zilongwang/ReadingBank huggingface dataset:
MSW FOUNDATION PRACTICUM - SUMMER 2018 Dates in Placement: May 15 – August 3, 2018 Planning Meeting –January 19, 2018 (1:00-2:00 in 302 NH *New location: IMU, Northwestern Room) Agency Fair – January 19th (2:00-3:30 in the IMU, Nebraska & Penn State Rooms) Meet with Rebecca Dickinson (Optional)– January & February Complete IPT profile– February 9th Contact top three agencies- February 12-23 Interview – February & March Students select their agency and notify all agencies interviewed - as soon as you know, but by April 4th Submit agreement form to Keri– 11th Placement Begins – May 15th Orientation – May 3rd (12-1:30 2:00-4:00 in 332 NH) Complete initial LC – target June 1st (must be prior to 1st site visit) Initial Site Visit – early June Recommended check-in with coordinators via email – early July Final site visit – end of July, first week of August Last day in placement – August 3rd Submit learning contract on IPT with hours logged, rankings, narrative evaluations– as soon as hours are complete, but no later than August 3rd
Portfolio Checklist for Advisors Please address the following areas with advisees to prepare them for their portfolio: Has your advisee: Formed a portfolio committee? Set a date for the presentation? Reserved a room for the presentation? Have you discussed: The timeline for submitting the portfolio draft for feedback? (see timeline below) What format you prefer the draft to be submitted for feedback (i.e. submit the draft via email; feedback will be delivered electronically via Track Changes)? Does your advisee’s portfolio: Provide evidence of the student’s development as an integrated practitioner and his/her mastery of competencies? Does the narrative demonstrate how the chosen in the appendix represent mastery of knowledge? Mastery of this knowledge includes, but is not limited to: Knowledge of key theories that guide one’s practice Examples of how a student has practiced skills and applied knowledge at their practicum Examples of how one has grappled with difficult ethical issues Example of how one uses critical self-reflection in practice and how one incorporates attention to differences, power, etc. PORTFOLIO TIMELINE 4 weeks before presentation: Student submits portfolio draft to Chair 3 weeks before presentation: Chair provides feedback to student with suggestions for revision 2 weeks before presentation: Student submits revised portfolio to full committee 1 week before presentation: Chair and committee members provide feedback on revised portfolio and chair determines whether student goes ahead with the revised portfolio as is or makes further revisions prior to presentation. Presentation: Students receives feedback from committee, which includes expectations for any final portfolio revisions.
Concentration Specifics The concentration in Community Based Family Practice (CBFP) places an emphasis on assisting students to develop the knowledge and skills to apply evidence-based, holistic, multi-theoretical, multi-systemic methods of working with people in the context of family and community. Research has found that multiple strategies are necessary to successfully address the issues of poverty and substance abuse that the citizens of the region frequently encounter. CBFP is grounded in the belief that we are all connected and part of a larger system. Graduates learn to work across systems in order to identify and meet needs and create positive synergy for growth and change. In the concentration year of the RU MSW program, students will demonstrate the following EPAS Competency and practice behaviors (Revision 2015): 2.1.1 CBFP1. Develop, manage, and maintain autonomous professional relationships with clients and client systems. 2.1.2 CBFP1. Successfully address ethical dilemmas that arise in community-based family practice by applying a recognized model of ethical decision-making and consulting. 2.1.3 CBFP1. Evaluate the strengths and weaknesses of multiple theoretical perspectives and apply them to client situations. 2.1.4 CBFP1. Demonstrate an understanding of the importance of diversity and intersectionality in shaping the life experiences of client systems in local communities. 2.1.5 CBFP1. Use knowledge of the effects of oppression, discrimination, or historical trauma on clients and client systems to guide practice. 2.1.6 CBFP1. Critique existing research that can be applied to community-based family practice. 2.1.7 CBFP1. Apply social work theories to clients and client systems in the family-community continuum. 2.1.7 CBFP2. Recommend and evaluate interventions that enhance the connection between people and their communities. 2.1.8 CBFP1. Communicate to stakeholders (e.g. funders, clients, family members, community members, legislators) the implication of policies and policy change in the lives of clients. 2.1.9 CBFP1. Tailor practice to small cities and rural areas. 2.1.9 CBFP2. Engage in, facilitate, and strengthen civic engagement. 2.1.10(a) CBFP1. Develop a culturally responsive client-centered working alliance. 2.1.10(a) CBFB2. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the working alliance.
Competency 2.1.6: Engage in research-informed practice and practice-informed research. Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 6.1: Demonstrate the ability to conduct independent research that promotes evidence-based advanced integrated practice Develop individualized syllabus for SW 535 that includes professional literature related to best practices. APB 6.2: Utilize program evaluation to promote organizational or community change Complete readings on individualized syllabus over course of fall semester. Bring issues from readings to bear in seminar and practicum supervision. Complete program evaluation assignment for SW 521. Learn about the evaluations tools used in the practicum. Compare with those recommended in best practices literature. Suggest possibilities for change as appropriate. Apply specific knowledge and skills from SW 521 Advanced Research in context of practicum APB 6.3: Demonstrate the ability to use research to inform practice and practice to inform research Develop and implement one evaluation process that engages clients as evaluators (e.g. children’s “satisfaction scale” for an after-school program; homeless shelter resident’s perspectives on service and support priorities) Competency 2.1.7: Apply knowledge of human behavior and the social environment. Advanced Practice Behaviors (APB) Suggested Learning Activities / APB 7.1: Critically select and apply theories of human behavior and the social environment to inform advanced integrated practice Address specific theories that inform practice in case study presentation for SW 535. Follow at least three “cases” from initial involvement through action planning and evaluation. Address the theory-practice connections in supervision.
