Go to www.apexsystems.com or www.apexlifesciences.com Once your User Account is set up, you will also access this website to sign in to the Contractor Home Page.
The contractor ID number can be found on the top of your paycheck stub, located in your myapex account. If you are creating an account and do not know this number, please contact your recruiter or contractor care for further assistance.
No. The email is a confirmation only. You will customize your Apex User ID and Password. Once you have successfully created your account, you may sign in.
Please go to www.apexsystems.com or www.apexlifesciences.com. In the upper right corner of the page, you will see "My Apex Sign In". Under resources you will see a link that says “I forgot my password”. You will be required to provide your contractor ID number, the last 4 of your social security number, your date of birth, and the first two letters of your last name. The new password will be sent to the email address we have on file.
What do I do if I need to enter a Mileage (MIL) Time Record Code (TRC) and it does not exist in the TRC drop down box?
Do I need to enter hours and expenses daily or may I enter total amounts on any day, like Travel (TRV) - a hotel bill for an entire week?
The Time Entry system is designed to record hours worked and expenses incurred each day by day of the week worked. However, there are circumstances where it makes most sense to enter a bill in a lump sum. (For example, a hotel bill covering more than 1 day may be entered on the final day that the bill covers). Be advised that there are edits with limits per day for certain expenses.
My employment with Apex Systems, Inc. is terminating at the end of the current week; will I be able to enter my hours and expenses?
Exemption from overtime status is determined by the Job Title assigned. There are certain exceptions, contact your Apex Representative for further explanation.
You must contact your Apex Representative immediately. Apex pay periods begin on Sunday and end on Saturday. Contractors have access to the current week through 11:59pm ET on the following Sunday. After each Sunday at 11:59pm ET, any hours not entered for the previous week, will not be paid without special arrangements made through your Apex Representative.
No. Apex pay periods begin on Sunday and end on Saturday. Contractors have access to the current week through 11:59pm ET on the following Sunday. After each Sunday at 11:59pm ET, any hours not entered for the previous week will not be paid without special arrangements made through your Apex Representative.
Currently Contractors only have access to change the Emergency Contact data. All other changes must be made through your Apex Representative.
Updating your email address is a two-step process. First, change your email address through the Contractor Home Page under Account Info. This change only affects email contact regarding your MyApex account. Second, contact your Apex Representative to change your email address for all other Apex records.
As an Apex contract employee, you have the ability to change, and maintain, several pieces of your personal information. Currently you only have the ability to change your password, phone numbers, and email addresses under the Account Info link on the contractor homepage. You also have the ability to change your emergency contact information under the My Pay Info link on the contractor homepage. Finally, you can update your direct deposit information on the Direct Deposit link on the contractor homepage. In the event you need to change any other information please contact your Apex Representative.
Apex Systems LLC is an Equal Employment Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, age, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law. Apex will consider qualified applicants with criminal histories in a manner consistent with the requirements of applicable law. If you have visited our website in search of information on employment opportunities or to apply for a position, and you require an accommodation in using our website for a search or application, please contact our Employee Services Department at employeeservices@apexsystemsinc.com or 844-463-6178.
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This apartment complex comprises of 2 and 3 bedroom apartments with 2 bathrooms. To access upstair apartments, there're 2 lifts located within the complex that start in the basement and reach the solarium.
The apartments are wonderfully located just over 700 metres away from the nearest beaches, perfect for all the beach lovers. This also gives owners perfect and beautiful views of the Mediterranean sea from the comfort of their own apartment.
La Marina is a town just a kilometre aeay, where you can find many amentities such a shops, restaurants and bars. The Alicante is within a half hours drive away.
This property listing (ref: DSH305) is an advertisement supplied by Dream Spanish Homes and does not constitute property particulars. While aplaceinthesun.com (APITS Ltd.) requests all advertisers supply correct details, it does not carry out checks on the information supplied and cannot be held responsible for any inaccuracies. Aplaceinthesun.com recommends seeking independent legal advice prior to any overseas property purchase.
Located in a complex on the beach fronts, at short distance from the Port of. Luxury ground floor apartment with open views to the sea. It consists of three bedrooms and two bathrooms, fully equipped kitchen with laundry room and a terrace of 42 m². The complex has various pools, direct access to the beach, 24-hour security. Property has an underground parking and storage room. It was the designed by the acclaimed architect Melvin Villarroel .
This property listing (ref: DPI-A2213) is an advertisement supplied by Direct Property Investments and does not constitute property particulars. While aplaceinthesun.com (APITS Ltd.) requests all advertisers supply correct details, it does not carry out checks on the information supplied and cannot be held responsible for any inaccuracies. Aplaceinthesun.com recommends seeking independent legal advice prior to any overseas property purchase.
