zilongwang/ReadingBank huggingface dataset:
BURSARY FOR AN EDUCATIONAL EXPERIENCE IN ASIA APPLICATION FORM 2018 This application form should be completed in black pen or typed. Closing date: 20 April 2018 (11.59pm) This Bursary is intended to encourage young Australians in Western Australia under the age of 30 to undertake an educational experience in Asia. Two Bursaries of $2,000.00 will be awarded in 2018 SECTION 1: PERSONAL DETAILS Title: Mr Ms Mrs Family Name Given Names Home Address Date of Birth I am an Australian citizen or permanent resident: Yes Are you a member of AIIA WA: Yes No Name of University and student number (if applicable) Current area of enrolment and study: Full time/part time (circle one) Email: Mobile phone: SECTION 2: Proposed Educational Activity Please write a 200-300 word summary of your proposed educational experience, including target country. (Experiences might include study exchange, volunteering, conference, internship, specialised educational course, language study or other.)
LOCATION NAME AND ADDRESS TELEPHONE / OTHER CONTACT NUMBERS Disability Action Center, NW—Lewiston 330 5th St, Lewiston, ID 83501 208-746-9033 Does the AAA have personal and community disaster preparedness information available for clients, services providers and the general public? YES Describe the process: The AAA distributes The Calm Before the Storm, Family Conversations about Disaster Planning, Caregiving, Alzheimer’s Disease & Dementia, and, It Could Happen to Me, Family Conversations about Disaster Planning. Both booklets are produced by The Hartford Foundation and are excellent resources. The AAA participates in regional disaster preparedness events and Health Fairs, as well as other informational opportunities. Local Emergency coordinators in EACH county or city with whom the AAA coordinates emergency planning for the needs of older citizens, and will collaborate during an emergency or disaster situation: NAME AGENCY NAME AND ADDRESS TELEPHONE – CELLULAR #S COUNTY/ OTHER JURISDICTION Deborah Ruppe Idaho bureau of Homeland Security 208-799-5127 North Central Idaho Bryant Wolfe Nez Perce County Emergency Coordinator 208-799-5127 Nez County Don Davis Lewis County Emergency Management 208-9372380 Lewis County John Wheaton Nez Perce Tribe Emergency Manager Nez Perce Tribe Don Gardner Clearwater County Emergency Management 208-476-4064 Clearwater County Jerry Zumalt Idaho County Disaster Management 208-983-3074 Idaho County Mike Neelon Latah County Disaster Services Coordinator 208-883-2265 or 208-289-4533 Latah County Are there clauses included in contracts, grants and agreements with service providers describing and assuring their response during a disaster or emergency?
Thursday October 19th (Registration and Brokers Lounge Open: 9am-Noon) 7:30am – 8:30am Breakfast- Sponsored by Progressive 8:00am – 11:00am (3CE) Margaret Varlamos with Insurance Consultants of AK Ethics 8:00am – 11:00am (3CE) Linder with Safeco Enhancing the Insurance Conversation 11:15am – 12:15pm SOA Division of Insurance - Surplus Lines Hearing 12:30pm – 1:30pm AIIAB Past Presidents Recognition Luncheon – Open to all attendees Special guest: Ms. Lori Wing-Heier, State of AK Director of insurance – Sponsored by AML/JIA 1:45pm – 3:45pm (2CE) Manuel Barbosa with Safeco Online Technology and Workplace Considerations in the Millennial Era 1:45pm – 3:45pm (2CE) Jazmin Smith with The Business Boutique Entities 4:00pm – 5:45pm General Membership Meeting – Closed Session, All Members are requested to attend to review new officers, products from the Big “I” and members vote on future officers and state of the union. 6:30pm – 7:00pm Cocktails & Hors d’oeuvres including Bourbon Tasting Table – Sponsored by RT Specialty 7:00pm- Closing Celebratory Dinner- Sponsored by Alaska National Insurance, Officer Induction Ceremony, Alaska Make-A-Wish Silent Auction And Entertainment sponsored by Swett & Crawford, Bars sponsored by Brown & Riding and V3. Friday October 20th 10:00am – 12:00pm 5 Mile Winner Creek Hike – Located Directly Behind the Hotel, meet at back of hotel at 9:45a
7.8 Type of return media – the type of media to be used by the ATO when returning information to the supplier. For AIIR, the ATO can provide corrected TFN and ABN information to suppliers via the Portal. This field must be set to N – return data via the Portal Although the Type of return media codes M or P have been removed, if reporting systems continue to use codes M or P, the ATO will treat codes M or P as equivalent to reporting code N. For further information about the return of corrected TFN and ABN data via the Portal, refer to section . 7.9 ATO reporting specification version number – the version number of the specification used to produce the report. For reports produced using this specification, this field must be set to FINVAV10.0 7.10 File format validation method – With the removal of ECI, this field is no longer in use. This field must be set to N – not validated Although the File format validation method code E has been removed, if reporting systems continue to use code E, the ATO will code E as equivalent to reporting code N. 7.11 Filler – for ATO use. This field must be blank filled and must not contain binary zeros. 7.12 Record identifier – must be set to IDENTREGISTER2. 7.13 Supplier name – the name of the organisation supplying the data. If a service provider is supplying data on behalf of an investment body, then the name of the service provider must be provided in this field. 7.14 Supplier contact name – the name of a person in the organisation sending the data who will be able to answer questions about any problems with the data file, but not necessarily about the content of the data in the file. 7.15 Supplier contact telephone number – the direct telephone number of the nominated supplier contact person from the organisation sending the data. For example: the area code followed by the telephone number 02b1234b5678, or a mobile phone number 0466b123b456. The character b is used above to indicate blanks.
