zilongwang/ReadingBank huggingface dataset:
SECTION IV – EVIDENCE OF MEETING STANDARDS It is expected that your program makes use of multiple assessments to ensure that all standards are met. For each program assessment listed in Section II, provide the following information: Description of Assessment: This includes a brief description of the assessment, assessment instrument (this is often given to the candidate), and corresponding rubric/scoring guides. Note: work samples or other artifacts may also be included if desired. Data Summary Table: This includes a data table showing three years of results. Analysis of Findings: Explain how candidates met each specific standard targeted with this assessment. For programs delivered at more than one site data tables must present both aggregated (program data) and disaggregated (site level) data. Analysis of findings must include program and site specific information. The goal is to provide evidence that the quality is equivalent regardless of where the program is delivered. Assessment 1 (required): Licensure assessment or other content based assessment Description of Assessment: This includes a brief description of the assessment, assessment instrument (this is often given to the candidate), and corresponding rubric/scoring guides. Note: work samples or other artifacts may also be included if desired. Data Summary Table: This includes a data table showing three years of results. Build a table that includes the following: Analysis of Findings: Explain how candidates met each specific standard targeted with this assessment. Assessment 2 (required): Cumulative GPA at the point of completion: Report at least 3 years of data (Courses included in the calculation must be required for all candidates.). A table related to GPA data is provided here for your convenience. For this assessment you need only complete the table and the analysis of findings (item 3 above). 2: Data Summary Table Year N (number of candidates) Overall Average GPA Range of GPA
NOW : an asterisk next to the names of those people who are good connectors, have power or influence and/or who know what’s going on both inside and immediately outside of the sector/organisation you are interested in working in. Know how others can help People can help you in a variety of ways. There are six networking functions you want the people in your network to perform:- Advise Inform Nurture Sponsor Teach Connect are people who know you, your work, skills, passions, values, and interests may be in a good position to give you advice on suitable career choice These people know what’s going on both inside and outside of the organisation/ sector. They have access to information you don’t have. It may be technical information that will help you do your job better and faster or critical information about the sectors plans and strategies. These are people who listen to your ideas, frustrations, and your ups and downs, and are great supports. They provide a safe place to talk openly and honestly. are people who can and do actively champion your ideas or They have authority, influence or the ear of those in power, so they can help you gain visibility and exposure to move your career forward. These are people who can help you understand, practice and master new skills. These relationships may be short-term, limited to specific tasks, or associations lasting many years. are people who can introduce you to others for a variety of purposes and can open channels you never expected. Casually exchanging names is perhaps the most common form of networking. .
Ask and answer questions. Thoughtful questions and useful answers build your credibility. The best ones give people a reason to look at your profile. Make a point of answering questions in your field, to establish your expertise, raise your visibility, and most important, to build social capital with people in your network—you may need answers to a question of your own down the road. Improve your Google PageRank. Pat your own back and others’. Get recommendations from colleagues, clients, and employers who can credibly about your abilities or performance. (Think quality, not quantity.) Ask them to focus on a specific skill or personality trait that drives their opinion of you. Make meaningful comments when you recommend others. And mix it up - variety makes your recommendations feel authentic. Build your connections. Connections are one of the most important aspects of your brand: the company you keep reflects the quality of your brand. What happens when you scan a profile and see that you know someone in common? That profile’s stock with you soars. The value of that commonality works both ways. So identify connections that will add to your credibility and pursue those.
Unit: Career Planning E3 CV3 Ofqual Unit Reference Number: Y/504/8218 Unit Review Date: 28/02/2018 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Be able to identify possible employment options areas of interest for future career options any personal limitations for possible future career options Be able to complete a job/training application form a job/training application form Be able to create a basic Curriculum Vitae (CV) a prepared CV to include essential information Know appropriate conduct for a job interview how to prepare for an interview appropriate dress for given interview situations in a positive manner in a short interview Know how to find out about job/training opportunities in local area possible sources of information on jobs/training in a local area Be able to plan for future career development an action plan Assessment Requirements Learning Outcome 6 Action plan: a simple plan is required with at least TWO goals identified. Evidence Requirements Evidence of practical ability must be demonstrated. Final Tutor Feedback (Strengths and Areas for Improvement):
Bullet point Bullet point Bullet point Bullet Education: Lake Land College Mattoon, IL Degree – Program of Expected Month year Bullet point Bullet point Work History: Name of Company City, ST Title of position held Month Year – Month year Bullet point Bullet point Bullet point Name of Company City, ST Title of position held Month year – Month Year Bullet point Bullet point Bullet Professional References: Name Position Title Company Name Address City, ST zip Phone Email Name Position Title Company Name Address City, ST zip Phone Email
