Campus Tour 3:00-4:00 Chemistry Lab Activity with Dr. Jodi Ryter in Olin Hall Rm. 249 Mechanical Equivalent of Heat with Dr. Robert Check-out 4:00-5:00
Fairchild in Olin Hall Rm. 238 5:00-6:00 The Influence of Mindgrowth on Academic Success (with Jeff Lang) in Olin Hall Rm. 249 6:00-8:00 Dinner with Lakaija Johnson Dinner & fun activity Pizza & movie night 8:00-10:30 Free time/Work on presentations Free time/Work on presentations Free time/Work on presentations 10:30-11:00 Bedtime Bedtime Bedtime IINSPIRE LSAMP Summer Workshop Series 2017 at NWU
LINK Enniscorthy Introduction to Mindfulness This workshop provides participants with an introduction to mindfulness and an overview of different tools and strategies to help apply mindfulness practice to daily life. Friday 19th October 9.30am – 1pm Astro Active, Enniscorthy Psychosis and Me This workshop provides an overview of the experience of living with psychosis. It also provides participants with the opportunity to learn more about different tools that support recovery. Thursday 25th October 2pm – 4.30pm November 2018 Wexford Mental Health Association, Henrietta St, Wexford Understanding the Mental Health Services This workshop will provide a broad understanding of the structure and functions of the Mental Health and /or Addiction Services and empower our students to make recovery gains from using these services. Monday 12th November 9.30am – 12.30pm Wexford Mental Health Association, Henrietta St, Wexford Let’s Talk Depression This workshop covers information about depression, how it is diagnosed and how it affects different people. We also look at the different tools for managing depression. This is a space to discuss your experiences and learn from others too. Thursday 15th and Thursday 22nd November 9.30am – 1pm Wexford Mental Health Association, Henrietta St, Wexford WRAP – Level 1 (2 Days) WRAP is for everybody. It is a tool to help us to achieve and maintain wellness and gain more control over our lives and the way we feel. It is designed to help us identify what works and what doesn’t work and how we can get better at staying well. Thursday 29th and Friday 30th November 9.30am – 4.30pm December 2018 Wexford Mental Health Association, Henrietta St, Wexford Recovery Principles and Practice Recovery Principles and Practice aims to bring an increased awareness of the benefits of a recovery approach in mental health services. The training is built on incorporating the unique expertise that core stakeholders, service users, family members and service providers bring to the recovery process. Thursday 6th December 9.30am – 1.30 pm Recovery College South East Enrolment Form Course title Commencement date
Worker Trainee Evaluation What, if any, new skills have been learned as a result of this job/training? Are you engaged in any political/religious activities? (i.e. handing out union cards, asking for votes for union activities; participating in religious services, decorating altars, etc.) How are your work hours recorded (time card / sign-in sheet / Other (specify)) What are your work hours? When do you receive paychecks (weekly, twice monthly, other) Are your paychecks on time? When did you begin your work experience? (day/month) The job duties are in line with the worksite agreement? (Answer this question based on the review of the worksite agreement and on-site job duties.)
