№ lp_2_3_14506
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Defines the responsibilities, essential functions, and reporting structure for a senior vocational rehabilitation counselor providing services remotely to deaf and hard of hearing consumers within the San Jose District.
Classification:
Senior Vocational Rehabilitation Counselor, Qualified Rehabilitation Professional
Job Title:
Senior Vocational Rehabilitation Counselor, Qualified Rehabilitation Professional
Position Number:
813-250-XXXX-XXX
Reports To:
TM/Staff Services Manager
IFLSA Status:
Non-Exempt
Division:
Vocational Rehabilitation Employment Division
Location:
San Jose District / may be housed in another DOR district
Primary Assignment:
Provide Vocational Rehabilitation Services to Deaf and Hard of Hearing and Generalist Consumers
Core Duties:
Determining VR eligibility, priority for services, development and amendments of IPE, determining successful employment outcome and case closure
Communication Requirements:
American Sign Language (ASL)
Service Scope:
Federal Title I Vocational Rehabilitation Services Program
Work Mode:
Remote with occasional in-person requirements
Essential Functions:
Counseling, team coordination, eligibility determination, community outreach, ASL interpretation, documentation
Marginal Functions:
Training, participation in workgroups
Document Type:
Duty Statement / Job Description
Price: 8 / 10 USD
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Year:
2023
Region / City:
Not specified
Topic:
Surface profile data specification
Document Type:
Technical specification
Organization / Institution:
Not specified
Author:
Alex Wright
Target Audience:
Stakeholders involved in surface profile surveys
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Year:
Not specified
Region / District:
M.U.S.D.
Subject:
Mathematics
Grade Level:
Grade 2
Document Type:
Curriculum overview
Educational Program:
RCD Units of Study
Content Structure:
Instructional units with chapters, standards, and duration
Standards Referenced:
2.OA, 2.NBT, 2.MD, 2.G
Assessment Schedule:
Assessment 1 (End of Quarter 1); Assessment 2 (End of Quarter 2); Assessment 3 (End of Quarter 3); Assessment 4 (End of Quarter 4)
Number of Instructional Units:
9
Total Duration:
Year-long curriculum plan
Included Topics:
Addition and subtraction, place value, money, time, graphing, measurement, shapes
Additional Elements:
Buffer weeks labeled “Time for a ‘Paws’”
Date:
20.7.2020
Auteur:
Amar DJERRAD
Pays:
Algérie
Parti politique:
RCD (Rassemblement pour la Culture et la Démocratie)
Mouvement:
Hirak
Type de document:
Article politique
Thématique:
Politique et alliances
Public cible:
Militants politiques, observateurs de la situation politique en Algérie, membres du RCD et du mouvement Hirak
Période:
2020
Contexte:
Les tensions internes du RCD et ses liens avec les islamistes de "Rachad"
Contexte historique:
Analyse politique post-2019, après le début du Hirak
Date de publication:
20.07.2020
Site web:
http://www.les7duquebec.net
Langue:
Français
Note:
Year
Year:
2025
Organization:
South African Medical Research Council (SAMRC)
Programme:
Mid-Career Scientist Programme
Document type:
Budget form
Currency:
ZAR
Funding duration:
3 years
Maximum funding:
R1,500,000 per year
Eligible expenses:
Personnel, consumables, equipment, conferences, travel
Conditions:
Funding contingent on progress and SAMRC approval
Target audience:
Mid-career researchers in South Africa
Year:
2024
Region:
Connecticut, USA
Topic:
Climate Smart Agriculture
Document Type:
Grant Application Narrative
Organization:
CT RC&D
Audience:
Farmers applying for grants
Pages:
Maximum 10 pages
Sections:
Introduction and Overview, Project Explanation, Project Budget, Project Impact, Project Timeline
Objectives:
Mitigation of climate change effects, adoption of sustainable farming practices, measurable environmental impacts
Required Tools:
COMET-Planner, EPA Greenhouse Gas Equivalency Calculator, Soil Test Results
Deadline:
Project completion within 12 months of contract execution, final report Summer 2026
Monitoring:
Semi-annual reports and site visits by CT RC&D and CT DoAG
Institution:
University of Nevada, Las Vegas
College:
Graduate College
Academic year:
2023–2024
Degree program:
Dual Degree Master of Public Health and Doctor of Medicine
Track:
Generalist Track
Delivery format:
Online
Type of document:
Plan of study form
Catalog reference:
2023–24 Graduate Catalog
Total credits required:
47
Required GPA for graduation:
3.00
Course level requirement:
Minimum 50 percent at the 700 level
Internship requirement:
School of Medicine internship
Culminating experience:
EOH 794
Source type:
University academic catalog and degree requirements form
UNLV Graduate College 2025-2026 Catalog PLAN OF STUDY - Part II Master of Public Health - Generalist
Year:
2025-2026
Region / City:
Las Vegas
Field:
Public Health
Document Type:
Academic Catalog
Institution:
University of Nevada, Las Vegas
Author:
Graduate College
Target Audience:
Graduate students in Public Health
Period of Effect:
2025-2026
Approval Date:
Not specified
Revision Date:
Not specified
Year:
2024-2025
Region / City:
Las Vegas
Field:
Public Health
Document Type:
Educational Catalog
Institution:
UNLV Graduate College
Author:
UNLV
Target Audience:
Graduate students in Public Health
Duration:
2024-2025