• Provide access and opportunities to all jobseekers, including individuals with barriers to employment including with disabilities, to prepare for, obtain, retain and advance in high-quality jobs and high-demand careers; • Enable businesses and employers to easily identify and hire skilled workers and access other supports, including education and training, for their current workforce; • Participate in rigorous evaluations that support continuous improvement of One-Stop Centers by identifying which strategies work better for different populations; and • Ensure that high-quality, integrated data adequately inform policy makers, employers and jobseekers. REST OF PAGE LEFT BLANK INTENTIONALLY. 2019-2020 Application Page GST MICHIGAN WORKS! FUNDING APPLICATION Workforce Programs PY 2019-2020 Proposal Date Submitted Federal Tax/Employer ID Number: Applicant Information Legal Name: Organizational Unit: Address: Name, email and telephone number of persons to be contacted on matters involving this application Phone Number: Fax Number: Website: Type of applicant entity. (Check all that apply) ___ Unit of government ___ School district ___ Private non-profit ___ Private for profit We are applying to provide:
=[Career Day Fall of 10 Master Schedule Bunyard Room 15 Statler Room 19 M.Otto Room 22 Room 9 Bierman Room 4 Session 1 8:05-8:25 Dawn Sevier Officer Unverferth Kyle Drury Naeger Stolzer Session 2 8:30-8:50 Officer Unverferth Dawn Sevier Laura Naeger Brent Stolzer Kyle Drury Session 3 8:55-9:15 Brent Stolzer Naeger Dawn Sevier Stephanie Bell Officer Unverferth Session 4 9:20-9:40 Rob Sulkowski Kyle Drury Brent Stolzer Dawn Sevier Stephanie Bell Break 9:40-9:50 Session 5 9:50-10:10 Diane Wilson Ed Schott Stephanie Bell Rob Sulkoski Sally Werner Session 6 Sally Werner Rob Sulkowski Diane Wilson Ed Schott Schwent Session 7 Ed Schott Sally Werner Janet Schwent Diane Wilson Rob Sulkowski Presenter Individual Schedule Presenter Name 1st Session 2nd Session 3rd Session 4th Session Kyle Drury Engineer Bloomsdale Excavating 8:05-8:25 M. Otto Room 22 8:30-8:50 Bierman Room 4 8:55-9:15 Break 9:20-9:40 Statler Room 19 Officer Unverferth Ste. Genevieve Police Department 8:05-8:25 Statler Room 19 8:30-8:50 Bunyard Room 15 8:55-9:15 Bierman Room 4 Diane Wilson Director of the Ste. Genevieve Center of the Arts 9:50-10:10 Bunyard RM 15 10:15-10:35 Otto’s Rm 22 10:40-11:00 Houston RM 9 Rob Sulkowski Fish and Game Warden 9:20-9:40 Bunyard Room 15 9:50-10:10 Houston Room 9 10:15-10:35 Statler Room 19 10:40-11:00 Bierman Room 4 Stephanie Bell Director of Tourism for Ste. Genevieve 8:55-9:15 Houston Room 9 9:20-9:40 Bierman Room 4 9:40-9:50 9:50-10:10 M. Otto Room 22 Dawn Sevier 8:05-8:25 8:30-8:50 8:55-9:15 9:20-9:40
EMT Ste. Genevieve Ambulance Department Bunyard Room 15 Statler Room 19 M. Otto Room 22 Houston Room 9 Laura Naeger Florist Treasured Memories 8:05-8:25 Houston Room 9 8:30-8:50 Otto RM 22 8:55-9:15 Statler Room 19 Brent Stolzer Graphic Designer for Deb Says Sew 8:05-8:25 Bierman Room 4 8:30-8:50 Houston Room 9 8:55-9:15 Bunyard Room 15 9:20-9:40 M. Otto Room 22 Sally Werner Director of the Perryville Higher Education Center 9:50-10:10 Bierman Room 4 10:15-10:35 Bunyard Room 15 10:40-11:00 Statler Room 19 Ed Schott Superintendent of Hawn State Park 9:50-10:10 Statler Room 19 10:15-10:35 Houston Room 9 10:40-11:00 Bunyard Room 15 Schwent Technology Aide Ste. Genevieve R-II 10:15-10:35 Bierman Room 4 10:40-11:00 M. Otto’s Room 22 Presenter Individual Schedule Presenter Name 1st Session 1:24-1:42 2nd Session 1:45-2:03 3rd Session 2:06-2:24 4th Session 2:27-2:45 5th Session 2:48-3:05 Alissa McFerron LaRue’s Room Houston’s Room Statler’s Room M Otto’s Room Bierman’s Room Julie Sheets Bierman’s Room LaRue’s Room Houston’s Room Statler’s Room M. Otto’s Room Jeff Wilkins Houston’s Room Statler’s Room M. Otto’s Room Bierman’s Room LaRue’s Room Sarah Kelley Statler’s Room M. Otto’s Room Bierman’s Room LaRue’s Room Houston’s Room Teresa McNeilly M. Otto’s Room Bierman’s Room Room Houston’s Room Statler’s Room
Activity Ideas from the Field: Career Fair CONTACT: ACTIVITY NAME: AUDIENCE: All Students All GU Students DREAMers English Language Learners Families First Generation Youth Rural Schools Students with Disabilities Underrepresented Minorities Youth Experiencing Homelessness In Foster Care Other:_______________ GRADE LEVEL: 7 8 9 10 11 12 Other:_____________ SERVICE TYPE: College Applications College Goal Washington College Visits Comprehensive Mentoring Counseling & Advising Educational Field Trips Family Events Financial Aid & Financial Literacy Job Shadowing Rigorous Academic Curriculum Student & Family Orientation Summer Programs Tests & Test Preparation Workshop Tutoring & Homework Assistance THEME: Advisories Attendance Career Exploration CCSS Collective Impact College Scholarship College match/selection College-Going Culture Community College Credit Retrieval Dropout Prevention/ Reengagement Early Warning Systems Equity Essays Family engagement Games Graduation Requirements Guest Speakers Health/Wellness Leadership for college readiness Partnerships Scholarships Social & Emotional Learning STEM Supporting undocumented students Test preparation Transitions Using data and evaluation Working in rural schools Other:______________ GOAL: ACTIVITY OVERVIEW: PREP TIME: MATERIALS NEEDED: COST: PROCEDURE: Make arrangements for to visit the Omak Career Fair with Work Source. Arrange for bus for transportation. Community Service: Make arrangements with City of Okanogan to up trash along the streets. Make arrangements for garbage disposal. Rev. Apr. 2015
