Sep 23, 2014 - Your training is going to provide you with the opportunity to learn everything you will need to know to be a very successful baker. It is up to you. As mentioned before, one of the goals of the bakery training course is to understand the proper handling and use of the ingredients. This is one of the main objectives of this section on ingredients. Wed like to see a context-menu entry for locking and Baker Hughes Training Manual folders directly from Windows, which would make BuduLock more versatile.
Baker Rodrigo Ocumpaugh Monitoring Protocol (BROMP) Baker Rodrigo Ocumpaugh Monitoring Protocol (BROMP) BROMP is a protocol for Quantitative Field Observations (QFOs) of student affect and behavior. It has also been used to code teacher behaviors. BROMP is currently in version 2.0.
BROMP was first developed by and. BROMP is now led in the United States.
BROMP is a holistic coding procedure that has been used in thousands of hours of field observations of students from kindergarten to undergraduate populations. It has been used for several purposes, including to study the engagement of students participating in a range of classroom activities (both activities involving technology and more traditional classroom activities) and to obtain data for use in developing automated models of student engagement with. A range of coding schemes have been used with the BROMP protocol. Students are observed individually, in a pre-determined sequence in order to avoid bias towards more interesting classroom activities.
Observers have up to 20 seconds to determine which behavior and which affective state a student is exhibiting, but they record only the first of each. Additional information about BROMP is available through our training manual: Ocumpaugh, J., Baker, R.S., Rodrigo, M.M.T. (2015) Baker Rodrigo Ocumpaugh Monitoring Protocol (BROMP) 2.0 Technical and Training Manual. Technical Report. New York, NY: Teachers College, Columbia University. Manila, Philippines: Ateneo Laboratory for the Learning Sciences.
Using the BROMP coding scheme is facilitated by the HART Android app, available free of charge for non-commerical or academic use. HART can be obtained from or as part of the GIFT distribution from the U.S.
Army Research Laboratory. BROMP Certification To date, over 150 people have obtained official certification as BROMP-certified coders. The training to become a BROMP-certified coder takes approximately one day on-site, and BROMP-certified coders can train and certify other individuals.
Achieving BROMP certification involves obtaining inter-rater agreement of over 0.6 (Cohen's Kappa) in field settings with a previously certified coder. For more information on arranging BROMP certification, please contact. BROMP certification is now available in the USA, Philippines, India, and England. Publications BROMP has been used in many peer-reviewed publications.
Some examples are given below. (This list is somewhat out of date) Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z. (2004) Off-Task Behavior in the Cognitive Tutor Classroom: When Students 'Game The System'. Proceedings of ACM CHI 2004: Computer-Human Interaction, 383-390. Baker, R.S., Corbett, A.T., Koedinger, K.R. (2004) Detecting Student Misuse of Intelligent Tutoring Systems. Proceedings of the 7th International Conference on Intelligent Tutoring Systems, 531-540.
Baker, R.S., Corbett, A., Koedinger, K., Roll, I. (2005) Detecting When Students Game The System, Across Tutor Subjects and Classroom Cohorts. Proceedings of User Modeling 2005, 220-224.
Baker, R.S., Roll, I., Corbett, A.T., Koedinger, K.R. (2005) Do Performance Goals Lead Students to Game the System?
Proceedings of the International Conference on Artificial Intelligence and Education (AIED2005), 57-64. Finalist for Best Paper Award Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, S.E., Roll, I., Wagner, A.Z., Naim, M., Raspat, J., Baker, D.J., Beck, J.
(2006) Adapting to When Students Game an Intelligent Tutoring System. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 392-401. Won Best Paper Award Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Roll, I. (2006) Generalizing Detection of Gaming the System Across a Tutoring Curriculum.
Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 402-411. Finalist for Best Paper Award Baker, R.S.J.d. (2007) Modeling and Understanding Students' Off-Task Behavior in Intelligent Tutoring Systems. Proceedings of ACM CHI 2007: Computer-Human Interaction, 1059-1068.