‘Men Should Weep’ - The Roles of Men and Women Men Women Should be the ‘boss’ in relationships between men and women Lives are linked to home, spouse and children Sexual lives dominated or exploited by men Critical of women Sexual desire to be expected Dressing flamboyantly is criticised Limited choices and aspirations Drinking alcohol is criticised
Alcohol and gambling to be expected Should not show tender emotions, although anger was OK! Critical of men Should provide for the family Undertake all housework, even if working outside the home too No caring duties Undertake caring duties for children and the elderly ‘Allowed’ to express principles openly Comradeship of other women, but no privacy No housework – demeaning Head of the household – should be figure of authority Wives must accept what husbands decide, including physical violence
Appendix A Technical and Professional Standards for Social Work Students MASTER’S AND BACHELOR’S DEGREE PROGRAMS IN SOCIAL WORK AND HUMAN SCIENCES The technical standards outlined below are required for admission, retention, and graduation from the Department of Social Work at . These standards, describe the physical, cognitive, emotional and behavioral requirements of social work students. They are designed to provide reasonable assurance that students can participate fully in all aspects of coursework and the field practicum, with or without accommodation, resulting in successful graduation from the program. 1. Observation: Students must be able to: Accurately observe clients to effectively assess their situations.
The Black & Big Blue Football Camp includes both a fundamental and advanced technique program emphasizing individual instruction. Players will enhance their game by receiving technique and drill instruction on position specific skills. Additional drills will be used to improve speed and agility. The coaching staff will teach both strategy and appreciation for the game particularly the qualities of sportsmanship. The ultimate goal of the Black & Big Blue Football Camp is to provide each participant with an enjoyable and rewarding experience. The Junction Football Staff is comprised of top football coaches and trainers from schools throughout . Instructional Objectives Fundamental skills in areas of quarterbacking, receiving, rushing, and line play will be stressed in the offensive drill periods. Defensive drills will include defensive line play, linebacker play, and secondary skills. Skills and techniques in the areas of kicking and punting will be taught by coaches who specialize in this area. A Typical Day Check In (Monday Only) Warm Up and Stretch & Meet with Coaches Offensive Drills Session Defensive Drills Session period, Short Game, or Guest Speakers Black & Big Blue Football Staff Tom Director Sachem Youth Football/ Assistant Coach Member of the Rhode Island Football Hall of Fame 1983 Member of the Massachusetts Football Hall of Fame 1993 1976-1995 1996-2001 Shaun Hart, Director , Paul Manganaro, Director Head Football Coach/ Director Sachem Youth Football Leon Modeste, Director , Lou Bernieri , Rob Gronkowski speaking at B &BB 2012
Sem CC Old Paper Code New Paper Code Paper Type Paper Name Marking scheme Credit Remarks External Internal The Pra The Pra 4 MSWC401 MSWOO401CC CC Organizational Behaviour And Employee Development (OBD) 70 30 100 3 4 MSWC402 MSWOO402CC CC Social Defence & Correctional Services (SCS) 70 30 100 4 4 MSWC403 MSWOO403CC CC Urban and rural community development Rural community development (UCD) 70 30 100 4 MSWC404 MSWOO404CC CC Block Placment (BPC) 175 75 250 8 4 MSWE401 MSWOO401ES ES Research Report (RCE) 140 60 200 6 Any One Paper From MSWOO401ES – MSWOO407ES 4 MSWE402 MSWOO402ES ES Clinical Psychiatry And Community Mental Health (CCH) 70 30 100 3 Any One Paper From MSWOO401ES – MSWOO407ES 4 MSWE403 MSWOO403ES ES Gerontological Social Work (GSW) 70 30 100 3 Any One Paper From MSWOO401ES – MSWOO407ES 4 MSWE404 MSWOO404ES ES Fundamentals Of Management (FOM) 70 30 100 3 Any One Paper From MSWOO401ES – MSWOO407ES 4 MSWE405 MSWOO405ES ES Ngo Management (NCE) 70 30 70 100 3 Any One Paper From MSWOO401ES – MSWOO407ES 4 MSWE406 MSWOO406ES ES Gender And Development (GDE) 70 30 70 100 3 Any One Paper From MSWOO401ES – MSWOO407ES
The University applies either a standard or a higher level of required ability in English depending on the course. The appropriate level is indicated on each . The University only accepts certain standardised tests, with results at or above the follow scores: Test Standard level scores Higher level scores IELTS Academic 7.0 Minimum 6.5 per component 7.5 Minimum 7.0 per component TOEFL iBT* 100 Minimum scores:** 22 24 25 24 110 Minimum scores:** 22 24 25 24 Cambridge Certificate of Proficiency in English (CPE) 185 Minimum 176 per CPE taken before Jan 2015: Grade C 191 Minimum 185 per CPE taken before Jan 2015: C Cambridge Certificate of Advanced 185 Minimum 176 per 191 Minimum 185 per
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Pharmacologic: Vitamin D overdose, vitamin A overdose, corticosteroids (oral, inhaled, nasal), chemotherapy drugs, long-term heparin or warfarin therapy, aluminum-containing antacids Symptoms Result from fractures of vertebrae, wrist, hip, humerus Generalized skeletal pain is uncommon Pain usually results from collapse of the vertebrae, often with minimal trauma Hip fractures from moderate trauma impaired ability to walk Distal forearm fx: to break a fall Work-Up Tests to R/O secondary osteoporosis: CBC, ESR Liver function tests Thyroid function tests levels of albumin, phosphorous, alkaline phosphate, creatinine, and calcium Alkaline phosphatase will be increased if there is a healing fracture Serum levels of testosterone and luteinizing hormone (LH) should be included because of the clear association of hypogonadism and osteoporosis in men The total testosterone level, which measures bound and free testosterone in the serum, is the preferred test. Testosterone levels normally undergo rapid diurnal changes; they are highest in the morning and drop by 30-50% in mid-afternoon Differential Diagnosis of Osteoporosis [From: Lawson, M.J. (2001). Evaluating and managing osteoporosis in men. In CE Connection: Advanced Pharmacology, 44-55.] Laboratory Test Osteoporosis Osteomalacia Hyperparathyroidism Tumors (such as multiple myeloma) calcium Decreased Increased or high Serum phosphate Decreased Decreased Serum alkaline phosphate Increased Increased Other Creatinine, thyroid profile, testosterone, leutinizing hormone 25 hydroxy vitamin D Parathyroid hormone CBC, ESR, urinary and serum protein electrophoresis Bone mineral density measurements (BMD) Helpful in diagnosis and prevention of osteoporosis
