zilongwang/ReadingBank huggingface dataset:
CHANGE OF CIRCUMSTANCES The approved FDC service must request to be informed of any changes to information regarding specified circumstances. This is in addition to the approved FDC service requesting to be informed if the eligible individual or their partner becomes an FDC educator. The approved FDC service will, within seven days of being notified that Inclusion Support Subsidy is no longer being paid in relation to a child, record this fact and any other relevant information in the register in the form approved by the Secretary. Legislative reference – section 10A of the Eligibility Determination 12 October 2015 RECORD KEEPING An approved FDC service will be required to record, in a register, relevant information relating to specified circumstances. Legislative reference – section 10A of the Eligibility Determination The approved FDC service will be required to keep records which are provided to or created by the approved FDC service which substantiate the specified circumstances. Legislative reference – section 7 of the Record Keeping Rules and section 219F of the A New Tax System (Family Assistance) (Administration) Act 1999 12 October 2015 ONLINE COMPLIANCE An approved FDC service will ensure that for each of its FDC educators who has a CRN, the approved FDC service will enter the CRN for each FDC educator as soon as the approved FDC service’s CCMS registered software allows. Legislative reference – subsection 10(1A) of the Eligibility Determination As soon as approved FDC service’s CCMS registered software allows Further detail and reasons for the changes are provided under ‘Detailed Explanations of Changes’, below. Detailed explanation of changes Changes to the No One Eligible Determination FDC educators and their partners are not entitled to receive child care payments for their own child’s session of FDC if, on that same day, they provide FDC for an approved FDC service, unless specified circumstances apply. The specified circumstances are where: the child has been diagnosed by a medical practitioner or registered psychologist as having a disability or medical condition of the kind listed at Schedule 1 and 2 of the No One Eligible Determination or if the FDC service is receiving Inclusion Support Subsidy because the child is undergoing continuous assessment of disability under the Inclusion & Professional Support Program Guidelines for 2013-2016. This does not apply if the service is receiving an amount of Inclusion Support Subsidy because the child comes from a refugee or humanitarian intervention background.
1964.10.16 Third Action Plan — National Priority Area One Prevention and early intervention Gender inequality is both a cause and consequence of violence against women. For this reason, it is important to drive cultural change to challenge gender inequality and social norms that support violence against women and their children. Under the Third Action Plan, primary prevention activities will address attitudes and behaviours that excuse, justify and promote violence against women and their children. Early intervention activities will help improve identification of and early responses to violent behaviours. Key national actions Driving nation-wide change in the culture, behaviours and attitudes that lead to violence against women and their children, including support to help bystanders reinforce positive attitudes where it is safe to do so. Developing targeted resources to support local communities to promote action against violence. Increasing men’s involvement in gender equality and reducing violence, including through the use of influencers and role models. Embedding gender equality in workplace culture. More information For more information on the priority areas or the Third Action Plan, visit the .
What are the elements of the framework? Various elements will come together to form the quality and safeguards framework for the NDIS. In the consultation paper these elements have been grouped under three domains: developmental, preventative and corrective. Developmental The developmental domain is about building individuals’ own natural safeguards. A person who has a network of family and community support, understands how the system works, and has a sound knowledge of their rights will always be better protected by these natural safeguards than they would be by any safety-net built by governments. The NDIS aims to help participants become active consumers with choice and control over the supports they need, so they can live the life they want. This means participants need access to high-quality information that can give them the tools to choose the best providers of their supports. It is also critical to strengthen formal and informal support networks, such as family, friends and community. Preventative Some measures will also be required to ensure people with disability are safe from harm. These could include NDIA staff working with participants to identify risks and safeguards. Preventive measures would also encourage providers to deliver safe, highquality supports, such as assisting providers to build their capacity, including training of their frontline staff. Such measures would also include a requirement for providers to be registered with NDIA Corrective The corrective domain includes actions that participants and governments need to be able to take to respond to incidents after they have occurred. Key issues for the quality and safeguarding framework include how to handle complaints about supports that are paid for under the NDIS, and deciding how to handle serious incidents in the NDIS. Some challenging issues There are also five specific elements of the proposed quality and safeguarding framework that are expected to have a regulatory impact, that is they may create new or additional obligations on individuals, businesses and community-based organisations who provide supports. We are consulting specifically with stakeholders about how these functions could be achieved. They are: NDIA provider registration systems for handling complaints ensuring staff are safe to work with participants safeguards for participants who manage their own plans reducing and eliminating restrictive practices in NDIS-funded supports.
What is Parliamentary Business? ‘Parliamentary business’ includes activities that fall within four streams: Parliamentary duties: covers activities of the parliamentarian that relate directly to the parliamentarian’s role as a member of Parliament Electorate duties: activities of the parliamentarian that support or serve their constituents Party political duties: participating in a formal meeting of the parliamentarian’s political party, participating in the political party or the party’s national, state or territory conference in their capacity as a parliamentarian Official duties: activities that relate to the parliamentarian’s role as an office holder or Minister. Further Information Please see the available on the IPEA website. This fact sheet is based on queries raised with IPEA’s Travel Advice Team. A definition of parliamentary business is available in the Further information on the principles is also available in the ‘’ fact sheet which is on the IPEA website.