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Measurement moderation is an important part of teaching numeracy. It is a process where teachers compare judgements to either confirm or adjust them. The moderation process involves the following steps and close collaboration to establish a shared understanding of what different achievement grades (A -E) looks like and whether or not the student has demonstrated achievement at A, B, C, D,or E grade. The process is invaluable as it allows teachers to work towards making judgements that are consistent and comparable to ensure accurate reporting grades.
In Kindergarten (WA) we ran a task focussing on length. Now before any whiff of an activity was mentioned or any suggestion of a search on Pinterest was made we consulted the appropriate Curriculum Documents and looked to the Australian National Curriculum, Kindergarten Curriculum & the On Entry Test Documents.
We used these documents to identify what our children were expected to achieve at this age. I can’t stress the importance of doing this FIRST enough! Starting here will save you the frustrations & stresses of assessment tasks that end up being useless, inaccurate & presenting unusable data because they did not test what you needed to test. And in turn a moderation task which is a failure!
Collaboration is central to a great moderation task. Without it the test is a waste of time! Tests that are created solely by one person will not help achieve consistent judgements about student achievement. A Collaborative & Shared approach is the ONLY way to support consistency because it allows Learning Teams to:
Develop shared or common interpretations of standards and expectations of what constitutes achievement from A-E
As a Team we looked at the Judging Standards Assessment Pointers to identify the difference between Grade A, B, C, D & E. Through professional dialogue we reached a shared understanding of each grade and built this into our task.
To identify what students in Kindergarten need to be taught for measurement we looked at the Foundations Years Documents and the Kindergarten Curriculum Guidelines. This helped us to accommodate for a variety of different needs.
The measuring length outcome can be found in the Australian Curriculum: Measurement & Geometry – Using Units of Measurement-ACMMG006 – Use direct & indirect comparisons to decide which is longer, heavier or holds more & explain reasoning in everyday language.
It can also be found in the Kindergarten Curriculum – Use the appropriate language of measurement to describe, compare & order length, size, mass & height
We also looked at the On Entry Test and the results from the previous year. We found a task where the students are asked to find which object is the longest/shortest. They were presented with some objects to compare which included pop-sticks & curled up pieces of string… You guessed it the children said the pop-sticks were the longest WITHOUT even picking up the string.
The next step in the moderation process is to create the assessment moderation activities task to assess the skills. Sounds simple doesn’t it? But the reality is that the assessment tasks we use often over-test the same understanding and omit a whole range of measuring knowledge & skills.
Without ever realising it we inadvertently produce inaccurate results by using activities & questions that actually scaffold students through the measurement process.
Most activities I have seen will guide students to the correct answer without taking them through the sequence of measuring skills for themselves. For example how many tasks have you seen that ask students to… “Use pop sticks to find out how big your footprint is. How many UNIFIX Cubes long is your desk?”
These questions have their place but will not give you all the information you need to make an accurate assessment of student ability in measurement. They actually miss out a lot of the less obvious measurement skills and jump into asking our students to count how many units it takes to measure hands, feet & classroom objects using a measuring unit that we decide for them.
The focus of such tasks is on only 1 aspect of the measuring process; “Counting how many units.” This means that the results of your tests will prevent you from making accurate professional judgements about student achievement, which in turn affects the allocation of the appropriate A-E Grade.
The measuring process is more complicated and students need the activities that allow them to independently:
To get ideas for the task we looked to Pinterest… You may have heard many a joke about people being trapped on Pinterest for days & that it should be classed as PD! Well it can be a valuable place, especially once you have identified what your outcomes are. It allows you access to an infinite amount of teacher ideas, no better place to source great activities. We put together a Pinterest Board & a plan using the ideas we found. There were just too many! Check out more teacher printables & worksheets here
So now you are armed & ready to create the best Moderation tasks EVER! But be CAREFUL! It is important to consult the Curriculum again at this point to check that what you are testing is your business! The changes in year level curriculum has caught many staff off guard. Things have really changed in regards to which year level teaches what, especially in Measurement! A really fantastic open-ended Area Task is useless if it isn’t on your curriculum or achievement standard!
Having all this information and data enabled us to have deep discussions about what the students needed to demonstrate when measuring and what a successful students would demonstrate during the measurement process. Once we had agreed on the success criteria, and cross referenced our understandings with the curriculum, it was easy to create a task that incorporated all the length elements we were looking for. The task included:
Theatrical facial expressions, moving around the classroom, carefully-planned eye contact, the ‘Stare’, long pauses and a whole range of other subtle non-verbal cues are part of an effective teachers’ tool kit. But when it comes to assessment they can be counterproductive and scaffold students in assessment tasks without us realising it. Create a script & stick to it, hold your posture & maintain the same eye contact. These small protocols prevent you from unwittingly scaffolding answers or giving prompts that would assist or hinder students from achieving their true potential in the activity.
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