Return data – File data record Return data – Header record IBM standard labels will be used. The following will be included in the header label: File name of INVALID Creation date of return file. Return data – File identity data record Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=394) 14.1 4-11 8 AN M Record identifier (=TFNIDENT) 14.2 12-12 1 A M Run type (=P or T) 14.3 13-13 1 A M Data type (=I) 14.4 14-14 1 A M Type of report (=A) 14.5 15-90 76 A M ATO business line sending the return data 14.6 91-105 15 AN M ATO contact telephone number 14.7 106-120 15 AN M ATO contact facsimile number 14.8 121-121 1 A M ATO file medium type (= N) 14.9 122-129 8 DT M ATO file creation date 14.10 130-140 11 N M ATO file reference number 14.11 141-150 10 AN M ATO report specification version number (=FINVAV10.0) 14.12 151-350 200 AN M Supplier name 14.13 351-361 11 N M Supplier Australian business number (ABN) or withholding payer number (WPN) 14.14 362-377 16 AN M Supplier file reference 14.37 378-394 17 A S Filler 14.15
Selection criteria Applications for Developing Major Capital Works Proposals will be assessed and prioritised by the following criteria: demonstrated need; alignment with one or more areas of the eligible activities under the Major Capital Works program; demonstrated capacity to deliver the study; alignment with state and/or industry priorities; financial viability; and maximising value to the state. Who can apply Applications will be considered from: private sector businesses and agencies; business and industry groups; local government authorities; administrative bodies of unincorporated areas; government departments and agencies; not for profit organisations that: are an incorporated body, cooperative or association (including business associations); and have an Australian Business Number (ABN) or can provide written advice from the ATO that no withholding tax is required from the grant payment; farm businesses; and other agricultural organisations. How do I apply? Applications will be accepted throughout the year on an basis up to 30 June 2018, and will be evaluated on a case-by-case basis, subject to the availability of funding. The following section outlines this process in detail.
The Department’s privacy policy is available from: Privacy Officer Department of Economic Development, Jobs, Transport and Resources GPO Box 2392 Melbourne, VIC, 3001, AUS Tel: (+ 61 3) 9665 9535 Email: Enquiries about access to information about you held by DEDJTR should be directed to: Freedom of Information Manager Department of Economic Development, Jobs, Transport and Resources GPO Box 2392 Melbourne, VIC, 3001, AUS Tel: (+61 3) 9208 3112 Email: Acknowledgement Successful applicants need to acknowledge the Victorian Government’s support through the provision of a grant from the AIJF. Promotional guidelines form part of the funding agreement and include the requirement that all activities acknowledge Victorian Government support through logo presentation on any activity-related publications, media releases and promotional material. Successful applicants must liaise with DEDJTR to coordinate any events or announcements related to the activity. Successful applicants may be required to contribute information on activity outcomes for use in communications materials.
The Agriculture Infrastructure and Jobs Fund (AIJF) is the Victorian Government’s commitment to farmers and agribusinesses to strengthen the performance and resilience of the agriculture sector. It is a key component of the government’s strategic direction to drive economic growth, create jobs and boost exports. The $200 million statewide fund will invest in enabling economic infrastructure and agriculture supply chains to boost productivity, increase exports and reduce costs so our farmers, businesses and industries can stay competitive. Funds will available up until 30 June 2019. The Fund will support practical projects and programs that predominantly benefit the agriculture sector. These will include transport, irrigation, ICT and energy projects, as well as skills development programs and market access campaigns that will: move agricultural produce more efficiently to market improve water security improve connectivity with supply chains and access to markets give consumers greater confidence in Victorian produce as safe increase business level innovation enhance business capability to manage volatility and risk, and grow jobs in the agriculture sector and along the supply chain. The Fund has two funding streams – Infrastructure ($175 million) and Program ($25 million). Both are designed to reduce costs and strengthen sector resilience. Infrastructure Stream This stream focuses on projects and activities typically beyond the farm gate, things which are often beyond the control and influence of farm businesses, but directly affect their capacity to remain competitive. These activities will complement the government’s significant investment in supporting on-farm productivity growth. Within this stream, $150 million is available for Capital Works for enabling infrastructure along agriculture supply chains and $25 million will support the Local Roads to Market Program to develop first/last kilometre local roads along key agriculture freight routes. The Infrastructure Stream can also support proposals that are not ready to implement. Funding is available for: studies to investigate the technical and/or economic viability of a Major Capital Works proposal, and design of kilometre local road works and the assessment of bridges to determine safe carrying capacity. These projects will be identified by councils following engagement with local agriculture producers, processors and freight handlers. Program Stream This stream will resilience in the agriculture sector through programs to support market access development, enhance the traceability of Victorian produce, build business and risk management capabilities and support agribusiness networks to develop products and markets. These initiatives will be announced over coming months. See the application guidelines, information sheets and Frequently Asked Questions at Call DEDJTR on 136 186 to talk through your AIJF proposal before you draft your application.