Department of Social Work MSW COURSE CHECKLIST Student: Student ID: Advisor: Email Address: Career Interest: Telephone – Day : Telephone – Evening: Placement – Foundation: Course Number Course Title Credits Semester Year Grade □ SW 501 Policy, Services, Programs 3 □ SW 505 Human Behavior and the Social Environment: Social Justice 3 □ SW 506 Human Behavior and the Social Environment: Individuals, Families, and Groups 3 □ SW 510 Research Methods for Social Work 3 □ SW 512 Evaluation of a Social Work Intervention 2 □ SW 520 Social Work Generalist Practice I 3 □ SW 521 Social Work Generalist Practice II 3 □ SW 557 Social Work Program Development and Grant Writing 3 □ SW 560 Advanced Policy Practice with Organizations & Communities 3 □ SW 561 Social Work Administration and Supervision 3 □ SW 581 Advanced Social Work Practice with Individuals 3 □ SW 582 Advanced Social Work Practices with Groups 3 □ SW 590 Social Work Capstone 2 □ SW 651 Social Work Field Internship I 5 □ SW 652 Social Work Field Internship II 5 □ SW 653 Advanced Social Work Field Internship I 5 □ SW 654 Advanced Social Work Internship II 5 Electives □ SW 515 Child Welfare 3
Year 1 – Spring Semester Course Number Name Credit SWRK 630 Rural Social Welfare Policy 3 SWRK 640 Applied Social Work Research 3 Year 1 – Summer Term Course Number Name Credit Elective 1 3 Elective 2 3 Year 2 – Fall Semester Course Number Name Credit SWRK 620 Advanced Psycho-Social Approaches for Rural Practice 3 SWRK 660 Advanced Generalist Field Practicum I 3 Year 2 – Spring Semester Course Number Name Credit SWRK 622 Integrated Social Work Practice with Families 3 SWRK 661 Advanced Generalist Field Practicum II 3 Practice Readiness Examination Year 2 – May Graduation MSW Part-Time Traditional Program – 60 Credit Hours – 4-Year Curriculum Electives may be taken in Winter and Summer terms Year 1 – Fall Semester Course Number Name Credit SWRK 501 Cultural Competency in Social Work Practice 3 SWRK 510 Human Behavior in the Social Environment 3 Year 1 – Spring Semester Course Number Name Credit SWRK 530 Foundation of Social Welfare Policy 3 Elective 1 3 Year 2 – Fall Semester Course Number Name Credit SWRK 520 Generalist Social Work Practice 3
life goals and the goals of the social work profession and WKU’s MSW program. They also carefully note writing and critical thinking skills used in this piece of your total application. See personal statement outline on page 25 of the application. _____ 9. Writing sample. Write a two to three page (double-spaced) essay about the possible difficulties advanced level social workers might encounter when working with a particular population. This population (identified by the applicant) would challenge personal beliefs, values or ideals in a social work setting. Discuss strategies for maintaining professionalism in working with this client group. This writing sample should demonstrate proper use of two scholarly sources and appropriate referencing, citations, and formatting per APA 6th edition _____ 10. Write (or update) your resume. See MSW application for a resume outline. Important: include inclusive dates for each work or volunteer experience (e.g. Jan. 1, 1999 - June 1, 2000). Highlight all experiences, skills, and abilities that have helped prepare you for professional social work practice. _____ 11. If you anticipate needing alternate admission (your GPA does not meet admission standards), write a letter requesting this, giving strong evidence of your capacity for success in the MSW program. This letter should be included in the application packet you send to the MSW program. Two – Weeks before Application Deadline: Compiling and Sending in Your MSW Application _____ 12. Compile all application materials to be sent to the MSW program: application, resume, personal statement, letter requesting alternate admission (if applicable). Have you completed, signed, and dated all documents? Have you made copies for your own files? _____ 13. Follow up on your letters/forms of recommendation. Have your recommenders completed the forms and sent them to the MSW program? _____ 14. All applications must be submitted electronically: early enough so that it will reach the MSW program office by the standard admission deadlines. Send to: . Western Kentucky University Master of Social Work Program 1906 College Height Blvd., #11039 Bowling Green, KY 42101-1039
Dress Undress long as there are clothes being made, there will be off- cuts, and as long as will be wearing clothes, we will leave a trail of our unwanted pieces. Challenge your inner textile chameleon and design your fleeting costume from wonderful waste. Floordrobe real life “paper doll” scenario that will inspire guests to create outfits on the floor and see how old clothes can look as cool as than new clothes. Darn cross stitch, back stitch, thread, pin, patch, iron, cover, uncover, embroider, add beads, mend a seem, needlework, patchwork, re- hem, reshape, customise, improvise, transform, reborn, reconstructed, deconstructed, bespoke, cut short, made longer, tailor made, remade, saved. Loved clothes last. D.I.Y. stress your denim Tear or mend? New or old? Ripped or stitched? The only way is up (cycled)! Our guests will include designers such as Michelle Lowe Holder, Katie Jones and Bethany Williams; experienced makers and campaigners Craftivists and By Hand London A special Thank you to Mercato Metropolitano for hosting the event, Traid and Barnardo’s for donating all second hand garments involved in the action, Wool And The Gang for donating their wools. This @makesmthng week is all about taking action for a better world — instead of buying we want to MAKE something. #makesmthng #fashionrevolution Contact:
MSW Foundation Field Practicum Objectives The objectives align with CSWE (Council on Social Work Education) and the WCU Social Work Program Competencies and Practice Behaviors. These 10 competencies and the corresponding 41 practice behaviors are reflected in the MSW-F Teaching and Learning Contract that each student will develop with their Field Instructor. Identify as a social worker and conduct themselves accordingly. Apply social work ethical principles to guide professional practice. Apply critical thinking to inform and communicate professional judgments. Engage diversity and differences in practice. Advance Human Rights and social and economic justice. Engage in research-informed practice and practice informed research. theories and knowledge of human behavior in the social environment. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Recognize and respond to the changing contexts that affect all levels of practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities. MSW Concentration Field Practicum Objectives The objectives below align with CSWE (Council on Social Work Education) and the WCU Social Work Program Competencies and Practice Behaviors. These 10 competencies and corresponding 23 practice behaviors are reflected in the MSW-C Teaching and Learning Contract that each student will develop with their Field Instructor. 1. Identify as a social worker and conduct themselves accordingly. Apply social work ethical principles to guide professional practice. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and differences in practice. 5. Advance Human Rights and social and economic justice. 6. Engage in research-informed practice and practice informed research. Apply theories and knowledge of human behavior in the social environment.
No Scheduled Class Meeting Concentration: SWRK 7054 001 – Field Placement IV – M. Harris – CRN – 23047 (Dr. Washington & Dr. Delavega Advisees) Concentration: SWRK 7054 002 – Field Placement IV – D. Kirkwood – CRN – 23105 (Dr. Lennon-Dearing, Dr. Hisrchi, & Ms. Malone Advisees) Concentration: SWRK 7054 003 – Field Placement IV – C. Dunn – CRN – 24838 (Dr. Taylor, Dr. Soifer, & Mr. Williams Advisees)
MSW/ Secondary Social Studies Student: Plan of Studies PS ID: Course Credits Area Grade Notes Fall Term SWBEH 2063 Human Behavior in the Social Environment 3 Social Work SWBEH 2034 Foundations of Social Work Practice with Diverse Populations 3 Social Work I&L 2260 Teaching & Learning In Secondary Social Studies 1 3 Disciplinary Pedagogy I&L 2262 Teaching & Learning in Secondary Social Studies 2 4 Disciplinary Pedagogy I&L 2502 Teaching Students with Disabilities in the Secondary Classroom 3 Education of Exceptional Students I&L 2278 Practicum in Secondary Social Studies 1 Field Experiences 10 hours per week in school Spring Term SWRES 2021 Foundations of Social Work Research 3 Social Work SSWEL 2081 Social Welfare 3 Social Work I&L 2883 Internship in Secondary Social Studies 7 Field Experiences Full-time Student Teaching I&L 2828 Social Studies Education Seminar 1 Field Experiences I&L 2827 Teaching & Learning in Secondary Social Studies 3 3 Disciplinary Pedagogy Summer Term SWGEN 2098 Generalist Foundations SW Practice 3 Social Work SWGEN 2099 Foundation Field Work w/ Integrative Seminar 6 Social Work 24 daytime hours per week expected for practicum Option 1: Action Research 3 credits in the School of Education will fulfill this requirement 3 Education Research Option 2: SWRES 2033 Evaluative Research in S. Services 3 Social Work This course can also be taken Fall YR2
Operators will be alert for signs of burning waste such as smoke, steam, or heat being released from incoming waste loads. Equipment used to move waste will be routinely cleaned through the use of high pressure water or steam cleaners. The high pressure water or steam cleaning will remove combustible waste and caked material which can cause equipment overheating and increase fire potential. Smoking is not permitted near waste management areas. Procedures in the Event of a Fire Staff will take the following steps if a fire is discovered: Contact the Local Fire Department by calling 911. Alert other facility personnel. Assess extent of fire, possibilities for the fire to spread, and alternatives for extinguishing the fire. If it appears that the fire can be safely fought with available fire fighting devices until arrival of the Local Fire Department, attempt to contain or extinguish the fire. Upon arrival of Local Fire Department personnel, direct them to the fire and provide assistance as appropriate. Do not attempt to fight the fire alone. Do not attempt to fight the fire without adequate personal protective equipment. Be familiar with the use and limitations of firefighting equipment available onsite. Fire Fighting Methods Fire fighting methods for burning solid waste include smothering the waste, separating burning material from other waste, or spraying with water if available from an on-site water truck or detention pond. Small fires might be controlled with hand-held extinguishers. If a fire occurs on a vehicle or of equipment, the equipment operator will bring the vehicle or equipment to a safe stop. If safety of personnel will allow, the vehicle will be parked away from fuel supplies, uncovered solid wastes, and other vehicles. The engine will be shut off and the brake engaged to prevent movement of the vehicle or piece of equipment. Water Supply A pressurized water supply capable of delivering _______ gallons per minute will be maintained on-site. Fire Equipment The facility will be equipped with fire extinguishers of a type, size, location, and number as recommended by the local fire department. Each fire extinguisher will be fully charged and ready for use at all times. Each extinguisher will be inspected on an annual basis and recharged as necessary. A qualified service company will perform these inspections, and all extinguishers will display a current inspection tag. Inspection and recharging will be performed following each use. The receiving gatehouse, and all waste management equipment and vehicles will be equipped with fully charged fire extinguishers.