Basic Worksite Inspection Report Rank deficiencies by: A – Needs immediate attention, B – Needs solution by end of shift, C – Needs attention by end of week Completed by: Site: Unit #101 Accompanied by: Date: Last Insp: Item (Location, equipment, etc.) Risk (A,B,C,) Hazard (Unsafe act or condition) Corrective action taken Copies Provided to
Task 2 Complete worksheet 3 to show that you can: Identify at least two general ways of promoting products or services. (3.1) Identify at least two key skills needed to successfully sell the product or service. (3.2) This task provides evidence for LO3.1 & LO3.2 Checklist of evidence required Task 2 – Promotion Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: 3.1 List ways of promoting a product or service 3.2 Identify skills needed to sell the product or service Task 3 Task 3 requires you to produce some basic promotional material for your chosen product or service, this could be materials such as a flyer or promotional poster. Remember to include all key information. (4.1) This task provides evidence for LO4.1 Checklist of evidence required Task 3 – Promotional material advertising the product or service Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: 4.1 Use one basic promotional method to advertise the product or service Sources of information to support you with this Assignment Eklund F and Littlefield B – The Sell: The Secrets of Selling Anything to Anyone (Piatkus, 2015) ISBN 9780349408187 Hickman L – Desktop Publishing 210 Success Secrets – 210 Most Questions on Desktop Publishing – What You Need to Know (Emereo Publishing, 2015) ISBN 9781488860607
Awareness Campaign - through Children, programs, Motivation hygienic preparation, servicing and cleaning mechanism Role of Community (Through SMC) Toilet facilities - Maintenance, Support material Safe Drinking Maintenance,Support material,Drainage availability/ maintenance Clean Campus -System for safe disposal of solid and liquid waste in schools. Personal Hygiene MDM- Storage, Preparation, distribution to students Awareness Campaign Regular monitoring of cleanliness of school campus, toilets, water source and storage facility ensuring availability of material for cleaning. Assisting schools in up-keep and maintenance of facilities. Keeping track of effect of the awareness program behavioral change among children and parents. Awareness campaign/discussions for health and hygiene of self and children Creating environment of children’s, personal and family cleanliness and hygiene Ensuring good quality and hygienic preparation and serving of Mid DayMeals Constitution of SMCs and having regularmeetings Through regularly visiting schools All members of SMCs can be assigned different days for visit ) Ensure proper utilization of school grants(teacher’s school grant, maintenance grant) Preparing a comprehensive School Development Plan Keeping in touch with PRIs for ensuring allocation of funds Having a good coordination with teachers and administration Mobilization of other community members (Role of PRI, SMCMembers, Employees and Teachers should be clearly defined, and regulated) Role of Teacher : Except for providing resources and formulating programs different schemes under PRI,teachers have a role to play in all the other aspects of implementation and monitoring of the SSHE program in schools Self realization of the importance of WASH in school Be aware of the key elements like transition cycle, stages of hand wash, health and hygienic conditions and about diseases and causal factors Continuous encouragement of children for eliminating bad habits /practices in schools as well as at home Regular scrutiny of proper utilization of the facilities and maintenance mechanism Coordination with agencieslike PHED Awareness, propagation and implementation through child Ensure availability of child friendly, gender sensitive facilities for sanitation, water supply, hand washing and solid waste management Organizing awareness programs in schools on sanitation hygiene and health and creating environment of health/hygiene check of children in school Educating children about benefits of good and bad practices on hygiene and health and discouraging them from open defecation on life-skill based hygiene education to develop adequate knowledge, skills and attitudes on hygiene education Ensure orientation and participation of parents in keeping their children clean
Los Rios Community College District Workstation Observation Worksheet Faculty Name: Date: ARC CRC FLC SCC Other Class Visited: Observer: Please be aware that all of the items listed below may not be observed in any one session. This worksheet is primarily an outline to guide the observer. Ample space has been provided on the side and back to allow the observer to make spontaneous notes. Activities Observed: Preparation of Instructor for Class: Demonstrates Knowledge of Subject: Organization: Emphasis on Major Points: Examples Used: Clear Assignments & Directions Given:
Section 1 – Introduction Background and Context Terms of Reference Section 2 – Current Literature: Role of Senior Practitioner 3 3 4 4 Section 3 – Define the Role and of Social Work First Line Managers Typology for First Line Managers Review of Job Descriptions Regional Scoping of Roles and Tasks Fishbone Analysis 6 7 8 9 11 Section 4 – Identify Existing Training, Leadership Development and Supports available and Develop Menu of Supports Available Range of Leadership and Management Training Provision Proposed Management Pathway 15 16 16 Section 5 – Examine Existing Gaps in Training and Support Coaching and Mentoring for First Line Managers Role of First Line Managers: Exploration 20 21 22 Section 6 – Conclusions And Recommendations 25 Appendices 29 Membership of Workstream 1 30 INTRODUCTION Background and Context
Appendix 1: Group Membership Forename Surname Organisation Francesca Leyden (Chair) Southern Health and Social Care Trust Niamh Donnelly Southern Health and Social Care Trust Marita Magennis Southern Health and Social Care Trust Martin Quinn Health and Social Care Board McBride Belfast Health and Social Care Trust Susan McDermott Western Health and Social Care Trust Rhonda Martin Northern Health and Social Care Trust Liz Deehan South Eastern Health and Social Care Trust Gerry Cunningham Department of Health, Social Services and Public Safety Jonathan Giles Northern Ireland Public Service Alliance Howard Rainey University of Ulster Elaine Craig North Eastern Education and Library Board (NEELB) Orlaith McGibbon Youth Justice Agency Brenda Horgan Northern Ireland Social Care Council (NISCC) Tina Cooper Barnardos Sean Fennell
AO3.3 Where development is located in an area where reticulated water supply is not available, appropriate on-site rainwater collection and/or other means to service the anticipated water supply needs of the development is provided, including but not limited to potable water supply and fire fighting needs. AO3.4 Where reticulated water supply is not available and the development involves persons working, visiting and temporarily staying on premises (i.e. not permanently residing on the site), potable water supply complies with the Australian Drinking Water Guidelines (NHMRC, 2011). PO4 Development provides for infrastructure, services and utilities that are planned, designed and constructed in a manner ensures appropriate capacity to meet the current and planned future needs of the development; is integrated with and efficiently extends existing networks; minimises risk to life and property; avoids areas of environmental significance; minimises risk of environmental harm; achieves acceptable maintenance, renewal and adaptation costs; can be easily and efficiently maintained; ensures the ongoing construction or operation of the development is not disrupted; where development is staged, each stage is fully serviced before a new stage is released; ensures adequate clearance zones are maintained between utilities and dwellings to protect residential amenity and health; and minimises adverse visual impacts, to the AO4.1 Infrastructure is planned, and appropriate contributions made, in accordance with the Priority Infrastructure Plan or any other applicable infrastructure charging instrument. AO4.2 Infrastructure is planned, designed and constructed in accordance with the Council’s Priority Infrastructure Plan, and the Planning scheme policy for development or where applicable, the requirements of the service provider. AO4.3 Compatible public utility services are co-located in common trenching in order to minimise the land required and the costs for underground services. AO4.4 Stormwater drainage, sewerage and sullage systems are designed so that overflows do not enter residences. AO4.1 Click and provide your representations. AO4.2 Click and provide your representations. AO4.3 Click and provide your representations. AO4.4 Click and provide your representations. AO4.5 Click and provide your representations. AO4.6 Click and provide your representations. AO4.7 Click and provide your representations.
Works Cited MLA format…Seventh Edition (Items arranged alphabetically by type of resource) Almanac Entry: “.” The World Almanac Book of Facts. 2001 ed. Print. Anonymous: (If no author or editor is noted, do not use ‘Anonymous’ or ‘Anon.’ – begin with the title). Public Library American History Desk Reference. : Macmillan, 1997. Print. Anthology: Applebee, Arthur N., ed. et al. The Language of Literature. : McDougal Little, 2000. Book with one author: Gore, Al. Earth in the Balance: Ecology and the Human Spirit. : Houghton-Mifflin, 1992. Print. Book with two authors: Edley, Maitland A. and Donald C. Johansson. Blueprints: Solving the Mystery of Evolution. : Little, Brown, 1989. Print. Book with a corporate author: Time-Life, Inc. This Fabulous Century: 1950-1959. : Time, Inc., 1970. Print. Book with an editor: Easter, Eric D., Michael Cheers and M. Brooks, eds. Songs of My People. : Little, 1992. Print. CD-ROM: Fairbridge, Rhoades W. “Plate Tectonics.” Encarta. 1994 ed. CD-ROM. Dictionary Entry: “Populist.” Merriam-Webster’s Collegiate Dictionary. 10th ed. 1993. Print. Encyclopedia Entry: Diehl, Paul B. “Poetry.” World Book Encyclopedia. 2000 ed. Print. Interview: Garrison, Michael. Telephone interview. 20 Feb. 2000. Magazine Article – Author Known: Church, George J. “Flood, Sweat and Tears.” Time. 26 July 1993. 22-33. Print. Magazine Article – Author Unknown: “Two Cheers for Demokratiya.” U.S. News & World Report. 5 April 1993. 42-46. Print. Newspaper Article – Author Known: Donald. “Global Telecommuters Work from All Over.” Gazette. 25 July 1993. C1. Print.