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2022–2023
Institution:
University of Nevada, Las Vegas
College:
Graduate College
Program:
Master of Public Health
Concentration:
Generalist
Degree level:
Graduate
Document type:
Plan of Study
Total credits required:
47
Required coursework credits:
20
Methods coursework credits:
6
Concentration coursework credits:
12
Elective coursework credits:
0–3
Internship credits:
3
Culminating experience credits:
3–6
Minimum GPA for graduation:
3.00
Course level requirement:
At least 50 percent at the 700 level
Submission system:
Grad Rebel Gateway
Academic policies reference:
UNLV Graduate Catalog
Year:
2022–2023
Institution:
University of Nevada, Las Vegas
College:
Graduate College
Program:
Master of Science in Nursing
Track:
Direct Entry – Generalist
Document type:
Plan of Study form
Academic level:
Graduate
Total required credits:
48
Core credits:
15
Required course credits:
32
Culminating experience credits:
1
Courses:
NURS 703; NURS 704; NURS 706; NURS 719R; NURS 730; NURS 502; NURS 505; NURS 520; NURS 513; NURS 519; NURS 731; NURS 727; NURS 761
Approval authority:
Graduate College
Submission system:
Grad Rebel Gateway
Minimum GPA requirement:
3.00
Academic policies referenced:
Graduate Catalog 2022–2023
Year:
2025
Region / City:
Farmersville, Texas
Topic:
Human Resources
Document Type:
Job Description
Organization / Institution:
City of Farmersville
Author:
City Manager
Target Audience:
Potential applicants for HR position
Effective Period:
Ongoing
Approval Date:
12-30-2025
Revision Date:
12-30-2025
Job Summary:
This document outlines the job responsibilities and requirements for the HR Generalist position in Farmersville, Texas.
Note:
Year
Subject:
Community services, migration support
Document Type:
Position Description
Organization / Institution:
Accessible Diversity Services Initiative Limited (ADSI)
Target audience:
Potential applicants for Settlement Generalist Worker role
Year:
Not specified
Region / City:
Not specified
Topic:
Human Resources, Church Ministry
Document Type:
Job Description
Organization / Institution:
UCFM Ministries
Author:
Not specified
Target Audience:
Church leadership staff
Period of Validity:
One year minimum
Approval Date:
Not specified
Date of Changes:
Not specified
Competence #1:
Demonstrate Ethical and Professional Behavior
Activities:
Keep notes on own behavior and thoughts during (or after) client meeting. Reflect on how personal assumptions impact professional conduct and interactions with clients. Keep reflective journal/log of professional development and challenges; discuss in supervision. Discuss needed areas of growth in supervision and work on strategies toward growth. Discuss appropriate roles and boundaries of a student intern with Field Instructor and other agency staff; practice behaviors that demonstrate commitment to appropriate roles and boundaries (e.g., not exchanging personal contact information with clients; being mindful of use of social media, etc.). Illustrate effective communication, either in chart notes, email professional memorandum, letters, and other written correspondence, as well as verbally and non-verbally. Join a professional social work organization (NASW for example) to gain familiarity with various social workers and social work roles in the community. Exhibit a professional attitude by arriving to the Field Practicum Site dressed appropriately, clean, smiling with a positive outlook, prepared mentally and emotionally to solve problems with staff and clients, and prepare to learn. Dress according to agency policy. Present to weekly supervision meetings prepared (Bring a list of topics/cases to discuss, report back on learning activities, share reflections from week, etc.) Consult with agency staff when appropriate to discuss social work-related issues. Discuss personal/ethical/value dilemmas with supervisor / Field Instructor and reflect on how they influence work with clients. Journal personal biases or judgments that may hinder appropriate behaviors and discuss managing the same with Agency Field Instructor, Faculty Field Liaison, and/or peer in practicum seminar. Identify agency and client ethical dilemmas caused by external factors (funding cuts, etc.) Discuss ethical behaviors and application of NASW Code of Ethics within the agency with Agency Field Instructor, Faculty Field Liaison, and/or peers during practicum seminar. Openly discuss ethical conflicts / situations with Field Instructor. Review and discuss additional ethical or governing policies which may impact the way in which the agency is able to provide services to its clientele (i.e., agency policies, Kansas Code, HIPPA, FERPA, FMLA, SSI, AHCA, etc.). Use an ethical decision-making model to work through a situation that presents an ethical dilemma; discuss in supervision. Staff cases at multidisciplinary meetings or with colleagues. Maintain accurate, respectful, and professional written client records (as appropriate). Be open to feedback from Field Instructor or other staff with regards to documentation. Identify and attend current community training sessions such as Continuing Education courses offered by local colleges or through NASW or other organizations offering training. Assist with or participate in local trainings or workshops relevant to agency issues.