The Profession Applicant to demonstrate the following competences - where applicable produce evidence: Comprehension of the current issues of professional practice – be able to comment on areas of relevance such as: urban design, planning, landscape management and/or design practice – in private practice and/or the public sector. Comprehension of the relationships between the building design professions and the importance of collaborations between professions. Comprehension of the current environmental and community issues – and relevance to Landscape Architecture. Ability to discuss current and emerging social, environmental and professional issues Mentor’s comments Assessment: The Profession Competent or Not yet competent
Time Joint Track 7:30-8:00 Registration and breakfast 8:00–8:05 Welcome and thank you from Chapter Chair 8:05-9:15 Hot Topics Presented by AILA & AIC Leadership Presenters: Joshua Breisblatt, Betsy Lawrence, Annaluisa Padilla, Sarah Peterson Stensrud 9:15-10:15 Common Ethical Issues and Trends in Immigration Practice Presenter: Mehta 10:15-10:30 Break 10:30-11:15 The Consultation for I-601 and I-601A Waiver Presenters: Tania Nemer, Michelle Norton, Laurel Scott 11:15-12:00 USCIS Panel Presenters: Mark Hansen, District Director, Stephanie Reither, Columbus Field Office Director, Rob Cohen, Moderator, Melissa Gawelek 12:00-12:05 Any announcements before lunch 12:05-1:00 Lunch Removal Track Business Track 1:00-2:00 Removal Strategies with a Focus on Criminal Issues Presenters: Matt Benson, Scott Bratton PERM and the Modern Worker - Roving and Virtual Offices, Travel, Telecommuting, and Employee Incentives Presenters: Kevin Miner, Sarah Peterson Stensrud 2:00-2:45 Immigration Judge Updates Presenters: Judge Sheila McNulty (invited), Judge Alison Brown, Heather Prendergast, Moderator Helping the Best and the Brightest . . . Avoid Labor Certification: EB-1, EB-2 and NIW Filings Presenters: Karen Moss, Brad Ortman 2:45-3:45 Overview and Hot Topics in Petition for Review Litigation Presenters: David Leopold, Trina Realmuto Common RFEs in Business Immigration Law Presenters: Kelli Hayes, Dwight Myfelt 3:45-4:00 Break 4:00-5:00 Representing Unaccompanied Children: SIJ, U, T, VAWA J-1 Waivers: A Needed Cure to Physician Recruitment
Sponsored by American Immigration Lawyers Association AILA DC Chapter On Saturday, April 26, 2014, AILA will sponsor National Citizenship Day 2014. Time: 10.00am to 2.00pm To provide filing assistance to lawful permanent residents eligible to apply for U.S Citizenship by Naturalization Free consultation with Immigration Attorneys SEE BACK PAGE OF FLYER FOR DOCUMENTS TO BRING ALONG The AILA DC Chapter co-host citizenship day workshops in: MARYLAND Baltimore City Catholic Charities Esperanza Center 430 S. Broadway Baltimore, MD 21231 Pre- Registration Required Contact: 443-825-3421 *$50 Fee collected by Catholic Charities Prince Georges County CASA De Maryland Multi-cultural Center. 8151 15th Avenue, Langley Park, MD 20783 Contact: 240-670-4850 *$25 Fee for CASA membership collected Montgomery County Jesus House DC 919 Philadelphia Ave Silver Spring, MD20910 E. Adeboye Hall (L.L) Contact: 240-271-0148 Howard County FIRN 5999 Harpers Farm Road, E-200 Columbia, MD Contact: Roselyn:410-992-1923 $20 Fee collected by FIRN WASHINGTON DC Carlos Rosario International 10am-12noon (Sponsored by Carlos Rosario and CARECEN) 1100 Harvard Street, NW, Washington, DC 20009 Pre- Registration Required *$25 Fee will be collected for completed applications *Free to Carlos Rosario Students with valid ID Contact: Rachel @ 202-328-9799 ext. 23 Ethiopian Community Center (Sponsored by Office on African Affairs & ECC) 7603 Georgia Avenue, NW, Suite 100 Washington, D.C. Contact: eth@prodigy.net Chinese Community Church (Sponsored by DC Mayor’s Office on Asian and Pacific Islander Affairs and Chinatown Service Center) 500 I Street, NW, Washington D.C 20001 Contact: Ngoc (202)727-3120 VIRGINIA Northern Virginia Just Neighbors Ministry 5827 Columbia Pike, #320 Falls Church, VA 22041 Pre-Registration required *$20.00 Fee collected by JNM Contact: Kyle-703-979-1240 Ext. 34 Central Virginia Branch Baptist Church 3400 Broad Rock Blvd Richmond, VA 23234 Contact: refugelaw@gmail.com What to Bring to Citizenship Day Everyone
It is proposed to give organisations 12 months to implement the standard. What do you think about this? Participants thought that organisations would need 12 months to implement the standard, but strongly felt that they should not be allowed to ‘drag their heels’. Participants thought that organisations should have to start working towards implementation immediately. What do you think about plans for making sure that organisations follow the standard? Participants felt the proposed plans were necessary to make sure that organisations followed the standard. Participants also thought that there should be a role for patient or voluntary groups across the country to monitor and evaluate progress. Close Peter Bennetts and Sue Taylor thanked all of the participants for their contributions.
