zilongwang/ReadingBank huggingface dataset:
Aspiring Chief Executive programme – Cohort 3 Supporting information and signed declaration To be completed by the Chief Executive/Chair/Accountable Officer of employing organisation The aim of the Aspiring Chief Executive programme is to identify, assess, develop and help deploy the next generation of chief executives to lead in an NHS accountable role focused on both service provision and system development within the next 12-24 months. As a Chief Executive/Chair/Accountable Officer you are being asked to support the application of one of your employees as detailed below. Name of nominee: Current position: Type of organisation to suit their first chief executive position: As part of any talent management process, it is vital to discuss and agree the career aspirations and potential to progress to the CEO role of the individual concerned. Therefore, as the sponsor of the nominee we ask you to set aside some time to discuss the career aspirations of your nominee and what support they might need to achieve this and then fill in the supporting information below. Please note we will not accept any applications without this endorsement. Please ensure you complete each of the four questions on pages 2 and 3 of this document as well as the signed declaration on page 4. What plans has the nominee put in place to ensure they are able to embed and reinforce their learning in their current role, and how will you support them? (maximum 250 words)
Design Plan for Small Test of Change Initiative: Intervention: Smallest Change: Total # of Staff Impacted: Total # of Staff to Test: Timeframe: Test Description Test Plan Testers Lesson(s) Learned Decision Adaptation 1 Adapt Adopt Abandon Adapt Adopt Abandon 3 Adopt Abandon 4 Adapt Adopt Abandon This material was prepared in part by the Lake Superior Quality Innovation Network, under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. The materials do not necessarily reflect CMS policy. 11SOW-WI-C1-16-107 081616
of Contents General Infrastructure – Leadership Support, Accountability, Commitment 3 General Infrastructure – Supporting System 8 Policy/Procedure/Protocol 14 Education 28 Tracking, Monitoring Antibiotic Use, and Process Measures 42 Reporting Information to Staff on Improving Antibiotic Use and Resistance – Antibiotic Use and Outcome Measure 48 Antibiotic Stewardship – Pharmacy-Driven Interventions 51 Antibiotic Stewardship – Diagnosis and Infection Specific Interventions 58 This material was prepared by the Lake Superior Quality Innovation Network, under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. The materials do not necessarily reflect CMS policy. 11SOW-WI-C1-16-70 060116 General Infrastructure – Leadership Support, Accountability, Commitment Resource Website
ASP.NET has better language support, a large set of user controls, XML-based components, and integrated user authentication. ASP.NET pages have the extension .aspx, and are normally written in VB (Visual Basic) or C# (C sharp). User controls in ASP.NET can be written in different languages, including C++ and Java. When a browser requests an ASP.NET file, the ASP.NET engine reads the file, compiles and executes the scripts in the file, and returns the result to the browser as plain HTML. ASP.NET Razor (@variable/function) Razor is a new and simple markup syntax for embedding server code into ASP.NET web pages(embedding server code into html pages), much like Classic ASP. Razor has the power of traditional ASP.NET, but is easier to use and easier to learn. What is Razor? (In depth) (output always plain html) is a markup syntax for adding server-based code to web pages Razor has the power of traditional ASP.NET markup, but is easier to learn, and easier to use Razor is a server side markup syntax much like ASP and PHP Razor supports C# and Visual Basic programming languages Main Syntax Rules for C# (extremely important) Razor code blocks are enclosed in @{ ... } Inline expressions (variables and functions) start with @ Code statements end with semicolon Variables are declared with the var keyword Strings are enclosed with quotation marks C# code is case sensitive C# have the extension .cshtml
Using a Layout Page In the previous section, you saw that including the same content in many web pages is easy. Another approach to creating a consistent look is to use a layout page. A layout page contains the structure, but not the content, of a web page. When a web page (content page) is linked to a layout page, it will be displayed according to the layout page (template). The layout page is just like a normal web page, except from a call to the @RenderBody() method where the content page will be included. Each content page must start with a Layout directive. Layout Page: <html> <body> <p>This is header text</p> @RenderBody() <p>&copy; 2012 W3Schools. All rights reserved.</p> </body> </html> Any Web Page: @{Layout="Layout.cshtml";} <h1>Welcome to W3Schools</h1> <p> Lorem ipsum dolor sit amet, consectetur adipisicing elit,sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laborisnisi ut aliquip ex ea commodo consequat. </p> D.R.Y. - Don't Repeat Yourself With two ASP.NET tools, Content Blocks and Layout Pages, you can give your web applications a consistent look. These tools also save you a lot of work, since you don't have to repeat the same information on all pages. Centralizing markup, style, and code makes web applications much more manageable and easier to maintain.