environmental management and energy savings. AO4.7 In urban areas, electrical and telecommunications reticulation infrastructure is provided underground. Development over or near sewerage, water and stormwater drainage infrastructure PO5 Development near or over the Council’s stormwater infrastructure and/or sewerage and water infrastructure:- protects the infrastructure from physical damage; and allows ongoing necessary access for maintenance purposes. AO5 Development near or over the Council’s stormwater infrastructure and/or sewerage and water infrastructure complies with the Planning scheme policy for development works. Editor’s note—QDC MP1.4 applies to building work for a building or structure proposed to be carried out on a lot that contains, or is adjacent to a lot that contains, relevant infrastructure. and provide your representations. Excavation and filling PO6 Excavation and filling:- does not cause environmental harm; does not impact adversely on visual amenity; does not impact adversely on adjoining properties; maintains natural landforms as far as reasonably practicable; is stable in both the short and long term; does not prevent or create difficult access to the property; and does not result in ponding, concentration or diversion of overland runoff flows that cause damage to adjacent lands or infrastructure. AO6.1 Development provides that:- on sites of:- 15% or more in slope, the extent of excavation (cut) and fill does not involve a total change of more than 1.5m relative to the natural ground level at any point; or in other areas, the extent of excavation (cut) and fill does not involve a total change of more than 1m relative to the natural ground level at any point; no part of any cut or fill batter is within 1.5m of any property boundary except cut and fill involving a change in ground level of less than 200mm that does not necessitate the removal of any vegetation; retaining walls are no greater than 1m high; and retaining are constructed a minimum 150mm from property boundaries. AO6.2 Driveways are able to be constructed and Click and provide your representations.
Northern Territory Hermann Oltrop – Charles Darwin University Western Australia Garry Michels – Polytechnic West Keith Campbell – Polytechnic West Adrian Boyling – Polytechnic West David Boaden – Polytechnic West Lorenzo Procopio – South West Institute of Technology Content material The content material has been drawn from training notes provided by the reviewers and advisors listed above, plus the following publications: ANTA, ABC and TAFE learner guides Photographs and graphics Most of the photos in this suite of resource were taken by David McElvenny. Additional photos were provided by reviewers and teachers. Graphics were by Kath Ware. were adapted from TAFE NSW learner guides. Financial contributions This resource was funded by the Workplace English Language and Literacy Program by the Australian Government through the Department of Innovation. Additional financial assistance was provided by Manufacturing Skills Australia (Industry Skills Council).
Health & Safety Fire Extinguishers There are many different types of fire extinguishers. Modern fire extinguishers are all red, but with different labels to show the of fire on which they should be used. Older fire extinguishers are all different colours. Lifting Correctly If you have to lift anything at work, you should be how to do this properly. Make sure that you lift safely so you don’t injure your back. •Bend your – not your back •Keep your back straight •Lift from your knees year many people are injured at work. Some are permanently disabled – some even die. Don’t let this happen to you. Understanding safety signs Prohibition Sign: Tells you that you must NOT do something. A red, round sign, showing a black picture with a bar through it (e.g. No Smoking). Mandatory Sign: Tells you that you must do something. A blue, round sign shows a white picture (e.g. you must wear a helmet). Hazard or Warning Sign: Tells you that you must be aware of something. A yellow, triangular sign shows a black picture (e.g. Electrical Hazard). Safe Condition Sign: Tells you that it is to do something. A green square (or rectangle) sign shows a white picture (e.g. First Aid Box). For more information see
Work Force Race Equality Standard Action Plan 2016/17 Metric Objective Action Measure Timeframe Relative likelihood of staff being appointed from Shortlisting increase the likelihood of BME staff being appointed from shortlisting; annually review recruitment and selection training content for managers enhance the importance and understanding of an inclusive workforce that is representative of the local population continue to ‘thread’ unconscious bias training throughout all manager/leadership training formally implement scoring process at interview increase diversity of recruitment panels undertake depth analysis by Directorate/staff group/band/job roles on 2015/16 recruitment data to identify where BME staff are more/less likely to be appointed Increase likelihood of BME staff being appointed from shortlisting 2017 increase BAME representation in the workforce as a whole ensure recruitment ‘campaign/imagery’ is inclusive use of Trust role models throughout BME History Month as a leading large employer, increase engagement with the local BME community continue to work with local job centres Increased percentage of BME staff in post 2020