1. How do the chart and the graphs help explain the political cartoon? The chart and graph support the political cartoon, which shows that the privileged 3 percent were supported by the Third Estate, who were paying high taxes. 2. Why might the first and Second Estates be opposed to change? The First and Second Estate would be opposed to change because they had privilege and wealth. They probably had little desire to change, because they paid little to no taxes. 3. Why did the Third Estate propose a change in the Estates General's voting rules? The third Estate proposed a change in the Estates General’s voting rules in order to gain control of, and exercise more power in, the meeting of the Estates General. 4. How did the women's march mark a turning point in the relationship between the king and the people? The women’s march marked a turning point in the relationship between the king and the people because the king had to bow to the will of the people.
Take way food £10 Music downloads £10 Water £10 Food £40 Night out with friends £50 LO2 Know about personal budgets 2.1 Outline a personal budget for a period of time Write down in the table below your actual or imaginary budget over a set time period e.g. a week/a month/a year) Work out how much you have (left or not) at the end of the period Expenses (this is what you have to pay out over ?/ days/weeks) Income (this is the money you have coming in over the same period of time) I have £ left at the end of the period / I am £ short at the end of the period 2.2 Give examples of how a personal budget may change over a lifetime Write down three possible changes in your life that will affect your personal budget
Learning Outcomes The learner will: Assessment Criteria The learner can: Evidence Location Completed? (Learner Tick) Know about the difference between essential and non-essential spending Identify the difference between essential and non-essential spending 6 Give examples of essential and non-essential purchases 6, 7 Compare how much they on essential versus non-essential items 7 Give examples on how to reduce how much they spend on non-essential items 8 Identify an advantage of spending within a budget 8 Outline how to prioritise spending within a budget 9 Know about personal budgets Outline a personal budget for a given period of time 10 Give an example of a possible consequence of not keeping within the personal budget 11 Give examples of how a personal budget may change over a lifetime 12 Record of Learner Achievement Level 1 Budgeting Learning Outcome 1 1.2 Examples: at 3 essential and at least 3 non-essential purchases must be identified. Tutor Feedback (Strengths and Areas for Improvement):
2 Give two examples, from your code, of where input is handled. You must explain how the code is working 2 Marks for showing code 6 Marks for explanation 3 Give two examples of iteration statement, explaining what they are doing and how they are achieving this 2 Marks for showing both examples linked to the game code 2 Marks for satisfactory explanation of both 4 Give two examples of selection statements within your code, explain what they are for and how they work to achieve this 2 for showing both examples linked to the game code 2 Marks for satisfactory explanation of both. 5 Provide a data dictionary for your game. This must give the name of the item, type, and description. This must also cover data structures For each item - 1 Mark for explanation and 1 Mark for explanation of type, to a maximum of 10 Marks 6 Your code is correctly laid out and easy to read 4 Marks for correctly laid out code 4 Marks for easy to read code 7 Show one example of where, in your code, you have used Addition, Subtraction, Multiplication, and Division. For each of these examples, explain their purpose for the game 4 Marks for showing example from code 4 Marks for explanations 8 Show one example of where, in your code, you have used algebra; explaining its purpose in the game 1 Mark for showing example from code 1 Mark for explanation 9 Show how you have used vectors within the design of your code, explaining how they affect the game 1 Mark for showing evidence from code 1 Mark for explanation 10 Show, from your code, one example of scalar product and one example of 2 for showing examples 2 Marks for explanations
a vector product; explaining what they are for in the game 11 Show, from your code, that you have made use of averages (any of mean, median, or mode), explaining why you are using them in your game 2 Marks for showing examples 2 Marks for explanations 12 Show that you have used randomisation in your code, explaining what it is for in your game 1 Mark for showing evidence from code 1 Mark for explanation Part B Grading 40% - 59% - Pass 60% - 69% - Merit 70%+ - Distinction Marks for Part B: 25 - 37 Marks = Pass 38 Marks - 43 Marks = Merit 44+ = Distinction Record of Learner Achievement – Games Jam Assessment pt B Component Learning Outcome No. Learning Outcome Date of achievement Evidence location Part B Maths and Logic Fundamentals for the Games, Animation and VFX Industries MLF1 Understand numbers and number systems MLF2 Be able to employ basic mathematical problem solving skills MLF3 Understand basic mathematical concepts which are useful for problem solving and simulation MLF4 Be able to use probability, statistics and random numbers Fundamental Product Programming Skills FPS1 Understand how to design, develop, test and debug computer programs FPS2 Understand different programming paradigms FPS3 Understand how to read from the user and output a result FPS4 Be able to use control systems to design algorithms FPS5 Be able to use different types of variables to design data structures FPS6 Understand the importance of readable and maintainable code
Learning Outcomes The learner will: Assessment Criteria The learner can: Evidence Location Completed? (Learner Tick) Know about confidence Identify the characteristics of a confident person 7 List own characteristics, skills and qualities that make them feel confident 7 List things they have been successful in 8 Outline the reasons why they want to improve their confidence 8 Know how communication skills can contribute to improving confidence Outline how they think improving their communication skills will improve their confidence 9 Outline why it is important to receive and respond to others with tolerance and support 10 State the benefits of being able to listen to ideas and opinions 10 Demonstrate listening to: (a) another person on a one-to-one basis (b) people in a group situation 11 Know about and associated emotions and feelings Outline how being an effectual can lead to increased confidence 12 Identify an occasion when they have made an important: (a) personal decision (b) decision with another person(s) 13-14 List things that they have considered when making the: (a) personal decision (b) decision with another person(s) 13-14 Give an example of a likely emotion/feeling that someone might experience when they feel: (a) fully involved in the decision-making (b) marginally involved or excluded from the decision-making 15-16 State how these feelings might impact on confidence 15-16 Outline the relevance of having specific goals to increasing confidence 17 making