{ public interface Channel { void Next(); void Previous(); } public interface Book { void Next(); void Chapter(); } class Program : Channel, Book { void Channel.Next() { Console.WriteLine("channel Next"); } void Book.Next() { Console.WriteLine("Book Next"); } public void Previous() { Console.WriteLine("Previous"); } public void Chapter() { Console.WriteLine("Chapter"); } static void Main(string[] args) { Program app = new Program(); ((Book)app).Next(); app.Previous(); app.Chapter(); Console.ReadLine(); } } } Output:
{ int result = 0; result = number1 + number2; Console.WriteLine(result); } static void Main(string[] args) { Program usingdelegate = new Program(); usingdelegate.CallDelegate += new SumDelegate(Program.Sum); usingdelegate.CallDelegate(20, 30); Console.ReadLine(); } } } Output: PRACTICAL NO :-2(iv) ***************************************************************************** NAME :- ROLL NO:- ***************************************************************************** Aim : Program with different features of C# iv) Exception handling : using System; using System.Collections.Generic; using System.Linq; using System.Text; namespace ConsoleApplication1 { Program { static void Main(string[] args) { int number = 0; int div = 0; try { div = 100 / number;
ASSISTANT SUBJECT LEADER OF ENGLISH PERSON SPECIFICATION Essential Desirable Evidence KNOWLEDGE/QUALIFICATIONS Graduate with qualified teacher status for English ✓ A A good degree in English ✓ A An awareness of current issues in teaching ✓ I, A An excellent classroom practitioner with a record of examination success ✓ R EXPERIENCE Teaching experience of KS3 and KS4 and KS5 ✓ KS5 A Working as a form tutor ✓ A TEACHING STANDARDS Set high expectations for students ✓ A, I, R Promote good progress in lessons ✓ A, I, R Demonstrate good subject knowledge ✓ A, I, R Plan and well-structured lessons ✓ A, I, R Accurately and productively use assessment ✓ A, I, R Manage behaviour effectively to ensure a good and safe learning environment ✓ A, I, R Respond to needs and strengths of students ✓ A, I, R SKILLS Excellent organisational and personal management skills ✓ R, I An ability to work as part of a team ✓ R, I
Preamble improvement improves with support. teaching judged as outstanding. judgements achieved. Professional Outcomes 1.1(2)1.2(1,2,3) 1.591) 1.6(3,4) Preamble With appropriate additional support, most students progress in line with school expectations. Most students progress in line with school expectations without additional support. Significant numbers of students exceed school expectations. Professional Relationships 1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Preamble Positive working relationships established with students, colleagues and parents. working relationships result in good progress by all groups of students and productive sharing of professional practice with others. Working relationships with colleagues are characterised by an enthusiastic commitment to helping them overcome professional challenges. Professional Development 1.2(4.5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.192) 2.3 Preamble Develops professional practice in line with advice from more experienced colleagues. Takes a proactive role in identifying areas for professional development, accessing advice and adapting advice. Proactively leads the professional development of others in a way which leads to improved outcomes for students. Professional conduct 1.1(3) 1.7(1) 1.8(1) 2.1 (all) 2.2 2.3 Preamble Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards. THE KING EDWARD VI SCHOOL, MORPETH NE61 1DN
From To Name and address of employer Position held Reason left Please give explanation for any gaps in employment: EDUCATION: Please record any academic and/or vocational qualifications obtained, together with details of the awarding body and date of award. Dates From / To Establishment Examinations, qualifications, grades, and achievements Date and Name of Awarding Body
UPSI/BEN/ASP/B-22 KEW.PS-13 BURSARY DEPARTMENT REPORT ON STOCK STANDING FOR THE YEAR ............... C.C/DEPARTMENT : STOCK CATEGORY : Prepared by: .................................................... (Signature of Head of Department) Name: Position : Date : Department Stamp : Verified by: .................................................... (Signature of Head of Department) Name: Position : Date : Department Stamp :
C.C/ Department : Stor Category : BURSARY DEPARTMENT REPORT ON DISPOSAL OF LOW -VALUED STOCK No. Code No. Stock Details Received Date Storage Duration Quantity Acquisition Value (RM) Justification(s) on Disposal Recommendation(s) on Method of Disposal Per Unit Total Inspecting Officer 1: ....................................................... Name : Position : Department : Date : Pegawai Pemeriksa 2: ....................................................... Name : Position : Department : Date : Decision by the Approving Authority: Approved for disposal of the listed stock using the following method:- : : : Date : Department Stamp:
Contents Before You Trap – p. 3 Trapping – p. 10 In-Trap Care – p. 15 Post-Surgery – p. 18 Working with a Veterinarian – p. 23 Trapping Equipment – p. 26 Colony Care – Best Practices – p. 30 Community Relations – p. 45 Poison and Other Threats to Cats – p.50 Is That Cat Feral? – p. 52 Selective Trapping and Trap-Shy Cats – p. 58 Kitten Guide – p. 62 Trapping Kittens and Moms – p. 73 Kitten Socialization – p. 80 Guidelines for Safe Relocation of Cats – p. 85 Resources – p. 89 Trap-Neuter-Return (TNR) is the only humane approach to feral cat management, whereby free-roaming cats are trapped, sterilized, vaccinated, eartipped, and returned to their colony of origin. This practice halts reproduction and many of the nuisance behaviors associated with unneutered cats such as yowling, fighting, and marking territory.