Honorable Mention for Best Paper Award Baker, R.S.J.d., Rodrigo, M.M.T., Xolocotzin, U.E. (2007) The Dynamics of Affective Transitions in Simulation Problem-Solving Environments. Proceedings of the Second International Conference on Affective Computing and Intelligent Interaction.
Rodrigo, M.M.T., Baker, R.S.J.d., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sevilla, L.R.S., Sugay, J.O., Tep, S., Viehland, N.J.B. (2007) Affect and Usage Choices in Simulation Problem Solving Environments.
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Proceedings of Artificial Intelligence in Education 2007, 145-152. Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R. (2008) Developing a Generalizable Detector of When Students Game the System. User Modeling and User-Adapted Interaction, 18, 3, 287-314. Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., Koedinger, K. (2008) Why Students Engage in 'Gaming the System' Behavior in Interactive Learning Environments.
Journal of Interactive Learning Research, 19 (2), 185-224. Rodrigo, M.M.T., Anglo, E.A., Sugay, J.O., Baker, R.S.J.d. (2008) Use of Unsupervised Clustering to Characterize Learner Behaviors and Affective States while Using an Intelligent Tutoring System. Proceedings of International Conference on Computers in Education, 49-56. Rodrigo, M.M.T., Baker, R.S.J.d., d'Mello, S., Gonzalez, M.C.T., Lagud, M.C.V., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sugay, J.O., Tep, S., Viehland, N.J.B. (2008) Comparing Learners' Affect While Using an Intelligent Tutoring Systems and a Simulation Problem Solving Game.
Proceedings of the 9th International Conference on Intelligent Tutoring Systems, 40-49. Rodrigo, M.M.T., Rebolledo-Mendez, G., Baker, R.S.J.d., du Boulay, B., Sugay, J.O., Lim, S.A.L., Espejo-Lahoz, M.B., Luckin, R.
(2008) The Effects of Motivational Modeling on Affect in an Intelligent Tutoring System. Proceedings of International Conference on Computers in Education, 57-64. Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A.T., Koedinger, K.R. (2009) Educational Software Features that Encourage and Discourage 'Gaming the System'. Proceedings of the 14th International Conference on Artificial Intelligence in Education, 475-482. Honorable Mention for Best Paper Award Rodrigo, M.M.T., Baker, R.S.J.d.
(2009) Coarse-Grained Detection of Student Frustration in an Introductory Programming Course. Proceedings of ICER 2009: the International Computing Education Workshop.
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Rodrigo, M.M.T., Baker, R.S., Jadud, M.C., Amarra, A.C.M., Dy, T., Espejo-Lahoz, M.B.V., Lim, S.A.L., Pascua, S.A.M.S., Sugay, J.O., Tabanao, E.S. (2009) Affective and Behavioral Predictors of Novice Programmer Achievement. Proceedings of the 14th ACM-SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, 156-160. Baker, R.S.J.d., D'Mello, S.K., Rodrigo, M.M.T., Graesser, A.C. (2010) Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners' Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68 (4), 223-241.
Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S. (2010) Comparing Disengaged Behavior within a Cognitive Tutor in the USA and Philippines. Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems, 263-265. Baker, R.S.J.d., Moore, G., Wagner, A., Kalka, J., Karabinos, M., Ashe, C., Yaron, D. (2011) The Dynamics Between Student Affect and Behavior Occuring Outside of Educational Software. Proceedings of the 4th bi-annual International Conference on Affective Computing and Intelligent Interaction.
Rodrigo, M.M.T., Baker, R.S.J.d. (2011) Comparing Learners' Affect While Using an Intelligent Tutor and an Educational Game. Research and Practice in Technology Enhanced Learning, 6 (1), 43-66. San Pedro, M.O.C., Rodrigo, M.M., Baker, R.S.J.d. (2011) The Relationship between Carelessness and Affect in a Cognitive Tutor. Proceedings of the 4th bi-annual International Conference on Affective Computing and Intelligent Interaction.