WRES outcomes to be shared with Managers and Staff Side Percentage of experiencing bullying, harassment or abuse from patients, relatives or the public reduce the percentage of reporting bullying, harassment or abuse WRES outcomes to be shared with Managers and Staff Side Develop a bullying and harassment strategy/campaign to raise awareness include use of staff stories where appropriate Reduced percentage of staff reporting via the staff survey Percentage of staff experiencing bullying, harassment or abuse from staff reduce the percentage of staff reporting bullying, harassment or abuse Reduced percentage of staff reporting via the staff survey
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WHAT DO YOU WANT FOR THE FUTURE? A new career? Improved math or English skills? Job training? Job search help? This program offered by the Department of Transitional Assistance and One-Stop Career Centers can help! HOW? Go to a One‐Stop Career Center today. Find one near you at mass.gov/careercenters. THE WORK PARTICIPANT PROGRAM a partnership of Questions ? TAFDC clients, contact your Full Engagement Worker. SNAP-only clients, call a SNAP Employment & Training Specialist at 1-888-483-0255. Helping TAFDC and SNAP clients find, get, and keep good-paying jobs WPP (8/2018) 02-783-0818-05
Work Permit Application Form The Children and Young Persons Act 1933 / 1963 (as amended) Essex County Council Byelaws 1998 To be completed by the Employer Company Name: Line Manager’s Name: Address: Town/City: County: Postcode: Tel: Email: Business Category: Agriculture/Horticulture Animal Care/Animal Leisure Care Cleaning Distribution Education Health and Beauty Hospitality Office Retail / Shop / Newsagent Sports and Leisure Child’s Name: Date of Birth: Male Female Address: Town/City: County: Post code: Child’s School: Place of Employment: (If different form above) Main tasks of employment: Date started or due to start: Employment Type: Animal Welfare Assistant Care Assistant Child Care Assistant Clerical Assistant Domestic Duties/Cleaning Farm Worker Gardener/Landscaper General Assistant Hairdressing Assistant Kitchen Duties/Washing Up Leaflet Distribution Newspaper Delivery Shop Assistant Sports Assistant/Coach Stable Hand Waiter Waitress Schedule of Employment (1 hour break required after 4 hours continuous work) During School Term 12 hrs Maximum During School Holidays Max 25 hrs ages 13/14 – 35 hrs age 15/16 From To From To From To From To Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Attribute Essential Desirable Experience Previous experience of supporting and delivering learning within a work-related learning environment Working with people with disabilities/learning difficulties Proven experience in Customer Services, hospitality or printing roles Experience of Job Coaching Experience of customising work roles to enable successful transition into workplace outcomes which meet learners needs and are sustainable Qualifications Good knowledge of written and spoken English and Numeracy at level 2 or above Teaching qualifications at CTTLS level or equivalent Learning Support qualifications, Job Coaching qualifications Skills Able to communicate effectively verbally and in writing with a wide range of people Able to support students across a range of ability levels Able to contribute to staff development Well-organised to meet tight deadlines Able to use information technology confidently Able to use own initiative Able to manage own time Able to work with students in small groups and on a 1:1 basis Able to complete skills assessments Able to write professional reports Able to work with organisational and contractual targets ensuring the needs of learners are met Use databases to extract information Job Profiling Systematic Instruction Training Workplace Health & Safety Assessments Experience of completing Learner Baseline Assessment processes and reporting Personality Positive role for learners and colleagues Respectful and able to understand the needs of learners and all stakeholders Composed when facing demanding situations Motivation Can motivate others and contribute to effective team-working Innovative and creative in all aspects of the role and responsive to changes required to improve and maintain quality services Personal Circumstances To be able to work flexible hours to meet the requirements of learners and the organisation (including occasional evenings and weekends) Commitment to Equality and Diversity Support the ethos of the organization and be fit to work with vulnerable young people Full UK driving License and access to a vehicle PERSON SPECIFICATION – Work Programmes Instructor
LABORATORY MEMBERSHIP AND AUDIT WORKING GROUP 17 PHA/PM Work with HSCIC to request data for the 2012/2013 2013/14 review of genetic testing rates & analyse and report. March 2016 NHSE Directions signed off by HSCIC, July 2015 and by NHSE. Burden Assessment completed. Information Standard Notice published in August. HSCIC Data Provision Notice to be published shortly. Returns to take account of ITT timetable 18 PHA/PM Work with HSCIC to request data for the 2014/15 review of genetic testing rates & analyse and report. 2016 19 SA/PM In collaboration with the ACGS, audit the use of GenUs and make amendments to the system as required, monitoring consistency & application Ongoing Reviewed with ACGS in February March 2016 20 SA/PM Collect and measure GenUs activity and produce an annual report on benchmarked activity Sept Dec 2015 Request for labs to complete annual returns by 30 September sent out August 2015. 2016 No published due to commercial sensitivity 21 SA/PM Ensure that laboratory members meet required quality standards for UKGTN services and develop appropriate documentation and processes. Sept Dec 2015 As per item #20. Moving to ISO 15189 standard Updating lab membership forms for process and criteria 22 SA Drive forward, in collaboration with ACGS, standards/UKGTN developments holding relevant meetings. Ongoing ACGS meeting attended in June 15 re NGS, Rare Disease
