zilongwang/ReadingBank huggingface dataset:
softer skills and outcomes informing the curriculum offer enhance future performance a whole organisational approach to the induction and assessment process improving outcomes by taking a whole organisational approach to problem solving creating an ‘inspection ready’ organisation everything you need to know about learning & skills, but were too afraid to ask a whole organisational approach to quality improvement – from strategy to classroom quality improvement plans that are developed and owned by the whole organisation performance management, lesson observations and reports creating an ambitious organisation Views from an Ofsted secondment - reinforcing the value and impact of the process in the improvement agenda creating a rigorous and reliable and report maximising the use of the virtual campus Looking up and broadening horizons: Innovation, Evolution and Adaptation Title Description Delivered by : data collection, Who is this workshop for? All prison managers and curriculum Kerry Boffey, A4E & Manchester college, improvement advisor assessment assessment
creating an ambitious organisation Who is this workshop for? Leaders and managers from the prison, OLASS and NCS providers including prison SMT, education manager and NCS lead This workshop will help you to: Work together to raise ambition Prepare for inspection, including recognition of shortcomings and good practice Improve leadership and management practice Raise awareness of the role of Governors and the senior management team Sue Saxton head of learning & skills, cluster 2 east of England from an Ofsted secondment - reinforcing the value and impact of the process in the improvement agenda Who is this workshop for? Band 6 learning & skills managers, heads of reducing reoffending education managers Anyone with responsibility for producing an establishment SAR This workshop will help you to:  Apply this learning to your own planning and leave with a series of actions to take forward Reflect on your prison’s self-assessment process and improvement action plans Understand how valuable self-assessment is Recognise the appropriate strengths and for development Use robust evidence to make evaluations and formulate judgements Darryl Jones, west midlands cluster lead head of learning & skills
Contents Page No Executive Summary 3 Introduction 6 Higher education learning spaces in transition 7 Method 10 Results 15 Student and lecturer perception of the museum studies learning studio 16 Student and lecturer perception of the general seminar Room 20 Student and lecturer perception of the Geography Seminar Room, School of Education 21 Discussion of findings 23 5.1 Deriving a theoretical framework 24 Conclusion 27 References 28 Appendix 1 – Selected results from baseline questionnaire 30 Executive Summary
and uploaded to mahara know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Identify a new differentiation strategy, produce a resource and use in a lesson. Evaluate the effectiveness the resource. Discuss differentiation strategies that do not require additional resources. demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Assignment 1. the critical incidents, key research evidence and conclusions from assignment 1. Identify influences of conclusions on current practice. have a understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Undertake a pupil trail over half a day for one identified pupils. Audit the teaching approaches used to support them. Develop an action plan to support improved engagement of a case-study pupil in one of the trainee taught groups. S6 Pre-activity task Mentor and Trainee co-activity Date completed and uploaded to mahara know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Complete marking of a GCSE level interim assessment. Standardise marking of GCSE assessment either in departmental meeting or mentor meeting through double marking and discussion of a sample. make use of formative and summative assessment to secure pupils’ progress Complete an audit of AfL strategies used to date on training course. Identify a new AfL strategy and co-plan the use of it in an upcoming lesson. use relevant data to monitor progress, set targets, and plan subsequent lessons Collect and collate data from interim assessments. Enter data on departmental tracking systems and evaluate progress of pupils. give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Collect copies of marking feedback from class teachers. Discuss aspects of good practice in the marking and feedback of trainee and subject teachers in school.
We will aim to be an employer of choice in the local area. We want our local community to be confident in the care we deliver, making Southport and Ormskirk their first choice as a provider of care. In order to deliver this we are committed to developing a positive culture about patient, carer and families experience. This Strategy is committed to making the necessary changes to allow the culture to develop positively across the organisation. Each objective will be implemented using the Institute for Healthcare Improvement, Always Event methodology, which will be supported with key performance indicators, to assist us in demonstrating compliance. OUR VALUES: SCOPE All care is reflective of the Trust values as demonstrated below. These are the values of our Trust, developed from what our staff told us matter to them. Value Descriptions Behaviours and outcomes Supportive Teamwork, fairness, helpful attitude, respectful to colleagues, tactfulness Working together and valuing each for the benefit of patients Caring Compassionate, desire for best care, responsiveness, sensitivity, empathy, thoughtfulness, understanding Caring for our patients as individuals, safely and with compassion Open and Honest Positive, honesty, frankness, informative and knowledgeable, transparency, learning from mistakes, encouraging Acting with the highest standards of integrity, behaviour and accountability Professional Recognition that working in healthcare and undertaking clinical practice are a privilege, good communication, supportive to colleagues, desirous of high standards, smartness, well mannered, interested, friendly, helpful, innovative Aspiring to be the best in everything we do Efficient Effectiveness, timeliness, willingness to look at new ways of working, joined up working, questioning, desire for improvement The best quality care within the resources available
Title: Developing yourself and others Level: 3 Credit value: 2 Unit guided learning hours 9 Learning outcomes (the learner will) Assessment criteria (the learner can) Know how to identify development needs 1.1 1.2 1.3 1.4 Identify own learning style(s) and the learning style(s) of another member of the team Use a simple technique for identifying own development needs and the development needs of another member of the team Identify potential barriers to learning Explain how barriers to learning can be overcome Know how to develop self and others to achieve organisational objectives 2.1 2.2 2.3 2.4 Briefly analyse learning/development options to meet need(s) of self and another member of the team Identify support mechanisms for the development of self and another member of the team Prepare a development plan to achieve a learning objective for self or another team member Describe a method that could be used to monitor the development of self and another member of the team Additional information about the unit Unit purpose and aim(s) To develop knowledge and understanding of developing self and others as required by a practising or potential first line manager. Unit review date 31/03/2017 Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) to Management & Leadership 2008 NOS: A2, D7, D13 Assessment requirements or guidance specified by a sector or regulatory body (if appropriate)
If… Then… And… This converts an explanation or process into an essential instructional practice. Example: If teachers formatively assess students and continuously provide them information their progress towards expectations in writing. This describes what students will be able to do as a result. Example: …Then students will have common understanding of their own writing and progress towards grade-level expectations and will be able to take action to close any gaps between current performance and the expectations. This identifies how to evaluate the implementation of teacher practices and student learning. Example: …And teacher records will show the progress students are making towards meeting grade-level writing expectations. as a major improvement strategy.
