zilongwang/ReadingBank huggingface dataset:
29th September 2016 - London 19th October 2016 - Birmingham Focus Foster carers and adopters nurture children own complex histories can lead to challenging behaviour and high levels of ongoing trauma within the family. Parents and carers can quickly become exhausted and drained through meeting these high levels of need. In extreme cases parents and carers are at risk of developing secondary post traumatic stress which can impact severely on their physical health and psychological wellbeing. This workshop will give carers and workers who support them the opportunity to reflect on their own wellbeing, recognise signs of increasing stress and develop strategies to build their own resilience. Some of the techniques practised will also enable carers to teach their children how to manage internal and external stress. Target Group Foster carers, adopters and family placement workers supporting these families. Trainer Pat Joseph has over 25 years’ experience of working with children and families and the professionals that support them. She is a qualified teacher, social worker and executive coach and has spent the last 15 years supporting practitioners and managers who work with vulnerable families. Learning Outcomes By the end of the workshop participants will be able to: Understand the importance of attending to carers’ own wellbeing and how this can help to support their children; Recognise the signs and indicators which suggest increased stress; Identify strategies to develop their resilience; Identify techniques which they can use to teach children to manage stress. Venues Family Action 24 Angel Gate City Road London, EC1V 2PT Tel: 0207 254 6251 The Saffron Centre 256 Moseley Road Highgate Birmingham, B12 0BS Tel: 0121 446 3029 Timing 9.30am Registration 9.45am Start 3.30pm Finish Refreshments & light lunch provided Family Action, 24 Angel Gate, City Road, London, EC1V 2PT T: 660 533 E: /training
YOUR TASK: Design an Emotional First Aid Kit that Addresses emotional health and wellness. It can take the form you want it to (pamphlet, kit, what you choose), and it needs to deal with three areas of emotional wellness/health. Criteria Level 1 Level 2 Level 3 4 Knowledge/ Understanding (10 marks) • information, ideas presents limited relevant information and ideas presents some relevant information and ideas presents considerable relevant information and ideas presents thorough and insightful information and ideas Thinking/Inquiry (10 marks) • creative thinking/risk taking few risks to incorporate unusual or unexpected features takes some risks to incorporate unusual or unexpected features takes considerable risks to incorporate unusual or unexpected features shows a high degree of risk taking to incorporate unusual or unexpected features Communication (10 • focus and unity has limited focus has some focus and unity has considerable and unity has a strong, clear, unified focus • sense of audience and purpose choice of material and media show limited sense of audience and purpose choice of material and media show some sense of audience and purpose choice of material and media show considerable sense of audience and purpose choice of material and media show strong sense of audience and purpose Application (10 marks) • use of media and technology limited command of the media and technology used shows some command of the media and technology used shows considerable command of the media and technology used shows strong command of the media and technology used • presentation few parts of the presentation are smooth and fluent some parts of the presentation are smooth and fluent most of the presentation is smooth and fluent all or almost all of the presentation is smooth and fluent School coping Emotional Well Being Changing Habits Change Attitudes
Solutions to political polarization in America. General JK 1726 .S 66 2015 The teenage brain : a neuroscientist's survival guide to raising adolescents and young adults. General QP 363.5 .J 46 2015 Why we snap : understanding the rage circuit in your brain. General RC 569.5 .A 53 F 54 2016 Library Research Guides Controversial Topics - Criminal Justice - Human Services - Studies – Philosophy - Political Science – Psychology - Racism – Religious Studies - Social Justice – Social Problems/Culture Wars - Sociology – Women and Gender Studies - Dan Blewett, Reference Librarian, , 630-942-2279, August 2016
Strongly disagree Mostly disagree Somewhat disagree Neither agree or disagree Somewhat agree Mostly agree Strongly agree 1. When I want to feel a more positive emotion (such as joy or amusement), I change what I am thinking about □ □ □ □ □ □ □ 2. I keep my emotions to myself. □ □ □ □ □ □ □ 3. When I want to feel less negative emotion (such as sadness or anger), I change what I am thinking about. □ □ □ □ □ □ □ 4. When I am feeling positive □ □ □ □ □ □ □
the way I think about the situation I am in. 9. When I am feeling negative emotions, I make sure not to express them. □ □ □ □ □ □ □ 10. When I want to feel less negative emotion, I change the way I am thinking about the situation. □ □ □ □ □ □ □
EMPLOYMENT EXPERIENCE continued from page 2 Employer Telephone Supervisor’s Name Address Your job position Employed from (month/year) to (month/year) FT PT Your hourly salary (Starting) $ (ending) $ Duties: What did you like most your job? What did you like about your job? Reason for Leaving: Employer Telephone Supervisor’s Name Address Your job position Employed from (month/year) to (month/year) FT PT Your hourly salary (Starting) $ (ending) $ Duties: What did you like most about your job? What did you like about your job? Reason for Leaving: Employer Telephone Supervisor’s Name Address Your job position Employed from (month/year) to (month/year) FT PT Your hourly salary (Starting) $ (ending) $ Duties: What did you like most about your job? What did you like least about your job? Reason for Leaving: PLEASE READ THE FOLLOWING STATEMENTS CAREFULLY BEFORE SIGNING THIS APPLICATION. ONLY THOSE APPLICATIONS THAT ARE SIGNED AND DATED ARE CONSIDERED