want to try one of the “ant-proof” feeding bowls on the market. These eliminate the need for the water barrier entirely. These bowls have a central base that sets the bowl just off the ground. Ants are smart, but they can’t figure out how to get to the food. If you order online, check the size carefully. Many of the available bowls are for dogs, so make sure to order a size you like, and not a giant bowl sized for a large dog. The is one of the best and cheapest bowls. You can set another dish inside the bowl to avoid the need to clean the dish onsite, or get a few bowls to take back and forth to wash at home. This anti-ant dish comes in 8-, 16-, 24-, and 32-oz. sizes from Amazon.com. Check around for different products and the lowest prices. are also platforms available that use the moat principle — they hold
A) PERFORMANCE OF ESSENTIAL JOB DUTIES Provide your numerical ratings from 1-5 on FEEDBACK TABLE A based on the following rating standards. Use N/A only if the employee does not perform task. FEEDBACK TABLE A - Essential Duties (See Evaluation Factors on previous page) N/A 1 2 3 4 5 1 Job Duty: Performs varied administrative assignments and support functions for the Superintendent directly, and for the members of the Board of Education, indirectly Comments: 2 Job Duty: Communicates key information between the Superintendent and the management team regarding policies, decisions, and upcoming events Comments: 3 Job Duty: Acts as a liaison between the Superintendent, Board of Education, school personnel, management team, parents, and other community and public representatives Comments: 4 Job Duty: Composes original correspondence and prepares letters and reports for the approval of the Superintendent; files, types, and proofreads a variety of documents, including confidential materials Comments: 5 Job Duty: Plans and organizes Management Team off-site meetings and trips requiring travel, lodging, meals, and meeting facility arrangements Comments: 6 Job Duty: Prepares and distributes agenda for Principals' monthly meetings, assembles informational materials and distributes data to appropriate administrators Comments: 7 Job Duty: Schedules and arranges other types of meetings, seminars, and professional development conferences; submits travel reimbursement requests Comments: 8 Job Duty: Prepares regular communications to members of Board of Education regarding district matters Comments: 9 Job Duty: Compiles information for the Annual Budget Report Comments: 10 Job Duty: Researches information for salary surveys and miscellaneous studies Comments: 11 Job Duty: Investigates and gathers information given complaints, problems, and requests for information concerning District policies and procedures Comments: 12 Job Duty: Opens, screens and sorts incoming mail and distributes to appropriate staff based upon knowledge of executive level needs Comments:
Accelerating Product Life cycles Paucity of EMC engineers and Economy 5.1 Proliferation of Processors Today’s electrical appliances, computer, information technology devices, communications devices and household machines are smarter by incorporating microprocessors to achieve better performance. Therefore, compatibility problems will be raised among these devices as in the future there will be many more emitters and victims of EMC field. For fixed microprocessors, EMC could be solved easily by using current EMC solving technique. However, it is expected that fixed microprocessors will be replaced by mobile transmitters as the demand of controlling and communicating the devices remotely is increasing. Therefore, it is high possibility of transmitters in nearly every piece of electronics with Bluetooth and Wi-Fi technology. Apparently, the devices using Bluetooth (Frequency Hopping Spread Spectrum) and Wi-Fi (Direct Sequence Spread Spectrum) need to be regulated by RF testing. These devices should operate properly when it is exposed to the incident radio signal. However, the challenge is that it is unclear whether other devices not designed for wireless technology will operate in the vicinity of EMI interference. Thus, processors for different equipments operating in different frequencies need to be standardized and regulated. This will become the technical challenge of EMC & RF Standards regulators. 5.2 Higher operating Frequency Another challenge introduced will be the future trend of continual increase in operating frequency of the electronics products coming into the market. Take a look at the frequency spectrum, hand phone services provider use above 1 GHz, Bluetooth and Wi-Fi at 2.4 GHz, satellite communications at near 10 GHz and automobile radar systems at above 40 GHz. Higher operating frequencies have smaller wavelengths and are able to penetrate the victim equipments more easily than lower frequencies. In the process, it will disturb the environment and the development of new microprocessors operating at clock speed of 1 GHz will again introduce direct-interference in the operation of electronics systems. Hence, EMC & RF measurements will become vital and important for the whole world. 5.3 Large Equipment & Systems The current EMC standardization is a success in producing test methods to evaluate the acceptability of equipment and systems built by manufacturers. However, developing standard methods for evaluating immunity of large equipment or systems can be more much