MSW PROGRAM SCHEDULE -SPRING 2019 Time Monday Tuesday Wednesday Thursday 9:30 am - 12:30 pm FULL-TIME GENERALIST FULL-TIME GENERALIST SWRK 7030 001: Social Welfare Policy & Services – E. Delavega CRN – 25655 SWRK 7005 001 – Psychopathology – L. Taylor CRN – FULL-TIME CONCENTRATION SWRK 7026 001 – Evaluative Research – M. Hirschi CRN – 23657 1:30 pm - 4:30 pm FULL-TIME GENERALIST FULL-TIME GENERALIST ELECTIVE FULL-TIME GENERALIST SWRK 7052 001 – Field Placement II – C. Malone CRN – 23045 SWRK 7022 001 – Organizations & Communities – K. Allbritten HYBRID - CRN – 21536 SWRK 6617 001 – Environmental Social Work – S. Elswick CRN – SWRK 7003 001 – Groups – G. Washington CRN – 21534 FULL-TIME CONCENTRATION SWRK 7056 001 – Integrative Field Seminar II – B. Ousley CRN – 5:30 pm - 8:30 pm EXTENDED STUDY FIRST YEAR EXTENDED-STUDY SECOND YEAR ELECTIVE EXTENDED-STUDY FIRST YEAR SWRK 7002 001 - Individuals and Families – K. Reed CRN – 22398 SWRK 7005 002 – Psychopathology – R. Lennon-Dearing CRN – 22393 SWRK 6615 001 – Infant Mental Health – Kronenberg CRN – SWRK 7025 002 – Scientific Methods in Social Work – D. Dia CRN – 21539 ADULTS CONCENTRATION SPRING START FIRST YEAR SWRK 7033 001 – Adv. Community Adults – C. DeBerry HYBRID CRN – 25657 SWRK 7021 001 – Lifespan – A. Boyd CRN – 25654 FULL-TIME CONCENTRATION CHILD/YOUTH CONCENTRATION EXTENDED-STUDY SECOND YEAR SWRK 7056 001 – Integrative Field Seminar II – B. Ousley CRN – 24245 SWRK 7032 001– Adv. Community Child/Youth – K. Daugherty CRN – 24243 SWRK 7052 002 – Field Placement II – C. Malone CRN – 23046 SPRING START FIRST YEAR EXTENDED-STUDY CONCENTRATION SWRK 7001 001 – Skills for Professional Practice – B. Williams CRN – 20751 SWRK 7026 002 – Evaluative Research – A. Armstrong CRN – 23658 Online
SWRK 7005 410 – Psychopathology – R. Lennon-Dearing – CRN – SWRK 7026 410 – Evaluative Research – M. Hirschi – CRN – 24835 SWRK 7030 410 – Social Welfare Policy & Services – F. Pettet – CRN – 25656 SWRK 7052 410 – Field Placement II – C. Malone – CRN – 24836 SWRK 7056 410 – Integrative Field Seminar II – B. Ousley – CRN – 24837 SWRK 7056 411 – Integrative Field Seminar II – B. Ousley – CRN – 25658 SWRK 7041 410 – Play Therapy – J. Taylor – CRN – 25662 No Scheduled Class Meeting Concentration: SWRK 7054 001 – Field Placement IV – E. Shelton – CRN – 23047 (Dr. Washington, Ms. Landry, & Dr. Delavega Advisees) Concentration: SWRK 7054 002 – Field Placement IV – K. Vassar – CRN – 23105 (Dr. Lennon-Dearing, Dr. Soifer, & Ms. Malone Advisees) Concentration: SWRK 7054 003 – Field Placement IV – C. Dunn – CRN – 24838 (Dr. Taylor, Mr. Ousley, & Dr. Hirschi Advisees) Concentration: SWRK 7054 M50 – Field Placement IV – L. Conway – CRN –
The diagram below shows the graph of y = c + kx – x2, where k and c are constants. (a) Find the values of k and c. (b) Find the coordinates of Q, the highest point on the graph. (Total 8 marks) 4. The of the function y = x2 – x – 2 is drawn below. (a) Write down the coordinates of the point C. (b) Calculate the coordinates of the points A and B. (Total 8 marks)
(A1)(ft) OR f′(x) = 2x – 3 (M1) Note: (M1) for correct differentiation x = 1.5 (A1)(ft) y = –2.25 (A1)(ft) OR for finding the midpoint of 0 and 3 (M1) x = 1.5 (A1)(ft) y = –2.25 (A1)(ft) (C3) Note: If final answer is given as (1.5, –2.25) award a maximum of (M1)(A1)(A0) [6] 2. (a) Q (0) = 25 (A1) (C1) (b) Q(20) = 0.003(20)2 – 0.625(20) + 25 = 13.7 (A1) (C1)
(c) Q(20) = 13.7 and Q(10) = 19.05 difference = 19.05 – 13.7 (M1) (allow 13.7 – 19.05) = 5.35 average = = 0.535 per minute (sign must be positive) (A1)(ft) Note: The wording may have confused some candidates. allow = 16.375 (16.4) (M1)(A1)(C2) (C2) and for answer 16.3 (which is Q(15)) award just (C1). If the interval is divided into multiple parts (eg 10) then the value averaged over these, award no marks. (M1) (d) 0.003t2 – 0.625t + 25 = 0 (A1) (C2) Note: A sketch showing the first root can earn the (M1). Energy runs out after 54.0 minutes (accept 54 but no mark for 154) Note: 53.99 receives (A0)(AP), 53 is wrong, for 53 – 54 award (A1) [6] 3. (a) y = x(5 – x) or y = 5x – x2 or 25 = c + 5k (M1) c = 0, k = 5 (A1)(A1)
6. (a) x2 – 5x + 6 = 0 (x – 2)(x – 3) = 0 (A1) x = 2 (A1) x = 3 (A1) (b) (2, 0) (3, 0) (A1) Notes: Follow through from part (a). Both must be correct and written as coordinates for (A1) [4] 7. (a) (x + 2)(x – 4) (A1) (b) (i) (–2, 0) (A1) (ii) (1, –9) (A1)(A1) [4] 8. (a) For six single lines going to correct y (y-value can be repeated) (M1) Correct diagram (y-values not repeated) (A1) (C2) (b) x  {–2, –1, 0, 1, 2, 3} (A2)
(c) I (75) = 150(75) – 0.6(75)2 (M1) = $7875 (A1) Selling per machine = (M1) = $105 (A1) 4 Notes: If P(75) or C(75) used, award M0 A0 but ft with candidate’s value to the selling price. (d) P(x) = 0 or (x – 20)(130 – x) = 0. (M1) x = 20 (130 need not be mentioned) (A2) Smallest number must be 21. (A1) 4 Notes: If no working shown: Award (G2) if answer is 20, x > 20 or x = 20, Award (G3) if answer is 21 or x = 21. A sketch of the function showing the intercepts receives (M1) with (A2) or (A3) for separate indication of answer 20 or 21 respectively. If brackets are expanded and quadratic formula is used, the (M1) should be awarded only for correct expansion and correct substitution into the formula. [12] 10. (a) (A1) (C1) Note: The equation y = 5 is not required (b) (i) x = –2 (A1) x = 4 (A1) (C2)
Name: PID: Advisor: (for thesis only) Expected Graduation Date: Please see to ensure compliance with all major university policies regarding coursework for graduation. Prefix & Number Course Credits Term Grade Approved Substitution Core Courses (12hrs) IDS 6147 Perspectives of Modeling and Simulation 3 FA__ DIG 5876 Quant. Aspects of Modeling & Simulation 3 FA__ IDS 6148 Human Systems Integration 3 SP__ IDS 6916 Simulation Research Methods and Practicum 3 SP__ -- Complete only one sub-section Non-Thesis Option or Thesis Option -- Non-Thesis Option: Elective Courses (18hrs) Area(s) of Interest Briefly describe your research and/or area(s) of interest. Thesis Option: Elec (12hrs) + Thesis (6hrs) IDS 6971 Thesis IDS 6971 Thesis IDS 6971 Thesis IDS 6971 Thesis Expected thesis defense date: Please see thesis-related deadlines in for semester in which you intend to defend. Total Credit Hours: (Minimum 30hrs required) Approved: _____________________________________ __________________________________ ____________________________________ Student Signature Date Thesis Advisor Signature Date Program Director Date
ReOC Renewal information Upon certification, ReOCs are valid for an initial 12 months, requiring the operator to renew after one year of operating. Upon renewal, ReOCs are then valid for three years. The ReOC renewal process involves: CASA will issue operators with a notice to renew three months before the renewal date. Applicant pays the renewal fee of $480.00 CASA will contact applicants requesting information pertaining to the past 12 months of RPA operation CASA will review the information submitted. If satisfactory, the application will be endorsed for renewal CASA will issue the renewed certificate to the operator.l How to apply for a Permission or Area Approval Permissions Please complete the RPAS Flight Authorisation Application form (attached) if you want to apply for any of the following: To operate within 3NM of a controlled aerodrome To operate within the movement area of a controlled aerodrome To operate within the movement area of a non- controlled aerodrome Make sure you provide all the information requested and submit to for assessment. When we receive your application we will send you an Estimate for the anticipated number of hours it will take to assess and process your application. Assessment of your application will commence once payment of the Estimate is received. CASA works with Airservices Australia in relation to these applications so please ensure sufficient time is provided to assess and process your application (usually 21 business days from date of payment of your Estimate). Area Approval Please complete the RPAS Flight Authorisation Application form (attached) if you want to for any of the following:
MASSI: Math Activities with Scripted Systematic Instruction Activity: Preparing Posters for Spirit Club Grade Band: Grades 6-8 Concept: Measurement/Geometry Florida State Standard Access Point MASSI OBJECTIVES MAFS.6.G.1.1 Find the area of triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6th MAFS.6.G.1.AP.1c Find the area of quadrilaterals using models. Using formula to calculate area of rectangles MAFS.7.G.1.2 Draw (freehand, with ruler and protractor and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle or no triangle. 7th MAFS.7.G.1.AP.2a Construct or draw plane figures using properties. Using formula to calculate surface area of rectangles MAFS.8.G.1.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the by a sequence of rotations, reflections, translations and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 8th MAFS.8.G.1.AP.4c Compare area and volume of similar figures. Using formula to calculate changes in area Be sure to provide specific practice to students on the skills that correspond to their grade level. Combined materials provided: finished examples of posters decorated for local team, paint (may want to sabotage by labeling something like “recommended for an area of _____”), stickers, markers, glue, pictures of school/local team’s mascot and players, tiling squares
attitude. However, the word attitude is not a singular noun as in sports-speak, but is an aggregate concept that encompasses all types of mind sets, both positive and negative. In this chapter we will answer the following questions about attitude: What is attitude? Why are attitudes important in selling? Can I control and change my attitudes? How can I motivate myself to maintain a positive attitude? What is attitude? An attitude is a point of view, either negative or positive, about an idea, situation, or person. We develop favorable attitudes about those ideas, situations, or people that are associated with positive rewards and benefits and unfavorable attitudes toward those that are associated with penalties or dislikes. An attitude is also an outlook on life or a mind-set about something. An attitude has three components: what you think, what you do, and what you feel. To change your attitudes you can change the way you think, act, or feel. But changing the way you think and act is easier than changing how you feel, because attitudes have a strong emotional component despite being supported by varying degrees of fact. Thus, by correcting misconceptions or adding facts, you can change your attitude and those of others. For example, you can learn to like someone about whom you had a negative first impression by thinking about a positive attribute or characteristic and acting friendly at the next encounter, despite lingering negative feelings. Also, acting and thinking positively helps you begin to change the feelings part of your attitude. Why are attitudes important in selling? Attitudes are important in selling because performance in a job depends on a person’s attitudes and attributes – see the definition of attributes further on in this chapter. Performance in selling is like performance in sports; it is a synchronization of mind, body,
Note: If you have outstanding balances due, they must be paid prior to accepting new registrations for the upcoming season. Please complete and return to the RCIH Treasurer by September 15TH, 2018. . Return completed registration forms to: Roman Catholic Ice Hockey Attention: Mark Szymborski PO Box 37126 Philadelphia, PA 19148 A $150.00 registration fee must be submitted for each skater in order to place them on the official roster, however, all fees must be paid in full prior to January 15th, 2019. All families are encouraged to participate in fundraising during the current hockey season (this will assist in your tuition & fees) all fundraisers are approved by the team and Roman Ice Hockey Board. This does not include separate fundraising that each team chooses to do to raise the necessary funds for extra activities. Roman Catholic Ice Hockey Club Fall 2018/19 Registration Form Player’s Name : Date of Birth: Player’s Email Address: N/A Player’s Cell Number: N/A Address: Positions Played: Height: Weight: School Name & Address: Grade Level: (In September 2017) USA Hockey Number: Parent Name: Parent Name: Occupation: Occupation: Address: Address: Home Phone: Home Phone: Work Phone: Work Phone: Cell Phone: Cell Phone: Fax: Fax: Email: Email:
23 The one-cent commonly referred to as the "penny," has been a part of United States history for over two hundred years. Its design has changed twenty-one times. History also shows that as the economy has changed, so has the value of the coin. 24 The first pennies, minted until 1857, were very large—larger than our modern day quarter and had different images of the Statue of Liberty on the front. People did not really like how big they were. Several other versions of the coin were minted before finally producing the familiar Lincoln penny in 1909. Since then, ten varieties have been minted, mostly because of changes in metal content. Changing metal content was important to try to reduce production costs. The U.S. Mint is still exploring additional designs and different, more cost effective, metal compositions for the penny. 25 The history of a reveals more than just a coin—it exposes a piece of American culture. The piece has influenced our language, giving us a number of idioms, such as "a penny for your thoughts" (a way to ask what someone is thinking) and "not one red cent" (meaning no money at all). The coin also gave rise to the terms like "penny candy" (a piece of candy sold for a cent) and "penny arcade" (an amusement center with machines that cost one cent to operate). 26 Despite its cultural influences the penny is currently under attack. The reason? Because making money also costs money. In 2011, it cost the U.S. Mint more than 2.4 cents to produce one penny. This has led many to argue that the penny is inflating the economy and should be eliminated. However, what many people fail to also consider is that the nickel, too, costs more to produce than it is worth. In 2011, the cost for the U.S. Mint to produce a nickel was over eleven cents. Even though production costs are slightly lower today, the penny still costs the U.S. just over 1.8 cents to produce. The nickel's cost is currently 9.4 cents. 27 The history of the American penny is a curious one. How long it will remain a part of our spending currency is yet to be determined.
☐ Yes, for formal mediation/alternative dispute resolution processes ☐ Yes, for customary or religious mediation/adjudication processes ☐ Yes, for others (please specify)_________________________________________ ☐ No ☐ Not applicable If yes, can aid service providers work across the different systems? ☐ Yes ☐ No ☐ Not applicable Do aid providers need qualifications to provide assistance in informal justice processes? for formal mediation/alternative dispute resolution processes ☐ A law degree ☐ A paralegal certificate ☐ Being a reputable member of the community ☐ Basic training on legal matters ☐ Other (please specify)_________________________________________ ☐ Not applicable for customary or religious mediation/adjudication processes ☐ A law degree ☐ A paralegal certificate ☐ Being a reputable member of the community ☐ Basic training on legal matters ☐ Other (please specify)_________________________________________ ☐ Not applicable Section H - Comments (optional): _________________________________________________________________________________
many organizations, especially larger media companies, the customer success function is handed off to a separate department or virtual assistant. Exhibit 8.2 Missionary selling step management guide STEP Prospecting & Qualifying Researching Insights & Solutions Educating Proposing Negotiating & Closing OBJECTIVE To establish your credibility and expertise and to move prospects from attention to interest To find insights or a Big Idea that will help solve marketing and advertising problems To teach your product’s benefits and advantages and move prospects to active consideration To present a tailored proposal that includes price, terms, and conditions To get prospects to take action or give a firm commitment to purchase KEY QUESTIONS “Are you satisfied with your current ads?” “Would you like to get better results?” “What keeps you up at night?” “What criteria do you use to make a decision on what media to invest in?” (Conduct research so you understand prospect’s industry, business, competitors, and advertising strategy and objectives.) “Do you agree with the value in what I’ve presented so far?” “Do we have agreement on your decision criteria?” “Who else needs to see this solution?” “Do you agree that the prices, terms, and conditions are fair and reasonable?” “When would you like to start?” “If you have no other questions, shall we go ahead?” KEY GIVES Give some new information and a success in prospect’s category. (Create for your benefits, solutions, Big Ideas.) More success stories (Negotiate on prices, terms, and conditions if appropriate. See Chapter 13.) Give implementation details. KEY GETS Get appointment to present insights, Get commitment to decision criteria. Get commitment Get agreement to move forward. Contract signed, IO sent, firm commitment to purchase
solutions, or a Big Idea. to present a specific proposal to others involved in making a decision and to move forward. NEXT Schedule appointment (Prepare customized presentation.) Schedule appointment to make proposal. Schedule closing appointment. Send thank-you note. Exhibit 8.3 Service selling step management guide STEP Finding Decision Makers Educating Researching Insights and Solutions Proposing Negotiating & Closing OBJECTIVE To find the strategy, planning, and buying at all agency and client levels. To establish your credibility and expertise, to teach your product’s benefits and advantages, and to move the agency to active consideration. To find insights or a Big Idea that will help solve marketing and advertising problems. To present a tailored proposal that includes price, terms, and conditions. To get prospects to take action or give a firm commitment to purchase. KEY QUESTIONS “Who makes the media strategy, planning, and buying decisions for agency and client?” “What criteria do you use to purchase media?” “Do you agree with the value of what I’ve presented? Who else needs to see this solution?” (Conduct research so you understand account’s industry, business, and competitors. See Discovery Questions at mediaselling.us) “ Does this meet your criteria on the RFP or in the brief? “ “When you like to start?” “If you have no other questions, shall we go ahead?”
TEXAS A&M UNIVERSITY – CORPUS CHRISTI COLLEGE OF EDUCATION 2015 - 2016 MASTER OF SCIENCE: Special Education with LID Certificate option 36 Semester Hours Foundation Courses SCH 9 FALL SPR SU I SU II EDFN 5301 Introduction to Research 3 X X X BIEM 5345 Developmental Linguistics 3 X SPED 5385 Foundations in Language Minority Special Education 3 X Core Courses SCH 15-21 SPED 5315* Individuals with Exceptionalities in the Schools 3 X X SPED 5320 Application of Learning Principles 3 X SPED 5340 Individuals with Multiple Disabilities 3 X SPED 5380 Students with Behavior Disorders 3 X SPED 5386 Reading and Language Strategies for Students with Exceptionalities 3 X SPED 5387 Content Area Strategies for Students with Exceptionalities 3 X SPED 5397 Special Education Field Experience 3 X LID Courses & Electives SCH 6-12 SPED 5319 Introduction to Low-Incidence Disabilities 3 X SPED 5321 Supporting Access for Students with Low-Incidence Disabilities 3 X * Required course for student who have no certification or endorsement in special education ** SPED 5319, SPED 5320, and SPED 5321 are required for the LID Certificate; SPED 5319 and 5321 may be listed under SPED 5390 for the 2015-16 year *** Elective course are to be selected in consultation with faculty advisor Semesters for course offerings may vary. Check the catalog each semester. All COURSES APPLICABLE TO THE MASTER’S DEGREE MUST BE NO MORE THAN SEVEN (7) YEARS OLD. STUDENTS MUST APPLY FOR GRADUATION THE SEMESTER PRIOR TO GRADUATING. WRITTEN COMPREHENSIVE EXAMINATION REQUIRED THE SEMESTER OF GRADUATION.
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No Experience (name of delivered services, description of services, time frame and place) Capex of service (if disclosable) (price and amount of liability) Customer (name of entity) Contacts (Name surname, position, phone no and e-mail) 1. 2. 3. I certify that the information supplied in this form is accurate and to the best of my knowledge. I understand that at a later stage of this process the Company may ask for evidence as to the claims made by and information provided in this form. I understand that I understand and accept that false information could result in rejection of the application to be selected to take part in the tender process as well as in criminal liability under applicable laws. _________________________ __________________ Date: [date of signing] Name: [name of the representative of the Tenderer and position]