REQUEST FOR INFORMATION (RFI) The Wholesale and Retail SETA (W&RSETA) Work Readiness Programme The Wholesale and Retail SETA hereby invites all interested companies with suitable expertise and experience, to submit their RFI in line with the RFI guidelines. The Work Readiness Programme model should assist with: Equipping learners with necessary soft skills required to be employable in the Wholesale and Retail sector Preparing graduates for the World of Work Facilitate the transition from tertiary institutions to corporate sector. All interested companies are requested to download the RFI guidelines on the W&RSETA website: The closing date for the submissions is the 25th February 2013 @ 14h00. Any responses submitted after the closing date will not be considered. W&RSETA may decide to employ the closed tender route with selected companies who responded to the RFI advert. Please address all queries to: Lebo Mphake Tel: 012 622 9500 Email: All RFI must be submitted to the W&RSETA Head Office 1303 Heuwel Avenue (Cnr Lenchen South and Heuwel Avenues) Riverside Office Park, Hennops House Building, Centurion 0167
Work Readiness Program Purpose of the Program – Message to students The Program aims to help you understand what employers and co-workers in the workplace will expect when you join them for work experience. Workplace expectations vary from company to company and employer to employer. The intention of the program is to train you to understand practices and learn behavior’s that are expected by industry in general. They will lay an excellent foundation for your success in work experience and future work opportunities. To be classed as Work Ready means that you are mature enough to be able to act and behave responsibly; to present yourself well; to deal with conflict; to use initiative; and identify concerns that need to be discussed with your work supervisor or teacher. The manner in which you respond to this program will give your teacher a good indication of how work ready you are. Once you have been accepted as Work Ready, you will be offered a work experience that is suitable for the experience you require. It is expected that you will commit to the agreed experience for the agreed period. It is also expected that as a result of your training and maturity you will follow procedures to ensure that you manage your work experience appropriately. To be work a student must have: □ participated in the Tamworth RTO work readiness program □ completed to a competent standard the Tamworth RTO work book to Ensure students are familiar with - Employment related skills Workplace rights and responsibilities □ attended class on a regular basis □ developed a satisfactory practical skill base □ (construction students - need to complete additional material)
7. a) Have you been convicted of any motoring offences (including fixed penalty offences) during the last 5 years? If so, please give details on a separate page. b) Is any prosecution pending? Yes/No Yes/No 8. Do you have any points on your licence? If so, please give full details on a separate page. Yes/No 9. Do you have a medical condition that has to be notified to the DVLA? Check the links and follow guidance: If yes, please provide details separately; the University will need to inform the Insurers. Yes/No 10. Have you ever had any motor vehicle insurance you hold or have held, declined, cancelled or refused at normal terms? Yes/No You are only covered to drive for University business purposes, providing you have a valid, full licence, the relevant category on the driving licence, and have disclosed any medical conditions that might affect your driving to the DVLA, and UoW Please confirm that you have read and understood the University policy for and, if relevant, the Yes/No I hereby declare that the above statement and particulars are true and that there is no pending material information that should be disclosed. I agree to advise the University immediately of any changes in particulars. I understand that I am duty to inform my line manager and the University’s Insurance Officer of any additional convictions (including penalty points), periods of disqualification or medical condition that would prevent me from driving immediately. Driver’s Signature: Date: 1 If you have not completed the University Minibus Defensive Driving Course please contact Mark White (Campus Services Supervisor) It is your responsibility to update this form annually and return it to Jude Wild in Finance We are requesting this information from you to ensure appropriate cover with University’s insurance and to allow employees to make expense claims. We may also require this information in order to facilitate car hire. For the same purpose we may provide this information about you to the University’s Insurers to ensure sufficient cover. The processing of this data is necessary for the performance of a contract between the University and the employee (Article 6 (1) 9b). Please note that the University of Worcester is the Data Controller and details of how we process your data including how long we retain it and your rights are detailed on