Immediate Supervisor Starting Compensation Ending Compensation ADDITIONAL INFORMATION Do you have a Driver’s License? Yes No If so, provide Driver's License Number: State of Issue: Expiration Date: What is your means of transportation to work? Have you had any motor vehicle accidents or had your license suspended during the past five (5) years? If so, how many occurrences? _____________ Yes No Have you had any moving violations during the past three (3) years? If so, how many? ________________________ Yes No Are you a veteran of the United States Military? Yes No If yes, did you receive an Honorable Discharge? Yes No Date Received If hired, can you provide proof or your legal right to work in the United States? Yes No Have you reviewed essential functions and duties of the job for which you are applying? (Please obtain them from Wellbore’s website or ask for a copy, if you do not have them.) Yes No Are you able to perform the essential functions and duties of the job for you are applying with or without reasonable accommodation? Yes No Do you have any active/binding non-solicitation or non-competition agreements in place with current or former employers? You must not take any information, contacts, catalogs, brochures, or physical or electronic property from prior employers to Wellbore Fishing & Rental Tools LLC (no matter how relevant or irrelevant it may seem). Will you comply? Yes No Yes No Have you ever failed or refused a Drug or Alcohol Test? If so, provide the date and entity that required the test: Yes No Have you been convicted of any criminal offense? (including, but not limited to DUI, DWI or any major or minor offense of any nature.) (Conviction will not necessarily disqualify an applicant from employment. Each instance and explanation will be considered in relation to the position for which you are applying.) Yes No If yes, provide a complete explanation for each conviction. Use the reverse side of page if additional space is needed.
10 Classroom Aide Special Education Aide Special Needs Aide Computer Lab Aide In-School Suspension Aide Library Aide Attendance Clerk 187 10.70 16007 22.77 34063 11 Licensed Vocational Nurse Tech Secretary/Data Entry 187 207 12.94 19358 21.69 32448 12A Campus Secretary: Intermediate School Elementary School Secretary for Special Education 207 207 207 11.69 20.54 12B Secondary Secretary Administrative Assistant to the Assistant Superintendent 226 11.69 21135 24.26 13 Computer Technician I Computer Technician II Accounts Payable Human Resources Specialist Administrative Assistant to Superintendent 226 11.78 21298 24.26 43862 PROFESSIONAL PERSONNEL POSITIONS: Pay Grade Job Duty Days FLSA Status Minimum Daily Rate Minimum Annual Pay Maximum Rate Maximum Annual Pay 14A PEIMS Coordinator 226 Exempt 103.63 23420 191.62 43306 14B LVN/RN/Teacher 187 Exempt 140.64 26,300 240.64 45,000 14C Food Service Manager 197 Exempt 143.35 242.79 14D Transportation Supervisor/Maintenance Supervisor 226 Exempt 146.34 33072 266.19 60159 14E Network Manager Technology Coordinator 226 207 Exempt 114.24 25818 287.85 65054 15A Classroom Teacher Full-Time Librarian 187 Exempt As Per District Salary Schedule 15B Full-Time Nurse R.N. Campus Counselor 187 207 Exempt Step as Per District Salary Schedule plus $1,500 16A Assistant Language- Pathologist 187 Exempt Step as Per District Salary Schedule plus $1,000
Yearbook Sponsor 200 Future Problem Solving Coach 200 Student Council Sponsor 200 Extracurricular Assignment Approved by Superintendent Annual supplement approved by Superintendent OTHER ADDITIONAL ASSIGNMENTS [1] ITEM ANNUAL SUPPLEMENT Master Teacher per TEA Master Teacher Grant Annual supplement determined by TEA Clinical Adjunct Faculty Member for Tarleton State University Annual supplement determined by Mentor Teacher for Teacher Certification Program or Other Program $1,000 Special Assignment such as Parental Involvement Coordinator, Gifted/Talented Coordinator, Bilingual/ Coordinator $2,000 Other Additional Assignment Determined/Approved by Superintendent Annual supplement determined/approved by Superintendent EXTRA DUTY ITEM OF PAY Other Extra Duties Determined/Approved by Superintendent Pay rate/amount approved by Superintendent EMPLOYEE SUPPLEMENTAL PAY SCHEDULE FOR ACUTE SHORTAGE TEACHING FIELDS OTHER SHORTAGE FIELDS ITEM SIGNING SUPPLEMENT ADDITIONAL MONTHLY SUPPLEMENT Mathematics Teacher -0- - 0 - Science Teacher -0- - 0 - Bilingual/English As A Second Language Teacher $6,000 -0- Special Education Teacher -0- - 0 - Languages Other Than English Teacher -0- - 0 -
54 UDAYAGIRI MULTI SPECIALITY HOSPITAL PERUNNA P.O,CHANGANACHERRY,KOTTAYAM-686102 55 VIVEK LABORATORIES Vivelk laborotories,New No-1159,K P Road ,Nagercoil- 629 003
try to remember personal traits of the caller, for example, accent, gender try to talk him or her out of detonating the bomb Escalate the situation to Protection Services personnel or the Main Security Control Room without Try to attract a colleague’s attention. Try to get a message to that colleague that it is a bomb threat, that is, ‘Bomb’ on a piece of paper. an evacuation as soon as possible. The person who received the call. Colleague whose attention has been attracted. Use the telephone, intercom system, the evacuation control panel or the break-glass unit alarm box. Provide Protection Services personnel with any information gained during the conversation. Refer to the Critical Contact Numbers list. Appropriate action will depend on the particular situation – where the bomb is, where available escape routes are. Protection Services personnel. Emergency Teams. Staff to follow instructions of Protection Services personnel or Emergency Teams. Possible evacuation. Protection Services personnel will decide who to get involved (e.g., South African Police Service, South African National Defence Force). Suspicious articles (e.g., boxes and packages) General safety rules and procedures when finding such a suspicious article: Such parcels should initially always be treated as a bomb threat; It is important that all staff constantly be on the alert for any suspicious-looking articles which seem to be out of place; Do not the article; Indicate the location clearly by overturning a chair or bin in the vicinity; Keep persons away; and Report the matter immediately to one of your Emergency Team members, Main Security Control Room or Protection Services personnel. Fire
