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Cc 5 14-13 - capital needs discussion
The document discusses the city's budget for Fiscal Year 2012-2013. It outlines capital projects funding of $1.7 million available for street reconstruction, drainage, and vehicle purchases. Two specific capital projects - Avenue P street and drainage improvements and a 2013 mill and overlay project - came in over budget. Revenues exceeded expenditures by $321,000. Ambulance fees of approximately $380,000 were adopted but not yet allocated. Staff recommends dedicating the ambulance fees to purchase software, a fire truck, and pay down debt on a new training center over the next three years.
Work place safety
Proper personal hygiene and keeping a clean workplace are important for safety. Employees should practice good lifting techniques by using their muscles instead of their back to avoid injury. Maintaining good housekeeping habits and learning proper workplace practices can help create a safer work environment.
Work place safety
The document provides safety tips for the workplace, emphasizing the importance of ensuring equipment is working properly, safety shields are in place, reading labels when using chemicals, keeping a clean workplace, practicing good lifting techniques, and learning proper workplace habits.
Superintendents meetingtodennis
The short quote discusses how people are constantly changing and improving or declining, but never staying the same. It encourages taking action to better oneself.
Teacher reflection i need to say
The document contains 5 short messages expressing gratitude and optimism about participating in future group activities and meetings. The messages acknowledge positive feelings from reconnecting with others, insight gained from past sessions, and a willingness to help continue progress on shared goals.
What skills do employers want
Employers value communication skills, the ability to work with others, self-motivation, and a willingness to learn according to multiple surveys. The surveys also found that employers look for reliability, determination, confidence, honesty, and problem-solving abilities in potential employees. While the wording differed between surveys, consistent themes emerged around desirable qualities like communication, teamwork, motivation, and integrity.
Think,rethink,reexamine
Career development is examined through thinking, rethinking, and reexamining one's perspective. Initial thoughts are discussed and reconsidered, with alternative views explored, leading to a revised understanding of career development after thoughtful reconsideration.
Cew inservice#1
This document outlines an inservice training for staff on February 1st, 2012. The big idea discussed is ensuring every student develops a postsecondary plan for after graduation involving tentative career choices and a high probability of success. The document also discusses peeragogy, a community of co-learners who help each other learn. Additionally, it mentions that identifying skills can build self-efficacy and finding passion, and that career development involves both skills and passion.
Recommended
Cc 5 14-13 - capital needs discussion
The document discusses the city's budget for Fiscal Year 2012-2013. It outlines capital projects funding of $1.7 million available for street reconstruction, drainage, and vehicle purchases. Two specific capital projects - Avenue P street and drainage improvements and a 2013 mill and overlay project - came in over budget. Revenues exceeded expenditures by $321,000. Ambulance fees of approximately $380,000 were adopted but not yet allocated. Staff recommends dedicating the ambulance fees to purchase software, a fire truck, and pay down debt on a new training center over the next three years.
Work place safety
Proper personal hygiene and keeping a clean workplace are important for safety. Employees should practice good lifting techniques by using their muscles instead of their back to avoid injury. Maintaining good housekeeping habits and learning proper workplace practices can help create a safer work environment.
Work place safety
The document provides safety tips for the workplace, emphasizing the importance of ensuring equipment is working properly, safety shields are in place, reading labels when using chemicals, keeping a clean workplace, practicing good lifting techniques, and learning proper workplace habits.
Superintendents meetingtodennis
The short quote discusses how people are constantly changing and improving or declining, but never staying the same. It encourages taking action to better oneself.
Teacher reflection i need to say
The document contains 5 short messages expressing gratitude and optimism about participating in future group activities and meetings. The messages acknowledge positive feelings from reconnecting with others, insight gained from past sessions, and a willingness to help continue progress on shared goals.
What skills do employers want
Employers value communication skills, the ability to work with others, self-motivation, and a willingness to learn according to multiple surveys. The surveys also found that employers look for reliability, determination, confidence, honesty, and problem-solving abilities in potential employees. While the wording differed between surveys, consistent themes emerged around desirable qualities like communication, teamwork, motivation, and integrity.
Think,rethink,reexamine
Career development is examined through thinking, rethinking, and reexamining one's perspective. Initial thoughts are discussed and reconsidered, with alternative views explored, leading to a revised understanding of career development after thoughtful reconsideration.