Communications Toolkit NCSEAD Case Study: Putting It All Together The following content promotes the new case study by the Aspen Institute’s National Commission on Social, Emotional, and Academic Development (NCSEAD), entitled “Putting It All Together.” Please share with your supporters via email and social media. . Case Study Description A new case study from the Aspen Institute National Commission on Social, Emotional, and Academic Development explores how schools and school districts across the country are integrating social, emotional and academic development (SEAD) into their K-12 classroom curricula. From a D.C. school embedding collaboration, critical feedback, and leadership skills in its lessons across subject areas to the “growth mindset” math program in the San Francisco Unified School District, the case study highlights promising strategies for leveraging the curriculum to simultaneously build students’ social, emotional, and academic skills. The report is the in a series that will examine challenges, opportunities, and key lessons for re-envisioning what success looks like in our schools. The series serves to help drive a greater conversation about how students learn and how to bring the best ideas and practices to all schools and students. Twitter (Some posts share individual graphics) See firsthand how schools are maximizing learning by addressing social, emotional, and academic development. #SEAD New case study highlights how learning is inherently social and emotional. #SEAD #SEL See how incorporating #SEL into the academic curriculum is helping #teachers prepare students for life. [Graphic 1] #SEAD Academic achievement has always required #SEL understanding. [Graphic 2] #SEAD Academic learning and #SEL are complementary and support each other. [Graphic 3] #SEAD Commission Co-chair @TimShriver on the power of #teachers and curricula that address social, emotional, and academic skills. [Graphic 4] #SEAD Students grow when they learn to take risks, but they need to have a supportive classroom culture. [Graphic 5] #SEAD Facebook (Each post shares individual graphic) New case study shows how incorporating #SEL into the academic curriculum is helping teachers prepare students for life. [Graphic 1] New case study from @The Aspen Institute’s National Commission on Social, Emotional, and Academic Development shows the power of truly integrating #SEL into an academically rigorous curriculum. [Graphic 2] Read how schools are maximizing learning by addressing students’ social, emotional, and academic development. [Graphic 3]
Frith, U. (1991). Autism and Asperger Syndrome. UK: Cambridge University Press. . Fujikawa, H., Kobayashi, R., Koga, Y., & Murata, T. (1987). A Case of Asperger’s Syndrome in a nineteen-year-old who showed psychotic breakdown with depressive state and attempted suicide after university. Japanese Society for Child and Adolescent Psychiatry, 28(4), Government of Ireland. (1997). Universities Act. Dublin: Stationary Office. Government of Ireland. (2000). Equal Status Act. Dublin: Stationary Office. Government of Ireland. (2005). Disability Act. Dublin: Stationary Office. Jones, R.S.P., Zahl, A., & Huws J.C. (2001). First Hand accounts of emotional experiences in autism: A qualitative analysis. Disability and Society. 16(3), 393-412. V. & Fitzgerald, M. (2005). Early Memory and Autism. Journal of Autism and Developmental Disorders, 35, 5, 683. Madaus, J.W. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37(3), 32-37. MacLeod, A., & Green, S. (2009). Beyond the Books: case study of a collaborative and hiolistioc support model for university students with Asperger’s Syndrome. Studies in Higher Education.
Use email: Questions Task 6: What button do you click to begin a new email? Task 7: Give one example of how you can change the look of your email text. Task 8: What does the icon look like to delete an Optional Video outline for Instructor and Learner reference (ASL): Set up email: Questions NOW YOU ANSWER QUESTIONS(2h.) TASK ONE-TO-THREE TASK NUMBER 1: WHEN IMPORTANT SUGGESTION USE YOUR REAL FIRST LAST NAME AS YOUR U-S-E-R NAME WHAT Q
To begin a new email, click COMPOSE Type an e-mail address. It be a friend, family, teacher, etc. Add a subject: the reason you are sending a message. For example, if you want to meet with a person on Saturday the subject could be “Saturday” Type your message You can change the font And change the size of your font When you are done typing, click SEND to send your email To delete an email, go to your INBOX And put a check in the box next to the email you want to delete Then click the DELETE button (trash can icon)
Please certify that the following statements are true. I have disclosed all individuals or entities that hold an ownership interest of greater than 5% or greater than $106,447.20. Yes No I have disclosed all individuals or entities that were entitled to receive distributive income in an amount greater than $106,447.20 or greater than 5% of the total distributive income of the disclosing entity. Yes No OPTION B – Disclosure of of Directors (Not-for-Profits) If you selected Option 5 in Step 1, list members of your of directors. Please include an attachment if necessary. – Z Name Address STEP 3 DISCLOSURE OF LOBBYIST OR (Complete only if bid, offer, or contract has an annual value over $50,000) (Subcontractors with subcontract annual of more than $50,000 must complete) Yes No. Is your company represented by or do you employ a lobbyist required to register under the Lobbyist Registration Act (lobbyist must be registered pursuant to the Act with the Secretary of State) or other agent who is not identified through Step 2, Option A above and who has communicated, is communicating, or may communicate with any State/Public University officer or employee concerning the bid or offer? If yes, please identify each lobbyist and agent, including the name and address below. If you have a lobbyist that does not meet the criteria, then you do not have to disclose the lobbyist’s information. Name Address Relationship to Disclosing Entity Describe all related to the assistance provided by each representative lobbyist or other agent to obtain this Agency/University contract:
CITY OF NEWTON BIDDER'S QUALIFICATIONS AND REFERENCES FORM All questions must be answered, and the data must be clear and comprehensive. Please type or print legibly. If necessary, add additional sheet for starred items. This information will be utilized by the City of Newton for purposes of determining bidder responsiveness and responsibility with regard to the requirements and specifications of the Contract. FIRM NAME: WHEN ORGANIZED: 3 INCORPORATED? YES NO DATE AND STATE OF INCORPORATION: 4. IS YOUR BUSINESS A MBE? YES NO WBE? YES NO or MWBE? YES NO 5. LIST ALL CONTRACTS CURRENTLY ON HAND, SHOWING CONTRACT AMOUNT AND ANTICIPATED DATE OFCOMPLETION: 6. HAVE YOU EVER FAILED TO COMPLETE A CONTRACT AWARDED TO YOU? YES NO IF YES, WHERE AND WHY? 7. HAVE YOU EVER DEFAULTED ON A CONTRACT? IF YES, PROVIDE DETAILS. YES NO 8. LIST YOUR VEHICLES/EQUIPMENT AVAILABLE FOR THIS CONTRACT: 9. IN THE SPACES FOLLOWING, PROVIDE INFORMATION REGARDING CONTRACTS COMPLETED BY YOUR FIRM SIMILAR IN NATURE TO THE PROJECT BEING BID. A MINIMUM OF FOUR (4) CONTRACTS SHALL BE LISTED. PUBLICLY BID CONTRACTS ARE PREFERRED, BUT NOT MANDATORY. PROJECT NAME: OWNER: CITY/STATE:
ITEM SHEET PAGE 3 ESTIMATED ITEM DESCRIPTION & BID PRICE QUANTITIES UNIT TOTAL COST ITEM: 4 - MATERIALS TESTING ALLOWANCE THE SUM OF: FIVE HUNDRED DOLLARS AND NO CENTS ($ 500.00 ) PER ALLOWANCE 1 ALL. $500 TOTAL BID PRICE: (Total Bid Price must be entered in “PARAGRAPH C” of the BID FORM). END OF SECTION
SPECIAL PROVISIONS PAGE 14 SECTION 4 Item 4 – MATERIALS TESTING ALLOWANCE Description (a) The Contractor shall include in his bid an allowance of five hundred dollars ($500.00) for cylinders and for other tests conducted in the field and/or the laboratory as required by the Engineer for the control of the concrete, reclaimed pavement material, bituminous concrete pavement, asphalt, aggregate(s), or for any other material. (a) The City will reimburse the Contractor the full amount of the material testing services provided when approved by the Engineer. The Contractor is required to submit to the City Engineer copies of evidence of payment. Basis of Payment (c) Under Item 4 the Contractor will be paid the full invoice amount for approved and/or authorized material testing services conducted by an independent and qualified laboratory. Under no circumstances will the City of Newton pay for any testing procedures which unreasonably exceed accepted industry standards (based upon three (3) additional independent quotes for similar testing procedures).
WORKS TO: RMG GEOTECHNICAL FAX NO.: CC DPI CLERK FAX NO.: 8999 4682 PROJECT: NAME OF PROJECT – AS PER SPEC PAGE 1 OF 1 WRITING DIRECTLY – ITP – DATE & REQUIRED: REASONABLE PERIOD CONTRACTORS – ENSURE TIMES FOR TESTING REFLECT THE ACTUAL PROPOSED COMPLETION TIME OF THE TO BE TESTED. THE – EASIER FOR EVERYONE ENSURE THIS IS – ENSURE THIS IS – ROAD OR AREA – TAKEN FROM CHAINAGES & DELETE WHAT IS NOT TO BE USED Tests REQUIRED:(3 AREAS HERE NEED TO BE TESTED - DELETE ) BITUMEN TO BE USED IN ASPHALT MIX 1 SAMPLE CONSISTING OF 3 TINS ASPHALT USED ON PROJECT PSD, BITUMEN CONTENT, STABILITY AND FLOW, MAXIMUM DENSITY DENSITY ONCE ASPHALT LAID VOIDS CORES FROM SITE CONTRACTOR: CONTRACTORS NAME CONTACT NO: CONTRACTORS No DATE & TIME: SENT FAX NO: AS ABOVE
Job Description Job Building Better Opportunities, ‘Aspirations’ Employment Support Worker Responsible to Employment Services Manager Remit of the post covers Kent Department Employment Services Hours Part time, 16 hours per week Salary £20,846.00 per annum pro-rata Length of contract Ends 30.09.19 Location Chatham Purpose of the job North Kent Mind has been awarded funding from The Big Lottery and European Social Fund (ESF) to deliver the ‘Aspirations for Life’ project for Porchlight; to assist people across Kent with common mental health problems, who wish to engage with the employment market. The project will support people over the 2.5 year programme with the aim of getting some back into work and education or training. As Employment Support Worker, you will be responsible for supporting hard to reach individuals with or in recovery from mental health problems to engage with activities, placements, group-work, signposting to partner organisations and individual support in order to join the employment market, training, or volunteering. Working within Kent, predominately North Kent, at times you may be required to travel to other areas. Programme activity will include: Stakeholder engagement Access and assessment Action planning Employment advice Emotional and mental wellbeing Psycho-education Transitioning into employment Preparing for Work Activities Referrals to delivery partners Scope of the job With a knowledge of employment programmes, common mental health problems, service user empowerment, and working to targets. You will be responsible for the facilitation of various elements of the programme, ensuring that the activities; signposting, assessments, and goal planning, always have the individuals interests and recovery at the core. Based in Dartford you will be working closely with other team members, service users and other partner organisations. You will also work closely with the other external stakeholders including employment agencies, mental health service providers, local community groups and health organisations, along with education and training establishments for the benefit of the programme and its beneficiaries. Key responsibilities