Call Police, Ambulance, Fire Services 000 For Advice call your Approved Provider/Licensee or Person with Management or Control/Licensee Representative <Insert your Approved Provider/Licensee or Person with Management or Control/Licensee Representative contact details here. Convene your Incident Management Team Emergency contacts 5.1 Emergency services
Services operating under the NQF, refer to the fact sheet Serious incidents and complaints available at: Services operating under the Children’s Services Act 1996 refer to practice note Serious incidents available at: 11.9 Influenza pandemic For comprehensive guidelines and information on emergency response procedures to an influenza pandemic go to: If you have any queries about pandemic response, contact the DET Manager, Operations and Emergency Management in your region. PREPAREDNESS The scale and nature of preparedness activities is the same for all possible levels of clinical severity Description - No novel strain detected (or emerging strain under initial detection) Category Key Actions Review Emergency Management Plan Review your Emergency Management Plan (EMP), including: pandemic planning arrangements up to date contact lists of staff, children, families, local services – DHHS and Local Government Emergency Management Coordinators communication tree of key staff. Preparedness activities should be incorporated into normal business. This includes incorporating a comprehensive risk management strategy that an ‘all hazards’ approach and includes influenza pandemic as a specific hazard that needs to be considered. Regularly review, exercise and updates plans. Communicate pandemic plans with staff. Influenza prevention Promote basic hygiene measures including: provide children and staff with information about the importance of hand hygiene (more information is available at ) provide convenient access to water and liquid soap and hand sanitiser educate and children about covering their cough with a tissue or their inner elbow to prevent the spread of germs careful disposal of used tissues. Appropriate home based exclusion from early childhood service for children and staff with flu-like illness. Encourage staff to seek immunisation for seasonal influenza. Communications Maintain personal hygiene messages with staff and children. Convey seasonal influenza messages as directed by DET. Travel advisories Encourage staff and parents/carers to access the website prior to international travel. Business continuity Ensure currency of business continuity plan which: identifies minimum requirements and key for continued operations (including planning for the absence of the director) considers workforce strategies to enable continued operations, if pandemic impacted a portion of the childhood workforce.
Richards, T. (1993), A Review of Purchasing Parity between Australia, New Zealand and the UK using Cointegration Techniques, MBA Dissertation, Stirling University, Stirling. Robinson, B. and Warburton, P. (1980), ‘Managing currency holdings: lessons from the floating period’, London Business School Economic Outlook, 4 (5), 18–27. Rogalski, R.J. and Vinso, J.D. (1977), ‘Price variations as predictors of exchange rates’, Journal of International Business Studies, 8 (1), 71–83. Rogoff, K. (1996), ‘The purchasing power parity puzzle’, Journal of Economic Literature, June, 34, 647–668. Roll, R. (1979), ‘Violations of purchasing power parity and their implications for efficient international commodity markets’, in M. Sarnat and G. Szego (eds), International Finance and Trade, Bellinger, Cambridge, MA. Roll, R.W. and Solnik, B.H. (1975), A Pure Foreign Exchange Asset Pricing Model, European Institute for Advanced Studies in Management, Working Paper. Rush, M. and Husted, S. (1985), ‘Purchasing parity in the long run’, Canadian Journal of Economics, 1, 137–145. Schulmeister, S. (1987), An Essay on Exchange Rate Dynamics, Discussion paper IIM/LMP Wissenschaftszentrum Berlin for Sozialforschung. Schulmeister, S. (1988), ‘Currency speculation and dollar fluctuations’, Quarterly Review, Banca Nazionale del Lavoro, 167, 343–365. Silber, W.L. (1994), ‘Technical trading: when it and when it doesn’t’, Journal of Derivatives, Spring, 1 (3), 39–44. Stein, J.L. (1965), ‘The forward rate and interest parity’, Review of Economic Studies, Takagi, S. (1991), ‘Exchange rate expectations: A survey of survey studies’, IMF Staff Papers, 38 (1), 156–183. Taylor, D. (1982), ‘Official intervention in the foreign exchange market, or, bet against the central bank’, Journal of Political Economy, 90 (2), 356–368. 8,
Step 2 – Assign categories Please list details of the categories used to score severity: Reasons for choices (if applicable): Please list details of the categories used to score frequency/duration: Reasons for choices (if applicable): Step 3 – Undertake Evaluation Please record the outcomes of evaluation:
Isolating Languages They are analytical languages that are extremely so analytical in their nature that words are made up of single morphemes, tense and agreement affixes are not morphologically marked on verbs and nouns and they have one meaning to each word. It is in this sense for example that we can describe Yoruba as an isolating language because it has no grammatical affixes but English as analytical but not isolating. In order words, Yoruba is analytical and isolating as a language but English is only analytical, it is not isolating. Remember that we said at the beginning that there is no language that is fully under one classification; every language has some mixture of the features of other morphological typologies.