Learning Outcomes Assessment Criteria The learner can: Evidence Location Completed? (Learner Tick) Be able to use browser software to navigate web pages browser tools to navigate web pages when to change browser settings to aid navigation browser settings to aid navigation browser help facilities 6-8 6-8 6-8 6-8 Be able to search for information from the Internet appropriate search techniques to locate information how information located requirements references to make it easier to find information on subsequent searches different of information from the Internet different of information downloaded from the Internet 9-11 9-11 9-11 11 11 Be able to use browser software to communicate information online tools and techniques to communicate information online browser tools to share information sources with others information online using forms and/or interactive sites opportunities to post and/or publish material to websites 12-14 12-14 12-14 15 Know about the need to follow safety and security practices when working online threats to user safety when working online how to minimise Internet security risks responsibly taking appropriate safety and security precautions when working online personal information secure relevant laws, guidelines and procedures for the use of the Internet 16 16 12-14 12-14 12-14 Final Tutor Feedback (Strengths and Areas for Improvement):
Task Use the Internet to find a travel site which will give you some information on hotel prices in a destination of your choice. Send a copy of the link of the web page to your tutor. Evidence may include: Printed web Photographs/videos Tutor/witness testimonies Which website did you use? How did you share the information on the page? Task Visit a website and complete a feedback form. You must include evidence of how you: Kept personal information secure Worked responsibly taking appropriate safety and security precautions Followed relevant laws, guidelines and procedures for the use of the Internet Evidence may include: Printed web pages Photographs/videos Tutor/witness testimonies
Assignment Qualification: AIM Awards Level 2 Certificate in Counselling Skills (QCF) Unit(s) covered: Working With Grief and Loss L2 Assessor: Assignment Title: Journal: Working with Grief and Loss Unit Assignment No.: 1 / 1 Date Set: Submission Date: Why are we this? Reflection on your own work is important in any job, but in counselling the ability to reflect on how you have worked with a client and the strategies you have used is imperative in order to be able to improve as a professional. Your evidence for this unit is comprised of a journal where you will reflect on content learned in your teaching sessions and role-plays with the aim of introducing reflective practice. To complete this assignment you will need to complete the following tasks: Task Type of Evidence Assessment Criteria You must complete a journal consisting of an entry after each teaching session where you reflect on the concepts delivered and discussed that relate to this unit’s topic and most importantly Assessment Criteria. Your journal must contain the following: Journal, 800 words per entry Definitions of the terms grief and loss 1.1 A description of the main models of the grieving process 1.2 A discussion on how well counselling skills can be applied to working with people experiencing grief and loss 2.1, 2.2 The key challenges to ethical practice for working with people experiencing grief and loss 3.1 The potential key risks to both counsellor and client 4.1, 4.2 Identification of ways in self-awareness has developed when working with grief and loss 5.1 Guidance for assessment As you write your journal you are expected to identify which Assessment Criteria each entry relates to from the list below. You may choose to use the assessment criteria as sub-headings for your text, or to identify the Assessment Criteria covered by a paragraph or section by noting it numerically (e.g. 1.2). The word count must be adhered to: 800 words per journal entry
Record of Learner Achievement LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED The learner will: The learner can: Examination Role-Play Understand the role of counselling skills in a helping relationship Define what is meant by counselling skills External Identify the place of counselling on a helping continuum External Know about initiating a counselling interaction Identify key elements in a counselling contract External Identify key skills for rapport building External Know how to develop and maintain a counselling interaction Identify the skills needed to develop and maintain the counselling relationship External Demonstrate the skills needed to develop and maintain the counselling relationship Identify positive ways of moving the counselling relationship forward Identify negative ways of moving the counselling relationship forward Be able to conclude a counselling interaction Describe the importance of endings in a counselling interaction External Conclude a counselling interaction Final Tutor/Assessor Feedback (Strengths and Areas for Improvement): Learner Evaluation (evaluation of own work and comment on assessment task):
AIM Awards 2 Counselling Counselling Skills: Acquisition and Practice Marking Scheme No. Question Accepted Responses* Marks Available Assessment Criterion covered by this question 1 Give three examples of counselling skills. For each skill provide a single sentence that acts as a definition. An example is provided below Name of skills e.g. reflection, summarising, challenging, open questions, closed questions, minimal encouragers ( or paralanguage) DO NOT accept SOLER/ BODY LANGUAGE or similar up to 3 marks available 1 mark for each correctly identified 1.1 Appropriate matching definition of skill named up to 6 available 2 marks good definition that clearly explains the skill named 1 mark tenuous definition characterised by example of skill being deployed 0 Marks no reason provided 2 The following statements are about counselling and counselling skills. Put a tick in the box next to each statement to show whether you consider the statement to be true or 1.2 Counselling skills are just a set of techniques False (box ticked) 1 mark
