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In order to meet the needs of oversea students, scholars and teachers who are interested in Chinese language and literature, China philosophy and History, Confucius Institute Headquarters/Hanban (hereinafter referred to as Hanban) launches the “Confucius Institute Scholarship” program to provide financial aid for students, scholars and Chinese language teachers worldwide to proceed to a Master’s degree in Teaching Chinese to Speakers of Other Languages (MTCSOL) in Chinese universities (hereinafter referred to as "host institutes"), or study in such majors or minors as Chinese Language and Literature, Chinese History and Chinese Philosophy. I. Scholarship Category and Application Requirement The category of scholarship of 2013 includes Scholarship for Students of Master's Degree in Teaching Chinese to Speakers of Other Languages （ MTCSOL ） , Scholarship for Students of One-Academic-Year + MTCSOL, Scholarship for One-Academic-Year Students, and Scholarship for One-Semester Students. Applicants shall be non-Chinese citizens in good health. 1. Scholarship for Students of MTCSOL The scholarship is provided to outstanding students of Confucius Institutes (Classrooms), overseas local Chinese language teachers, outstanding performers on HSK exams, winners of the "Chinese Bridge” Chinese Proficiency Competitions for Foreign College Students and for Foreign High School Students, and outstanding graduates of Chinese language across the world for taking the MTCSOL degree. The scholarship winner shall begin the study in autumn 2013, and the grant will cover two academic years. Applicants are required to have bachelor degrees or its equivalent with a score of at least 180 on the HSK (level 5) and a score of at least 50 on the HSKK (intermediate level), and make a written commitment stating that he/she will be engaged in Chinese language teaching for at least 5 years after graduation. Applicants with 2|Page specific teaching posts arranged will be given admission priority (certification by the institution he/she will teach for is required). Hanban will provide support for outstanding graduates to return to their countries to teach. 2. Scholarship for Students of One-Academic-Year + MTCSOL The scholarship is provided to Confucius Institute students from Africa and Latin America regions who would like to engage in the Chinese language teaching. Applicants shall sign agreements with the Confucius Institute or institutes to which they will be providing teaching services. Applicants are required to have bachelor degrees or its equivalent with a score of at least 180 on the HSK (level 3) and a score of at least 60 on the HSKK (primary level). Those who pass the first-academic-year assessment and score at least 180 on the HSK (level 5) can continue to study in China for the Master’s Degree in Teaching Chinese to Speakers of Other Languages. Hanban will provide support for graduates returning to their countries to teach Chinese language by recruiting them as local teachers and providing wage subsidies, ...
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Decision on the Re-Filed Request of Rhode Island College for a Bona Fide Occupational Qualification for Two Positions of Housekeeper INTRODUCTION On November 21, 2007, the Rhode Island Commission for Human Rights (hereafter the Commission) received a request from Rhode Island College (hereafter RIC) that it certify a gender-specific bona fide occupational qualification (hereafter BFOQ) for each of the two positions of housekeeper at RIC's Recreation Center. Specifically, RIC requested BFOQs that would allow it to advertise for, and hire, one man and one woman for two positions of housekeeper at the Recreation Center. A notice of a public hearing was published in the Providence Journal on January 10, 2008. A public hearing was held on February 4, 2008. Commissioners Camille Vella-Wilkinson, Alberto Aponte Cardona and Nancy Kolman Ventrone were present at the hearing. Several individuals presented their views with respect to the BFOQ request at the hearing. The Commission also received a written submission with respect to the request. On February 29, 2008, the Commission issued a Decision denying RIC's request for certification of BFOQs based on gender for two positions of housekeeper "at this time". Decision On the Request of Rhode Island College for a Bona Fide Occupational Qualification for Two Positions of Housekeeper (hereafter BFOQ Decision I), p. 7. On March 31, 2008, the Commission received RIC's request to re-file its request for BFOQs and provide additional information. The Commission granted RIC's request and set a public hearing date of May 30, 2008. At the hearing on May 30, 2008, Commissioners Camille Vella-Wilkinson, Alberto Aponte Cardona and Nancy Kolman Ventrone were present. RIC submitted additional evidence and argument. Several individuals presented their views with respect to the re-filed BFOQ request at the hearing. FINDINGS OF FACT1 1. RIC is a college. It has a Recreational Center which is open to RIC students and employees. The former President of RIC, John Nazarian, directed that the facilities of 1 These findings of fact are based on the evidence presented in both hearings. Given the additional evidence presented in the hearing on May 30, 2008, these findings of fact are different, in some instances, than the findings of fact made in the BFOQ Decision I. the Recreation Center also be available to the community. It is utilized by, among others, older individuals and children. During the summer, it is used for programs serving children, including the Special Olympics. 