Will be Iv Assessment 10 determined Subjective based on rigour and innovation of approach and Methodology by evaluation methodology committee Affiliation with More than 5 3 to 5 Organisations 1-2 Govt. Affiliated with Organisations Organisation(s) V Organization 10 minimum 1 (GoI or State organization 10 7 5 Skill Missions) Parameter Max Criteria Weightage Points No. Points More than 10 States 4 to 10 States 3 States Minimum Geographic 5 Vi 10 presence in 3 Presence States/UT 10 7 Affiliated with Minimum More than 5 SSCs 4 or 5 SSCs 3 SSCs Vii 05 affiliation with 3 other SSC SSCs 5 3 2 Online Computer Offline Computer Pen-Paper mode Mode of based Assessment assessment – Viii 20 Modalities and Tablets/Pen and Geo tagging 20 12 5 Real time Online Monitoring Continuous Video-Audio Standalone Video- Visits by Proctors Monitoring & Audio Records Ix Mechanism of 10 Monitoring of Recording assessments the Assessment 10 5 3 Number of Based on More than 5 Experts 3 to 5 Experts Upto 2 Experts Subject Matter X 20 evaluation of Experts on company’s CVs 20 12 8 payroll Number of More than 25 10 to 25 Assessors Upto 9 Assessors Assessors Xi Assessors on 10 No. of Assessors payroll 10 7 5 More than 25 11 to 25 Employees Upto 10 Employees Employees Number of full No. of full time Xii 10
Architecture Consultant/Firm B.Arch with at least 5 years of experience in preparing master plan and designing architecture for setup of educational institutions. Experience in infrastructure assessments and doing gap analysis and proposing new infrastructure plans. Experience in designing innovative building structure and use of Building concept will be preferred. Firm with qualified and experience architects having experience in infrastructure planning and making master plans. Experience of work with educational institutions are preferred. Experience in designing innovative building structure and use of Green Building concept will be preferred. Environment Consultant/Firm Graduate/ Post Graduate/ Doctorate in environmental sciences, with at least 5 years of Consultancy experience. Experience should reflect a good of understanding of areas like land use, ecology, air & water pollution, solid waste management, environmental risk assessment, knowledge of statutory compliances related to environment. Experience in making GRIHA recommendations will be preferred. Firm having qualified and experience employees with environmental sciences background, with at least 5 years of Consultancy experience. Experience should reflect a good of understanding of areas like land use, ecology, air & water pollution, solid waste management, environmental risk assessment, knowledge of statutory compliances related to environment. Experience in making GRIHA recommendations will be preferred. Infrastructure Communication Technology Consultant/Firm Doctorate/ M.Tech/ B.Tech/ MCA in CSE/ IT/ ECE. Applicant must have at least 5 years of consultancy experience in ICT aspects of an implementation project/ monitoring & managing the ICT infrastructure for an IT project including database management, hosting servers, network, firewall etc. Applicants with experience in implementation of ERP and development of a Virtual Learning Center will be preferred. Firm having qualified and experience employees with M.tech/ B.tech/ MCA in CSE/ IT/ ECE. Firm must have at least 5 years of consultancy experience in ICT aspects of an implementation project/ monitoring & managing the ICT infrastructure for an IT project including database management, hosting servers, network, firewall etc. Firm with experience in implementation of ERP and development of a Virtual Learning Center will be preferred.
APPLICATION FORM Category for which you are applying Please a passport size photograph here. Name of the applicant (Prof./Dr./Mr./Ms./Mrs.) Gender (Male/Female) Date of Birth (for consultant) Address for Communication Contact Information Office Residence phone: Mobile number: Fax: address: Please specify if you are registered with Govt. / / Private organization. (Provide Name, Category, Registration details) 1. 2. 3. 4. Educational Qualification S.No. Qualification Discipline Institute Year of qualifying *Please enclose copy of all the educational certificates along with the application.