Evidence from the candidate Describe the response format; that is, how the candidate will respond to the task (e.g. oral response, written response, creating a product and/or performance demonstration) Provide information on the evidence to be produced by the candidate in response to the task. Decision-making rules Instructions for making Satisfactory/Unsatisfactory or Competent/Not Competent decisions (the evidence criteria) Scoring if grades and/or marks are to be reported (if applicable) Decision-making rules for handling multiple sources of evidence across different methods and/or tasks Decision-making rules for determining authenticity, currency and sufficiency of evidence List the to be used to: check evidence quality (i.e. the rules of evidence) judge how well the candidate performed according to the standard expected (i.e. the evidence criteria) synthesise evidence from multiple sources to make an overall judgment. Range and conditions Location (where) Time restrictions (when) Any specific assessor qualifications and/or training required to administer the tool Outline any restriction or specific conditions for the assessment such as the location, time restrictions, assessor qualifications, currency of evidence (e.g. for portfolio-based assessments), amount of supervision required to perform the task (which may assist with determining the authenticity of evidence), etc. Materials/resources required Resources required by candidate Resources required by the assessor to administer the tool Describe access to materials, equipment, etc. that may be required to perform the task. Assessor intervention Type and amount of intervention and/or support permitted Define the amount (if any) of support provided. Reasonable adjustments Justification that the alternative procedures for collecting candidate evidence does not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency Describe the guidelines for making reasonable adjustments to the way evidence of performance is gathered (e.g. in terms of the information to be provided to the candidate and the type of evidence to be collected from the candidate) without altering the expected performance standards (as outlined in the rules). Evidence of validity Provide evidence of validity (such as face, construct, predictive, concurrent,
ASPIRE CALENDAR 2018-19 Arnoldsburg School ASPIRE Coordinator: Kelley Sampson Calhoun Middle High School ASPIRE Coordinator: Sarah Lane Pleasant Hill School ASPIRE Coordinator: Kristie Ritchie August 2018 September 2018 October 2018 8/20, 8/21, 8/23 9/4 - 9/6 10/1 – 10/4 8/27 – 8/30 9/10 – 9/13 10/8 – 10/11 9/17, 9/18, 9/20 10/15 – 10/18 10/22 - 10/25 10/29-10/31 November 2018 December 2018 January 2019 11/1 12/3 – 12/6 1/7 - 1/10 11/13 – 11/15 12/10, 12/11, 12/13 1/14 – 1/17 11/26 – 11/29 12/17 – 12/18 1/22 – 1/24 1/28, 1/29, 1/31 February 2019 March 2019 2019 2/4 – 2/7 3/4 – 3/7 4/1- 4/4 2/11- 2/14 3/11 – 3/14 4/8 – 4/11 2/25 – 2/28 3/18, 3/19, 3/21 4/15 – 4/17 4/29, 4/30 May 2019 5/1 – 5/2 5/6-5/9 5/13-5/16
This Resume page can be completed, OR you can attach a copy of your most recent resume instead. Resume Form Education History Name of School Location (City, State) Dates Attended (start date – end date) Major and Degree (as applicable) High School College Other Please list any scholastic honors you have received: Please list any technical licenses or certificates you have obtained: Employment or Volunteer History Most Recent Organization: Location: Start Date: End Date: Description of duties: Organization: Location: Start Date: End Date: Description of duties: Organization: Location: Start Date: End Date: Description of duties: Collateral Contacts Former Supervisor (if applicable) Name: Role: Agency: Email: Town: State: Zip Code: Phone: Fax:
Independent validation means that the validation is carried out by a validator or validators who are not employed or subcontracted by the RTO to provide training and assessment, and have no other involvement or interest in the operations of the RTO. From 1 January 2016, where the RTO has any qualification or assessor skill set from the Training and Education Training Package on its scope of registration, an external and independent validation of the assessment system must have been carried out for those training product/s with evidence of this validation retained. All validation activities include confirmation that the assessment system and outcomes meet the requirements of Standard One of the Standards for Registered Training Organisations (RTOs) 2015 and the Training and Education Training Package. Unit of competency Factors Time line Validation activity Sample size Validator(s) Industry involvement Date completed <<Training product code, name and release number>> Code, name and release # Risk, modes, people, client groups, importance Month and year Assessment tool/ assessment judgment Must be statistically valid against participant numbers Lead: Participants: Representative?