2. The Recreation Center has separate locker rooms for men and women. Each locker room consists of a large open area. The toilet and shower facilities are within this same area. There are currently no walls, dividers or curtains that separate the dressing room area into discrete sections. Individuals utilize the locker room to change clothes and shower, so there are generally individuals in various stages of undress in the locker rooms. 3. The patrons of the Recreation Center have a legitimate privacy interest in not being viewed by a member of the opposite sex while they use the locker rooms. 4. The Recreation Center is used from 7:00 a.m. to 11:00 p.m. during the week. It is open for limited hours during the weekend, unless an outside group is utilizing it. There is a vacancy in the "day time" shift. The collective bargaining agreement that covers the housekeepers constrains RIC's ability to fill the positions by sex. 5. In its original BFOQ request letter, RIC maintained: The way the Center is constructed we are not able to close off part of the men's or women's locker rooms for routine maintenance/cleaning during the course of our 16 hours of operation (7:00 a.m. – 11:00 p.m.) It is during these times that men and women use their respective showers, lockers and restrooms. 6. RIC asserted that temporary closures of the locker room to allow periodic cleaning and monitoring by an opposite sex housekeeper would be a burden on the patrons. 7. The duties of the housekeepers at the Recreation Center include cleaning the bathroom, shower and locker areas. Further, there are occasions when a housekeeper must respond to unexpected needs for immediate cleaning of the bathrooms and showers, such as when something has broken on the floor or when an unsanitary condition develops in the bathrooms. RIC housekeepers do not maintain records of time spent on various tasks in the Recreation Center. There is one full cleaning of each locker room per day which takes from forty (40) minutes to two hours. Housekeepers are directed to walk through the locker rooms and restrooms approximately every hour during the daytime shift. The time spent on additional cleaning varies; the housekeepers try to "dry up" the areas after each scheduled group utilizes the locker rooms during the daytime shift. 8. RIC representatives credibly testified as to the safety, health and liability concerns if a locker room at the Recreation Center were not cleaned on a ...
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As you pursue teaching positions, you may be asked by hiring school district personnel to provide multiple items for their review. One very important document frequently requested is a resume. This document should be well written as it serves as your chief marketing tool. Think about the hundreds of resumes a school district may have on file. What is going to make your resume stand out? How can you sway school personnel to grant you an interview when there are often multiple candidates with comparable qualifications? This is your challenge. When school district recruitment personnel begin to screen resumes for open positions, a reader may spend as little as 20-30 seconds skimming your resume (not reading) at first. Increasingly, a computer is scanning your resume to search for job specific “buzz words.” Either way, it is imperative that pertinent information stand out. Effective resumes adhere to simple guidelines such as: beginning with the most important material, starting phrases with action verbs and/or including important job specific jargon, being consistent in your job descriptions, and eliminating all spelling/grammatical errors. If you pass the “scan test” (human eyes or computer), it is likely that someone will return to your resume for a more thorough review. Your resume must present your skills and qualifications in a way that best “sells” you to the employer. While each candidate is unique and may choose to use a different format, certain basic categories are important to include: Heading Name and contact information belongs at the top. List the best way(s) an employer can reach you (keep it simple and professional; i.e. proper email address, voice mail message, etc.). Objective Keep it concise. Identify the content area(s) or grade(s) you are certified to teach. Include mention of any extracurricular activities you are willing to direct or assist, such as coaching or advising student organizations. Education For the current student, recent graduate or new educator, education follows the job objective on a resume (the education section will come at the end of your resume once you’ve been working in the field for a few years). List college information with the most recent degree first. Include the degree earned, institution, major/minor/concentration/discipline, graduation date, and gpa (if desired). If you have unique educational experiences such as study abroad, you may want to include these here. It is not necessary that you list institutions attended for short periods of time (e.g. summer classes). This information will be asked for on employment applications (and transcripts will reflect this). Experience Hiring school district administrators want to know if you can teach. What have you done? This part of the resume is by far the most important to those screening resumes. It may make sense to break your experiences into separate categories (e.g. student teaching experience, methods experience, practicum experience, tutoring, etc.). Use whatever format works best for you. For related work, list the school/district, location,...
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