Schiller, P. School readiness and social-emotional development LB1132 .S366 2006 Social and emotional development HQ767.9 .S647 2008 Social and emotional development of gifted children, The HQ773.5 .S6 2002 Smith, C. J., Hendricks, C. M., Bennett, B. S. Growing, growing strong: a whole health curriculum for young children: social and emotional well-being LB1140.5 .H4 S647 2014 Snyder Kaltman, G. Help! For teachers of young children: 88 tips to develop children’s social skills and create positive teacher-family relationships LB1140.2 .K314 2006 Squires, J. Activity-based approach to developing young children’s social emotional competence LC4019.2 .S66 2006 + CDROM JUVENILE BOOKS Author Title Call # Cheltenham Elementary School Kindergarteners We are all alike – we are all different BIG BOOK Crary, E. When you’re shy and you know it PZ5 (BOARD BOOK) Gainer, C. I’m like you, you’re like me: a book understanding and appreciating each other BF723 .I56 G35 2011 (JUV) Gillingham, S. How to grow a friend PZ7 .G41554 Ho 2013 (JUV) Graves, S. I’m not happy BF723 .S15 G73 2011 (JUV) But why can’t I? BJ1631 .G73 2011 (JUV) Not fair, won’t share BF723 .S428 G73 2011 (JUV) Idle, M. Flora and the flamingo PZ7 .I217 Flo 2013 Lakeshore Learning Whoever you are storytelling kit Mandelbaum, P. You be me, I’ll be you PZ7 .M3 I225 Yo 1990 (JUV)
Meiners, C. J. Share and take turns = Comparte y turna BJ1533 .G4 M4518 2014 (SPANISH) (JUV) Be polite and kind BJ1533 .C9 M45 2004 (JUV) Rayner, C. The bear who shared PZ7 .R2297 Be 2011 (JUV) Resources for Caring Special needs (KIT) STORY KIT Smith, C. A. The peaceful classroom: 162 easy ways to teach preschoolers compassion and cooperation LB1140.35 .G74 S64 1993 Snow, T. You are friendly BOOK Verdick, E. Voices are not for yelling BOARD BOOK Feet are not for kicking BOARD BOOK Listening time BOARD BOOK Sharing time BOARD BOOK are not for biting BOOK Willems, M. My friend is sad PZ7 .W6553 My 2007 (EASY READER) DVDs Title Call # Acquiring self-regulation: social & emotional development of infants and toddlers DVD .A27 2001 It’s mine! Responding to problems and conflicts DVD HQ783 .I87 2003 Infants, social & emotional development DVD HQ767.9 .I54 2010 Infant/toddler caregiving: a guide to social/emotional growth & socialization DVD LB1140.25 .I532 1990
PART 3: MONITORING PLAN PART 4: MONITORING PLAN Phase What (Is the parameter to be monitored?) Where (Is the parameter to be monitored?) How (Is the parameter to be monitored?) When (Define the frequency / or continuous?) Why (Is the parameter being monitored?) Cost (if not included in project budget) Who (Is responsible for monitoring?) During activity preparation During activity implementation During activity supervision
Emerson Aphorism Chart Aphorism Interpretation Relate to outside source Evaluation “Imitation is Suicide” When one copies someone else, one essentially kills oneself because the original individual becomes a copy of the other individual and, therefore, no longer exists. There is a show on MTV in which people get plastic surgery to make themselves look like their favorite stars, thereby killing their individuality because their original look no longer exists. I agree that “imitation is suicide” because people who try to change themselves by being like someone else do not nurture their own individuality and, as a result, lose or “kill” the person they truly are. Choose five aphorisms from Self-Reliance and complete the chart
Introduction to the Novel It all began with a sign. Posted on telephone poles, park benches, community centers, and a Woolworth's. Executive Order No. 9066—issued by President Franklin D. Roosevelt—sought to prevent “espionage and sabotage” by citizens of Japanese descent in the wake of the 1941 bombing of Pearl Harbor. Japanese Americans were arrested, rounded up, and transported to detention centers across the United States, where in some cases they were held for several years. This sign, introduced in the first line of Otsuka's novel When the Emperor Was Divine, prompts “the woman” to begin packing important belongings. After her children return from school and work quietly on their homework, the woman tells them that tomorrow they “will be going on a trip.” That trip will take them from a comfortable existence at their home in Berkeley, California, to a sterile and uncomfortable internment site in Topaz, Utah, “a city of tar-paper barracks behind a barbed-wire fence on a dusty alkaline plain high up in the desert.” Otsuka's novel unfolds in five different but interconnected narrative perspectives, and moves hauntingly through the family's internment experience in the voices of the mother, daughter, son, and father. The woman and her children recount, in sober detail, the daily events of their journey to—and time in—Topaz, where besides the internees, their barracks, and the soldiers, there was “only the wind and the dust and the hot burning sand.” After the war, the family is permitted to return home. But they return to a neighborhood that is neither familiar nor hospitable. Their home has been vandalized, their neighbors are at best aloof or at worst hostile, and their sense of place in America is forever changed. Though the novel tells a powerful story of the fear and racism that led to exile and alienation, Otsuka weaves a compelling narrative full of life, depth, and character. When the Emperor Was Divine not only invites readers to consider the troubling moral and civic questions that emerge from this period in American history but also offers a tale that is both incredibly poignant and fully human.