Counting Rubric – Developing Student CATEGORY 4 3 2 1 Accuracy (Weight: 1pt) Score: 2/4 The amounts of the coins displayed on the Counting Coins journal page are accurately written for 5 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 4 questions. The amounts of the coins displayed on the Counting Coins journal page are accurately written for 2 to 3 questions The amounts of the coins displayed on the Counting Coins journal page are accurately written for 1 question, or not accurately written for any of the questions. Number Formation & Number Reversal (Weight: .5pt) Score: 1.5/2 The numbers written are correctly formed and there aren't any number reversals. Almost all of the numbers written are correctly formed and there are 1 to 2 number reversals. Half of the numbers are correctly formed and there are 3 to 4 number reversals. None of the numbers are correctly formed and there are 5 or more number reversals. Neatness (Weight: .5pt) Score: 1/2 The entire journal page is neat and easy to read. Eraser marks do not interfere with determining which answer the student wrote. The answer is on the line. Almost the entire journal page is neat; a couple stray writing marks make it difficult to read the answer for 1 to 2 questions. The answer is not on, but near the line. Half of the journal page contains writing which make it difficult to read the answer for 3 to 4 questions. The answer is not on, but near the line. The entire journal page is filled with eraser marks which make it difficult to read the answer for all 5 of the questions. The answer is nowhere near the answer line. Name & Date (Weight: .25pt) Score: 1/1 The student's name and date is written on the top of the journal page. The date is missing from the top of the journal page, but the student wrote his name on the page. The student's name is missing from the top of the journal page, but the student wrote the date on the page. The student didn't write his name or date on top of the journal page. Total Score: 5.5/9, (61%) Comments: When you erase your numbers make sure they’re completely gone so it’s not difficult to read your answer.
Developmentally-appropriate experiences, programs, and activities for children, adolescents, and adults that will be included in your plan. Programs or activities can address one or more of the eight faith forming processes, be offered in one or more environments, and employ one or more of the digital strategies. Content Developmental Need or Interest Program or Activity Family Connection Intergenerational Connection Programming Eight Faith Forming Processes Multiple Environments Digital Strategies Caring relationships Celebrating the liturgical seasons Celebrating rituals and milestones Learning the Christian story and vision Praying and spiritual formation Reading and studying the Bible Serving and working for justice Worshipping God with the faith community Independent/Individualized Mentored Family / At Home Small Group Large Group Whole Church Community Community and World Gathered using Online Content Gathered with Online Content Online and Gathered Content Mostly Online Content Fully Online Content Missional Faith Formation Developing outreach and relationship with the uninvolved and unaffiliated, and developing pathways for discipleship and engagement in the community.