regulations and a specific link to the Bribery Act 2010 which is inserted below: Policy Review This policy will be reviewed on a tri-annual basis or at an earlier date if changes are required due to risk assessment review or changes in government advice. APPENDIX 1 Mileage Claims The following table sets out whether a member of staff can make a mileage claim for a particular journey. The following pages contain examples to illustrate these rules. Start of journey Destination Eligible to (Y/N) Comments Any University campus Another University campus N Home Any University of Worcester Campus N HMRC regard this as a journey and part of your ordinary commute Any University of Worcester Campus Home N HMRC regard this as a journey and part of your ordinary commute Any University of Worcester Campus Destination that you are visiting on University business Y HMRC regard this as a business trip, fully eligible for refund Destination that you are visiting on University business Any University of Worcester Campus Y HMRC regard this as a business trip, fully eligible for refund Home Destination that you are visiting on University business Y Claim the lesser of home to destination versus University to destination Destination that you are visiting on University business Home Y the lesser of destination to home versus destination to University Example 1: Member of Staff travels from Home in Worcester to a School visit in Worcester, to the University of Worcester and then home
regulations and a specific link to the Bribery Act 2010 which is inserted below: Policy Review This policy will be reviewed on a tri-annual basis or at an earlier date if changes are required due to risk assessment review or changes in government advice. APPENDIX 1 Mileage Claims The following sets out whether a member of staff can make a mileage claim for a particular journey. The following pages contain examples to illustrate these rules. Start of journey Destination Eligible to (Y/N) Comments Any University campus Another University campus N Home Any University of Worcester Campus N HMRC regard this as a journey and part of your ordinary commute Any University of Worcester Campus Home N HMRC regard this as a journey and part of your ordinary commute Any University of Worcester Campus Destination that you are visiting on University business Y HMRC regard this as a business trip, fully eligible for refund Destination that you are visiting on University business Any University of Worcester Campus Y HMRC regard this as a business trip, fully eligible for refund Home Destination that you are visiting on University business Y Claim the lesser of home to destination versus University to destination Destination that you are visiting on University business Home Y Claim the lesser of destination to home versus destination to University Example 1: Member of travels from Home in Worcester to a School visit in Worcester, to the University of Worcester and then home
Result: 1.5 miles for the journey from home to the school in Worcester plus 2 miles for the journey from the school in Worcester to the University. Comment: the trip from the University to home is normal commute and not eligible for refund. Example 2: Member of Staff travels from Home in Worcester to a School visit in Hereford, to the University of Worcester and then home Result: claim 27 miles for the journey from Home to Hereford (capped by the number of miles from the school in Hereford to the University) plus 27 miles for the journey from the school in Hereford to the University. Comment: the trip from the University to home is normal commute and not eligible for refund.
Discipline 19, 20, 21, 22, 23 □ □ □ □ □ □ □ □ Progressive Discipline Coaching Assertiveness Training Goal Setting Designs for Effective Decision Making Interpersonal Communication Skills Problem-Solving for Supervisors (on-line) Positive Management of Performance Problems Organization and Efficiency 24, 25, 26 □ □ □ □ □ □ □ □ □ □ □ □ □ Managing Your Time 7 Habits of Highly Effective People Microsoft Excel 2013 – Essentials Microsoft Excel 2013 – Intermediate Microsoft Excel 2013 – Advanced Functions Microsoft Project 2013 - Essentials Microsoft Outlook 2013 – Essentials Microsoft Outlook 2013 – Calendars and Taking Outlook to Task Microsoft Outlook 2013 – Managing Mail and Contacts Organization and Efficiency (on-line) Retention of State Records (on-line) TAMU File Management (on-line) Fundamentals of Managing Departmental Records Effective Hiring (Statements 1, 2, 3, 4, 5)
A person’s physical, romantic, emotional, aesthetic and/or other form of attraction to others. One's internal sense of being male, female, neither of these, both, or other things. Refers to your sexual organs, and is assigned at birth. Umbrella term for people who experience sexual and/or emotional attraction to more than one gender, used to refer to people who are attracted by both genders, male and female. A person who identifies as the sex they've been assigned at birth. Refers to people who have a changing gender identity, which means that sometimes they’ll identify as a gender but later they may identify as another gender, etc… Term used for people who do not identify or exclusively identify with the sex they've been assigned at birth. Often– though not always – implicates hormonal/surgical transition from one binary gender (male or female) to the other. A person with an uncommon combination of hormones, chromosomes, and anatomy, different from the one used to assign sex at birth.