module provides facility like User Login and Creation of New User. New client details can be added modified or removed and also adds new employee details. Create and manage different users and projects. Recorded Screenshots will be sent to manager through mail for his reference. User:- This module enables user can login into the system. After logged into the system screenshot recorder starts capturing users every action in the form of screenshots and these will be stored into the local system he can view his screenshots and if user is manager he can get employee screenshots to his registered mail. So that he can keep track the employee work status Software Requirements:- Technology: J2SE and J2EE Web-Technologies: HTML, JavaScript, CSS, BootStrap, AJAX, JQUERY Server: Tomcat 8 Java Version: JDK1.8 Database: My SQL Hardware Requirements:- Processor: i3 processor RAM: 2 GB Hard Disk: 160GB
Knowledge and Experience A relevant degree or equivalent qualification and/or experience. Application/Interview Can demonstrate a full understanding of a professional or specialised area of work. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development. Application/Interview Can demonstrate a full understanding of a professional or specialised area of work relating to careers information, advice and guidance, and/or graduate recruitment. Application/Interview A relevant first degree or equivalent qualification and/or experience Can demonstrate up to date knowledge and understanding of the graduate recruitment market Application/Interview Application/Interview Can demonstrate experience of managing projects Able to influence and motivate students to engage with and develop understanding of the graduate job market Application/Interview Able to influence and motivate employers to work with the University of Hull Careers and Employability Service and to recruit our students and graduates. Application/Interview Able to demonstrate an active approach to continuing professional development/undertaking training as appropriate for personal and professional development Application/Interview A relevant degree or equivalent qualification and/or experience. Application/Interview
PERSON SPECIFICATION Core Supplementary Education/ Qualifications Studying towards a degree at Bishop Grosseteste University Knowledge and Skills An understanding of the importance of developing ‘employability and enterprise’ skills Ability to communicate appropriately and effectively An understanding of issues affecting students thinking their future career Experience Experience of developing and enhancing own ‘employability and enterprise’ Experience of engaging with and motivating peers Experience of organising and promoting activities and events Personal Attributes Well-organised, enthusiastic and Good, confident communicator e.g. with staff, students and other external contacts Flexibility in approach to work A desire to help and support others Commitment to the Mission of the University The ability to work some evening and weekends
Person Specification APPLICANT SHOULD ENSURE THAT THEY ADDRESS THE REQUIREMENTS OF THE POST WITHIN THEIR APPLICATION ESSENTIAL DESIRABLE QUALIFICATIONS Maths & English GCSE Grade C or Above The Level 3 Award in Education and Training or other relevant teaching qualifications NVQ Level 3 in Advice and Guidance, Careers Advice or other relevant/equivalent qualifications ROLE EXPERIENCE Experience of working with young people in any of the following settings: employability, education and training, welfare to work, youth work, probation/ criminal justice community/outreach or support work Experience delivering/teaching employability programmes Ability to deliver a range of different activities Proven experience of working with hard to reach learners Experience of delivering advice and guidance, together with employment, education and training knowledge to young people Experience of developing and working in partnership with internal departments and external agencies, leading to positive outcomes for service Experience of utilising ICT packages including word, email internet explorer, digital media and equipment such as projectors, digital cameras Experience of delivering basic skills assessments Numeracy, Literacy and ICT KNOWLEDGE Strong understanding of the challenges young people face to education, employment and training A knowledge of partner agencies that support young people in the local area Knowledge of Housing Policy and Youth Homelessness Knowledge and ability to advise young people on benefits, available resources and how to access them.
clarification and understanding when needed. WORKPLACE SKILLS Resource Management Resource management is often a component of project-based learning and collaborative group work but can also apply to how an individual student manages class time. Manages time Students demonstrate time management when organizing and planning project activities with a team or when organizing and managing themselves and individual class assignments and homework. Time management is inherent in almost all assignments. Manages money Students manage money in group projects requiring allocation of limited finances and resources (i.e. designing/marketing a toy, flipping a house, or planning a trip). Manages resources Students manage resources in projects requiring allocation of limited finances, resources (materials), and personnel. Manages personnel Students gain experience managing personnel (i.e. each other) in group projects requiring allocation of limited finances, resources (materials), and role assignments. They also manage their own behavior and participation. Information Use Information use can include retrieving information from any medium (e.g., print, TV, Internet, or in person) and can be as simple as looking up one piece of information to writing a paper or preparing an oral presentation. Locates Students use analytical strategies to determine the best medium for finding necessary information. Organizes Students use any graphic concept map, organization chart, tables, etc. to sort information/data. Uses Students use classification and analytic skills to determine the necessary information (i.e., stay on target) to complete task. Analyzes Students assess information to determine which is relevant (does not have to be a mathematical analysis). Communicates Students summarize information to
Item 8 Employment Regions, Courses and Fees 8.1 Employment Region (Clause 8.1, Section 3) 8.2 Part of Coverage (Full Coverage/Partial Coverage) and locations within Employment Region (Clause 8.1, Section 3) 8.3 Type of Course (Clause 8.1, Section 3) 8.4 Type of EST Provider (Clause 8.2, Section 3) 8.5 Industry specialisation (Clause 8.2, Section 3) 8.6 Fees per participant (Section 3)
adopted, any issues or difficulties that arose, and any recommendations they might have. We also interviewed History staff members to gain their views on employability and investigate if they had any links with Heritage sites that we could utilise for this project. We also conducted semi-structured small focus group interviews with History undergraduate students to gain an understanding of students’ level of work experience, the desirability of work experience (what value do students attach to work experience), and common barriers to obtaining work experience. We conducted four focus groups with a total of 17 second and third year undergraduate History students prior to starting the project. Apart from the general set topics we wanted to discuss, we did not follow a script as the interviews were exploratory, and we were keen to investigate the students’ attitudes to employability, especially issues arisen out of group interaction. The interviews were recorded and transcribed, then coded for analysis. The research allowed us to observe and reflect on a) the existing situation with regards to subject-specific work experience, b) the new work facing module and c) other help we can offer students to increase their employability through career-orientated work opportunities. Much of the project time was spend on contacting local Heritage and Public History sites to discuss with them their potential involvement in the module, as well as what other work experience they could offer our students. Based on these negotiations, a list of sites was drawn up that students on the module could visit for their module fieldwork project. In order to evaluate the new Heritage module, we conducted two focus group interviews with 11 students taking the new Heritage module during week 4 of this module to explore their expectations of the new module, and their initial reactions. A final interview was conducted with 6 students on the Heritage module during the final week of this module to evaluate their overall experience with the module, and with the field work. By this stage, we added the proposed ‘work experience database’ (a result from the earlier interviews) as a topic to the interviews to explore students’ view and recommendations for this part of the project. Finally, in order to evaluate the module, we also interviewed the two members of staff who led this module, both at the start and on completion of the module. In addition, we contacted the heritage sites which students had visited for their field work project to gain their feedback. We also contacted all other sites again for the proposed ‘work opportunities database’.
SHOW W2 INFO button. Your W2 and “Show W2 Info” report will be displayed in PDF format and can be printed. Questions? Skyward Access: Contact Ioanna Cossack 473-1031 Human Resources: Contact Leesa Bowie 473-1024 Payroll: Contact Alicia Vasquez 473-1038
Develop or update a FEMA approved Multi-Hazard Mitigation plan – only if unable to obtain funding through Hazard Mitigation Assistance (HMA) Grants. COMMUNITIES must have the following two (2) in place before HSEM will consider funding other projects. Applicants may apply for funding for these plans in conjunction with other projects. Updated LEOP (revised less than 5 years ago) FEMA approved Multi-Hazard Mitigation Plan SCHOOLS must have a site specific emergency response plan (compliant with RSA 189:64) that supports implementation of NIMS if receiving funds from this grant program. For communities within the Seabrook Station Nuclear Power Plant Emergency Planning Zone (EPZ), the HSEM Technological Hazards Section will provide assistance in developing the Community Emergency Response for Nuclear Facilities Plan and the Radiological Emergency Response for Nuclear Facilities Host Plan. B. Organization/Administrative Per the Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended, (42 U.S.C. §§ 5121-5207), EMPG Program funds may be used for all-hazards emergency management operations, staffing, and other activities in support of emergency management, if project driven. Proposed staffing activities should be linked to accomplishing emergency management-related projects and activities. Organization/Administrative projects and activities may include, but are not limited to, the following: Maintain/upgrade an Emergency Operations Center (EOC) capable of accommodating staff to respond to local emergencies. Establish and maintain a call-down list for EOC staff. Establish and maintain emergency response/recovery resource lists. Logistics and Resource Management, following the DHS/FEMA program guidance. Develop and maintain written duties and responsibilities for EOC staff positions and agency representatives (Checklist/Job Action Sheets). Develop and maintain public-private sector partnerships. Conduct a hazard analysis and risk assessment. Develop public education and awareness information (i.e., brochures and pamphlets). Develop and maintain a list of private non-profit organizations within your local jurisdiction to ensure that these organizations are included in requests for public assistance funds. Develop/enhance financial and administrative procedures for use before, during, and after disaster events in support of a comprehensive emergency management program.
Enquiry: Hannelie De Beer Telephone: 012 482 8729 E-mail: ANNEXURE A 1 NRCS BACKGROUND The National Regulator for Compulsory Specification (NRCS) was established on the 1st of September 2008, under the auspices of the National Regulator for Compulsory Specifications Act, 2008 (Act 5 of 2008) hereinafter called the NRCS Act. The NRCS is primarily responsible for the administration of three Acts that reside under its jurisdiction, namely the NRCS Act, the Legal Metrology Act, 2014 (Act 9 of 2014) hereinafter called the LM Act, and the National Building Regulations and Building Standards Act, 1977 (Act 103 of 1977) hereinafter NBR Act. The NRCS also administers regulations that fall under the jurisdiction of other governments departments, as per agreements. The National Regulator for Compulsory Specifications (NRCS) is seeking to appoint a reputable service provider to provide employee assistance programme (EAP) in order to ensure productivity and wellbeing of all NRCS employees in the following offices, namely: Pretoria, Bloemfontein, Durban, Port Elizabeth and Cape Town. The NRCS has got approximately ± three hundred (300) employees. 2 OBJECTIVE The purpose of the Employee Wellness Programme is to support Wellness Office initiatives and improve the performance of the NRCS by helping its employees to deal with their personal and work-related problems and challenges earlier, and more effectively, not limited to the following below: To increase productivity, heighten and teamwork; and strengthen the bonds within the organization by providing sustainable and confidential employee assistance services; To support employees and their immediate family members with a comprehensive wellness plan to address all problems; Improve organizational performance by ensuring that employees have the necessary support system in place which will enable them to reach their maximum potential and perform optimally. To establish and maintain a system through which employees at risk can be identified, motivated and referred for assistance; To develop and improve the life skills and promote self-empowerment; To promote and encourage employee healthy lifestyles; To promote work-life balance and maintain a healthy workforce within a supportive environment.
Roth Automotive Services is offering the NJ State employees 15% off all repairs and services – FREE Check Engine Light Diagnosis. Services offered are complete automotive repair – transmissions, brakes, cooling system, air conditioning, emissions, exhaust, and engine performance. Must show State ID to obtain 15% discount. Any questions contact Richard Roth: 856-228-6006 4790 Route 42, Turnersville, NJ 08012 CWR Inc.-Windshield Installation Service New Jersey Employees will receive 10% off all auto glass installation. Prices vary depending on make and model of automobile New Jersey State Employee will call CWR Services Inc. for auto glass replacement and a mobile unit will be dispatched. Call CWR at 609-871-2522 NJ State Employee must show NJ State ID before installation in order to receive discount. ENTERPRISE RENT-A-CAR NJ employees can now get discounts on personal car and truck rentals from Enterprise Rent-A-Car. Just visit their website at or call 1-800-261-7331 and make a reservation. You will be asked to provide a Company Code and Pin during the process. Company Code: 17ENJEM Pin: STA Lawrence Toyota
Enter date in Key Date field. Completing the “Selection” will assist in getting only information needed. The following fields are optional: Personnel Number Personnel Area Business Area Position Personnel Subarea Employment Status Organizational Unit Job Object ID Job Abbreviation Work Contract Telework Flextime Compressed Workweek UFI Previously saved layout variants may be added to “Output Format”. This field is optional. Click “Execute” button () or press F8 on the keyboard to run the Employee Duty Station Data report.
This section is used to enter employee education and qualifications Steps to enter the Employee Education and Qualifications Details in FMS-MIS system: Log in the ERP system using your employee number and password Click on Educational and Qualifications under My Professional Details Following screen appears on which click on Add Qualification () Now following screen appears ((Fields marked with * are mandatory) Fill the entries in each field and for selecting the type and institution entry from list of values click on lens icon () which will open the list of values page After filling all the data click on next and submit For updating/deleting existing entries: For update: Click on update icon next to qualification details For deletion: Click on update first and then on next form click on delete option After submitting the details system will show that changes are submitted.
Oregon Exercise/Actual Occurrence Report Section 1: Overview Jurisdiction: Event Name: Date: Time: End Date: Time: Identified on TEP: Yes No Part of Progressive Exercise Yes No Amateur Radio Requirement: Yes No State Priority: Program Emergency Management Performance Grant State Homeland Security Local Emergency Planning Committee Other: Type of Event Actual Occurrence Special Event Tabletop Exercise Functional Full-Scale Exercise Actual Occurrence Local Incident #: OERS #: Federal DR #: Hazard Natural Avalanche Disease/Pandemic (Human or animal) Drought Earthquake Flood Landslide/Subsidence Tsunami – Local Source Tsunami – Distant Source Wildfire Winter Technological/Man-Made Airport Dam Failure Hazardous Material or transportation) Hospital Power Failure Radiological (fixed or transportation) Structural Fires Transportation Accident (air, rail, highway, water) Other: Terrorism Nexus Biological Chemical Civil Disorder Cyber Explosive Hostage Nuclear Radiological Other: Number of Participants and Agencies Local Federal NGO Tribal Private Volunteer/ Public Totals Participants: Agencies: Section 2: Emergency Support Functions Tested ESF-1: Transportation ESF-2: Communications ESF-3: Public Works ESF-4: Firefighting ESF-5: Information & Planning ESF-6: Mass Care ESF-7: Resource Support ESF-8: Health & Medical ESF-9: Search & Rescue ESF-10: Hazardous Materials ESF-11: Food & Water ESF-12: Energy ESF-13: Military Support ESF-14: Public Information ESF-15: Volunteers & Donations ESF-16: Law Enforcement ESF-17: Agriculture & Animal Protection ESF-18: Business & Industry Section 3: Core Capabilities Tested Mission Area Results Corrective Actions
Employee Engagement Survey This survey will help us determine how our employees feel about their work environment and where opportunities for improvement exist. Any additional feedback you would like to share is welcome. Thank you for your participation and feedback! Name (optional): Role: Team: Date of survey: To what extent do you agree or disagree with the following statements? Please circle your answer. 1. The practice I work for has a positive culture. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 2. I understand the strategic goals of the practice and how my work impacts these goals. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 3. I feel to work for this practice. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 4. My supervisor is an effective communicator. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 5. Employees are involved in making decisions that affect them. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 6. Management cares about employee interests and well-being. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 7. I feel appreciated and valued as an employee. 1 Strongly disagree 2 Disagree 3 Neutral 4 5 Strongly agree 8. My work environment supports teamwork. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 9. My team works well together and communicates effectively. 1 Strongly disagree 2 Disagree 3 Neutral 4 5 Strongly agree 10. My team motivates me to do the best work I can do. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 11. I have the resources and tools to successfully do my job. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly 12. The amount of work required of me is reasonable. 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree
B.11 Accountability: Director, HRD Issue Date: January 22, 1997 Concerning: Employees & Administration Amendment: ( 1 ) December 1998 Manager Approval: Original signed by Denis Kielly Title: Director, HRD Date: December 12, 1998 College Approval: Original signed by Berry Calder President /CEO Date: December 10, 1998 fm:28-Jul-12