3 Noting the method used --------------------------- Indicating whether something is suitable or not 4 Listing details --------------------------- Evaluating the relative significance of details 5 Stating information --------------------------- Drawing conclusions 6 Listing information in any --------------------------- Structuring information in a logical order 7 Stating links between items --------------------------- Showing the relevance of links between items 8 Stating when something happened --------------------------- Identifying why timing is important 9 Stating the different components --------------------------- Judging the importance of the components 10 Stating options --------------------------- Evaluating the options and stating which should be selected
Land Development Agency made the Remuneration Tribunal Act 1995 Commencement This instrument commences on 1 July 2017 and concludes on 31 October 2017. Remuneration The and Deputy Chair of the Land Development Agency shall be entitled to a per diem of $510. Other Conditions All conditions specified in Determination 12 of 2016 relating to Part Time Public Office Holders will also apply to the Chair and Deputy Chair, viz., clauses 3 to 9 inclusive. Ms Anne Cahill Lambert AM Chair ................................................................. Dr Colin Adrian Member ................................................................. Mr James Smythe, PSM Member ................................................................. April 2017
PrintDeviceCapabilities PrintDeviceCapabilities is a new format we are investigating which uses the PrintSchema keywords, but also allows us to describe constraints, and static options which affect PDL generation. Windows will use this file, plus a language-specific resource file to generate a PrintSchema PrintCapabilities document on the client, and to validate constraints. This will be the only configuration format we consume on Windows Phone. PrintCapabilities The operating system will produce PrintCapabilities out of the PrintDeviceCapabilities document. PrintTicket The operating system will produce PrintTicket documents based on the information in the PrintCapabilities document. Merge, validate and DEVMODE conversion operations will be handled on the client. Localized Resources PrintSchema-specified keywords are localized by the operating system. All vendor-specified keywords MUST provide a display name in a per-locale *.resx file. Localized strings are defined using a derivative of the fully qualified keyword name from the PrintDeviceCapabilities file. The name attribute of every name element is defined as the namespace url, without the protocol (eg “http://”), followed by a forward slash “/” and then the keyword name. <?xml version="1.0" encoding="utf-8"?> <root xmlns:xml="http://www.w3.org/XML/1998/namespace" <data name="schemas.contoso.com/windows/2014/01/printing/printschemakeywords/Main"> <value>Main paper tray</value> </data> <data <value>600 x 600 dots per inch</value> </data> <data x 1200 dots per inch</value> </data> <data name="schemas.contoso.com/windows/2014/01/printing/printschemakeywords/Secondary"> <value>Secondary paper tray</value> </data> <data <value>Contoso GoodPaper</value> </data>
Further Particulars Development Assistant Lady Margaret Hall, a college of the University of Oxford, was founded in 1879 with a dual passion for learning and for equality, making it possible for the first time for women to study at Oxford. Today, the College continues to draw inspiration from this great foundation vision. It is now a co-educational academic community of 400 undergraduate and 180 postgraduate students, committed to research and scholarship and to effective, highly personalised teaching and learning for students from all backgrounds. Alumni Relations & Development at LMH LMH has had a dedicated Development Office since 1995, working to strengthen and develop the relationship with its 7,500 alumni. There is a full and varied programme of events and publications through which former students are kept up to date with life at LMH today. Fundraising from alumni is a key function of the office and, since its establishment almost 20 years ago, £25 million has been raised for projects including student bursaries, the fellowship and, most recently, a transformational building project. We do this in support of the College’s mission and because it benefits alumni, students and the College community and provides resources for the effective day-to-day running and long term future of the College. The Development Team There are 5 full-time members of the Development Team, led by the Development Director - the Deputy Development Director, Alumni Relations Officer, Database Officer and Development Assistant. This role provides an excellent opportunity for someone looking to establish a career in alumni relations, development and fundraising, event management, or administration. Main Purpose of Job: The Development Assistant provides proactive and efficient administrative support for the Development Office in the implementation of all aspects of its fundraising and alumni relations strategy. The post-holder has specific responsibility for gift processing and reconciliation, event administration and for dealing with day-to-day enquiries and communications. This position reports to the Deputy Director of Development and has very links to the Alumni Relations Officer and the Database Officer. Relationships: Reporting to : Deputy Director of Development Working with: Fellows, Development team members, students, support staff in all functional areas of the College, LMHA Committee members, Alumni
REPUBLIC OF NAMIBIA NOT REPORTABLE HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: I 1372/2016 In the application between: DEVELOPMENT BANK OF NAMIBIA PLAINTIFF and NAME NOVE CONSTRUCTION CC 1ST DEFENDANT KORNELIA MAKENA THIMENDE 2ND DEFENDANT PAULINUS MUNIKA THIMENDE 3RD DEFENDANT Neutral citation: Development Bank of Namibia v Name Nove Construction CC (I 1372/2016) [2017] NAHCMD 189 (14 July 2017) UNENGU AJ Heard: 14 March 2017 Delivered: 14 July 2017 Flynote: Contract – and acceptance – First defendant entered into an agreement for a loan with the plaintiff – Second defendant signing agreement on behalf of first defendant without attaching any condition or raising any counter-offer to plaintiff’s offer – However, after participating in the implementation of and benefiting from the agreement, first defendant denied that any valid agreement came trial
[22] Because of the nature of her work, she was aware of the written agreement concluded between the plaintiff and the first defendant on or about 5 March 2015 at Rundu in terms of which the plaintiff would lent money to the first defendant in the amount of N$1 875 554.00. [23] I can mention here that it is not in dispute between the plaintiff and the first defendant that a document handed in and marked as Exhibit “A”, was signed by officials of both the plaintiff and the first defendant constitutes the written agreement between them – which Mr Bursa also refers to in her evidence. [24] Similarly, the contents of that written agreement (Exh. “A”) are not in dispute. [25] Further, Ms Bursa stated that the agreement, in clause 4.1 provides that the plaintiff would pay the supplier directly and that this was a common term in all their contracts to ensure that the funds the plaintiff gives are not utilised for other things than for purposes the funds were given to clients. [26] However, most part of her evidence was covered in the evidence of Mr Abrahams, who dealt with the defendants personally. In addition, Ms Bursa testified about the terms and conditions of the written loan agreement, namely, interest rate, the plaintiff’s based rate plus 10% calculated daily on the loan amount payable on monthly basis by the first defendant starting from the last day of the month of the first draw down. Thereafter on the last day of each and every consecutive month. [27] It is her evidence further that in the event of the first defendant failing to pay on the due date, such overdue amounts would be an additional finance charge of 2% per annum compounded monthly from the date of payment to the plaintiff. [28] As already indicated, the second witness called by the plaintiff to testify, is Richard Manfred Abrahams. Mr Abrahams also read his pre-prepared statement into record of proceedings forming his evidence in chief.