Competency #2:
Engage Diversity and Difference in Practice:
Note:
Activities
Intern will demonstrate at least three ways that they are aware of the client’s culture and have attempted to be competent in engaging the client. Understands and adapts her/his practice to the needs of a range of populations. Directly seek information from clients on their values, goals, and views of successful functioning, and adapt interventions accordingly. Practicum student will participate and be an active member of peer supervision sessions with social work staff and peers, with diversity and cultural competence, spirituality, sexuality, ethics, grief, and trauma as the focus. Identify organizational policies and dynamics that affect client service, applying information gained in Advanced Year courses. Discuss with field instructor strategies to intervene within the organization. Increase cultural awareness and competence by adapting intervention strategies and identifying environmental barriers specific to your client to enhance the likelihood of positive outcomes. Practicum student will try to better understand the population by shadowing preventive service workers as they complete home visits; practicum student will then discuss with workers or with field instructor specific issues or problems clients are facing and explore relevance of issues of diversity and oppression. Practicum student will research the geography, diversity, politics as well as social and cultural grouping in their area, exploring the extent to which aspects of culture can oppress, alienate, or create privilege and power. Additionally, practicum student will reflect on his/her own personal privilege and power in supervision. Practicum student will explore and learn about their community through a social, political, and economic lens in order to understand the lived experience of people that the agency seeks to help; practicum student will learn about poverty economic and community development, racial and economic inequities and social injustice related to employment and access to power. Practicum student will collect, organize interpret client data while drawing on evidence-based practice knowledge as well as theories of human behavior, trauma informed care and human rights. Practicum student will understand the importance of differences in life experiences through working with diverse populations while keeping an open mind and explore related issues in supervision. Practicum student will recognize the extent to which cultures and particular values may oppress, alienate, or create power imbalanced in society through discussions with her supervisor when these issues arise, eliminating her own personal biases and advocating for the clients’ rights within diverse populations. Practicum student will research the cultural, economic, political, and historical influences on the community. Discuss with field instructor how this will occur.
Competency #3:
Advance Human Rights and Social, Economic, and Environmental Justice:
Activities Identify agency population being served and social policies that have created and/or continue to create oppressive circumstances for the life course of the individuals/group. Famil:
Engage in Practice-Informed Research and Research-Informed Pr
Year:
2025
Date Written:
November 2025
City:
Greenfield, Indiana
Department:
Human Resources
Position Title:
Human Resources Generalist
Employment Status:
Full-time
FLSA Status:
Non-exempt
Work Schedule:
8:00 a.m. – 4:00 p.m., Monday–Friday
Job Category:
COMOT (Computer, Office Machine Operation, Technician)
Organization:
City of Greenfield
Reporting To:
Human Resources Director
Education Requirements:
High school diploma or GED; Bachelor’s degree preferred
Experience Requirements:
2–4 years of human resources experience
Certifications:
PHR/SPHR or SHRM-CP/SCP preferred
License Requirement:
Valid driver’s license
Primary Responsibilities:
Recruitment, onboarding, policy administration, employee relations, compliance, documentation
Secondary Responsibilities:
Investigations, training, performance management, safety coordination, FMLA administration
Work Environment:
Standard office environment and vehicle travel
Physical Requirements:
Sitting, walking, keyboarding, lifting under 25 pounds, bending, reaching, visual and auditory acuity
Acknowledgement Section:
Applicant/Employee signature and date
Year:
2026
Region / City:
United States
Topic:
Human Resources / Employment
Document Type:
Job Posting
Organization:
Roehl Transport
Position:
HR Generalist
Experience Required:
Minimum 2 years in employee relations or HR generalist role
Education:
Bachelor’s degree preferred
Certifications:
SHRM-CP or SHRM-SCP preferred
Skills:
Employee relations, diversity and inclusion, performance management, talent management, learning & development, multi-state employment law knowledge
Number of Employees Supported:
Over 2,825 (drivers and driver support roles)
Company Awards:
ATA President’s Award (5 times), Forbes Magazine Best Mid-Sized Employer
Year:
2016
Region / City:
Bowling Green, Kentucky
Subject:
Social Work
Document Type:
Course Syllabus
Organization / Institution:
Western Kentucky University
Author:
Professor/Faculty Field Liaison
Target Audience:
MSW students
Period of Validity:
Fall 2016
Approval Date:
2016
Date of Changes:
N/A
Document type:
Workplace-based assessment form
Assessment method:
Case Based Discussion (CBD)
Training program:
Fellowship Training Program
Training component:
Core Generalist Training / Advanced Specialised Training
Discipline:
Not specified
Participants:
Candidate and assessor
Assessor roles:
Supervisor / Medical Educator / FACRRM / Other Specialist
Training post:
Not specified
Location:
Not specified
Case complexity levels:
Low / Medium / High
Patient information fields:
Problem, gender, age
Clinical components assessed:
Communication, history taking, physical examination, clinical management, professionalism, records
Evaluation scale:
Beginning / Progressing / Achieved / Exceeded
Assessment context:
Workplace-based clinical case review
Reference document:
Rural Generalist Curriculum and Fellowship Training Program Handbook