Cew inservice#1
This document outlines an inservice training for staff on February 1st, 2012. The big idea discussed is ensuring every student develops a postsecondary plan for after graduation involving tentative career choices and a high probability of success. The document also discusses peeragogy, a community of co-learners who help each other learn. Additionally, it mentions that identifying skills can build self-efficacy and finding passion, and that career development involves both skills and passion.
Skills companieswant
The document outlines 15 skills that are needed across all industries in today's workforce, including analytical thinking, creative problem solving, strong communication skills, proficiency with productivity software and some specialized software, multi-tasking abilities, public speaking skills, effective customer interaction, willingness to work flexible hours, strong collaboration skills, ability to work remotely, meet deadlines, manage email, and contribute to marketing.
Essential outcomes chart (2)
This document outlines essential learning outcomes that students should gain from beginning in school through higher education. It identifies four main categories of learning: knowledge of human cultures and the natural world; intellectual and practical skills; personal and social responsibility; and integrative and applied learning. Each category includes specific areas that students should demonstrate mastery in, such as inquiry, critical thinking, communication, civic engagement, and applying knowledge to complex problems. The learning outcomes were developed through consultation with hundreds of colleges and analysis of business and accreditation recommendations.
The six 21st century skills you really need
The blog post discusses 6 essential 21st century skills: [1] self-awareness, [2] asking questions, [3] empathic listening, [4] authentic conversation, [5] reflection, and [6] seeking and working with multiple perspectives. It argues that developing skills in these core areas provides great value and benefits for success in life and career, more so than other specialized skills. The post encourages readers to reflect on how well they have cultivated these 6 skills and how they can focus on improving them in the new year.
11 skills you need
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
1 cew inservice 2012 final
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
Futures fair handout ilc
The Futures Fair is an event held at Hatboro Horsham High School that connects students with professionals in the community. It aims to expose students to innovative careers and potential futures through hands-on interactions. Over 2000 students and 250 faculty members attended the most recent Futures Fair, themed around innovation and entrepreneurship. The fair is a collaboration between the school, local Chamber of Commerce, and Educational Foundation and features exhibits by professionals, colleges, and student projects. Its goal is to help students explore career options and understand the opportunities available locally.
Futures Fair
The document outlines Pennsylvania's career education and work standards for 21st century skills, including innovation, entrepreneurship, and various career clusters such as arts and business, health, engineering, human communication, finance, information technology, and human services. It provides video links for a two-part overview of these standards and skills.
Hannah hatborohandout
The document describes an e-portfolio called P.E.A.K.S.+ used by students at Hatboro-Horsham High School to reflect on themselves, their experiences, achievements, skills, interests, and goals. The portfolio is hosted on Wikispaces and contains pages addressing identity, resume, accomplishments, passions, career plans, and assessment results. It is designed to help students understand themselves and plan their transition after high school by presenting their profile to faculty, colleges, and employers.
Hannah hatboro
The document provides information about Sue Fox and her career. Sue Fox works for the Hatboro-Horsham School District as the Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator, and is also the Pathways Department Chair. She is involved in several regional and state educational efforts focused on career development and curriculum standards. The document emphasizes Sue Fox's passion for student learning and development, as well as her creativity, resourcefulness, and versatility in curriculum and program development.
Grant Writing Tips
This document provides tips for writing successful grant applications. It recommends defining the need you want the grant to address, researching how funding would help solve the problem, and modeling your program after ones with proven results. For the greatest chance of success, clearly outline the issue being addressed, how the need was determined, and how activities will impact the community while allowing results to be measured and the project sustained after funding ends. Research potential funders using the websites listed to find opportunities that align with your proposed work.
green futures fair
How a school district, chamber of commerce and educational foundation partnered to expose students to high priority occupations in the Delaware Valley.
Cew School Board Presentation
The document outlines 4 standards for career education and work: 1) Career Awareness and Preparation, 2) Career Acquisition (getting a job), 3) Career Retention and Advancement, and 4) Entrepreneurship. It also states that the CEW Standards require students to use 21st Century Skills and is titled the 2009-2010 Game Plan.
Phoenixville SD Inservice
The document summarizes the development of a senior internship program at a high school to engage seniors in learning through graduation. It discusses how the program started through researching other models, networking with community members, and establishing an advisory committee. The internship program now includes elements like identifying learning goals, research, interviews, reflection, and celebrations. Assessment shows interns do better academically and are more likely to complete college. In response, the school added support like pathways classes on self-awareness, goal setting, and personal finance, along with a student success center and pathways department to help students develop postsecondary plans.