Name of Expert – Position Proposed Position: Name of Expert: [Insert Full Name] Date of birth: [Day/Month/Year] Country of Citizenship/Residence: Education: Institution [Name of Institution, Country] Dates Attended [Month/Year – Month/year ] Degree/Diploma obtained Employment Record relevant to the assignment: Period of employment [Month/Year – Month/year ] Name of Employing Organisation Contact info for references Country Title / Position held Summary of Activities performed relevant to the assignment [Eg: May 2005 – Present ] [Eg: Ministry of …] For References: [Mr ….., Deputy Minister; Tel……/ Email ….;] Managed …. Supervised… Trained… 6. Membership of Professional Associations and Publications …. …. 9. Language skills [Indicate only languages in which you can work] Excellent, Fair or Poor Languages Speaking Reading Writing Portuguese Spanish English
Academic Vocabulary analyze cause and effect communicate compare compare and contrast correlation create demonstrate describe draw conclusions evidence examine example examples explain explain how explain why identify impact interpret investigate predict recognize represent select write Content Vocabulary Topic: Spatial Thinking and Skills 1 spatial thinking geographic representations global positioning systems remote sensing geographic visualization Topic: Spatial Thinking and Skills 2 global influence geospatial technology geographic problems Environment and Society 3 human modification physical environment region World Bank Topic: Environment and Society 4 physical environment flood plains terraced farming hydroelectric plants hydroelectric dam solar panels insulation Topic: Environment and Society 5 physical processes internal processes renewable resources nonrenewable resources external forces human wants flow resources Topic: Environment and Society 6
renewable resources nonrenewable resources flow resources environmental impact Topic: Environment and Society 7 systemic beliefs cultural characteristics technological resources human interaction Topic: Movement 8 push pull factors migrations emigration immigration natural disasters Topic: Movement 9 migrate the migrations physical and systems suburbanization animal habitats traffic patterns central cities traffic-engineering studies Topic: Movement 10 global interdependence communication networks distribution goods and services computer systems technicians components Topic: Region 11 criteria types of regions Topic: Region 12 characteristics regional change industrial belt rust belt Amazon Region Topic: Region 13 physical regions human regions interconnections region Caribbean Sea West Indies Euro Rail commerce NAFTA Topic: Region 14 desertification political disputes
economic unions Topic: Human Settlement 15 spatial patterns static human settlements functions, dimensional Topic: Human Settlement 16 suburbs habitat central markets squatter city outskirts regional specialization in services or products ethnic enclaves Topic: Globalization 17 globalization cultural ideas economic ideas political ideas universal rights European Union terrorist networks Globalization 18 globalization cultural ideas economic ideas political ideas universal rights European Union terrorist networks Topic: Globalization 19 global communication systems effect of time on distribution of goods services and information
Student projects and activities Presentations projects Research paper Technology tools: WebPath Express (found in school library) http://hdr.undp.org/en/countries RUBRIC FOUND ON FOLLOWING PAGE………………………. WORLD GOVERNMENTS SELECTIVE UNIT 2 (S02) Rubric (Less Developed & Newly Industrializing Countries) Must achieve all ‘B’ Level in all TSW’s for a ‘B’. Must achieve 2 of 4 in the ‘A’ column for an ‘A’. The Student Will… ‘A’ Level Mastery ‘B’ Level Mastery Notes identify LDCs and NICs and common characteristics. Identifies examples of LDCs and NICs based on common characteristics. discuss historical events which have affected the social, economic, and Clearly explains the connections between historical events and the current political and Clearly explains significant historical events for LDCs and NICs that have impacted the social, economic and political