FLORIDA COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ASL 1140 COURSE TITLE: American Sign Language I PREREQUISITE(S): None COREQUISITE(S): None CREDIT HOURS: 4 CONTACT HOURS/WEEK: 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 4 STANDARDIZED SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is an introduction to the linguistic structure and basic vocabulary of American Sign Language as used by deaf adults with an emphasis on the development of basic receptive and expressive conversational skills. The course will introduce the history and values of deaf culture in America. There will be additional costs required which will vary based on activities or projects such as attendance to the local deaf club, and experiences within in the deaf community or at the Florida School for the Deaf and the Blind in St. Augustine. Students will be expected to refine and practice their skills in the Sign Language Lab. SUGGESTED TEXT(S): Lentz, & Mikos. Signing Naturally Units 1-6, student workbook and DVD, GoReact Assessment Software (Optional) IMPLEMENTATION DATE: November 14, 1981 (Original Course SPA 1336) REVIEW OR MODIFICATION DATE: Fall Term, 1991 (921) Fall Term, 2002 (20031) Fall Term, 2005 (20061) (was SPA 1612) Fall Term, 2007 (20081) Spring Term, 2008 (20082) (was SPA 1602) Spring Term, 2009 (20092) (was ASL 1110) Fall Term, 2011 - Proposal 2011-33 Fall Term, 2015 – Proposal 2014-104 Fall Term, 2015 (20161) – Outline Review 14-15 Fall Term 2017 (20181) – Proposal 2016-33 TOPICS MAY BE ARRANGED TO ACCOMMODATE PROFESSOR'S INDIVIDUAL PREFERENCE AND TECHNIQUE COURSE TOPICS CONTACT HOURS PER TOPIC
General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE an “X” in the box next to those that are applicable.) X A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry Writing X Listening Information Literacy Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Recognize, discuss and produce the of fingerspelling Program; Course In class observations; sign lab assignments; video recorded evaluations of student’s ability to produce appropriate verbal utterance from ASL stimulus, conforming to the grammatical and syntactical rules of the appropriate language Recognize and discus the history of fingerspelling. Program; Course Discussions SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Recognize and produce the appropriate use of fingerspelling in titles, names, books, movies, technical signs, acronyms, etc. Program; Course In observations; sign lab assignments video recorded evaluations of student’s ability to produce appropriate signed utterance from written or spoken stimulus
Why is it important for you to participate in your IEP meeting? The meeting is about you. You make decisions that affect your education and your life. The meeting you a chance to practice social, advocacy and communication skills that you will need in the future. Being a part of developing your goals helps you to reach your goals. Web ASPIRE My plan for participating in my IEP: Before the meeting: □__________ □__________ During the meeting: □__________ □__________ After the meeting: □__________ □__________ Adapted from Commonwealth of Virginia Department of Education Training and Technical Assistance Centers – I’m Determined Project. 2010 ASPIRE Student Led IEP initiative is funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities. ASPIRE SUGGESTIONS FOR YOUR PARTICIPATION IN THE IEP PROCESS
Before the Meeting □ Learn about IEP meetings, their purpose and how to participate □ Suggest people to invite to your meeting □ Participate in the activities □ Make a list of your strengths, challenges, dislikes and interests □ Take an interest inventory or vocational assessment □ Write or assist with writing part of the IEP □ Role-play ways to participate and what to say □ Ask for accommodations and equipment you need to participate in your meeting □ Create an invitation or welcome sign □ Prepare a PowerPoint about yourself or a portfolio During the Meeting □ Attend the meeting □ Introduce members of the IEP team □ Share samples of your work from your classes □ Present specific information for your IEP (PLOP, accommodations, etc.) □ ideas about what works well for you □ Present your PowerPoint or portfolio □ Review previous IEP goals and talk about your progress □ Lead the discussion about your transition plan (your future) □ Recommend new IEP goals and accommodations □ Lead the IEP meeting □ Sign your IEP After the Meeting □ Complete an exit survey about your experience at the meeting □ Share your experience about participating with others □ Discuss the highlights of the meeting with your teachers □ Discuss your disability, IEP and accommodations with your teachers and others who can help □ Participate in the IEP updates and help evaluate your progress on your goals □ Send thank-you notes to meeting participants □ Prepare for your next IEP meeting □ Sign your IEP
8.A. I Have…Present Level of Performance 9.A. I Have… services 9.Q. Who Has…special supports I will need to benefit from school and my goals? The End Student: Date: “Words I Need to Know” Post-Test
Summer 2016 Tuition Age Group Program Location(s) Dates Tuition Child Adventure Summer Camp Charlestown and Westwood Tuesday, July 5 – Friday, August 12 $5,400 Child Adventure Summer Camp Junior Westwood Tuesday, July 5 – Friday, August 12 $4,950 Child Adventure Trail Blazers Westwood Tuesday, July 5 – Friday, August 12 $5,400 Teen Explorations Newton Wednesday, June 29 – Friday, August 5 $5,675 Teen Transitions Lexington Wednesday, June 29 – Friday, August 5 $5,675 Adult College Boot Camp TBD See website for details $1,600 Adult Internship Program Lexington and job sites Tuesday, June 7 – Thursday, August 11 $2,450 Financial Aid information is available on our website at . Application Fee: A $75 application fee is required for first time applicants.
emphasis is one of the world’s most important industries—commercial aviation. Below (not necessarily in chronological order) are the topics and concepts that will be covered and that students should be able to grasp. Introduction and overview of the commercial aviation industry AIRLINE ECONOMICS Chapter 1 and 2 (cyclical demand, and airline response thereto, airline pricing, marginal cost pricing, reasons for oversupply, the impact of the S-Curve.) ECONOMIC THEORY: BUSINESS ENTERPRISE & AIRLINE DEREGULATION Chapter 3 (summary of theoretical literature on small entrepreneurial companies, their opportunities, strengths, weaknesses, and growth and expansion strategies, overview of economic theory of deregulation, economies of scale, scope and density, economic and regulatory barriers to entry, contestability, and the model of perfect competition). AIRLINE OPERATIONS Chapter 7 (the benefits and disadvantages of different types of route structure; the challenges of efficient fleet utilisation; the “cost” of incremental flights and the impact of such costs on competitors.) AIRLINE LAW AND LAWYER Guest speakers (insight into how an airline lawyer can have an impact on the operation of the airline.) "Running" an Airline Business REGULATORY HURDLES Chapter 6 (economic regulation; fitness certification process; safety regulatory process; standards and tests employed by both; insurance, advertising, consumer protection regulation; securities regulation). STRATEGIC PLANNING Chapter 7 (an understanding of airline management, theory of organisational structures, impact of size on corporate organisation, different growth strategies.) FLEET ACQUISITION & FINANCE Chapter 7 (purchase vs. old vs. new, strategies to avoid import duties, different types of leases, aircraft purchase legal issues, and registration of aircraft in foreign jurisdictions.) Aircraft finance techniques will be discussed by Professor Donald Bunker. AIRLINE FINANCE Chapter 4 and 12 (an overview of financial and accounting terms, familiarisation with balance sheets and income statements; an overview of the sources of airline finance and major categories of expenditure; an overview of aircraft finance, method of valuing an airline; advantages and disadvantages of public IPOs vs. private placements, and employee stock ownership; costs and cost containment ). CORPORATE STRUCTURE Chapter 5 (the way an airline’s corporate structure may be designed for strategic and competitive advantage. Some particularly creative structures will be examined.) BANKRUPTCY and RESTRUCTURING Chapter 5 (an examination of Protection from Creditors, and Liquidation and the factors that would influence an airline’s board of directors to pursue one of these alternatives).
Table 5.9.5.A—Aspley district neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks If in the neighbourhood plan area MCU, if assessable development where not listed in this table No change Aspley district neighbourhood plan code If in the Caravan park precinct (NPP-003), where in the Emerging community zone Relocatable home park Assessable development—Code assessment If on the site of an existing relocatable home park or tourist park Aspley district neighbourhood plan code Tourist park and relocatable home park code Prescribed secondary code Tourist park Assessable development—Code assessment If on the site of an existing relocatable home park or tourist park Aspley district neighbourhood plan code Tourist park and relocatable home park code Prescribed secondary code MCU if assessable development Assessable development—Impact assessment If reducing the number of: relocatable dwellings, for a relocatable home park; or sites for caravans, cabins, tents or similar structures for the public for short-term holiday purposes, for a tourist park The planning scheme including: Aspley district neighbourhood plan code Applicable development code Emerging community zone code Prescribed secondary code Table 5.9.5.B—Aspley district neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Aspley district neighbourhood plan code Table 5.9.5.C—Aspley district neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Aspley district neighbourhood plan code 5.9.5.D—Aspley district neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if No change Aspley district neighbourhood plan code
Monday 25 December Tuesday 26 December Wednesday 27 December Thursday 28 December Friday 29 December Saturday 30 December CLOSED BANK HOLIDAY CLOSED BANK HOLIDAY Family Support Clinic 9:00am – 12noon Broxtowe Centre’s Centre Midwife Clinic 9:00am – 5:00pm Broxtowe & Aspley Children’s Centres Appointment Only Tel: 8833368 Sensory Room 9:30am – 5:00pm Broxtowe Children’s Centre Stay, Play & Learn 10:00am – 11:30am (0-5 years) Aspley Children’s Centre Family Support Clinic 9:00am – 12noon Aspley Children’s Centre Midwife Clinic 9:00am – 5:00pm Broxtowe & Aspley Children’s Centres Appointment Only Tel: 8833368 Stay, Play & Learn 10:00am – 11:30am (0-5 years) Phoenix Adventure Playground Sensory Room 9:30am – 5:00pm Broxtowe Children’s Centre Midwife Clinic 9:00am – 5:00pm Broxtowe & Aspley Children’s Centres Appointment Only Tel: 8833368 Sensory Room 9:30am – 5:00pm Broxtowe Children’s Centre
<html xmlns="http://www.w3.org/1999/xhtml" > <head runat="server"> ID="TitleContent" runat="server" /></title> </head> <body> <div> <asp:ContentPlaceHolder ID="MainContent" runat="server"> </asp:ContentPlaceHolder> </div> </body> </html> HTML(Visual Basic) <%@ Master Language="VB" Inherits="System.Web.Mvc.ViewMasterPage" %> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html xmlns="http://www.w3.org/1999/xhtml" > <head runat="server"> <title><asp:ContentPlaceHolder ID="TitleContent" runat="server" /></title> </head> <body> <div> <asp:ContentPlaceHolder ID="MainContent" runat="server"> </asp:ContentPlaceHolder> </div> </body> </html> Add a common header with links to the Home page and Store area on all pages in the site. In order to do that, add the following code inside the <div> statement. HTML(C#) <%@ Master Language="C#" Inherits="System.Web.Mvc.ViewMasterPage" %> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html > <head runat="server"> <title><asp:ContentPlaceHolder ID="TitleContent" runat="server" /></title> </head> <body>