My name is Sue Fox 2010
Sue Fox works as a Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator for the Hatboro-Horsham School District. She is passionate about focusing on what is best for students and their learning. She is also involved in several regional and state educational efforts. Sue Fox is looking for an opportunity to work in K-12 curriculum and seeks a school district committed to student success, 21st century skills, and inquiry-based learning.
Working Document-2009 Gov Inst Planning
This document contains the schedule for the 2009 Career Education and Work Governor's Institute held at the Pennsylvania College of Technology from June 15-19. The schedule outlines the daily planned activities, presentations, workshops and meals from 7:30am to 11:00pm each day. Topics included career development, student engagement, industry partnerships, and team planning sessions. Breakfast, lunch and dinner were provided each day by Le Jeune Chef with one picnic dinner on June 16.
Community Mentor Brochure-FAQ
Hatboro-Horsham student interns gain practical experience through an intentional learning experience, not a paid job. Students commit 8 hours per week on average over 10 weeks to their internship assignment. Typical interns are strong students exploring a career field through clearly defined projects and communication between the student, teacher-mentor, and host-mentor organization. Host organizations benefit from extra help on projects and a chance to mentor students.
My name is Sue Fox.
A presentation developed as a result of viewing Karla Wiles: Rethinking Resumes on Slideshare. I plan on using this presentation to challenge students to think differently about how they reflect on their strengths and experiences and on how they present themselves.
Student Success Center
The document outlines planned activities for a new Student Success Center that will provide academic counseling, career services, and space for small group meetings and activities to help students with rigor, relevance, and relationships. The Center will offer dual enrollment information, graduation project support, career counseling, luncheons, education research, representative visits, internship resources, and employment services. It aims to have a grand opening for the fall 2008 semester.
Pa Curriculum Framework
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
Overview Career Dev
The document provides an overview of several influential career development theories:
1. Ginzberg, Ginsburg, Axelrad and Herma Theory from 1951 proposes career choice is a developmental process through fantasy, tentative and realistic stages from preteen to young adulthood.
2. Super's Theory of Vocational Choice from 1954 describes six life and career stages and emphasizes the role of changing self-concept.
3. Holland's Career Typology from 1959 categorizes personalities and work environments to explain career choices.
4. Lent, Brown and Hackett's Social Cognitive Career Theory from 1987 focuses on how self-efficacy, expectations and goals shape career choices within social and economic contexts.
Azure Interview Questions and Answers PDF By ScholarHat
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Skills companieswant
The document outlines 15 skills that are needed across all industries in today's workforce, including analytical thinking, creative problem solving, strong communication skills, proficiency with productivity software and some specialized software, multi-tasking abilities, public speaking skills, effective customer interaction, willingness to work flexible hours, strong collaboration skills, ability to work remotely, meet deadlines, manage email, and contribute to marketing.
Essential outcomes chart (2)
This document outlines essential learning outcomes that students should gain from beginning in school through higher education. It identifies four main categories of learning: knowledge of human cultures and the natural world; intellectual and practical skills; personal and social responsibility; and integrative and applied learning. Each category includes specific areas that students should demonstrate mastery in, such as inquiry, critical thinking, communication, civic engagement, and applying knowledge to complex problems. The learning outcomes were developed through consultation with hundreds of colleges and analysis of business and accreditation recommendations.
The six 21st century skills you really need
The blog post discusses 6 essential 21st century skills: [1] self-awareness, [2] asking questions, [3] empathic listening, [4] authentic conversation, [5] reflection, and [6] seeking and working with multiple perspectives. It argues that developing skills in these core areas provides great value and benefits for success in life and career, more so than other specialized skills. The post encourages readers to reflect on how well they have cultivated these 6 skills and how they can focus on improving them in the new year.
11 skills you need
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
1 cew inservice 2012 final
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
Futures fair handout ilc
The Futures Fair is an event held at Hatboro Horsham High School that connects students with professionals in the community. It aims to expose students to innovative careers and potential futures through hands-on interactions. Over 2000 students and 250 faculty members attended the most recent Futures Fair, themed around innovation and entrepreneurship. The fair is a collaboration between the school, local Chamber of Commerce, and Educational Foundation and features exhibits by professionals, colleges, and student projects. Its goal is to help students explore career options and understand the opportunities available locally.
Futures Fair
The document outlines Pennsylvania's career education and work standards for 21st century skills, including innovation, entrepreneurship, and various career clusters such as arts and business, health, engineering, human communication, finance, information technology, and human services. It provides video links for a two-part overview of these standards and skills.