SPECIALIST IN FIELD High Performance, Low Potential Very competent in own field, potentially reached ‘expert’ stage of their potential Far exceeds performance expectations Potentially capable of assuming a new role within their specialist field Acts as role model for organisational behaviours and values EMERGING POTENTIAL High Performance, Medium Potential Far Exceeds Performance Expectations Capable of growing into a more complex role Could advance to the next level Very competent and flexible Acts as role model for organizational behaviours and values ROLE MODEL – TOP TALENT High Performance, High Potential Far exceeds performance High potential to grow into a role with broader responsibility. Could advance one level now Highly competent in current role Acts as role model for organisational behaviours and values EMERGING SPECIALIST Medium Performance, Low Potential Reliably meets performance expectations Behaves in line with organisational values Capable of assuming positions at the same level of complexity Competent in current role and specialist area VALUED CORE CONTRIBUTOR Medium Performance, Medium Potential Reliably meets performance expectations Capable of growing into a more complex role in time Behaves in line with organisational values Competent in current role, but flexible into others Core to the business, consistent performance results HIGH POTENTIAL Medium Performance, High Potential Reliably meets performance expectations Potential to grow into a role with much broader responsibilities at least one level Behaves in line with organisational values Competent in role and can flex into others Core to the business, consistent performance results POSSIBLE ROLE MISMATCH Low Performance, Low Potential Below performance expectations Lacks competence in current role and displays behaviour not congruent with organizational values If no improvement displayed, leaving the organisation may be appropriate DEVELOPING CONTRIBUTOR Low Performance, Medium Potential Below performance expectations Inconsistent performance and still aligning behaviours to values Lacks competence in current role May still be new to position, and need some time to develop Improved performance is necessary NEW TO ROLE Low Performance, High Potential Understanding / adapting to a new role Too early to assess performance Understanding behaviours expected take on greater responsibilities Possible successful results once this person matures in their new role
The last method in which community organizations became aware of the DCs is through “being invited by the Center” as indicated by 18 of the respondents. This is the case especially for Beam Africa, Duduza and Kungwini which all were rated by 3 or more community organizations. 3.2 Other channels for awareness Respondents were asked to specify other channels in which they became aware of the DCs. The responses classified under the “other” method were further broken down and the themes that emerged were organized accordingly. Five themes emerged from the responses as follows: Proactive approach (6 responses such as advertising, invited by the Department, approached by the Center and invited for a meeting). Previous relationship with the Center (5 responses such as being a former board member, a former manager, part of the launch, or part of the founding group); Community interactions (5 responses such as situated in the same ward, school visits, community meetings, and the fact that they are known in the community); Word of mouth (4 responses such as being informed by the Pastor or heard through their satellite center) Need (Only 1 community organization indicated that they got to know about the DC as they wanted their service) This indicated that the centers are proactive in establishing relationships with the community organizations. Table 23: Referrals made in the past three years. Name of DC Response about making referrals No Yes Batho Pele 1 4 Beam Africa 1 4 Bokamoso 4 1 ASEDI 0 5 Duduza 1 4
Greater Midrand 1 4 Harambe 1 4 Kotulong 1 4 Kungwini 0 5 4 1 Region 10 4 1 Region 9 2 3 Siyabonga 3 2 Stanza Bopape 0 5 Thembisa 3 2 Total 26 [35%] 49 [65%] The community organizations responded positively overall when asked whether they made any referrals in the past three years as indicated by 65% of the respondents. The DC’s that received low ratings included the following: , Region 10, and Bokamoso (they all received 1 positive response each for community organizations that made referrals to them). Siyabonga and Thembisa (both received 2 positive responses that community organizations made referrals to them). It was found that there was no direct link between existence of a working relationship and referrals made by the community organization in the past three years. The reasons for lack of referrals may be due to the fact that the Community Organizations are able to handle the requests from the people.
1 KODY MELLARS – Westside (L) V BEN ANDERSON – Roy Richardson’s (NWR) 2 BAILEY GIBSON – CSM(EC) V GAVIN PHILIP – Birtley (TTW) 3 SHAILHEIM SOMMERVILLE – Repton (L) V JAY BROUGH – Birtley (TTW) 4 JOEL BARTELL – Guilford (SC) V THOMAS SPAVEN –Hunslet (Y) 5 RYAN GOODERSON – Rumbles (SC) V LENNY NEIL – Billericay (EC) 6 ADAM ZEROUAL – St Pancras (L) V HARVEY ASHCROFT – Leigh (NWR) 7 MARTIN MCDONAGH – Fairburn (L) V JOHN SMITH – SYD (Y) 8 TYREIQ CAMPBELL – Repton (L) V CAINE ROUND – Merridale (Mids) 9 LOLETTA SPENCER – Wellingborough (E Mids) ELLOUISE CHALLENGER – Downend (WC) 10 ORLAGH – Double Jab (L) V GRACIE DINGLE – Battlebridge (SC) 11 STEVIE PITTS – Wayne Elcocks (Mids) V ISRA EL – BRAWAY – All stars (L) 12 49-52kg SCOTT MILLER – CSM (EC) V ALFIE HARGREAVES – Clayton (NWR) 13 51-54kg HANNAH WINDSOR – Weston Warriors (WC) V MARTELL BENNETT – Turners (SC) 14 60-64kg SHAUNA JARROD – St Vincents (Y) V LUCY KISLENSKA – Eastbourne (HC) 15 75-81kg ZOLTAN CSANADI – All Stars (L) V DAVID BUTLIN – Tamworth (Mids) 16 75-81kg ANETA SOBOTKA – Jewellery Qtr (Mids) V LAUREN MORRIS – Moulescombe (SC) 17 49-52kg JAKE FALLON – Whitley (HC) V JACOB FINCH – Clearys (Mids) 18 54-57kg HAYLEY FORBES – Arena ((WC) V ISRA HALE – Blackford Leys (HC) 19 60-64kg ALSTON RYAN – Repton (L) V LEVI KINSIONA – Steel City (Y) 20 86-91kg JAMIE SMITH – Evolve (HC) V MARIUSZ PIWOWAR – Leamington Spa (Mids
1 44-46kg IBRAHIM KOLS – Oldham (NWR) V CHRIS HUGHES – Long Lane (M&C) 2 52-54kg UMER KHAN – Repton (L) V SAM GRAVES – Kingston (Y) 3 63-66kg TOMMY ROGERSON – Harlow (EC) V MALACHY IMESON – Henrys (Y) 4 80+kg THOMAS BRUNN – Yate (WC) V TOM MOORE – MICK WALE (Y) 5 46-48kg CHARAN – Retford (E Mids) V ALEX MOORE – Aston (Mids) - 6 57-60kg STEVE MCDONAGH – Fairburn ( L) V CAMPBELL HATTON – Roy Richardson’s BA (NWR) 7 63-66kg HARVINDER BANSAL – Fairburn (L) V CJ COPE – Bad Boyz (E Mids) 8 46-48kg IONA LENAGHAN – Freedom (Y) V I PORTER – Canvey (EC) 9 54-57kg MADELINE MORGAN – Beartown (NWR) V GEORGIA KEAST – Tamworth (Mids) 10 SHABIR HAIDIRE – The Factory (WC) V JOSHUA HARGREAVES – Purge (Y) 11 SUNNI TORGMAN – Islington (L) V NATALIA ROK – Evolve (HC) 12 AARON PROSPERE– HOP (SC) V NICK LEAHY – Fitzpatricks (Mids) 13 STORM STEELE – Spire ba (E Mids) V CHARLOTTE BRIANT – Islington (L) 14 NATHAN FRANCIS – Whitley (HC) V LEE GREAVES – Darlington (TTW) 15 TRACEY WEBBER – Northside (NWR) V NIAMN McGUCKIN – Berinsfield (HC) 16 CONNOR HOLLOWAY – Attleborough (EC) V COLLISTON EDWARDS – St Peters (Y) 17 AMY PU – Islington (L) V MAGDALENA OLSZTYNSKA – Banbury (HC) 18 CLARISSA ROUGIER – Dagenham (L) V Katie smith – Gosport (SC)
Indicative Assessment of the Impact on the State and Local Government Budget Summary on the funding necessary for the implementation of the tasks included in the Guidelines EUR Task Planned funding Necessary additional funding 2016 2017 2018 2017 2018 2019 2020 Funding in total 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 Law on the Medium-Term Budget Framework, in total 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 including*: implementation of the core functions of the State 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 For information Division by budget departments 11. Ministry of Foreign Affairs 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 Course of action 1 – to provide support for sustainable development of the EU Eastern Partnership and Central Asian countries via the funding instruments of bilateral development cooperation managed by the Ministry of Foreign Affairs Funding in total 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 Law on the Medium-Term Budget Framework, in total 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 including*: implementation of the core functions of the State 451,400 463,813 463,813 500,000 1,000,000 1,500,000 2,000,000 For information Division by budget departments
The Responsibilities, Authorities and Accountabilities (RAA’s) applicable to this position is For specific WHS Responsibilities, Authorities and Accountabilities applicable to this position, refer to the WSH RAA Handbook. The person accepting this position is required to read and comply with the RAA’s applicable to this position. Primary Objective To investigate and monitor unauthorised and non-complying development within the local government area, and enforce various Acts, Regulations, planning controls, conditions of consent and other statutory requirements, as relevant. Key Accountabilities Investigate and monitor unauthorised and non-complying development within the local government area, in response to complaints from the community, customers and staff in relation to unauthorised and development, utilising Council’s Customer Request Management System in accordance with Council’s service level standard. Enforce various Acts, Regulations, planning controls, conditions of consent and other statutory requirements, as relevant. Ensure the Development Services Manager and/or Director Planning & Environment are kept informed of developments in relation to all controversial matters, and provide recommendations in relation to initiating enforcement proceedings and/or legal action. Brief Council’s legal counsel and appear in Court as an expert witness, as required and where instructed by the Development Services Manager. Develop and implement educational programs, and initiatives of a proactive nature in relation to unauthorised and/or non-complying development. Issue penalty infringement notices for relevant breaches of legislation in accordance with the fixed penalty handbook. Where possible and in appropriate circumstances, seek to resolve matters in relation to unauthorised and non-complying development, without resorting to litigation. Provide a responsive level of customer service and convey clear and accurate information to the inquirer. Any other accountabilities or duties as directed by Supervisor/Manager which are within the employee’s skill, competence and training. Position Selection Criteria Essential Tertiary qualifications in Local Government Regulatory Services, Town Planning, Development and Building Compliance and/or demonstrated strong experience in a similar field. Knowledge of appropriate legislation, including the Environmental Planning and Assessment Act 1979, Local Government Act 1993, Protection of the Environment Operations Act 1997, and associated regulations, and ability to interpret and apply legislation. Experience in carrying out investigations into various non-compliant and unauthorised activities and general enforcement matters, including gathering evidence, conducting interviews, and appearing as an expert witness at the Local Court and/or NSW Land and Environment Court.
Your Response – Please enter Highly Desirable Criteria Please explain how you meet each of the Highly Desirable Criteria for the position as stated in the job description. Previous experience in working within a local government environment. Your Response – Please enter Current Senior First Aid Certificate. Your Response – Please enter
Figure 1 - New relativity of additional salaries between offices Band Office Relativity between offices % 1 Premier 100.00 2 Deputy Premier 80.0 3 Minister and Leader of the House 72.5 4 Minister Leader of the Opposition 70.0 5 Speaker Assistant Minister and Leader of the House 60.0 6 Leader of the House 50.0 7 Deputy Leader of the Opposition 40.0 8 Chief government whip Deputy Speaker Manager of Opposition Business Assistant Minister 35.0 9 Opposition Spokesperson Leader in the Assembly of a recognised political party, other than the Leader or Deputy Leader of the Opposition Chairperson of a committee 25.0 10 Senior government whip Opposition whip 15.0 11 Government deputy whip Deputy Opposition whip 12.5 12 Member of a committee 10.0 Determination
Harvey County 4-H Development Fund Scholarship Application 4-H Member Name: __________________________________________4-H Club: _______________________________ Age: _________________________________________ Years of 4-H Membership: ______________________________ Have you received a 4-H Development Fund Scholarship before? ____________________________________________ I plan to use my scholarship for: _______________________________________________________________________ Please write a paragraph for each of the following questions: Return scholarship applications to the Harvey County Extension office or by e-mail to . Scholarship deadlines vary. Check with the Harvey County Extension Office for specific deadlines. Kansas State University is committed to making its services, activities and programs accessible to all participants. If you have special requirements due to a physical, vision, or hearing disability, contact KSRE Harvey County, (316) 284-6930. K-State Research and Extension is an equal opportunity provider and employer.
Development Intern Duke Kunshan University Job Description Position Overview: We are currently seeking a talented candidate with strong interest in educational development to join us in the role of Intern. Reports to: Development Manager Main responsibilities Assist in the planning, organizing and logistic support to various high-level development events and make sure an impressive DKU experience for participants Manage and update the Development CRM system Assist in diverse scheduling and travel arrangements for team members Manage program expense record through online finance system. Support team members for receiving incoming visitors and alumni Support the team in development prospect research Translation and editing of reports and documents Other miscellaneous work as assigned Qualifications: Bachelor and master candidate in a leading institution. Excellent organizational skills, flexibility and a strong capacity to work under pressure Strong English writing and verbal communication skills Proficiency in Microsoft Word, Excel and PowerPoint A team player, with capacity to work independently Can work for 5 days a week for at least three months. Being able to work longer is preferred.
