zilongwang/ReadingBank huggingface dataset:
Direct Interaction for Communication Assessments “Reading a Book Together” What structures the direct interaction? Reading a book while the student talks about and responds to evaluator questions regarding characters and events, pressing for an understanding of non-verbal communication, emotions, intentions and so forth. The activity also provides an opportunity to informally assess other social communication and language skills. Caution: Many individuals with high functioning ASD exhibit relative strength interacting one-on-one with adults. It is essential that the SLP include assessment of social competencies with peers in authentic, naturally occurring contexts. Who is it recommended for? Functional use of speech to meet needs Age or approximate developmental No speech or single and some phrases Younger school-aged from 4 to 8 years (K-3) Uses multi-word phrases, but is not verbally fluent Older school-aged to adolescent from 8 to 12 (4-8) Verbally fluent; uses complex sentences Teen or adult from 13 to 21 (9-12) What is needed for this activity? A developmentally appropriate book that is primarily with limited or no text. This is to ensure that the task presses upon the student’s ability to accurately determine the story, characters, emotions, and motivations based upon non-verbal communication cues and other visual information. A book that may be successfully used for this task is “The Last Laugh” by Aruego and Dewey. The book should focus on a high-interest narrative and include images of characters that may be analyzed to determine the “main idea” or theme, facial expressions, state-of-mind, motivations, and intentions. The images should allow for inferring both obvious and subtle emotions and motivations, first and second order Theory of Mind (e.g., “Do you think the bird knows what the snake is thinking about?”). A quiet, distraction-free setting will be ideal for reviewing the book together.
Character’s Speech: What does the character say? How does the character speak? Example: “I just can’t do it!” Marcus exclaimed. “I’m not good at writing and I can’t get my thoughts out on paper clearly.” “Don’t worry about it. I can help you after school. It’s not as difficult as it seems. Sometimes you need to clear your head and work through it step by step. Come by after school and we’ll do it together” Susie recommended. P. 67 YOUR EXAMPLE: This reveals that…. This reveals that Susie is kind-hearted and helpful to those in need. She recognizes that Marcus is nervous and unsure of how to improve his writing therefore she offers to help him after school. THIS REVEALS THAT: Character’s Thoughts: What is revealed through the character’s private thoughts and feelings? This reveals that….
No. Goa-IDC/PSL/Direct Recruitment/ Date: 01/01/2016. Recruitment Notice Applications are invited by the Managing Director, Goa-IDC Panaji, Goa for filling the following post from eligible candidates in the prescribed format along with passport size photograph attached and supported with copies of certificates of (1) Birth (2) Educational Qualification (3) Experience (4) Residence in Goa for the last 15 years, issued by competent authority. The copies shall be inscribed with the statement “this certificate is true copy of the original” and self attested below the statement. The Application/s complete in all respect shall reach the Corporate Office of Goa-IDC latest by 21/01/2016. Direct Recruitment Sr. No Name of the Post Total Vacancy & Category Educational & other Qualification required Pay scale as per RR (1) Accountant C 1 no. (Gen) (i)Degree in Commerce from any recognized university or equivalent (ii)2 years experience in any reputed organization in maintenance of Accounts (Revised scale as per VIth Pay) Gr. P.-4200) (2) Assistant C (2 nos.) 1 ST 1 Gen (i)SSC with typing course OR SSC with Diploma in Computer Operation from a reputed Organization (Revised scale as per VIth pay) Gr.P-1900) (3) Office Boy (Resultant Vacancy) D 1 no. (OBC) (i)VIIIth Std. pass. (ii)2 years work experience in any field (Revised Scale as per VIth pay Gr.P.-1300) (4) Field Assistant Grade-III (5 Resultant Vacancies) D 7 nos. (1 ST) (2 OBC) (1 PH) Gen) (i)Literate. (ii)2 experience in any field work (Revised Scale as per VIth pay Gr.P.-1300) 2/-
She said, “he has finished his work” He said, “I have started a job” I said, “she have the meal” They said, “we have not gone to New York. She said that he had finished his work. He said that he had started a job. I said that she had eaten the meal. They said that they had not gone to New York. PRESENT PERFECT CONTINUOUS changes into PAST PERFECT CONTINUOUS He said, “I have been studying since 3 O’clock” She said, “It has been raining for three days.” I said, “She has been working in this office since 2007” He said that he had been studying since 3 O’clock. She said that it been raining for three days. I said that she had been working in this office since 2007. PAST TENSE PAST SIMPLE changes into PAST PERFECT He said to me, “you answered correctly” John said, “they went to cinema” He said, “I made a table” She said, “I didn’t buy a car” He said to me that I had answered correctly. John said that they had gone to cinema. He said that he had made a table. She said that she had not bought a car. PAST CONTINUOUS changes into PAST PERFECT CONTINUOUS They said, “we were enjoying the weather” He said to me, “ I was waiting for you” I said, “It was raining” She said, “I was not laughing” They said that they had been enjoying. He said to me that he had been waiting for me. I said that it had been raining. She said that she not been laughing. PAST PERFECT changes into PAST PERFECT (tense does not change) She said, “She had visited a doctor” He said, “I had started a business” I said, “she had eaten the meal” They said, “we had not gone to New York. She said that she had visited a doctor. He said that he had started a business. I said that she had eaten the meal. They said they had not gone to New York. FUTURE TENSE FUTURE SIMPLE TENSE WILL changes into WOULD
Have you been accepted as requiring services the following statutory frameworks?: Care Management (Social Services) Yes: No: Don’t Know: Secondary mental health service Yes: No: Don’t Know: Probation service or Youth Offending Teams Yes: No: Don’t Know: Drug Intervention Programme (DIP) Yes: No: Don’t Know: Homeless status: Please tick one of the following applies to you: Have you declared yourself as homeless to the Local Authority? (council) Yes: No: If yes, what was the outcome? Found ‘statutorily homeless’ by a housing authority and owed a main homelessness duty. ‘statutorily homeless’ by a housing authority and not owed a main homelessness duty. Please indicate below if you have been referred by one of the following / are referring someone to us from one of the following:- Nominate by local housing authority: LA housing department (referral): Social services: Moving from another registered provider: Probation service/prison: Health service / GP: Community mental health team: Youth Offending team: Voluntary agency: Police: Self-referral / Direct application: Other: Please indicate which type of accommodation you occupied last / are occupying now:- Housing association general needs tenancy: authority general needs tenancy:
Please give details of any mental health problems you have now or have had in the past. This could include, for example, depression, anxiety, being paranoid, self-harm or suicide attempts. Mental Health Problems/Self Harm: Are you seeing / have you seen a mental-health worker? Yes / No If Yes who Which agency or organization? Address Line 1: Address Line 2: Town: County: Postcode: Country: Email Address: Telephone: Mobile: Fax: Please give details of any support needs due to Mental Health: Is There A Current Risk? No Level 3 Level 2 Level 1
Pennant Hills War Memorial Children's Centre Direct Debit Request Form – Payment by Instalments Child’s Name : Type of Card (please circle) Visa Mastercard Cardholder’s Name: (please Mr/Mrs/Ms Phone: Card Number: Expiry Date : / Cardholder’s Signature: Date: Option 1: Amount to be debited Frequency (i.e. weekly etc) Starting Date Option 2: Date Amount
Dear Colleague, Accounts Payable is going green! Given the frequency of reimbursement checks that you have received recently, please consider registering for the Paymode for Reimbursements direct deposit program. These expense reimbursements are completely separate from Payroll direct deposits and can be made to the same bank account as your paycheck, or to a different bank account, based on your own preference. We already have over 1,000 employees signed up and successfully receiving reimbursements via this new program. If you are interested in signing up for the direct deposit program, please follow the directions below to add your bank information for expense reimbursements in the ‘Benefits and Pay’ section of Employee Self-Service (accessed through the BUworks Portal). *Please make note of the browsers recommended for best results below. 1. Click on the ‘Direct Deposit’ section. 2. Then click on ‘Add’ and select ‘Expense Reimbursement bank’. 3. Enter your routing and bank account number and specify the type of account (checking/saving). For ‘Payment Method’, select ‘Bank Transfer (ACH PPD)’. Please do not fill in any information in the “Note to Payee”, “Percentage of Net” or “Flat Amount” fields. 4. Hit ‘Save’. Please allow up to 3 business days for the change to go into effect. If you need to change your bank information in the future, or want to discontinue the use of direct deposit, this information can be edited in ESS or removed at any time, via same screens in Employee-Self Service. If you have any questions regarding the Paymode direct deposit program, please send an email to . Thank you for your cooperation.
FRUIT DIRECT LEVY DECLARATION To be completed by growers who make gate, flea and farmers' market, mail order, internet, roadside, restaurant or any other sales directly to the public, and growers' own export sales. All growers who sell fruit directly to the public or who export on their own account MUST return this form to HortNZ with payment into our bank account 02-0500-0793676-001 or a cheque sent to HortNZ. Upon completion this becomes a tax invoice GST NO. 93-098-412. Please retain a copy for your own records. Membership #: Phone: Name: Mobile: Company: Email: Address: My direct sales of fruit from 1 July 2016 to 30 June 2017 CROP GROSS SALES VALUE LEVY RATE MULTIPLIER LEVY PAYABLE Avocado $ , . x 0.0015 $ , . Berries $ , . x 0.0015 $ , . Citrus $ , . x 0.0015 $ , . Kiwifruit $ , . x 0.0015 $ , . Pipfruit $ , . x 0.0015 $ , . Summerfruit $ , . x 0.0015 $ , . Fruit $ , . x 0.0015 $ , . Levy Payable Subtotal $ , . Signature: Add GST @ 15% $ , . Date: TOTAL FRUIT LEVIES DUE $ , . If you also sell through wholesalers, agents or exporters please list them below: Company/Collection Agent The latest date for payment before penalties may be incurred is 31 January 2018 For more information on the levy, including definitions of the above vegetables and fruit, please refer to the Guide to the Fruit and Vegetable Commodity Levy available on the HortNZ website:
Name Title Forename Surname Address Address Line 1 Address Line 2 Address Line 3 Address Line 4 Address Line 5 Postcode Phone ________________________________________________ (please fill this in, as we’ll need to give you a call to talk through what’s right for you)
give service providers reasonable notice of a change in circumstances budget the funding to meet their financial commitments. If a person currently our services plans to change their funding administration arrangement to direct payments, how will we be advised of this? Once a person has a revised funding plan with a funding administration arrangement of direct payments, the department will give a disability service provider two months’ notice of the change unless agreed otherwise. The person is required to provide notice if they do not plan to continue purchasing services from you after they have changed their funding administration arrangements. Service providers should clarify any ongoing arrangements regarding service delivery and invoicing with the person. What happens to any unspent funds that we hold on behalf of the person? Once a person has started direct payments, your organisation will be sent an individual funding reconciliation form to complete. The completed reconciliation identifies the amount of funding transferred to the service provider for the person, the costs of the services provided and the balance of funding remaining. The reconciliation form is forwarded to the department to arrange for the balance of funding to be returned. The department then transfers these funds to the direct payments user. What are my organisation’s data reporting responsibilities? Service providers are not responsible for reporting data to the department on services purchased by direct payment How are complaints from direct payments users resolved? As a registered disability service provider under the terms of the Disability Act 2006, your organisation is required to have in place a process for dealing with complaints from all users, including direct payments users. This means seeking local resolution wherever possible, or providing information to the person about what to do if a resolution cannot be reached. The direct payments user has access to the Disability Services Commissioner in relation to complaints about services you provide. What can my organisation do if a direct payments user isn’t meeting their responsibilities? Direct payments users have, through two trials of direct payments in , demonstrated their commitment to meeting their accountability requirements including paying invoices promptly. In the event a direct payments user is not meeting their responsibilities and after reasonable attempts have been made to address concerns, contact the regional direct payments contact officer. More information For more information visit
Facilitator’s hints and tips Problems in recruiting, employing, retaining and developing personal assistants and assuring their quality can be a disincentive to taking up direct payments. One way to overcome this is through the use of a personal assistant register. A register enables individual employers to search for personal assistants in a specific geographical area, skill level, experience and availability. In some places simple registers have been expanded into full employment services. You may want to ask participants whether this exists in their local area and if so what the strengths and weaknesses of it are. You may want to provide some good practice examples such as Monitoring of direct payments Slide 15 Notes The local authority must be satisfied that the direct payment is being used to meet eligible care and support needs, and should therefore have systems in place to proportionately monitor direct payment usage. The Care and Support (Direct Payments) Regulations 2014 set out that the local authority must not require information to be provided more often and in more detail than is reasonably required to satisfy themselves the direct payment is being used appropriately. Key features of systems: they must not place a disproportionate reporting burden upon the individual the reporting system should not clash with the policy intention of direct payments to encourage greater autonomy, flexibility and innovation monitoring should be proportionate to the needs to be met and the care package lowering monitoring requirements should be considered for people that have been managing direct payments without issues for a long period. The local authority must review the making of direct payments initially within six months, and thereafter every 12 months. NB: The six month initial review only applies to direct payments issued under the Act, and not to existing direct payments.
population group(s) simply leave it blank. We are not asking you to survey participants, the percentages below would be your estimate only. Population Group Approx. % of people in your program Children (0 to 12) % Families % Immigrants &/or Refugees In Canada less than 5 % In Canada 5 or more % Indigenous peoples – First Nations (Status or Non-Status), Inuit, and Metis % Lesbian, Gay, Bisexual, (LGBQ) % Trans*, Gender-Variant, Two Spirited (TGV2S) % People engaged in or exiting sex work % People living with mental health challenges % People with experience of substance use % People with low income % People experiencing homelessness % People with disabilities % People whose first language is not English % Seniors (55+) % Women % (13 to 24) % Other - please specify below: % %
Referee’s declaration I confirm that, to the best of my knowledge, the information given in this form is correct and complete Signature of referee: ……………………………………………………. Date: …………………………………………… Seal or stamp of organisation/company: Please return the completed reference in a sealed envelope with your signature across the seal to the applicant at the address given overleaf. If no address has been given, please return to: Admissions Office Royal Agricultural University Cirencester Gloucestershire GL7 6JS United Kingdom Part 3 - Equality Monitoring
Direct Deposit Procedures and DA-184 Form Completion Procedures The employee completes the form to authorize direct deposit. The DA-184 can be found on the of the Office of General Services web site in either .pdf format (requiring Adobe Acrobat Reader be installed on your PC) or as a PC fillable Excel file (requiring Excel be installed on your PC). Photocopies of the form may be used. The DA-184 form is used for both employee pay and travel expenses. These are paid out of different systems and therefore are entered separately in the computer. Employee pay is paid from the SHaRP payroll system and travel expenses are paid through the SMART accounting system. The employee should return the completed form to their Agency Personnel Officer. For travel expenses, some agencies may want the DA-184 to be delivered to other agency staff. The employee should keep a copy for their records. In order to ensure proper processing, it is recommended that bank account documentation be attached. For checking accounts, attach a copy of a voided check. For savings accounts, attach a copy of a deposit slip. Direct deposit for employee pay should be entered in SHaRP by the following path: Payroll for North America>Employee Pay Data USA> Request for Direct Deposit. A copy of the form should be retained in the agency files. Form Completion Instructions EMPLOYEE INFORMATION Department ID - This is the ten digit department number where the employee works. The first three digits are the agency number. Employee ID - This is the employee’s unique identification number. It is a letter followed by ten digits. Name - This is the employee’s name as it exists in SHaRP. SECTION A: ENROLLMENT OR CHANGE AUTHORIZATION box if more than two accounts are being used and additional pages are attached. Check box to indicate whether this is a new enrollment in direct deposit or an account change. Select SHaRP box if direct deposit is for employee pay. Select SMART box to indicate travel expenses. Effective date - This may be the current date or any date prior to the paycheck issue date. Requests must allow sufficient time for processing by final payroll cutoff date for the pay cycle.
are cone shaped organs that have the following features: an Apex, a Base and a Hilius. Define these structures. The Bronchi and Alveoli Two bronchi commence when the trachea divides. Outline changes in their structure as they progress towards the alveoli? The Alveoli Draw and label an alveoli cross section. The Pleura The pleura is a closed sac of serous membrane contains small amounts of serous fluid. Two layers of membrane exist; one is associated with the lung and the other with the thoracic cavity.
Directional Guidance Signs The main purpose of this type of signage is to provide directional guidance to people using cycle networks. Directional signing reinforces system connectivity and coherence and gives high visibility and recognition to the routes which make up any network. In the general traffic environment there are many directional signs provided for road users. This main road and highway signage is usually attuned to motorised traffic and may not adequately serve the needs of cyclists when a separate or parallel cycle network is in existence. Adding cycle route information to existing road signage can create ambiguity and conflict for motorists and cyclists alike, so in line with best practice in Australia and overseas, a completely independent system of signing should be used to mark cycle routes. Where it will not create confusion or other issues, no other options are available and the asset owner gives approval, cycle route and motorist direction signs may be mounted on the same posts. are four categories of directional signage recommended for use on cycle networks: Map Display Boards Advance Direction Signs Fingerboards Reassurance Signs It is recommended that cycle route directional signage should, where possible, follow the format and individual sign details described in the following pages of this Manual. Map Display Boards Map Display Boards are useful aids to navigation, especially when located at key entry and exit points along cycle routes. Map Display Boards are of value in that they locate cycle routes within the context of their surroundings and provide information about trip distance, and relative distances between sub-destinations on the route. Map Display Boards are also useful for showing route alternatives. Map Display Boards should be easily visible and accessible from the bicycle route. They should be placed in an area that is safe to allow users to examine the map and information. Map Display Boards should be located so as to assist orientation, with the direction of travel facing up the map for users. Alternatively, a north point located on the ground nearby and/or on the map board may assist the viewer to orient the map. When mounting Map Display Boards and other information boards, such as tourist information, care should also be taken to provide sufficient space and clearance from the path to ensure adequate space to inspect the map without interfering with the passage of other path users. Map Display Boards should be mounted flush with their support posts and finished so that they do not present sharp edges to users or protrude into the operational space of the adjacent cycle route or pathway.
Antebrachial – brown Antecubital - green Axillary - dark brown Brachial - tan Buccal – blue stripes Carpal - black Crural – yellow orange Digital – golden yellow Femoral - blue Frontal – lt. blue stripes Inguinal - grey Mental – orange stripes Nasal – green dots Oral - red Orbital – dark blue Patellar - peach Pelvic – dark green Pubic – light green Sternal – red orange Tarsal - purple Thoracic – lt. blue Umbilical – aqua green Color the key and the diagram to match. You may need to draw in the area to color. Posterior View Calcaneal – golden yellow
Benchmark Test Directions In Trimester 1 it is appropriate and recommended that the problems be read aloud to the students. This benchmark assessment may be given in a single setting or over several days by splitting the assessment packet into sections. The “Reporting Standard” is at the top of each page of the assessment next to a “total points” (i.e. ___/6) space. When entering your student’s score in Skyward, the score is connected to the “Reporting Standard” on each assessment item. “Equation with unknown” The trimester 1 assessment requires students to understand what an “Equation with unknown” is. This is an equation that shows the missing answer with a symbol for the missing number. A symbol should be used for the unknown (a ? is appropriate) If a box is used for the unknown, the answer is not inserted into the box. The unknown is not a “blank” for the answer (i.e. 3+4= ____) For example, on page one of the trimester assessment, question 1, the correct answer for the “Equation with unknown” is: 3+4= ? A student will still need to answer with the total for the missing number at the bottom of the answer box: i.e. 7 fish
Review for Science PSSA Topic Objectives Videos Interactive Games Rock Cycle Name the 3 Different types of Rocks Describe the rock cycle Watch the video at and Rock Types: Igneous, Sedimentary, And Metamorphic Which type of rock contains fossils? Test yourself at: Practice the parts of the Rock Cycle at Fossils Describe at least 3 ways fossils are formed “How Fossils are Formed” Play the fun fossil games at Fun fossil games Moon Phases and Seasons Explain why the moon appears to change Explain why only half the moon is lit up Identify the 8 phases Explain the reasons for the seasons Watch the video at And Phases of the Moon Explanation Play the Lunar challenges at Take a look at the 8 phases: the animation at Food Webs Create a food web Interpret a food chain Watch the videos: Making Sense of How life Fits Together Video: http://tinyurl.com/d6sao77 Food Chain, Food Webs, Energy Pyramids Play the Game at: Cells and DNA Describe the functions of the cell organelles Explain the structure of DNA Watch the videos: Introduction to Cells The Twisting Tale of DNA Play the games at
Photosynthesis Explain the processes of photosynthesis and respiration Video: The Simple Story of Photosynthesis and Food Watch the Video at http://tinyurl.com/ap2hn5p Try the at Punnett Squares Construct a Punnett Square Know the terms homozygous, heterozygous, dominant, recessive, genotype, phenotype Videos: How Mendel’s Pea Plants Helped Us Understand Genetics Need More Review? Gregor Mendel’s Punnett Squares Make a Rabbit Family at
Directions for SOCRATIVE Open Google Chrome In search bar type in Socrative Student Click Socrative Student Log in Enter Teachers Room Code--- NT215 Hit Join room Click ( whatever test name I assign) When done hit finish Directions for SOCRATIVE Open Google Chrome In search bar type in Socrative Student Click Socrative Student Log in Enter Teachers Room Code--- NT215 Hit Join room Click ( whatever test name I assign) When done hit finish
At the traffic lights where Bristol is signalled left, turn right onto B3139. Turn left at the mini roundabout into the Liberty (you will pass some properties of Wells Cathedral School). Follow the road to the traffic lights at the pedestrian controlled crossing. Slightly before the traffic lights there is a little narrow road to your right which is St Andrews St. Turn right into St Andrews Street and continue down this road, go under an arch over the road, pass the Wells Museum (pink building on your right). After a few yards you will come to an arch in the wall on your right. This leads you into the Courtyard of The Old Deanery. Parking There is one designated disabled parking place and three additional parking spaces all of which must be pre-booked. Please speak to the organiser of your event or meeting in order to book a space. For more information on parking please visit: Or follow the link to Wells city council: Public Transport The nearest train station is in Castle Cary. For buses please visit: Taxis are readily available from the bus station. The examples are given here for guidance only and are in no way endorsed by the diocese. Avacab 01749 670888 Wookey Taxis 01749 678039 Cathedral Taxis 01749 672244
Station 2: Genealogy You need: your pencil, family tree graphic organizer, composition notebook Directions: Decide if you want to trace your matrilineal or patrilineal family line. Try to complete the genealogy/family tree graphic organizer as best you can in class. Answer the questions below on the back or in your notebook. How did your family come to live in Nashville? Tennessee? The South? The United States? What kind of work did your grandparents and great grandparents do? What are the challenges of researching your family tree? If you are unable to finish in class, take it home and finish it for homework. Be sure to ask your family questions about your family tree. Tape or staple your completed family tree into your composition notebook.
Address Signature Consultants (Recruiters) 200 W. Cypress Creek Road #400 (4th floor) Ft. Lauderdale, FL 33309 (I-95 and Cypress Creek exit) Office for Signature Consultants Cell phone Syed Ali, 954-683-0595, instructor Cell phone Vivian de Regt, 954-302-5003, host Directions Next to I-95 and W. Cypress Creek exit. Also not far from Turnpike and Commercial Bldv exit. 4 story building on the corner of W. Cypress Creek Road and North Andrews avenue. Plenty of parking.
State Finance Act. [100] Mr Likando declined to comment on the questions posed to him in this regard as appears from the two letters written on behalf of the applicants by the Government Attorney. These letters also merely advise that the respondents where by law prohibited from publishing any information that relates or involves the assets of the NCIS. [101] Also in the founding papers the first applicant similarly chose not to respond to any of these questions save to reiterate the prohibitions and purported violations in general terms and without precision. This vagueness then also attracted argument that the applicants should have pleaded factual matter ‘informing the secrecy, sensitivity and classification (as well as the perceived compromise to national security) on the information and publication they seek to interdict.’ [102] I agree. The applicants should have taken the court into its confidence. This they have not done. Mr Khama has even submitted on their behalf that the NCIS is best placed to make the call in regard to what should be classified and what not, which call the court should simply accept without scrutiny. He disavowed the notion that the actions of the NCIS should be subject to any judicial oversight. This stance must be rejected. The NCIS operates in the context of a democratic state founded on the rule of law which rule subjects all public officials and all those exercising public functions, whether openly or covertly, in the interest of the State, to judicial scrutiny, this would include all operatives and functionaries of the NCIS. The agency has been established to serve that state and thus remains accountable to the judiciary. In any event the courts are, in my view, well equipped to deal with security issues. In this regard they could, for instance, exercise their inherent powers to regulate a preliminary in camera procedure, if required, for purposes of establishing whether any information required in judicial proceedings should be kept secret contrary to the open justice principle in the interests of national security or whether or not such information could be placed into the public domain. When the applicants thus decided not appraise the court of the precise nature and ambit of their security concerns, they did so at their peril. The failure to plead factual matter and so to appraise the court, precisely and fully, on the exact nature and scope of their security concerns has, on its own, materially, detracted from the veracity of the applicants’ case.
Understands the purpose and function of related data systems, like the IMPACT database (DCPS’s school-based performance management system), so that HR data systems are aligned and we can maximize our data analysis potential. Directs new development to HR data systems and supports maintenance to HR data systems. Ensures data integrity across all HR data systems. Leads data analyses using all HR data systems to inform projects and initiatives. Uses data analyses to identify problems, analyzes information, makes strategic recommendations and policy proposals, and develops and implements effective and efficient solutions to achieve DCPS’s goals and initiatives. Identifies opportunities for process and system improvement to increase efficiency and improve the quality of HR data. Builds relationships and works with staff members from all OHC divisions, Office of the Chief Technology Officer (OCTO), and DC Office of Human Resources (DCHR) to drive collaboration and communication on data projects and systems. Ensures compliance with federally and state mandated accountability measures. Manages the Managers of the Processing Team and the Analytics Team toward achieving their goals. Creates and documents standard operating procedures. Qualifications Bachelor’s degree. Master’s degree preferred. Five to seven years of work experience, with significant experience in data systems and analysis. Strong analytic and strategic abilities. Prior work in the education sector a plus. Personal Qualities of Top Candidates • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education. • Leadership: Coaches, mentors, and challenges others to despite obstacles and challenging situations. • on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains. • Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions. • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the of a dynamic transformation effort; comfortable with ambiguity and situations. • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
JOB DESCRIPTION Job Division: Director, New Business Development Programmes Location: Responsible to: Date: Rank: London Director, Programmes Division April 2018 0 JOB PURPOSE Describe why the job exists To develop and lead a business development team and a new business development strategy that: leverages IPPF capabilities to win new business opportunities significantly contributes to IPPF's income targets wins competitive bids to support IPPF’s programme priorities helps the Federation to deliver on its new Strategic Framework supports all regions in hitting secretariat wide targets as agreed with senior leadership team KEY TASKS Describe the main activities undertaken by the job holder. The list need not be exhaustive, but should reflect the most important features of the job. Manage the New Business Development Team on a day to day basis to deliver a portfolio of multiple bids Oversight of IPPF bid pipeline and review potential funding opportunities identified by the Director Resource Mobilisation, and manage the Go/No Go decision making process. Ensure that relevant colleagues across the Federation including Central Office, Regional Offices and Member Associations are made of tenders IPPF decides to apply for. To support the strategy to effectively prepare the Federation for tendering, including capacity-building to develop a portfolio of staff to take key roles (Chief of Party, management team, bid writing, etc.) on restricted funding bids. Ensure IPPF develops timely, competitive pre-qualification documents and bids with a clear win strategy, partner strategy and cost strategy. Ensure timely and efficient submission of pre-qualification documents and restricted funding proposals to donor specifications. Review staffing requirements for bids, effectively bid teams from across the Federation and lead on applications where appropriate. Work with the New Business Development Team, Director of Technical, Director of Communications and ROs to ensure bid quality and coherence between technical, cost and results frameworks.
Knowledge of Safeguarding/Child Protection Procedures and issues for children in need. Demonstrate awareness of accountability framework and issues of confidentiality. Understanding and experience of supervision. Record keeping and report writing skills. Ability to communicate highly sensitive information across professional/multi agency boundaries. Experience of trouble shooting pastoral issues in a relevant setting. Thorough understanding of Safeguarding and Child Protection legislation and trained in managing safeguarding and child protection issues. Has attended a range of relevant training courses to develop own knowledge of issues affecting young people and best practice in the management of these issues. Good working knowledge and understanding of IT and ability to use spreadsheet and database software. Expertise Ability to provide training to colleagues around safeguarding and Child Protection in order to ‘up skill’ staff. Ability to communicate with young people; both individually and in a group setting. Ability to motivate and engage young people to address the difficulties they are experiencing at home/school that affect their ability/willingness to learn. Ability to assess the needs of young people and their families and to work with other agencies to formulate packages of support. Able to build constructive relationships with parents and carers. Able to develop and maintain close links and work effectively with staff both within and beyond the school. Able to gather and analyse information and produce reports for a wide variety of audiences. Proven successful experience of improving student attendance. Good planning and organisational skills and a flexible approach to the management of work. Excellent communication skills both written and oral and the ability to communicate effectively with staff and students. Keen observation and feedback skills. Competent writing skills. Awareness of the Human Rights Act. Previous experience of managing allegations against members of staff. Experience of managing a team. Experience of developing and implementing Personal Education Plans (PEP) and chairing PEP meetings for Looked After Children. Coaching skills. Interview/ Observations/ Application Form Personal Attributes Ability to work as part of a team and on own initiative and with resilience. Confident manner with the ability to deal with children and families from a variety of backgrounds. Interview/ Observations/ Application Form
Performance Management, including managing the performance evaluation process; assisting supervisors with coaching, counseling, disciplinary actions and terminations; and consulting with all staff members on performance enhancement. HR Administration Ensure the HR Department carries out the HR function with controls that are balanced to ensure compliance while maintaining adequate operations support for CITC programs. Ensure Human Resource Information System (HRIS) is maintained and updated timely and accurately, including the electronic file systems, e-training modules and other electronic resources managed by the HR department. Compensation and salary administration, including developing and administering salary structures. Management of the payroll processing and reporting functions are carried out in a timely manner. Responsible for all benefits compliance reporting. Maintains knowledge of industry trends and employment legislation and ensures CITC HR are adequately train in these areas. Ensure that CITC policies and practices comply with Wage & Hour, HIPAA, FMLA, EEO, ADA and any other relevant laws & regulations. Communicates changes in CITC personnel policies and procedures with CITC staff and offers guidance to programs in implementation. Facilitate the development and management of employee benefits, programs, activities and policies that work to continually improve CITC’s work environment for the employees. Board presentation of strategic HR matters as requested. HR Strategic Partnerships Work with the CITC Leadership Council to develop policies and direct the Human Resource Team in the administration and implementation of the policies. Serves as reference to management and staff for policy questions and; assists the President/CEO in implementing corporate policies. Work in cooperation with Institutional Advancement and Programs to develop and deploy effective employee communications strategies. Work in cooperation with accounting to ensure payroll and benefits administration supports compliance with GAAP and compliance standards. Job Specifications: Excellent verbal and written communication skills. Strong leadership and organizational skills. Demonstrated ability to write reports, business correspondence, and procedure manuals.
Proven experience of establishing and delivering through strategic partnerships Proven experience of public involvement, engagement and/or participation in research in policy and practice. Planning and organising Able to shape, articulate and execute a clear vision and direction for a major nationally important area of work. Able to champion and oversee INVOLVE’s contribution to delivering the recommendations of the ‘Going the Extra Mile’ report Proven experience of developing and delivering strategic and operational plans for a national centre. Application Interview Problem solving and initiative Able to make judgements on significant new problems where precedent may not apply. Able to implement strategic changes, developing innovative solutions alongside the practical implementations. Application and interview Management and teamwork Able to inspire an existing team to deliver a new vision. Able to implement successful change management initiatives and formulate strategic plans that reflect and support the priority needs of the university. Able to recognise and deal with obstacles and difficulties to ensure effective delivery of the service. Able to demonstrate leadership and to raise performance standards throughout own, and the team’s, work areas. Able to develop individuals and teams to maximise their potential. Able to matrix manage a wider team where no direct lines of reporting exist. Application and interview Application Interview Application and interview Interview Application and interview Communicating and influencing Able to establish and build major relationships with key stakeholders. Able to use influence and negotiation to develop positions or strategies. Experience of change management including leading change across an organisation and/or sector over whom you have no direct managerial control. Application and interview
The management and leadership of the PE department. The teaching of PE at all Key Stages. Leadership To develop a creative, energetic and enthusiastic environment in the department that encourages pupils to learn. To create operational and strategic development plans for the department in consultation with the Deputy Head (Academic). To use assessment data, including CATS, GCSE and ALPS indicators to help planning for the future and to student progress. To oversee the induction and development of new members of staff and of ITT/School Direct/PGCE students and NQTs in the department. To monitor and evaluate the department’s teaching and learning across all Key Stages, through lesson observation, work scrutiny and pupil voice. To take advantage of CPD opportunities for the leadership of the department that are consistent with the School Improvement Plan and the Department Development Plan. To advise on professional development to support the needs of the department. To assist in interviewing and appointing new members of the department. To liaise with a Leadership or ‘faculty’ line manager regarding departmental developments and academic monitoring. To integrate the use of ICT across the department. Management To maintain, review and alter as appropriate, the department’s Schemes of Work and Assessment Policy on an annual basis, or when deemed necessary. To determine the most appropriate public examination specifications for the Department at AS Level, and to ensure that the Examinations Officer is informed of any alterations. To initiate and chair departmental meetings to ensure the effective coordination of teaching and learning within the department. To participate in Heads of Department meetings and ensure that members of the department are aware of all decisions. To manage the performance of teachers and technicians within the department in line with school policy, through agreeing appropriate performance management targets. To support departmental colleagues with student disciplinary issues within the department. To market the department at Open Evenings and Options Evenings. To make sure pupils have the opportunity to be involved in extra-curricular and enrichment activities such as workshops, visits and trips that actively encourage learning in the subject. To take responsibility for the setting and marking of internal school examinations and those portions of external exams that are internally assessed. To ensure consistency across the Department in all areas of assessment. To liaise with the Examinations Officers regarding entries and withdrawals. To work with the Deputy Heads for the purpose of constructing the timetable.
Job Posting POSITION: Director, Strategic Advancement Full-time POSITION SUMMARY: The Director of Strategic Advancement and assists Cradle Beach in developing and successfully implementing short and long term strategic goals and objectives; leads all communications activities as well as corporate relations; supports agency program staff and their linkages to stakeholders; and serves as the representative of Cradle Beach at community events and activities. As with all positions at Cradle Beach, this position will demonstrate the core values of Cradle Beach in their everyday work. DUTIES: The Director will: Be responsible for securing new revenue sources critical to the annual budget; Provides strategic leadership and direction to all agency support; Supervise staff to include a full-time Administrative Assistant/Events Coordinator and volunteers; Works closely with all Cradle Beach staff to achieve strategic goals; Regularly represents the organization at external events and builds new partnerships; Actively works to strengthen existing relationships and develop new relationships with funders and establish long-term partnerships with the corporate, foundation and government sectors; Schedule and orchestrate meetings and site visits with funders and strategize the most impactful visit formats; Be driven by the rewarding challenge of growing an agency by further developing strong relationships within the community (schools, organizations, etc.) through community education and awareness of the programming at Cradle Beach; Develops and conducts community-based marketing outreach activities including face-face meetings, cold calls, follow-up calls, camp tours, social media, etc.; Responsible for all aspects of marketing of Cradle Beach; Collaborate with Program Directors to align fundraising with current program priorities and explore future funding-related programming innovations; Update all financial documents as they relate to funding and provide budget projections for fundraising; All duties as assigned. The Director of Strategic Advancement is a full-time, 40 hour per week position. are generally 8:00 am-4:00 pm but flexible to meet the needs of the position (requires some evening and weekend hours). The main office is located in Angola, but there will be a significant amount of time spent in Buffalo and the surrounding area. Ideal candidate will have the skills and/or experience to: Initiate and follow through on complex projects with little supervision or guidance. Analyze complex issues, develop and present clear alternative solutions and recommendations. Develop and maintain effective working relationships with all levels of staff, other agencies, and organizations, and the community. True team player.
Familiarity with BC Certificate of Recognition (COR) would be considered an asset. Approval: President: ___________________________________________________