Career in Cardiology 2018 A Toolkit for Success Royal College of Physicians September 14th 2018 The ST3 Application Chairs: Professor Simon Ray and Dr Aung Myat 08.30 – 09.00 Registration and Coffee 09.00 – 09.15 Why choose a Career in Cardiology and how the British Cardiovascular Society can help you? Prof Ray 09.15 – 09.40 The future structure of Cardiology training Prof Russell Smith 09.40 – 10.00 Subspecialty training fellowships abroad – a personal experience Dr Kalpa de Silva 10.00 – 10.30 Tips and tricks on completing the ST3 application form Dr George Thornton 10.30 – 11.00 Tea and Coffee 11.00 – 13.00 Mock Cardiology Interviews Interview preparation, assessment of performance & top tips from the panel Dr Derek Harrington Dr George Thornton 13.00 – 14.00 Lunch The Path to CCT Chairs: Dr Aung Myat and Dr Kalpa de Silva 14.00 – 14.20 Postgraduate Cardiovascular Research – Why, When, Where and How Prof Darrel Francis 14.20 – 14.40 Making the Transition to Academic Cardiology – Academic Clinical Fellowships and Lectureships Dr Fu Siong Ng 14.40 – 15.00 A Career in Adult Congenital Heart Disease? Dr Sarah Bowater 15.00 – 15.20 A Career in Heart Failure and Devices? Prof Prithwish Banerjee 15.20 – 15.50 Tea and Coffee 15.50 – 16.10 A Career in Cardiac Imaging? Dr Jason Dungu 16.10 – 16.30 A Career in Electrophysiology? Dr Ashley Nisbet 16.30 – 16.50 A Career in Interventional Cardiology? Dr Brian Clapp Meeting End Course Director Dr Aung Myat NIHR Academic Clinical Lecturer in Cardiology Brighton and Sussex Medical School and the Sussex Cardiac Centre, Royal Sussex County Hospital, Brighton and Sussex University Hospitals NHS Trust Faculty Professor Prithwish Banerjee: Professor of Cardiology, University Hospitals of Coventry and Warwickshire NHS and Warwick Medical School Dr Sarah Bowater: Consultant Cardiologist, University Hospitals Birmingham NHS Foundation Trust and Training Programme Director for Cardiology, Health Education West Midlands
Possible Career Options and Specific Paths within Each Option This is a guide to career information about hundreds of occupations! Mechanical Engineering Agricultural Engineering Industrial Engineering Chemical Engineering Architectural Engineering Civil Engineering Interior Architecture Landscape Architecture Acoustic Architecture Graphic Design Fashion Design Comic Design Interior Design Art Instructor Waste Management Recycling Building Maintenance Janitorial Repurposing Systems Management Accounting Finance Sales Advertising Social Worker Police Officer Fire Fighters Not-For-Profit Groups Computer Programmer Computer Technician Database Administrators Webpage Designers Computer Analysts Brick and Stone Masons Carpenters Building Inspectors Construction Laborers Construction Management Roofing Steel Workers Secondary Elementary Post-Secondary Librarian Media Specialists Administration Actors Athletes Coaches Musicians Producers Choreographers Logging Forest Conservation Fisherman Agriculture Cooks Chef Food Prep Waiter and Waitress
Careers in Human Resources – Scenario Activity What Would You Say? Directions: Below are six scenarios that Human Resource Managers may face on a daily basis with employees. You will pair up with a partner and work through the various scenarios to come up with a solution. The purpose of the assignment is to experience being a Human Resource Manager who can address issues quickly and responsibly. You and your partner must decide “What will you say?” Scenario 1: You are a manager in a manufacturing factory in New York City. Your company adheres to the NYC Coalition for a Smoke-Free City initiative and has shared the “smoke-free” policy with all its employees. Some tobacco users who work in your factory were very unhappy with the new rule. From your office, you notice a cloud of smoke in section F in the factory. As you get closer you notice it is Mary Catherine. You need to speak with her immediately. What will you say? Scenario 2: You are department supervisor overseeing a group of 15 people. One of your employees comes to you and complains about Ryan’s unpleasant body odor and how difficult it is to work in the same area. What will you say to Ryan? Scenario 3: You work at a luxury department store as a department lead. Your supervisor has complained on numerous occasions about the appearance of some of your sales associates and cashiers— particularly Roxie. She has a new, large tattoo of a skull with blood dripping from its mouth. Your supervisor has asked that it be covered up and you agree. What will you say to Roxie? Scenario 4: John has been missing work a lot lately. He frequently calls in at the last minute, and it typically happens on Fridays and Saturdays. John has been in Alcoholics Anonymous (AA) in the past for alcohol abuse. What will you say to John? Scenario 5: You supervise a team of 7 people as a marketing manager. This year near Christmas, you notice that over the course of a week the supply closet is almost barren of tape and packing materials. You and your secretary, Pam, are the only people who have keys to the closet. What will you say to Pam? Scenario 6: You are the Vice President of Resources. You asked your benefits administrator, Latoya, to send new benefit information to your boss today. The next day, you are chewed out by your boss for not sending him the information. You look bad. You need to talk to Latoya, what will you say? SCENARIO ANSWERS Scenario 1:
CAREERS The listing below offers examples of possible career paths for social work professionals and is not meant to be comprehensive. Adult Probation Officer Benefits Specialist Case Manager Casework Supervisor CEO- of human services organization Child Advocate Child Welfare Worker Clinical Social Worker Community Organizer Community Services Director Community Social Worker Community Volunteer Coordinator Congress person Consumer Advocate Correctional Case Manager Criminologist Direct Service Coordinator Eligibility Worker Employment Specialist Family Caseworker Family Service Worker FEMA Applicant Assistance Officer Foster Care / Adoption Agent Geriatric Social Worker Hospice Director Housing Advocate Industrial Social Worker Juvenile Probation Counselor Learning Center Director Legislator Medical Social Worker Mental Health Counselor Outcomes and Research Coordinator Outreach Coordinator Patient Advocate Prevention Specialist Psychotherapist Probation/ Parole Officer Psychiatric Social Worker Public Health Social Worker Rehabilitation Counselor Researcher Residential Counselor School Social Worker Social Group Worker Social Welfare Administrator Social Work Educator Substance Abuse Counselor Youth Service Coordinator