demonstrates warmth/acceptance shows counsellor as self assured/demonstrates confidence/ reduces anxiety in others relaxes client/ shows attention/interest/willingness to listen clearly related to technique named 1 mark tenuous explanation that is tangentially related to the technique named 0 Marks no reason provided 13 Mariah has been counselling her client Susie for 3 weeks. Susie has been talking about how stressful she finds her job but is looking forward to a holiday in three weeks time. Susie asks Mariah if they can use the three weeks before her holiday to put together a plan to ‘tackle the problem’. Name two techniques or strategies that Mariah could use to help the counselling relationship develop in the way that Susie wants. Explain your answers. Any 2 from: Summarising Challenging Goal setting Action planning Up to 2 marks 1 mark per technique/strategy identified 3.1 Explanation of technique/strategy provided Up to 6 marks (up to 3 marks for the explanation of each technique or strategy 3 marks per explanation when strategy and/or technique is described and explored containing reference how it will move the relationship forward/ help the client get what she wants 2 per explanation when strategy and/or technique is described
Assignment: Role-Play Observation Report Qualification: AIM Awards Level 3 Certificate in Counselling Unit(s) covered: Developing Counselling Skills L3 Assessor: Assignment Title: Role-Play Observation Report by Assessor Unit Assignment No.: 1 / 2 Date Set: Submission Date: Record of Role-Play
Assignment Title: Journal: Approaches to Counselling in Organisations Unit Assignment No.: 1 / 1 Date Brief Set: Submission Date: Why are we doing this? Reflection on your own work is important in any job, but in counselling the ability to reflect on how you have worked with a client and the strategies you have used is imperative in order to be able to improve as a professional. Your evidence for this unit is comprised of a journal where you will reflect on approaches to counselling in organisations. You will need to consider the skills and techniques, particularly from a brief therapy model, relevant to the practice of counselling skills within an organisational setting in a professional and ethical way. Tasks To complete this assignment you will need to complete the following tasks: Task Type of Evidence Assessment Criteria You must complete a journal consisting of an entry after each teaching session where you reflect on the concepts delivered and discussed that relate to this unit’s topic and most importantly Assessment Criteria. Your journal must contain the following: Journal, 800 words per entry An analysis of the key issues arising for counsellors practising in workplace settings 1.1 An evaluation of the nature of workplace counselling: time-limited and outcome orientated 1.2 An illustration and assessment of counselling skills used for people in workplace settings 2.1, 2.2 A review of the key challenges for working with people in workplace settings 3.1 An assessment of the key risks to both counsellor and client 4.1 Identification of ways in which self-awareness has developed in workplace counselling 5.1 Guidance for assessment As you write your journal you are expected to identify which Assessment Criteria each entry relates to from the list below. You may choose to use the Assessment Criteria as sub-headings for your text, or to identify the Assessment Criteria covered by a paragraph or section by noting it numerically (e.g. 1.2). How you will be marked
Learning Outcomes The learner will: Assessment Criteria The learner can: Evidence Location Completed? (Learner Tick) Know the principles and benefits of a healthy diet Identify the key elements of a healthy diet in relation to food and drink 5, 6, 7 Outline the main health benefits of a healthy diet 8 Know the factors to be considered when planning a healthy diet for an individual examples of the sorts of personal information needed about an individual when planning their diet 9, 10 Record of Learner Achievement Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment criteria listed above at the correct level and that any specified evidence requirements have been addressed. Assessor Learner Date Expectations Complete this section before you start the course. One expectation you have of the course:
AI-PSM Level 3 Contractor Management Verification Checklist Area Date Name Contractor / Ref. ID. SN Question Yes No Remarks Have the contractor employees received information regarding the hazards of the facility prior to beginning work, e.g. during the facility induction, Toolbox Talk, etc? Do they understand potential fire and explosion hazards and toxic hazards? Are the contractor employees aware of the PDO Emergency Response arrangements and site specific actions to b e followed? Are the contractor activities covered by the PDO PTW system (or a UOP-approved PTW system)? Review a sample of Permits and confirm that the written scope matches that of the work location. Was the contractor employee or someone from the contract organisation involved in carrying out the risk assessment? Are the contractor employees complying with the requirements of the task risk assessment? Do the contractor employees have adequate craft skills to enable them to perform their jobs in a safe manner, e.g. do they know how to make-up a flange, install Ex equipment; do they have the correct welding certificates, etc? Note: If the activity requires specific skills or competencies to assure that it as carried out to the required standard, they should be listed in the contract. Have the contractor employees completed the necessary HSE training for the task, e.g. PTW, gas testing, H2S awareness, SCBA, etc? Check HSE passports. Are the contractor employees aware of the Lifesaving Rules (particularly those relevant to AI-PS)? Are the contractor employees aware of the PDO Golden Rules and that they can “stop the job”? Are the contractor employees of any unique process hazards that they may encounter in the activity, e.g. Hydrogen Sulphide, Mercury, NORM, etc?