Baker, R.S.J.d., Gowda, S.M., Wixon, M., Kalka, J., Wagner, A.Z., Salvi, A., Aleven, V., Kusbit, G., Ocumpaugh, J., Rossi, L. (2012) Sensor-free automated detection of affect in a Cognitive Tutor for Algebra.
Proceedings of the 5th International Conference on Educational Data Mining, 126-133. Hershkovitz, A., Baker, R.S.J.d., Gobert, J., Kauffman-Rogoff, Z., Wixon, M. (2012) Student Attributes, Affective States, and Engagement in Science Inquiry Microworlds. Paper presented at The European Association for Research on Learning and Instruction (EARLI) SIG 20 Conference. Hershkovitz, A., Baker, R.S.J.d., Gobert, J., Nakama, A. (2012) A Data-driven Path Model of Student Attributes, Affect, and Engagement in a Computer-based Science Inquiry Microworld.
Proceedings of the International Conference on the Learning Sciences. Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S., San Pedro, M.C.Z. (2012) The Effects of an Interactive Software Agent on Student Affective Dynamics while Using an Intelligent Tutoring System.
IEEE Transactions on Affective Computing, 3 (2), 224-236. Pardos, Z.A., Baker, R.S.J.d., San Pedro, M.O.C.Z., Gowda, S.M., Gowda, S.M. (2013) Affective states and state tests: Investigating how affect throughout the school year predicts end of year learning outcomes. Proceedings of the 3rd International Conference on Learning Analytics and Knowledge, 117-124. Baker, R.S.J.d., Ocumpaugh, J.L., Gowda, S.M., Gowda, S.M., Heffernan, N.T. (2013) Ensuring Reliability of Educational Data Mining Detectors for Diverse Populations of Learners.
Presentation at CREA: Center for Culturally Responsive Evaluation and Assessment: Inaugural Conference. Published as Extended Abstract. Rodrigo, M.M.T., Baker, R.S.J.d., Rossi, L. (in press) Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA. To appear in Teachers College Record. Godwin, K.E., Almeda, M.V., Petroccia, M., Baker, R.S., Fisher, A.V.
(in press) Classroom activities and off-task behavior in elementary school children. Poster paper. To appear in Proceedings of the Annual Meeting of the Cognitive Science Society. Hershkovitz, A., Baker, R.S.J.d., Moore, G.R., Rossi, L.M., van Velsen, M. (in press) The Interplay between Affect and Engagement in Classrooms Using AIED Software. To appear in Proceedings of the 16th International Conference on Artificial Intelligence and Education. Ocumpaugh, J., Baker, R.S.J.d., Gaudino, S., Labrum, M.J., Dezendorf, T.
(in press) Field Observations of Engagement in Reasoning Mind. To appear in Proceedings of the 16th International Conference on Artificial Intelligence and Education.
Sugar Shoes Bakery Manual 12.2014. 1.
Sugar Shoes Bakery EMPLOYEE HANDBOOK Prepared By: Kathleen Haupt, Owner and Proprietor 12/2014 NOTE: The content of this manual does not constitute nor should it be construed as a promise of employment or as a contract between Sugar Shoes Bakery and any of its employees. Sugar Shoes Bakery at its option, may change, delete, suspend, or discontinue parts or the policy in its entirety, at any time without prior notice. Effective Last printed 8:21 A.M. 2 TABLE OF CONTENTS 1. INTRODUCTION 1.1 WELCOME 3 1.2 COMPANY HISTORY 3 1.3 COMPANY OBJECTIVE AND CODE OF CONDUCT 3 2. EMPLOYEE DEFINITION AND JOB DESCRIPTIONS 2.1 MANAGER 4 2.2 ASSISTANT MANAGER 5 2.3 APPRENTICE BAKER 6 2.4 COUNTER ATTENDANT 7 2.5 DISHWASHER/ CUSTODIAL 8 3. PAID TIME OFF POLICY 3.1 PAID HOLIDAY SCHEDULE 9 3.2 SICK TIME POLICY/PERSONAL LEAVE POLICY 9 3.3 JURY DUTY POLICY 10 3.4 WEATHER-RELATED AND EMERGENCY-RELATED CLOSINGS 10 4.