We do this through a range of different deliveries which include: Vocational options / choices Careers Fairs Visits to Careers Events like Skills North West at Event City in Manchester Work Experience opportunities Flexi Work Experience opportunities Access to an Impartial Advisor Access to Support from our Progression Officer Brownhill Learning Community Contact Details Tel: (0300) 3038384 Year 11 Centre Samson Street Belfield Rochdale Lancashire OL16 2XW Heights Lane Site Heights Lane Rochdale Lancashire OL12 0PZ Darnhill Site Sutherland Road Heywood Rochdale Lancashire OL10 3PY Lane Site Lane Our Career Guidance Programme What is Career Guidance? Where does it all begin Who can help you? What do you need to do?
28 September - Murdoch Portfolio Preparation Day You can apply for entry to a range of Murdoch courses via the portfolio entry pathway. At this event, Uni representatives will provide advice on creating a portfolio application for: English & Creative Writing Games Art & Design Graphic Design Journalism Photography Screen Production Sound Strategic Communication Theatre & Drama Wednesday 28 September 2018, 9.30am - 2.00pm Register Your Interest .
are centred on a Georgian Mansion within stunning grounds which include a lake and wooded areas. The newly developed grounds include picnic areas and landscaped gardens. Adjacent to this is the St Bede building. This area has been totally refurbished and now houses Religious Studies, Philosophy and Critical Thinking as well as Fine Art in classrooms. It also provides students with a huge range of social spaces and catering options. Staff at Cardinal Newman College Cardinal Newman College has achieved its success through the hard work, skills, attitude and commitment of its 260 plus We wish to work in an inclusive and transparent style of management that is open, consultative and encourages all staff to participate in the leadership and management of the college. The development of staff’s skills is a priority for the college and teams are encouraged to innovate and continuously improve Cardinal Newman’s curricular and pastoral offer to its students. What our students say about Cardinal Newman College Mark Bamber Former School: Broughton High School Programme of Study: A Levels in Graphic Design, ICT & Media Studies “When I visited Newman on the Open Evenings the whole atmosphere was brilliant. The teachers seemed friendly and the students were really helpful, I also thought the work on display was really inspiring. I would advise students who are thinking of coming to Newman to talk to the teachers of the subjects you are thinking of taking to make sure you know what the course involves.” Jade Ashcroft Former School: Holy Cross High School Programme of Study: A Levels in French, English Combined, Modern History & Psychology “I chose to study at Cardinal Newman because I really liked the welcoming atmosphere. I have made loads of friends while I have been here and I am really enjoying all my subjects. If I could offer one piece of advice to prospective students it would be to keep up with your revision and start it early, so that you are prepared for your exams.” James Worthington Former School: Our Lady’s High School Programme of Study: A Levels in Biology, Maths & Chemistry
Academic and careers progress is recorded on Moodle. In summary, Telford College will be working towards full compliance with the Gatsby Benchmarks, which are detailed below: 1. A stable careers programme Every College should have an embedded programme of career education and guidance that is known and understood by learners, parents, teachers, employers and other agencies. Every college should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it. The careers programme should be published on the college’s website in a way that enable learners, parents, college staff and employers to access and understand it. The programme should be regularly evaluated with feedback from learners, parents, college staff and employers as part of the evaluation process. 2. Learning from career and labour market information. During their study programme all learners should access and use information about career paths and the labour market to inform their own decisions on study options. Parents should be encouraged to access and use information about labour markets and future study options to inform their support to the learners in their care. 3.Addressing the needs of each student Learners have different career guidance at different stages. Opportunities for advice and support need to be tailored to the needs of each learner. A college’s careers programme should embed equality A college’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations. Colleges should keep systematic records of the individual advice given to each learner, and subsequent agreed decisions. The records of advice given should be integrated with those given at the previous stage of the learner’s education (including their secondary school) where these are made available. Records should
1.2 Has the plan been developed with the involvement of a local employer or a D2N2 Enterprise Adviser? If you answer ‘no’ your application will be rejected, please contact NCC if you require further clarification. If you have answered ‘yes’ please fill in the attached Employer sign off form. This cannot be your Enterprise Coordinator. Section 2 – Applicant Organisation Details 2.1 Applicant Contact Details Please provide details of the main contact for the application who will be able to answer questions about the application if asked Contact Name & Job Title: Name of Educational Institution: If a partnership application, please name all the educational institutions covered: Applicant Address inc. Post Code: Tel No: E-mail: 2.2 Which Local Authority is your Educational Institution based in (tick all that apply). Ashfield District Council Bassetlaw District Council Broxtowe Borough Council Gedling Borough Council Mansfield District Council Newark & Sherwood District Council Nottingham City Council Rushcliffe Borough Council Valley Borough Council Bolsover District Council Chesterfield Borough Council Derby City Derbyshire Dales District Council Erewash Borough Council High Peak Borough Council North East Derbyshire District Council South Derbyshire District Council Section 3 – About Your Proposal Has your application been developed with the support of your Enterprise Coordinator? Yes No If yes, name of your Enterprise Coordinator: Do we have your permission to share feedback on your application with your Enterprise Coordinator?