Hannah hatborohandout
The document describes an e-portfolio called P.E.A.K.S.+ used by students at Hatboro-Horsham High School to reflect on themselves, their experiences, achievements, skills, interests, and goals. The portfolio is hosted on Wikispaces and contains pages addressing identity, resume, accomplishments, passions, career plans, and assessment results. It is designed to help students understand themselves and plan their transition after high school by presenting their profile to faculty, colleges, and employers.
Hannah hatboro
The document provides information about Sue Fox and her career. Sue Fox works for the Hatboro-Horsham School District as the Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator, and is also the Pathways Department Chair. She is involved in several regional and state educational efforts focused on career development and curriculum standards. The document emphasizes Sue Fox's passion for student learning and development, as well as her creativity, resourcefulness, and versatility in curriculum and program development.
Grant Writing Tips
This document provides tips for writing successful grant applications. It recommends defining the need you want the grant to address, researching how funding would help solve the problem, and modeling your program after ones with proven results. For the greatest chance of success, clearly outline the issue being addressed, how the need was determined, and how activities will impact the community while allowing results to be measured and the project sustained after funding ends. Research potential funders using the websites listed to find opportunities that align with your proposed work.
green futures fair
How a school district, chamber of commerce and educational foundation partnered to expose students to high priority occupations in the Delaware Valley.
Cew School Board Presentation
The document outlines 4 standards for career education and work: 1) Career Awareness and Preparation, 2) Career Acquisition (getting a job), 3) Career Retention and Advancement, and 4) Entrepreneurship. It also states that the CEW Standards require students to use 21st Century Skills and is titled the 2009-2010 Game Plan.
Phoenixville SD Inservice
The document summarizes the development of a senior internship program at a high school to engage seniors in learning through graduation. It discusses how the program started through researching other models, networking with community members, and establishing an advisory committee. The internship program now includes elements like identifying learning goals, research, interviews, reflection, and celebrations. Assessment shows interns do better academically and are more likely to complete college. In response, the school added support like pathways classes on self-awareness, goal setting, and personal finance, along with a student success center and pathways department to help students develop postsecondary plans.
My name is Sue Fox 2010
Sue Fox works as a Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator for the Hatboro-Horsham School District. She is passionate about focusing on what is best for students and their learning. She is also involved in several regional and state educational efforts. Sue Fox is looking for an opportunity to work in K-12 curriculum and seeks a school district committed to student success, 21st century skills, and inquiry-based learning.
Working Document-2009 Gov Inst Planning
This document contains the schedule for the 2009 Career Education and Work Governor's Institute held at the Pennsylvania College of Technology from June 15-19. The schedule outlines the daily planned activities, presentations, workshops and meals from 7:30am to 11:00pm each day. Topics included career development, student engagement, industry partnerships, and team planning sessions. Breakfast, lunch and dinner were provided each day by Le Jeune Chef with one picnic dinner on June 16.
Community Mentor Brochure-FAQ
Hatboro-Horsham student interns gain practical experience through an intentional learning experience, not a paid job. Students commit 8 hours per week on average over 10 weeks to their internship assignment. Typical interns are strong students exploring a career field through clearly defined projects and communication between the student, teacher-mentor, and host-mentor organization. Host organizations benefit from extra help on projects and a chance to mentor students.
My name is Sue Fox.
A presentation developed as a result of viewing Karla Wiles: Rethinking Resumes on Slideshare. I plan on using this presentation to challenge students to think differently about how they reflect on their strengths and experiences and on how they present themselves.
Student Success Center
The document outlines planned activities for a new Student Success Center that will provide academic counseling, career services, and space for small group meetings and activities to help students with rigor, relevance, and relationships. The Center will offer dual enrollment information, graduation project support, career counseling, luncheons, education research, representative visits, internship resources, and employment services. It aims to have a grand opening for the fall 2008 semester.
Pa Curriculum Framework
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
Overview Career Dev
The document provides an overview of several influential career development theories:
1. Ginzberg, Ginsburg, Axelrad and Herma Theory from 1951 proposes career choice is a developmental process through fantasy, tentative and realistic stages from preteen to young adulthood.
2. Super's Theory of Vocational Choice from 1954 describes six life and career stages and emphasizes the role of changing self-concept.
3. Holland's Career Typology from 1959 categorizes personalities and work environments to explain career choices.
4. Lent, Brown and Hackett's Social Cognitive Career Theory from 1987 focuses on how self-efficacy, expectations and goals shape career choices within social and economic contexts.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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