The learner listed above has submitted evidence of achievement in support of a claim for: Component Component reference number Assessment criteria (all, or if partial list criteria evidenced) Credit transfer / RPL (choose) Evidence provided (list: eg work experience records, statements from employers, essays, certificates of achievement of non-RQF qualifications) (Recognition of prior learning only) I confirm that the evidence submitted is my own work and meets the assessment criteria for the components identified. Learner name: Signature: Date: We confirm that the work covers the assessment criteria indicated above and that the u should be awarded without further evidence.* At this stage the evidence is insufficient and further work is required – see box below.* (*delete as appropriate)
Record of Learner Achievement Learning Outcomes The learner will: Assessment Criteria The learner can: Evidence Location Completed? (Learner Tick) 1. Know about safeguarding and protection responsibilities 1.1 Give examples of legislation relating to safeguarding and protection 6 1.2 Give examples of national policies or guidance relating to safeguarding and protection 7 1.3. Give examples of an organisation’s policy relating to safeguarding and protection 7 1.4. Describe the key responsibilities of different agencies in safeguarding and protecting individuals from abuse 8 1.5. Identify sources they can use to get information on safeguarding and protecting individuals 9 2. Know how to recognise unsafe practices 2.1. Identify examples of unsafe practices 10 2.2. Give examples of unsafe practice that might be observed in own work or daily environment 11 3. Know the procedures for reporting or disclosing safeguarding concerns 3.1. Describe the boundaries of confidentiality for sharing information 12 3.2. Describe the action to be taken if any: (a) abuse is suspected or detected (b) unsafe practice is detected 14 3.3. Identify who to report any occurrence of suspected or detected abuse or unsafe practice to 15 3.4. State a sequence of actions to be taken when a safeguarding disclosure is made 16 Learning Outcome 1 1.4 Key responsibilities: the main over-arching responsibilities. 1.5 Sources: may be related to own role. Learning Outcome 2 2.1 Examples: from a given case study. 2.1 Unsafe practices: this may also be of potential abuse. Learning Outcome 3 3.1 Boundaries: at least three boundaries must be covered. 3.4 Sequence: a logical ordered sequence is required. Tutor Feedback (Strengths and Areas for Improvement):
Has there ever been a Collections Audit carried out previously, if so when? - What recommendations were made, were they carried out- if not, why not acted upon? (300 words) Size of collection / nature of collection i.e. of material/s /any problems aware of (300 words)
Level 2 Self Assessment SN Protocol Y /N / NA & evidence Possible approaches 15.1 Does the Operations HSE Case define HSE Critical Positions (roles) and Activities (responsibilities) for Operations personnel to manage the AI-PS hazards at the asset? Review the ‘People’ section of the Operations HSE Case 15.2 Do Operations staff have the required AI-PS competencies in accordance with PR-1029, including hazard identification and risk assessment? Element Champion of asset training/competency matrix 15.3 Are adequate Operations resources available to activities during routine and unusual situations (e.g. shutdown, commissioning and start-up)? 15.4 Are adequate Operations support resources available to covering all job functions, particularly those identified in HSE Critical Positions? 15.5 Is there a formal system for handovers between shifts (co-ordinators, supervisors, technicians, operators)? 15.6 Is the Integrated Activity Planning (IAP) process implemented and YTT meetings, 14-day and plans communicated across worker groups? 15.7 Are systems describing safe/efficient operating limits in i.e. LOE, MOPO, FSR? 15.8 Are procedures for controlling engineering keys and managing process software changes in place? 15.9 Are AI-PS critical registers in place and audited i.e. spectacle blind register, LO/LC valves register, EPI register, passing valve register, temporary repairs register, hose register?
Who normally applies the overrides in this facility and what role does the operator play? Check recent incidents Is the operator aware of how to classify and raise a Process Safety incident? Are Process Safety incidents raised for unsafe acts or unsafe conditions? Top 10 procedures Does the operator know the content of the key operating procedures? Follow safe practices At a general level were unsafe work practices observed? Were there any violations of LSR’s? Use qualified workers a) Are the people carrying the appropriate licence cards for the roles being carried out? Check HSE passports e.g. AGT. Assign adequate resources Is the number of Operators per panel appropriate for the level of activity? Are there sufficient Area Authorities for the number of permits in force? Is there a risk assessment for any deviation from the required ratio? c) Is there an accountable person always on site for emergency response (someone to manage mustering of personnel)? Formalise communication between workers/shifts/work groups a) Has a quality TRIC discussion taken place, and was the Area Authority present? b) Has a formal documented handover taken place between operators for each shift and tour change? c) Is the PTW tracking system for the day’s activity? d) Did the station overview given by the operator cover ongoing activities? e) Are problems discussed with Supervision, Technical Authorities and Support Specialists? Provide examples. Adhere to safe operating limits and limiting conditions for operators a) Are Live Operating Envelopes fit for purpose and used continually? b) Is the MOPO understood and used regularly? c) Are any Temporary Overrides fully risk assessed and controls implemented?