improvement initiatives. We have demonstrated that an external audit is feasible, acceptable, and, preliminary evidence suggests, adequately reliable. The CRT Fidelity Scale could in principle also be used for internal audit within health organisations, or self-audit by teams (although the reliability of scores when the scale is used this way is yet to be tested). Third, at a local or national level, the CRT Fidelity Scale can be used to generate benchmarking data about CRTs’ model fidelity, against which individual teams’ model fidelity can be assessed, or with which changes to service provision across a region or country over time could be explored. Our survey demonstrates that such a large-scale use of the CRT Fidelity Scale can be achieved. (All 75 reviews in our study were completed in less than one year.) The value of the CRT fidelity scale to service planners and policy-makers is demonstrated by the speed with which it has been promoted and used by expert bodies and policy-making organisations nationally in the UK. The CRT Fidelity Scale is advertised as a “national inspiration” in the Crisis Care Concordat campaign led by NHS England [40]. Benchmarking data from our 75-team survey have been used by the Care Quality Commission, the body responsible for quality inspections of health and social care services in England [20], and the Royal College of Psychiatrists [41] in recent reports presenting recommendations for CRT care. Research implications: An important next step in developing the CRT Fidelity Scale is investigating its criterion validity. Fidelity scales assess elements of service or intervention structure and process: these can only be legitimately used as measures of service quality if a positive relationship to outcomes has
Standing Order 195 states if a statute, Standing Order or order of appointment does not set a number of members, the committee shall consist of seven members. Analysis The Tribunal has previously grouped offices entitled to an additional salary into 12 bands relative to the additional salary payable to the highest office holder, the Premier. To determine the appropriate additional salary band for the offices of chair and member of select committees, the Tribunal has: considered the role, function and responsibilities of the chair and members of a select committee; considered the relativity of the role and responsibilities of each office holder in the Legislative Assembly against that of the offices of chair and member of select committees; and consulted with the of the Parliament. The Tribunal notes the Clerk of the Parliament’s advice that the role and responsibilities of the chair and members of a select committee are generally equal to those of other committees. In Determination 3/2014, the Tribunal determined the additional salary for the office of chair of a committee would sit at 25% relative to the additional salary payable to the office of the Premier. Determination 3/2014 also set the relativity of the office of member of a committee to 10% of that payable to the office of the Premier. The relativities of committee chairs and members has not changed since that time. The Tribunal has determined to the additional salary payable to the offices of chair and member of select committees with that payable to portfolio committees. As there is currently only one select committee in the Queensland Parliament which was established on 15 September 2016, the Tribunal considers it appropriate for its Determination to take effect from the date of the establishment of the CWP select committee. Figure 1 - New relativity of additional salaries between offices Band Office Relativity between offices % 1 Premier 100.00
New Zealand Curriculum Social Studies · Understand how individuals, groups, and institutions work to promote social justice and human rights. · Understand how cultures and change and that this has consequences for society. · Understand how communities and nations meet their responsibilities and exercise their rights in local, national, and global contexts. · Understand how conflicts can arise from different cultural beliefs and ideas can be addressed in different ways with differing outcomes. · Understand how policy changes are influenced by and impact on the rights, roles, and responsibilities of individuals and communities. · Understand how ideologies society and that individuals and groups respond differently to these beliefs. Economics · Understand how, as a result of scarcity, consumers, producers, and government make choices that affect New Zealand society. · Understand how economic concepts and models provide a means of analysing contemporary New Zealand issues. · Understand that markets are efficient but that governments may need to intervene where markets fail to deliver efficient or equitable outcomes. · Understand how the nature and size of
between these graphs. Statistics · Plan and conduct investigations using the statistical inquiry cycle: - justifying the variables and measures used - managing sources of variation, including the use of random sampling - identifying and features in context (trends, relationships between variables, and differences within and between · Carry out investigations of phenomena, using the statistical inquiry cycle: - conducting surveys that require random sampling techniques, conducting experiments, and using existing data sets - evaluating the choice of measures for variables and the sampling and data collection methods used - relevant contextual knowledge, exploratory data analysis, and statistical inference · Make inferences from surveys and experiments: - making informal predictions, interpolations, and extrapolations · out investigations of phenomena, using the statistical inquiry cycle: - conducting experiments using experimental design principles, conducting surveys, and using existing data sets - finding, using, and assessing appropriate models (including linear regression for bivariate data and additive models for time-series data), seeking explanations, and making predictions - using informed contextual knowledge, exploratory data analysis, and statistical inference - communicating findings and evaluating all stages of the cycle · Make inferences from surveys and experiments: - determining estimates and confidence intervals for means, proportions,
Sports Development Officer (Participation and Focus Sports) Job Title: Sports Development Officer (Participation and Focus Sports) Reference No: Reports to: Sport Development Manager Grade: C Working Hours: 37 hours per week Faculty/Service: Student Journey – Institute of Sport Location: Institute of Sport Office Edinburgh Building Sunderland Campus Main Purpose of Role: Operate and develop the University’s participation programme, and projects targeted at increasing entry-level sport/activity/wellness. The role will also play a central role in developing and coordinating our focus sport programme. Key Responsibilities and Accountabilities: To plan, coordinate, and grow a full student participation programme throughout the year. To coordinate, implement, and monitor the Institute of Sport’s development plans in its focus sports. To liaise, as directed by line manager, with partners, to co-ordinate, develop, and implement, development plan in relevant areas. To liaise with local partners in the delivery and co-ordination of an effective sports development programme. To support the development and identification of partner and promote the delivery and co-ordination of the Club Mark scheme or the NGB equivalent within these partnerships. To coordinate with local schools and internal departments to help assist in developing opportunities to interact with the institution through its sport programmes. To maintain partner funded programmes and other areas of linked work. To plan, coordinate and grow the adventure strand of our programme and promote the Duke of Edinburgh scheme alongside. To assist in the quarterly monitoring and evaluation of key programme and initiatives. To maintain information on the Sport website that relates to the areas of the post. Assist in the planning and delivery of the Sports Development Plans and Institute Sport Strategy.