CAREERSOURCE CHIPOLA CENTER STAFF Updated 12/18/17 Blountstown center – 850-674-5088 Ready, Rosanna Customer Service Prof. Ext. 2301 Chipley center – Main No. 850-845-0733 Andrews, Renee Customer Service – WP 850-845-0738 Inman, Susan Customer Service Prof. 850-845-0739 Pumphrey, Tammy Success Coach 850-845-0645 Rudd, Bobbi Customer Service Prof. 850-845-0729 Simmons, Jeanette Success Coach – WIOA 850-845-0706 Marianna center – Main No. 850-633-4419 Boyd, Katrina Customer Service Prof. 850-633-2731 Brown, Viria Success Coach – WTP 850-633-2750 Bailey, Christopher DVOP 850-633-2752 Dilmore, Brenda Success Coach 850-633-2742 Griffin, Kenny Center Manager 850-633-2737 Ivey, Ugreenal Coding/Data Specialist 850-633-2749 Johnson, Amanda Customer Service Prof. 850-633-2206 King, Patricia Trainer Assistant 850-633-2746 Golden, Regina Success Coach 850-633-2730 Long, Niki Success Coach – Youth 850-633-2745 Malone, Julie Customer Service Prof. 850-633-2756 McDonald, Ken Customer Service 850-633-2743 Neel, Brenda Success Coach – WIOA 850-633-2738 Rowe, Myra Employee Service Rep II 850-633-2744 Williams, Steve LVER 850-633-2748 Career Resource Center Ubias, Sonia Customer Service Prof. 850-633-2759 Chipola College WIA Office Neel, Brenda Success Coach – WIOA 850-633-4715 Florida Panhandle Technical College WIA Office Simmons, Jeanette Success Coach – WIOA 850-845-0752
Step into the NHS – aimed at 14-19 year olds, an opportunity to look at careers in the NHS with videos, a diary room and much more. Visit: NHS Careers – if young people need information only, then the NHS Careers service would be a good starting point. This service does not provide advice and guidance. NHS Careers also offers information and resources specifically for teachers and advisers. The Health Learning and Skills Advice Line – is a free helpline service can provide advice and guidance to anyone considering career options in the health sector. Teachers and advisers can also use this helpline if they need assistance. Telephone: 150 850 Skills for Health – website has information on a variety of areas including: Apprenticeships Careers information and advice Independent sector Labour Market infornation Qualifications Other useful websites for further information include: NHS Jobs – 14-19 – Job Centre plus –
Location: WASHINGTON HIGH SCHOOL Program Description: Students must have a minimum of 400 hours of paid work experience. They must complete 52 of 75 competencies from the Student Work Experience Checklist, to be determined by employers. Prerequisite: Pro Start I. Career Academy: PRO 2 10 CREDITS 10-12 Location: WASHINGTON HIGH SCHOOL Program Description: Topics addressed in Pro Start II include: the history of food service, potatoes and grains, the lodging industry, the art of service, desserts and baked goods, marketing and the menu, purchasing and inventory control, meat, poultry, and seafood, standard accounting practices, stocks, soups, and sauces, tourism and the retail industry, and communicating with the customers. Guest speakers and field trips are also included. (Covers 2 periods back to back /1 trimester). Prerequisite: Pro Start I
What Careers Are For You? Applied Technology Computer Repair Technology Contractor Welding Math Landscape/Landscape Design Architect Electronic Game Design Teacher Financial Planner/Insurance Mechanical Engineer Computer Repair Technology English Teacher Attorney (Lawyer) Politician TV Host Television Producer School Counselor Social Worker/Therapist Social Studies CPS (Child Protection) Police/State Trooper Secret Service Day Care Provider Teacher School Counselor Social Worker/Therapist Attorney (Lawyer) Politician Landscape/Landscape Design Architect Chef/Restaurant Owner Electronic Game Design Fashion Design Hairstylist (Cosmetology) Photographer Television Producer Videographer Graphic Design App Development/Business Startup TV Host Business Chef/Restaurant Owner Electronic Game Design Television Producer App Development/Business Startup Real Estate Manufacturing Financial Planner/Insurance FACS (Home & Careers) Chef/Restaurant Owner Fashion Design Teacher School Counselor Social Worker/Therapist Computer Science Electronic Game Design Television Producer Videographer Graphic Design App Development/Business Startup Mechanical Engineer Science/Medical Computer Repair Technology Dentist Family Physician (Doctor) Physician Assistant Respiratory Therapist Surgical Technologist Veterinarian Teacher Physical Therapist Mechanical Engineer Health/PE/Athletics Fire Fighter CPS (Child Protection) Family Physician (Doctor) Physician Assistant Trooper Respiratory Therapist Secret Service Surgical Technologist Veterinarian Day Care Provider Physical Therapist
Click on the Type Table link from the left tool bar. Read the summary of your personality type. List the top three traits that you think are an accurate description of your personality. Click on the Your Motto link from the left tool bar. List your Classic Motto and Contemporary Motto. What is your current major? What occupation (career) do you plan to pursue with your major? To explore occupations related to your personality preference. Go to the top of the page and on the Explore tab, then Assessment Results. Review the listed occupations. List at least one occupation that interests you from the list. Does the occupation you listed in Question #7 from the personality preference page relate to your current college major and occupation (career) that you plan to pursue? If so, how? If not, what are your thoughts about this information? Interests Assessment After completing the Interests Assessment in TypeFocus, summarize your Interests Results in the box below. Explain how your Interests Results your occupation (career) that you listed in Question #6. Values Assessment