Jeanne Mahoney, RN, BSN Program Director (202) 314-2352 Semenuk, RN, MSN Program Manager (202) 314-2318 NEXT STEPS We will send the AIM Lead Coordinator an email confirmation upon receipt. Please give us 2 weeks to review your AIM Enrollment Form. Upon completion of the AIM Partner Panel Review, we will contact the AIM Lead Coordinator to schedule an Intake Call. During the Intake Call, we will discuss the following: AIM Collaboration Roster AIM Baseline Survey Baseline State Data Submission Tentative Implementation Work Plan and Timeline Needs Assessment for Implementation Resources
AIM ATTENTION INFORMATION AND MANAGEMENT PROGRAM Screenshots for the Intake Process To create a new participant, begin by typing in the ID# of the participant in the “Create a new participant” box. After the ID# has been entered click the “new” box. Once the AIM Coach clicks “new” a message will appear that indicates the program is creating client data for the new particpant. After the program has generated the new participant client data the AIM Coach will begin the intake process, which consists of four major phases (intake survey, strategies, tasks, and goal attainment scale)
Table 2. Summary of biophysical settings (strata) and associated plot sample sizes used in the terrestrial GRTS sample draw. The number of plots per strata is proportionate to the available acreage, with a minimum sample size of three per strata. Plot weights are the scaling factors used to extrapolate plot level data to the entire sample area; in this example, individual sample plots represent between 10,000 and 12,500 acres. Strata - Landfire Biophysical Setting Group Stratum acres Proportional area Plots per strata Plot weights Wyoming Big Sage-Wheatgrass-3 370,000 0.31 31 11935.5 Mountain Sagebrush-Bluebunch Wheatgrass-Idaho Fescue-4 200,000 0.17 17 11764.7 Low Sage-Idaho Fescue-3 50,000 0.04 4 12500.0 Western Juniper-Utah Juniper-3 300,000 0.25 25 12000.0 Bluebunch Wheatgrass-Sandberg Bluegrass-1 150,000 0.13 13 11538.5 Quaking Aspen-4 100,000 0.08 8 12500.0 Cottonwood-Narrowleaf Willow-3 30,000 0.03 3 10000.0 Total 1,200,000 1.00 100 NA 3. Summary of Strahler stream order categories (strata) and associated sample sizes used in the aquatic GRTS sample draw. The number of sites per strata is proportionate to the available stream kilometers, with a minimum sample size of three per strata. Site weights are the scaling factors used to extrapolate site level data to the entire sample area; in this example, individual sample sites represent between 20 and 53 stream kilometers. Strata - Strahler Stream order categories Stream km Proportional length Sites per strata Site weights Small streams (1st and 2nd order) 847.3 0.73 16 53.0 Large streams (3rd and 4th order) 250.8 0.22 46.3 Rivers (5th+) 59.2 0.05 3 19.7
Action (please tick appropriate box Targets met – No further action or Improvement but targets not met – plan to continue – Review or Targets not met – Request for legal action to Education Performance & Inclusion team Review Date: ………………………… As Parent /Carer of ……………………………………. I understand that failure to meet these targets may result in legal proceedings taken against me. Signed: Parent ……………………………………………... Parent………………………………………… Date: ………………………….. Pupil ……………………..…… School ………………………………… Other .…………………… Date: …………………………. For use if parent(s)/carer(s) do not attend Date plan posted to ………………………. Signed: ……………………………… Date: …………………
SECTION 7: Curriculum Vitae Please note the eligibility requirements: PIs and Co-PIs from publicly-funded Institutes of Higher Learning (IHLs), Research Institutions (RIs) and Medical Institutions in Singapore are eligible to participate in the call. Private sector and entities can participate as Collaborators. PI and Co-PIs must fulfil the following requirements: Hold a primary appointment (i.e. a minimum time commitment of 9 months per year) in a Singapore-based Institute of Higher Learning (IHLs), Research Institution (RI) and/or publicly-funded Medical Institutions; Be an independent PI with a track record of leadership ability in coordinating research programme(s) and providing mentorship to research team(s), as well as having productive research outcomes; and No outstanding reports from national grants. The CVs of all members (PI, all Co-PIs and Collaborators) listed on the cover page must be provided according to the format below. Each CV should start on a fresh page and be limited to 2 pages. Please indicate “N.A.” beside the label field if the required information is not applicable and note that AI Singapore will not be responsible for any missing information not provided in the CVs. Name Title Office mailing address Email Contact number Current position (please provide full details, e.g. primary appointment, appointments; other academic appointments including those outside of Singapore; percentage of time spent in Singapore every year, if applicable) Employment history Academic qualifications (indicate institution’s name and year degree awarded) Research interests List of 5 most significant publications (in the past 3 years only, i.e. 2015 - 2017) relevant to the proposal Patents held (related or unrelated to the study) Scientific awards Number of staff (e.g. post-doctorates, research assistants, etc.) and PhD students currently in lab and source and duration/period of funding. Section 8: Declaration by Grant Applicants In signing this grant application, the PI and Co-PI(s) UNDERTAKE, on any grant award to: