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Transcript: Taking our kids back health style! Agenda WELCOME * Brief Introduction ABOUT ME Presenter Tynetta OlIver office manager at rtp Been at Rocketship for 5 years Always valued education & health My mother, my father and grandmother are the reasons why for this presentation! Health FACTS FUN FACTS Chronic disease is in the top five issues of Milwaukee! Title RULES RULES LIST OF RULES LIST OF RULES 1 4 3 2 5 KEY TIMES SCHOOL TIMETABLE TUESDAY MONDAY WEDNESDAY THURSDAY FRIDAY 8:00 AM BLOCK BLOCK 9:00 AM MORNING BREAK 10:00 AM 11:00 AM PERIOD PERIOD BLOCK BLOCK PERIOD 12:00 AM PERIOD 1:00 PM LUNCH 2:00 PM 3:00 PM BLOCK PERIOD BLOCK PERIOD PERIOD BLOCK PERIOD BLOCK PERIOD PERIOD PERIOD PERIOD PERIOD PERIOD ATTENDANCE ATTENDANCE & TARDINESS Attendance Policy Approved Absences Tardy Policy SUBJECTS Subject Reading Reading Writing Writing Social Studies Social Studies Math Math Science Science EXPECTATIONS EXPECTATIONs HOMEWORK HOMEWORK & CLASS BEHAVIOR Icebreaker ICEBREAKER NAME My name is... Fun Fact

Presentation for interview

Transcript: RELATABLE Ooh! Aah! Wow! Gets their attention WHY? PROPORTIONATE MEMORABLE All images by Ruth Bain Memory retrieval This is my hook. Helps build rapport Cognitive shortcuts

Presentation for Interview

Transcript: EC00667 - Lecturer - Bakery Why have I applied for this role and why do I believe I am the ideal person for the job? Background My career has span over 15 years in hospitality sector, working my way up from commis chef to head chef and head pastry chef for multiple sites. Background Working in College I have taught night classes in West Lothian College for over 6 years. These were pastry lead classes working with complete novices. We would make items from scratch making sponges and biscuits then working up to more intermediate items such as choux pastry and macarons. In other classes we did cake decoration starting with coatings, covering and covering multiple techniques. The unit we covered was Craft Baking and I ensured candidates achieved this. Industry Experience I have worked in all sections of the kitchen as I feel it is important to understand the whole area before specialising. Once fully competent in this my love for the pastry section blossomed and I moved on to become Head Baker of 7 retail sites and then Head Pastry Chef for 3 restaurants. In both jobs I created desserts/bakes for all areas and trained my team when required, ensuring we kept up to date with current trends. Currently Currently I have also improved my own learning by achieving the Assessors Award and Profession Development Award SCQF Level 9. I am a Learning Assistant at Edinburgh College. My job is to assist the lecturer however they require. My main focus is to support any students who need it. An example of this could be re doing the demonstration with them 1 to 1 or reading out recipies/instructions to help with understanding. My position may be small but I take it very seriously as my passion is to teach. That has been my focus for many years and is the only career I want to strive for. I still work in