Mainstream interface: Family Support Supports the NDIS will fund in relation to family support About the NDIS The National Disability Insurance Scheme (the Scheme) is a new way of providing community linking and individualised support for people with permanent and significant disability, their families and carers. The National Disability Insurance Agency (the Agency) has been established to implement the Scheme. The Agency will build relationships with mainstream service providers and the local community. This will improve their understanding about how they can assist people with disability. What assistance related to family support will the Scheme fund? Families can play an important part in the lives of participants – both as a critical relationship and as a source of care and support. Some participants and families may need assistance to sustain these relationships and participants may need additional supports when their family and caring arrangements change. Supports funded by the Scheme The Scheme funds supports that families need as a result of a family member’s disability, as well as supports that enable sustainable caring by family members. This includes: family support and counselling due to a family member’s disability building the skills and capacity of other family members to manage the impact of a participant’s disability on family life supports that increase the participant’s independence, as well as supports that enable the participant to enjoy social and community activities independent of their informal carers supports aimed at increasing the sustainability of family caring arrangement, including personal care and domestic assistance related to the person’s disability where a child’s caring or living arrangement changes due to a child protection order, the Scheme can continue to fund the child’s disability-related supports such as aids and equipment, therapies, transport or community access. Supports funded by the community services system The community services system continues to have responsibility for broad, population wide programs and statutory services. This includes: family support and counselling, parenting skills programs and family relationships services all aspects of the statutory child protection system, including assessing and responding to suspected child abuse and neglect arranging out of home care for children subject to child protection orders, including making these arrangements sustainable for children with disability
Having material basics Children and young people’s standard of living supports them to reach their potential I have what I need to live a good life. “It’s important to have help to do sports outside of school, so we are healthy and social; to have some opportunities that other kids have,” 16 -year-old, Hobart. “Some things cost money, which means the young person misses out, like in football,” young person, Devonport. “Being able to access sport and other activities that you had been able to do before is important for kids – money to pay fees and have gear, transport,” Launceston. “It’s important to have a healthy environment to live in, not having junk everywhere or being mouldy,” Launceston. I have a place to live, food to eat and clothes to wear. I can take my personal things with me if I move. Being healthy Children and young people receive the help they need to be physically healthy and mentally well. I can get help when I need it. “It’s important to have support in tough times,” young person, Hobart. Having medical help is important, group feedback, Devonport. “Having help with maintaining mental health,” Launceston. “Counselling should be for everyone,” 13-year-old, Devonport. I can get support if I’m feeling sad or angry. Learning Children and young people receive the help they need to participate and do well at school and in training. Children and young people receive the help they need to live successfully on their own when they become independent.
send out Save the Date announcements. On the Memorial wall, there are only two in the country. The proposed location is the area behind BL Perry Building. This is not too expensive as the University will use its resources to plan & build it. We ask for your patience, we are moving. New Business Update on Reorganization & Teach out Dr. Cynthia Hughes Harris (Presented in the Provost’s remarks) Announcements International Program Flyers Adjournment Dr. Persaud said that he was encouraged by the senator’s vibrancy and endurance. He then asked for a motion to adjourn. It was so moved and seconded. The motion was approved and the meeting was adjourned at 5:02 pm. Respectfully Submitted by, Mrs. Jeneice Smith Acting Secretary Mrs. Rebecca Bruce Office Manager
TO APPLY: Contact Human Resources, 5901 College Road, Student Center, Office 1512, Key West, FL 33040, 305-809-3504 or 305-809-3248. E-mail: denise.mera@fkcc.edu Website: is committed to providing equal access/equal opportunity. The College does not discriminate on the basis of color, race, sexual orientation, religion, gender, age, national origin, marital status or disability in admission to, or employment in, its education programs or activities. FKCC complies with the Florida Educational Equity Act and with Title IX of the Education Amendments of 1972. Inquiries concerning application and implementing regulations may be referred to the College’s Equity Coordinator, Joanne Tinker, Office 1512, Human Resources, 5901 College Road, Key West Florida 33040, (305) 809-3248 or to the Office for Civil Rights of the U.S. Department of Education.
Brief Resume about the Faculty Candidate Name Date of Birth Post Applied for: Present Position & Organization Qualifications: Examination Year of Passing Institutions / University Grade / Marks Ph.D. Post Graduation Graduation 12th 10th Name of the Ph.D. / Post Graduation Project Topic Number of papers published in referred national / international journals. Details of best three papers published (Authors, Paper Title, Journal, Vol. No. pp. Year of Publications). No. of Ph.D. Supervised Number of Cases (and Teaching Notes) Subjects taught at P.G. Level Name of subject No. of Students Feedback a) b) c) Whether Conducted / Consulting YES / NO If Yes, please give details Two references Name : Designation : Organization Address Email Address: Mobile No. Name : Designation : Organization Address Email Address: Mobile No.