Career Choices: December Calendar Monday Tuesday Wednesday Thursday Friday 28 Resource Choices Test 29 CAREER CHOICES Module overview Education & career mapping appointments with Mrs. Foster Career Portfolio requirements 30 Section 1: Knowing Yourself True Colours: Personality Test + Journal 1 Goals & Dreams Framework 2 Goals & Dreams Framework Begin organizing your Portfolio 5 Section 2: Making Career Choices Guest Speaker: Mrs. Foster Book appointments to plan academic and career paths 6 Education/program planning research 7 Education/program planning research Career research 8 Career research --Work Period— Career Portfolio 9 Section 3: Planning your Career Setting goals Skills (homeworkplace) Developing a career plan Prep for appointment with Mrs. Foster 12 Planning your Career with Mrs. Foster --Appointments-- 13 Discuss your appointment Section 4: In the Workplace Resume workshop 14 Skills, attitudes, behaviours necessary for retaining a job: Discuss Interviews Good vs bad responses Types of questions 15 Resume DUE (review resume during work time) Letter workshop 16 --Work Period— prep for mock interview Career Portfolio 19 --Work Period— Prep for mock interview Career Portfolio Cover Letter 20 Mock Interviews --Work Period— Career Portfolio Cover Letter 21 Cover Letter DUE --Work Period— Career Portfolio 22 --Work Period— Career Portfolio 23 WINTER BREAK BEGINS! 26 WINTER BREAK 27 WINTER BREAK 28 WINTER BREAK 29 WINTER 30 WINTER BREAK 2 WINTER 3 WINTER BREAK 4 WINTER BREAK 5 WINTER 6 WINTER BREAK 9 CLASSES RESUME --Finalize your Portfolio-- 10 CAREER PORTFOLIO DUE 11 CAREER PORTOFLIO: TEACHER-STUDENT CONFERENCES 12 CAREER PORTOFLIO: TEACHER-STUDENT CONFERENCES 13 ORANIZATIONAL DAY Portfolio + Resume + Cover letter + Academic & Career research and planning + Mock interview *These dates are tentative and subject to change.
What Careers Are For You? Applied Technology Computer & Electronics Technologist Contractor Welding Educator Auto Mechanic Cyber Security Electrician Military Computer Systems Programmer Math Architect Electronic Game Design Educator Mechanical Engineer Computer & Electronics Technologist Security Contractor Electrician Computer Systems Programmer Entrepreneur English Educator Attorney (Lawyer) Politician Television Producer School Counselor Social Worker/Therapist Entrepreneur Librarian Social Studies Trooper Secret Service Day Care Provider Educator School Counselor Social Worker/Therapist Attorney (Lawyer) Politician CSI/Financial Investigator Human Resources Manager Art/Music Architect Chef/Restaurant Owner Electronic Game Design Fashion Design Hairstylist (Cosmetology) Television Producer Videographer Graphic Design TV Host Entrepreneur Interior Designer Business Chef/Restaurant Owner Electronic Game Design Television Producer Educator Computer Systems Programmer Entrepreneur Human Resources Manager FACS (Home & Careers) Chef/Restaurant Fashion Design Educator School Counselor Social Worker/Therapist Interior Designer Computer Science Electronic Game Design Television Producer Videographer Graphic Design Mechanical Engineer Educator Computer & Electronics Technologist Cyber Security Military Computer Systems Programmer Entrepreneur CSI/Financial Investigator Science/Medical Computer & Electronics Technologist Family Physician (Doctor) Respiratory Therapist Veterinarian Educator Physical Therapist Mechanical Engineer Cyber Security Military Computer Systems Programmer CSI/Financial Investigator Chiropractor Health/PE/Athletics Fire Fighter Family Physician (Doctor) Police/State Trooper Respiratory Therapist Secret Service Veterinarian Day Care Provider Physical Therapist Educator Military Chiropractor
What Careers Match My Interests? (Part 1) Follow the instructions to be matched with careers suited to your interests. Access Career Cruising through your My Journey- Explore page on ffa.org. Click on “Explore My Interests” on the left hand side under “What do you want to do?” Click “Start Matchmaker.” It will give you directions on answering the questions and ask you to create a label for this matchmaker assessment. After you have created a label, click “Start Now.” You will answer several questions designed to determine what interests you in a career. You will rank your interest on a scale of “dislike very much” to “like very much.” Choose the answer that best matches your feelings about the topic. If you are unsure what the topic means or need other information there is a gray box to the right of the question that says “More Info.” It will describe the situation in more detail. When you are finished it will show a list titled “Career Interest Rank.” This is a list of careers that best match you based on the preferences you expressed while completing the assessment. Click on the career. This shows the “Suitable for You?” page. It explains some of the aspects (or characteristics) of people who have this career. Complete the following table. Number of Green Responses Number of Yellow, Red, or No Responses Which is higher: green responses or the responses? Top Career: Top Agriculturally Related Career: Does having a high number of green responses always mean this is the career for you? Why or why not? Does having a low number of responses always mean this is not the career for you? Why or why not? From the matchmaker list click on your top career. On the left hand side, click on “At a Glance” and fill out the bubble chart below using information from this page. From the matchmaker list click on your top agriculturally related career. On the left hand side, click on “At a Glance” and fill out the bubble chart below using information from this page.