industry at weekends and this keeps my skills current and up to date. It is vital to do this as we pass our skills on to the students. I work with other chefs and by sharing experiences/ideas we learn from each other and improve our own techniques. Again this is crucial when teaching as students deserve the best we can provide them so they can thrive when heading into industry. Focus My aim in the future is to become a full time Lecturer. I have worked incredibly hard to ensure my skill level is high, up to date and I am passionate about passing on this knowledge to others. By using good classroom management and building a rapport with the students, they will gain skills and confidence to be able to progress in to industry. This is the goal I will strive for and achieve. I will continuously improve my owns skills. This year with working online I have taught myself to use multiple platforms such at Prezi, Kahoot, Microsoft Forms, Microsoft Teams and OneNote. I have also digitised log books and assessments to help keep students engaged throughout the acedemic year and giving feedback/keep in touch became slightly easier. Focus By doing all this I can provide the best teaching possible so my students can thrive. https://www.freepik.com/free-photos-vectors/business">Business vector created by freepik - www.freepik.com https://www.freepik.com/free-photos-vectors/calendar">Calendar vector created by freepik - www.freepik.com https://www.freepik.com/free-photos-vectors/business">Business vector created by pikisuperstar - www.freepik.com https://www.freepik.com/free-photos-vectors/business">Business vector created by pikisuperstar - www.freepik.com https://www.freepik.com/free-photos-vectors/business">Business vector created by pikisuperstar - www.freepik.com https://www.freepik.com/free-photos-vectors/school">School vector created by pikisuperstar - www.freepik.com https://www.freepik.com/free-photos-vectors/background">Background vector created by pikisuperstar - www.freepik.com https://www.freepik.com/free-photos-vectors/business">Business vector created by macrovector - www.freepik.com Icon made by Freepik from www.flaticon.com Icon made by Eucalyp from www.flaticon.com Icon made by itim2101 from www.flaticon.com Designed by Next Interactive Presentations: https://www.nextinterativa.com/ <!-- Generator: Adobe Illustrator 22.0.0, SVG Export Plug-In --> <svg version="1.1" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:a="http://ns.adobe.com/AdobeSVGViewerExtensions/3.0/" x="0px" y="0px" width="774px" height="115.4px" viewBox="0 0 774 115.4" style="enable-background:new 0 0 774 115.4;" xml:space="preserve"> <style type="text/css"> .st0{fill:#FFFFFF;} .st1{fill:url(#SVGID_1_);stroke:#047391;stroke-width:0.3288;stroke-linecap:round;} .st2{fill:#F4C327;stroke:#006B33;stroke-width:1.3154;stroke-dasharray:1.9731,0.8221;} .st3{fill:none;stroke:#0060B6;stroke-width:0.6577;stroke-linecap:round;} .st4{fill:#FF7F00;stroke:#BF0000;stroke-width:0.1644;} .st5{fill:#60F475;stroke:#BF0000;stroke-width:0.1415;} .st6{fill:none;stroke:#006B33;stroke-width:0.283;stroke-linecap:round;} .st7{fill:#FF4000;}

Presentation for interview

Transcript: HEALTH Interview Pediatric nurse assistant Health Care Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO, 1948). Children Nurses provide expert care to the child while working with the family to address their concerns, fears, problems, and options. The job role of a pediatric nurse depends on the work setting, which might be a hospital, surgical center, doctor’s office, clinic, or other health care setting (GraduateNursingEDU.org). Multi-agency working is about providing a seamless response to individuals with multiple and complex needs. This could be as part of a multidisciplinary team or on an ad hoc basis. (SCIE.org.uk, 2010) Examples of this would be behaviour and education support teams (BESTs) and Youth Offending Teams (YOTs) (Gov.uk,2005). Multi-agency Working Multi-agency Working (community care, 2018) Multi-agency Working Benefits The benefits of working in a multi-agency way that was identified for children and their families. These centred on three main areas: improved services direct outcomes prevention. Improved access to services was commonly highlighted, as well as an improvement in children’s educational attainment and their access to education (Atkinson et al, 2002). The agencies that are involved, have advantages of multi-agency work which centres on offering them a broader perspective, a better understanding of the issues, and increased understanding, and improved interactions with, other agencies. For the individual professionals that are involved, on the one hand, working with professionals from other backgrounds was rewarding and stimulating. They commonly reported that their work alongside other professionals gave them a broad perspective and raised their awareness of the operation of other agencies (Atkinson et al, 2002). Challenges Challenges to Multi-agency Working There are eight key areas challenging to Multi agency working, these include fiscal resources which is low funding for services, roles and responsibilities which was adopted by thoses individuals working within multi-agency initiatives. competing individuals and agency priorities frequently cited as a challenge- this is a conflict between the aims of their agencies. non-fiscal resources - the impliaction of sustaining as well as developing multi-agency initiatives. Porr communication was recorded as a problem when working in a Multi- agency team as the communication between agencies was poor. professional and agency cultures- Another challenge to Multi-agency working with it being reported as having the potential to affect practice was the ‘agency culture’ within which practice took place. Management- The seventh challenge raised was how any single initiative is managed at strategic level. The last challenge of Multi- agency working is the training opportunities- This is missed opportunities for professional single-agency development delivered at ‘base’. (Atkinson et al 2005) Atkinson, M., Doherty, P., & Kinder, K. (2005). Multi-agency working. Journal of Early Childhood Research, 3(1), 7–17. doi:10.1177/1476718x05051344 Atkinson, M., Wilkon, A., Stott, A., Doherty, P., and Kinder, K. (2002) Multi-agency working: a detailed study. Community Care, (2018) Multi-agency workings failings hamper progress at "inadeqite" childrens services. Available at:https://www.communitycare.co.uk/2018/02/07/multi-agency-working-failings-hamper-progress-inadequate-childrens-services/ (Accessed:05.03.19) Challenging behaviour foundation, (2019) Behaviour support teams. Available at:https://www.challengingbehaviour.org.uk/understanding-behaviour/behaviour-support-teams.html (Accessed:05.03.19) Gov.uk (2005) Every child matters: Multi-agency working. Available at: https://www.gov.uk/government/publications/every-child-matters (Accessed: 03.03.19) Gov.uk, (2019) Yputh Offending Teams, Available at:https://www.gov.uk/youth-offending-team (Accessed:05.03.19) GratuateNursingEdu.org (2019) What does a peadiatic nurse do? Available at:https://www.graduatenursingedu.org/pediatric-nurse-practitioner/what-does-a-pediatric-nurse-do/ (Accessed: 03.03.19) World Health Organisation (1948) What is the WHO definition of health. Available at: https://www.who.int/suggestions/faq/en/ (Accessed: 01.03.19) Social Care Institute for Excellent (2010), Outcome statement 10: Multi-agency working, Available at:https://www.scie.org.uk/publications/nqswtool/multiagencyworking/ (Accessed:04.03.19) References References

Interview Template

Transcript: Why I am Most Deserving of 100% I am the most well balanced student Backup Plan I am the most deserving student to receive a 100% grade because of my exceptional balance and active participation in various aspects of life. My commitment to academics, hobbies such as puzzles and playing the flute, and participation in competitive baseball, including regular travel to the US for tournaments, reflects my dedication to excellence and a well-rounded approach to life. Mr. Forsyth, you consistently talk about a proper work life balance, and I do this better then any other student. I: Play Baseball for Barrie Elite, and get asked to go down to USA tourneys to help teams Am apart of Gifted an Enriched program at my high school Have a job where I practice teamwork Play the Flute Volunteer with the elderly at a retirement home serving food Volunteer with young children at baseball camps/clinics and lead them in activities Interview - Spencer Pathway #1 (Ideal Outcome): Program: Kinesiology School: University of British Columbia (UBC) Reasoning: UBC offers a renowned Kinesiology program with cutting-edge research facilities and a strong focus on exercise science, making it an ideal choice for pursuing a career in fitness and exercise. Prerequisites: High school biology, chemistry, and math courses, along with additional science electives. Relevant current courses: Biology, Chemistry, Math, Physical Education Relevant projected courses: Advanced Biology, Advanced Chemistry, Exercise Physiology, Anatomy and Physiology Link to info: kin.educ.ubc.ca Potential Cost: Tuition and living expenses at UBC can range from $25,000 to $40,000 per year, depending on residency status and program fees. Scholarships and financial aid options are available but may not cover the full cost. Notes: UBC's Kinesiology program aligns perfectly with my career goals in fitness and exercise. While attending UBC may come with a significant financial investment, the quality of education and opportunities for research and practical experience make it worth pursuing. Program: Fitness and Health Promotion School: Community College (e.g., Algonquin College) Reasoning: Community colleges offer practical, hands-on training in fitness and health promotion, providing a direct pathway to entry-level positions in the field. Prerequisites: High school diploma or equivalent Relevant current courses: Physical Education, Biology Relevant projected courses: Exercise Prescription, Nutrition for Fitness and Health, Personal Training Certification Preparation Link to info: https://www.algonquincollege.com/wellness-safety-community/program/fitness-and-health-promotion/ Potential Cost: Tuition and fees at community colleges are generally more affordable than universities, ranging from $3,000 to $6,000 per year for domestic students. Financial aid options and part-time work opportunities can help cover expenses. Notes: While pursuing a diploma at a community college may not offer the same depth of theoretical knowledge as a university degree, it provides practical training and certifications necessary for entry-level positions in the fitness industry. This pathway offers a more affordable alternative for gaining relevant skills and experience. Realistic Outcome Program: Human Kinetics School: University of Ottawa Reasoning: The University of Ottawa offers a reputable Human Kinetics program with a strong focus on exercise science and practical experience, making it a realistic choice for pursuing a career in fitness and exercise within Canada. Prerequisites: High school biology, chemistry, and math courses, along with additional science electives. Relevant current courses: Biology, Chemistry, Math, Physical Education Relevant projected courses: Exercise Physiology, Biomechanics, Motor Learning and Control, Health Promotion Potential Cost: Tuition and living expenses at the University of Ottawa for domestic students range from $7,000 to $15,000 per year, depending on the program and residency status. Financial aid and scholarships are available to help offset costs. Notes: The University of Ottawa's Human Kinetics program provides a solid foundation in exercise science and practical skills needed for a career in fitness and exercise. While it may not offer the same level of prestige as other institutions, its affordability and strong curriculum make it a practical choice. A comprehensive guide for my career interview T - True H - Hurtful I - Intentional N - Necessary K - Kind Online Presence Personal Inventory Why Are These Optimal Differenent personalities value different things, but 8 aspects I value most are: Curiosity and Creativity Flexibility and Adaptability Debating and Argumentation Independence and Autonomy Optimism and Enthusiasm Intellectual Stimulation Unconventionality Freedom of Expression Career Paths Twitter/X: https://twitter.com/SpencerM_2008 Instagram: https://www.instagram.com/spencerm_2008/ a) Social Media Fails: I ensure that my posts on social

Template for presentation

Transcript: ICEBERG Debt Monitoring and Analysis Division Deanne Patrick A. Rubio Date 1 Data Collection Data Collection Timeline Timeline Step 2 Release Step 1 Data Preparation Data Preparation Data Visualization Data Visualization Arranged the Data Arranged Data Analysis Data Analysis Data Presentation Data Storytelling "What we see often is only a fractional part of what it really is." Lesson "Creativity is thinking up new things. Innovation is doing new things." -Theodore Levitt Digest

Presentation for interview

Transcript: Morten Helsinghoff About me About me Born in 1982 (38) Married with Louise 13 years Daughter Josefine (10) Daughter Isabella (5) Lives in Borup, Denmark Morten Bøgegaard Helsinghoff My spare time My Spare time Whisky connoisseur Board games Nature walks American football Watching movies PC gaming PC Building Before varian Before varian Education Education Bachelor in Computer science and game development from Roskilde Business College Employment Employment 2008-2011 Mainframe operator at COOP Denmark (retail cooperation) 2011-2017 Continued in COOP as Service-desk employee with Incident handling and Situation management varian varian Year one DCPT Aarhus Nutanix installation Year one Tromsø v15 first in Scandinavia upgrade Year two VxRail Aarhus University installation, service and maintenance Year two Year three Year three Ethos installation Herlev VxRail service handover to customer Ethos service and maintenance integration Year four Identify installation Tromsø Year four Identify installation Juensuu Ethos Rigshospitalet installation Why me ? Why me? Thirst for knowledge Knack for self improvement Finds honor in helping my coworkers Cool head in complex situations Friendly demeanor Improving SDS Improving SDS Knowledge sharing

Presentation for interview

Transcript: Streamlining faith into NUS In 2013-14 we want to build on the success we’ve had over the past three years by continuing to support unions to implement the Hate Speech Guidance and develop the work that supports this including working to reduce discrimination and harassment; hate crime; sharing best practice; and increasing knowledge and understanding of the needs of students of faith, as well as increasing inter faith engagement. This will be done by: - Ensuring SUs are equipped to manage their responsibilities under charity legislation and able to implement the guidance on external speakers - Tackling student-targeted hate crime on campus and (far right) extremism in local communities - Improving the experiences of students’ of faith in further and higher education - Two research projects - Equality Act 2010 - Increased Islamophobia and Anti-Semitism - Increase in hate crime - Rise of the Far Right - Northern Ireland conflict escalating - International conflicts ongoing e.g. Israel/Palestine - PREVENT agenda has broadened but perceptions of it have not, though homegrown Islamic extremism is still defined as the biggest threat to the UK - an end to being funded from BIS and the Home Office's Preventing Violent Extremism budget - Students' Unions being awarded for their efforts to establish and maintain good campus relations - NUS/self funded project - a more inclusive and representative NUS - One Campus, Many Communities - creating a positive message on campus about pro-multiculturalism and diversity, not just faith - Challenge the rhetoric around International Students - Reconciling LGBT equalities and R&B equalities - Gender equality and Women's Rights - Increase representation in SUs and wider society - Hate crime, discrimination and harassment reporting - Hate Speech an implemented procedure not a political policy - Conflict resolution programme in partnership with external organisations Faith and Good Campus Relations Leadership through enthusiasm Action Orientated Innovator Internal NUS Group - Student involvement in the development of the project: Greater consultation on what their needs are and what wider outcomes they wish to see. - Knowledge of the volume of work currently happening in both the further and higher education sectors: There are institutions doing this work, often with the help of external organisations, who are not in contact with NUS about their work or being recognised for it. - Identify further best practice: Catalogue resources and search for examples of best practice through surveying Unions and their current practice. The NUS project was developed in response to a variety of concerns significant at the time it was framed, such as concerns about possible ‘radicalisation’ of students at further and higher education institutions. In addition, there was a need to respond to issues and challenges students’ unions and students of faith were experiencing including how to increase engagement with faith groups and respond to issues of discrimination, and sporadic tensions between different groups on campus, as well as nationally for example tensions between UJS and FOSIS Community Cohesion Management Style 2014 onwards - Understanding the complexity of faith and interfaith relations on campus. - Dealing with the political sensitivity around certain issues the project is concerned with. - Maintaining relationships with student faith groups and developing these with those less engaged with us. - Keeping up to date with the work currently happening with regards to interfaith relations in other sectors. Students' Union Quality Mark Liberation - London is the most religiously diverse region of the UK with the highest proportion of Muslims, Buddhists, Hindus and Jews (ONS - 2011 Census) - 38% staff identify as having a religion but only 3% are non- Christian (NUS Staff Survey 2012) - Less than 10% staff are 'Black' (NUS Staff Survey 2012) - NUS seeks Investors in Diversity Award (NUS People Strategy 2011-2014) - Religious Diversity and Anti-Discrimination Training for staff in all offices - Visits to places of worship - Informal learning through 'Shared experience' sessions looking at rites of passage staff undergo - Quiet space (which can also be used as prayer space) in the new NUS HQ building Current Climate 2009-2012 Project manager role 2013-2014 Since 2009, with funding from the Department for Business, Innovation and Skills (DBIS), NUS has taken a clear leadership role in delivering its responsibilities of supporting students’ unions to: - Understand the risks posed by some external speakers and how to mitigate against these risks - Understand their responsibilities in relation to the Prevent agenda - Respond to tensions between different student faith groups - Support student faith groups negotiate for improved services and gain acknowledgement from their institutions of their specific needs (particularly in relation to changing equality legislation), and - Increase interaction,

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