DRESS CODE AND CODE OF CONDUCT 4.1 DRESS CODE 11 4.2 CODE OF CONDUCT 11 5. PAY/ SALARY POLICY 5.1 SALARY AND HOURLY WAGES POLICY 12 5.2 PERFORMANCE AND SALARY REVIEWS 12 5.3 OVERTIME POLICY 13 5.4 PAYROLL AND PAY DAYS 16 5.5 OPPORTUNITIES FOR ADVANCEMENT- PROGRESSION AND PROMOTION 16 6. TERMINATION POLICY 6.1 POLICY FOR TERMINATION 16 7. SHORT TERM AND LONG TERM DISABILITY POLICY 7.1 SHORT TERM DISABILITY POLICY/ LONG TERM DISABILITY POLICY 17 8.
COMPANY BENEFITS 8.1 HEALTH, VISION, AND DENTAL BENEFITS 19 9. LEGAL INFORMATION 9.1 AMERICANS WITH DISABILITY ACT 20 9.2 EEOC GUIDELINES 21 9.3 SEXUAL HARRASSMENT 22 9.4 MATERNITY LEAVE 24 10. AWKNOWLEDGEMENT 10.1 AWKNOWLEDGEMENT SIGNATURE PAGE 25.
3 INTRODUCTION This document has been developed by Kathleen Haupt, Owner and Proprietor, in order to familiarize employees of Sugar Shoes Bakery and provide information about working conditions, key policies, procedures, and benefits affecting employment at Sugar Shoes Bakery. 1.1WELCOME Welcome to Sugar Shoes Bakery! I am happy to have you as a new member of our team. 1.2HISTORY I started this company in my personal kitchen with my own girl’s birthday cakes and cupcakes for their friends. I found that I enjoyed making cakes, and that I was very good. I decided to make cakes and cupcakes for friends, and they too enjoyed the goodies I made. I went to business school a few years later so that I would have the other skills I needed to make this business successful.
1.3 COMPANY OBJECTIVE AND CODE OF CONDUCT The mission of Sugar Shoes Bakery is to spread smiles all over our community one cupcake at a time. Superb quality in my products and great service is very important to me. I expect your best customer service every day. When we treat our fellow employees and our customers with respect we make our work place a better place. Foul and derogatory language, aggressive behavior, gossiping and back biting will not be tolerated. My goal is to create a happy and healthy work environment where everyone can succeed.
4 EMPLOYEE DEFINITION AND JOB DESCRIPTIONS 2.1 MANAGER The duties of the Manager include the following: The manager will handle all new hire procedures; Interviews, orientation and all paperwork required for new hires. Confirm availability for work schedules Enforce all company policies including pay schedules, work schedules, and the dress code. Gathering of time cards and tallying hours worked for pay. They will also be responsible for the 6 month employee reviews.
Following the semi-annual review the manager will advise the owner on all employee status. They will then be responsible to terminate problem employees. The manager will also make themselves available to the counter attendant if there is a line of customers more than 2, answering phones if counter attendant is assisting customers, and assisting with order taking.
The manager will be responsible for the store orders. This includes; Ordering the supplies for the bakery supplies and ingredients Ordering the service and paper supplies, and the cleaning supplies Receipt and signing for all store orders upon delivery. Responsible for all invoices, and the end of day receipts. (These receipts and invoices will need to be collected and sorted for the accountant. Included in these papers is the daily sorting of the stores mail. Bills, such as electric and water bills, will need to be added to the invoices sent to the accountant.) The daily sales and receipts will need to be tallied and monies prepared for bank deposits. 5 2.2 ASSISTANT MANAGER The Assistant Manager will “assist” the manager in all daily duties, as well as; Write daily schedule for all hourly employees.
Manage daily work assignments for scheduled employees. Balance time off calendar for employees Mark all incoming ingredients with 'fresh dates' Refrigerate all cold ingredients and store all others in their appropriate places.
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Assist in front of store duties with managing customers, taking orders, answering phones, etc.