Auto Service I Auto Service II* Auto Service III Auto Electrical Advanced* Auto Computer System Diagnostics* Business Law MSITA-Word, PowerPoint, Publisher Entrepreneurship I Marketing Concert Band Percussion Symphonic Band* Wind Ensemble* Chorus IA Chorus IB Chorus IIA* Chorus IIB* Art I Art II* Art III Art IV Ceramics I Ceramics II* Speech & Debate Yearbook Drafting I Drafting II – Architectural PowerPoint, Publisher MSITA-Excel, Access to Art History Music Appreciation Musical Theatre Ceramics III Ceramics IV Painting AP Art AP Music Theory Intro to Broadcasting Broadcasting II* Broadcasting III Theatre Arts I Theatre Arts II* Theatre Arts III Theatre Arts IV Tech Theatre I Tech Theatre II* Aerospace Science I Aerospace Science II* Aerospace Science III Aerospace Science IV Second Language PE Elective Science Elective Social Studies Elective This is the ONLY 2 + 2 Cluster. Choose at least two foundational courses and two enhancement courses. One course must be a Level Two* course. French I French II* Spanish I Spanish II* Latin I Latin II* German I German II* Russian I Russian II* French III French IV Spanish III Spanish IV AP Spanish Latin III Latin IV AP Latin Intro to Broadcasting Broadcasting II Broadcasting III 5th Math Course (beyond grad RQ) 4th Science Course (beyond grad RQ) Intro to Old Testament Intro to New Testament Advanced Old Testament Advanced New Testament AP English Language AP English Literature Speech & Debate Yearbook SAT Prep Practical Law Holocaust Mythology AP World History AP US History AP European History AP US Gov Psychology AP Psychology
Competencies (Knowledge, Skills, Abilities) Developmental Activities (e.g., workshops, webinars, coaching, online tutorials, reading, on-the-job training) Actions (What actions will I commit to take?) Timeline (By when will this be completed?) Status Check (Progress review date/notes)
WorldSkills UK Live Show at the NEC, Birmingham. Small group sessions: future education, training and employment options Parents evening to discuss post 16 provider options Guest speakers from industry - link learning to opportunities CV writing Life Skills – work experience preparation sessions One to one sessions with career advisor Post 16 course requirements How to complete an application form ‘Mock’ interviews with SLT and members of The Rotary Club of Willenhall. Pupils will have formal advice and guidance sessions with independent Careers advisers. British Values of Work Day. Year 11 Whole school assembly focus: Future careers and Aspirations WorldSkills UK Live Show at the NEC, Birmingham. Small group sessions: future education, training and employment options Parents evening to discuss post 16 provider options Visits to post 16 providers CV writing 4-9th March 2019 National Careers & Apprenticeship Week – whole school focus – Guest speakers from industry - link learning to opportunities One to one sessions with career advisor How to complete an application form ‘Drop in’ sessions at lunchtime and ask for informal advice and guidance. ‘Mock’ interviews with the Rotary Club of Willenhall and business owners. Pupils will have formal advice and guidance sessions with our independent Careers advisers. British Values World of Work Day. Visits to post 16 providers Parents invited into school to discuss their child’s options and to discuss concerns.
Career Journal 9 Anesthesiologist Sevofluorene: Inhalation It shuts down the central nervous systems for short periods of time For adults and children for inpatient or outpatient surgery Nausea, dizziness, hyperthermia Nitrous Oxide: Inhalation It is a light anesthetic that relaxes your brain and nerves making in a sleepy state of mind. Used to relax patients before putting in IVs and mostly used for dental care and surgery. Dizziness, confusion, light headedness Thiopental: Intraveniously It slows down the nervous system to prevent the patient from feeling pain during the procedure Used to stop seizsures and also for surgery. Nausea, dizziness Propofol: Intraveniously It relaxes the nerves in the body and the brain into a deep sleep where the nerves cant feel pain. Used in general surgeries and in ICU or most operations. Sleepiness, nausea, dizziness General Information After high school anesthesiologists must have 4 years of undergraduate school and 4 years of medical school. Anesthesiologists work with patients before during and after a procedure that needs anesthesia. They help manage the pain and comfort during the procedure and check vital signs and adjust the anesthesiology as needed. The Salary range for an anesthesiologist is $300,000-450,000. They can also earn a bonus for working in special fields. (2014). Anesthesiologist Information. Anesthesia Zone. Retrieved from, Transplant Surgeon After high school, transplant surgeons must complete four years of undergraduate school and four years of medical school and obtain
Chatham-Kent Public Library Job Application Form Casual Library Assistant 2 (For future permanent casual call-in positions) Job # CKPL 18-19 (At all of 11 Library Branches in Chatham-Kent) (Applications are due by 4:30 p.m. on Friday, December 28, 2018) Your contact information: Name: (last name) (first name or name known by) Address: 911 Street Address Apartment/Unit # PO Box Rural Route City/Town/Province Postal Code Telephone: Home Cell Work Email address: Your education: Do you have post-secondary education? Yes No If yes, please include in the box below information about your education (including any library related courses): Do you have previous library experience? Have you worked in a Public Library? Yes No If yes, how long did you work in this position? Months Years If yes, please include in the box below the following: the name of the Public Library you worked at, your job title, length in each position, and a list of job duties you completed: Have you worked in a school library? Yes No If yes, how long did you work in this position? Months If yes, please include in the box below the following: the name of the School Library you worked at, your job title, length in each position, and a list of job duties you completed: Have you worked in any type of library? Yes No If yes, how long did you work in this position? Months Years If yes, please include in the box below the following: the name of the other Library you worked at, your job title, length in each position, and a list of job duties you completed: Do you have library work experience in the following areas? Yes No
Grading Rubric 4 (20 points) 3 (17 points) 2 (15 points) 1 (12 points) 0 (10 points) Use of Facts & Evidence - Very strong use of facts, and evidence to support - Ideas and interpretation show critical thinking and analysis - Demonstrates careful reading of sources and shows thorough knowledge of topic - Strong use of facts and evidence to support write-ups - Some critical thinking and analysis - Shows understanding of sources and knowledge of topic - Some use of facts and evidence to support write- ups - Little critical thinking and analysis - Incomplete knowledge of some source material not carefully interpreted. -weak use of facts and evidence to support write-ups -weak critical thinking and analysis - Limited or no use of facts and evidence to support thesis - Critical thinking and analysis not evident - Very limited knowledge of topic Charts -All required charts are complete -4 charts total -Neat and organized -Creative and colorful display or organization that strengthens understanding of charts -Charts are complete -3 charts total -neat and organized -charts missing some data -2 charts total -1 or information in charts is incomplete -no charts Organization - organization - clear headings and titles -cover page shows creativity - organization shows clear planning -all parts are easily identified - limited inconsistencies - missing 1-2 pieces - somewhat confusing to navigate through portfolio - Illogical organization - missing several pieces Formatting Followed directions - no errors Followed directions - 1-2 errors Did not follow directions explicitly - Multiple errors Did not follow directions -several errors -inconsistent formatting throughout Did not follow directions -limited to no presence of structured formatting Citation -MLA format -Parenthetical citations throughout -Works Cited page More than 5 sources -MLA format -Parenthetical citations throughout -Works Cited page -4-5 sources -Errors in MLA format -Inconsistent parenthetical citations but has Cited page -Improperly formatted Works Cited Page -3-4 sources -Excessive MLA format errors -Only website links -Over ½ citations are wrong -missing parentheticals -0-2 sources - limited or no attempt to use MLA citation Notes Total Out of 100
METHODS Participants Participants were financial members of the QNU working in the Public (government funded acute and community health nursing), Private (private and not-for-profit funded acute and domiciliary nursing) and Aged Care (both public and privately funded) sectors. Surveys were mailed out in October 2010 to 1250 randomly selected members in each sector and reminders were sent two and four weeks after the initial mail-out to non-respondents. Completed questionnaires were returned directly to the research team. Questionnaire The verified questionnaire had been used in 2001, 2004 and 2007 (Hegney et al, 2006, 2010; Eley et al 2007); however in 2010 four new questions related to career progression were included. Those questions were: How satisfied are you with your career progression opportunities in nursing? Are you contemplating a change within your nursing career in the next 12 months but still will be working in nursing? Are you contemplating leaving nursing career in the next 12 months? Question 1 offered a 5-point Likert scale from very satisfied to very dissatisfied. Nurses responding very dissatisfied or dissatisfied were requested to provide a free text explanation. For both questions 2 and 3 response was either Yes or No. Yes respondents were asked to explain what the change would be and why? What are the current barriers to career advancement in nursing? Five barriers identified through consultation with the QNU and informed by the literature were offered. A free text box allowed additional barriers to be A fifth question had been asked in all four surveys: The question took the form of a semantic differential rating scale. The opposing statements were “Career prospects are good” and “Career prospects are limited” with a scale from extremely good to extremely limited. Analysis Data from the Public, Private and Aged Care sectors were compared on an item by item basis, using appropriate descriptive and inferential statistical tools (PASW Statistics v18). A level of .05% was used to support inferences for Chi-square, ANOVA, Z and t tests. Free text responses were analysed thematically using the framework of Pope et al. (2000). Inter-coder reliability was checked during shared coding sessions to ensure consensus of themes and integrity of coding. The study was approved by the University Human Research and Ethics Committee. FINDINGS The response rate was 36.4% (n=1365) and returns within the sectors were 38.9% Aged Care, 37.2% Private and 33.1% Public.