ranged from 17 square kilometres to 570,502 square kilometres. Following the redistribution, the variation in electorate size ranges from 12 square kilometres to 459,681 square kilometres. To address the change in electorate size and geography, the Tribunal has determined to establish an additional band of electorates which sit below 100,000 square kilometres but still cover a large area and multiple population centres. The Tribunal has also adjusted the limits of the bands. The current band limits are listed below in figure 3.2. Figure 3.2 – Current General Travel Allocation Bands (see Determinations 1/2013 and 9/2015) Band Size of electorate (km²) Number of electorates in Band Quantum of Allocation (per annum) Band 1 0 – 4,999 73 $18,360 Band 2 5,000 – 99,999 11 $30,040 Band 3 100,000 and over 5 $77,720 The quantum of the General Travel Allocation will remain unchanged as, on the available information, it is sufficient for the majority of Members. The new bands are listed in Figures 3.3 and 3.4 below. Figure 3.3 – New General Travel Allocation Bands Band Size of electorate (km²) Number of electorates in Band Quantum of Allocation (per Band 1 0 – 4,499 76 $18,360 Band 2 4,500 – 49,999 11 $30,040 Band 3 50,000 – 99,999 2 $40,000 Band 4 100,000 and over 4 $77,720 Figure 3.4 – New General Travel Allocation Bands Electorate Size of electorate (km²) Band 1 – 0 km² – 4,499 km² – $18,360 per annum ALGESTER 66 ASPLEY 36 BANCROFT 74 BARRON RIVER 568 BONNEY 29 BROADWATER 130 BUDERIM 67 BULIMBA 29 BUNDABERG 108 BUNDAMBA 150 BURLEIGH 30
the Motor Vehicle Allowance be set at the following annual amounts: Band 1 – $25,500 Band 2 – $32,000 Band 3 – $37,000 Band 4 – $42,000 Date of Determination: 27 November 2017 Effective Date: 25 November 2017
Development Revision What is development and key terms DEVELOPMENT is the process of change and growth in a place; it should be for the better. Development is when a country or place improves. MEDC more economically developed country LEDC – less economically developed countries NIC – newly industrialised countries of indicators Social – people and quality of life Economic – based on money and wealth only. The richest 20% of the world’s population receives more than 80% of the world’s income The poorest 60% receives less than 6% of the income Indicators of Development Birth rate – The number of live births per 1000 people per year. Death rate – The number of deaths per 1000 people per year. Natural Increase - rate minus death rate and shows population increase. Life Expectancy - The average number of years a person born in a country might be expected to live. Infant mortality rate - The average number of deaths of children under 1 year of age per 1000 live births. People per doctor - The number of patients each doctor is responsible for on average. Adult Literacy - The percentage of people who can read and write. GDP $ - The total value of goods and services produced by its total population. The Human Development Index (HDI) is an alternate way of measuring development. A score is given between 0-1, based on a composite of three indicators. The closer to 1, the more developed the country. Limitations: The statistics are averages, therefore hide differences within the population- extremes in wealth, gender differences in education. Brandt Line Out of date as now have NIC Regional Inequality Differences in development (all social and economic indicators) WITHIN a country or place. Aid:
Burdekin Cairns Callide Capalaba Ferny Grove Greenslopes Keppel Lytton Maryborough McConnell Mount Ommaney Mudgeeraba Nudgee Pumicestone Rockhampton Sandgate Southern Downs Springwood Thuringowa Toowoomba North Woodridge Band 4 – ECA of $74,500 Aspley Bulimba Clayfield Condamine Cook Coomera Cooper Everton Gympie Hervey Bay Hill Mackay Maiwar Murrumba Nanango Pine Rivers Redcliffe Stafford Toowoomba South Traeger Warrego Motor Vehicle Allowance The Tribunal determines the bands for the Motor Vehicle Allowance be amended as follows: Band Size of electorate (km2) Quantum of allowance Band 1 0 – 1,000 $25,500 Band 2 1,001 – 10,000 $32,000 Band 3 10,001 – 70,000 $37,000 Band 4 70,001 and over $42,000 Date of Determination: 19 June 2018 Effective Date: 25 November 2017 _______________________ ___________________ ___________________ Professor Anne Tiernan Mr Walter Tutt Ms Walsh Chairperson Member Member