Devaluing candidates with lukewarm references or recommendation from professional or graduate school references. Devaluing candidates whose prior professional experience focused on working with special populations. In order to support a comprehensive search, Search Committee members may wish to employ one or more of the following strategies: Ask the Chief Diversity Officer to review the applications of all affirmative action candidates Conduct telephone interviews with qualified, under-represented candidates as a means of gathering more information when determining whom should be invited for campus interviews. Ask other members of the hiring unit to conduct "blind reviews" of the applicants, with names, gender and ethnicity concealed where possible. Where questions persist about candidates' credentials, ask for additional references, copies of research articles or other samples of work, etc. to assist in the evaluation. Note when requesting these additional credentials, the request must be made to ALL candidates at this stage of the hiring process. Resist eliminating qualified, under-represented candidates exclusively on the basis of a paper review. Consider conducting phone interviews to all qualified, under-represented candidates. Sample Rubric Template Scoring = YES does meet, NO does not meet, or MAYBE Qualifications Applicant ___________________ Current Position Applicant _________________ Current Position Applicant __________________ Current Position Minimum Qualifications Doctorate in Special Education: High Incidence Disabilities or closely related field by 8/15/XX 3 years teaching experience in p-12 special education settings
$1,010 filing fee (includes biometrics) For Family Members: $500 for each family member Filing fees are as follows: $1,010 for adults (individuals over 14) $600 for children under 14 when filed with parent’s application $930 for children under 14 when filed separately I-765 $150 each in legal fees for initial filing and EACH renewal I-131 $150 each in legal fees for initial filing and EACH renewal Note, all costs included in the Policy are subject to change. Additionally, the contents of this Policy are created to be in full-compliance with all current governing Federal regulations. F.2 Sample Recruitment Summary Date Resume Received Date of Employer Response, if any Source of Recruitment Name, Address & Phone of Applicant Date Applicant Interviewed Specific Job Related Reason for Rejection of U.S. Worker
FACULTY EMPLOYMENT AGREEMENT (UPF-5) Name: ________________________________________ General Terms and Conditions of Faculty Appointments Academic Year Appointment Appointment for the academic year requires that the faculty member be in attendance at the University from September 1 to Commencement, or an equivalent period, unless excused by the appropriate academic officer. Calendar Year Appointment Appointees for the calendar year (July 1 to June 30, or equivalent period of time) are expected to devote the entire year to their University duties with the exception of a vacation of one month. Calendar year appointments are subject to annual review and rejustification. When there is no longer justification, a calendar year appointment reverts to academic year. Reappointments and Promotions University policies on academic reappointments and promotions, to which all faculty are subject, are described in the University Policy with Respect to Academic Appointments and Promotions which is enclosed. Academic Tenure Academic tenure is conferred on eligible faculty members solely by action of the Board of Governors of Rutgers, The State University of New Jersey. No officer or employee of the University has the authority to promise or to award such status to anyone under any circumstances. Mode of Compensation Salaries are paid over 12 months, from July 1 through the following June 30, except that individuals on academic year appointments receive their yearly salary as follows: a. First year appointment - salary for July and August is paid in the first paycheck in September. b. Subsequent appointment - salary payments are made in biweekly paychecks beginning with the first paycheck in July.
year. summer activities Menu of Pre-Approved Activities To give you a list of activities that are pre-approved to help you achieve your yearly goals. N/A – use as a resource N/A Professional Development Project Proposal To propose a self-designed project that will help you achieve your yearly goals. Dean Any time during the year, but before beginning work on the project. Welcome Back Day Evaluation Form To verify your attendance at Welcome Back Day. Also to provide feedback on the day’s event. Dean Ideally, immediately after the Welcome Back Day, but no later than May 30th of the current year. Sign-in sheet To provide Office of Instruction with evidence of attendance at events. (The facilitator will print out and bring to the event, then turn in to VPI.) Office of Instruction As soon as possible after the event. Professional Development Workshop Proposal To propose a new workshop on campus that you want to facilitate. Faculty Excellence Committee – email it to: FacultyProfDev@ Shastacollege.edu Any time during the year. Travel Expense Request To request funds for travel related to professional development. Dean, then it goes to VPI, HR and then Professional Devel-opment Committee Any time during the year. After Senate approval, include a blank copy of each form in this Handbook. Appendix D – Webpages with Professional Development Information and Forms Please visit the following pages on for information and forms regarding the Faculty Excellence Program: Faculty Excellence Program Faculty Corner on-
Women's Issues (Women in science; women in mathematics; minorities in science; people of color in science; mathematics education; diversity equity in education; postgraduate education; statistics in the media; statistical literacy) Workplace (Job design; performance appraisal; compensation and benefits; Human Resource Information Systems)
Famous Pairs (getting into groups of 2) Prepare note cards of famous pairs (one name per card). Examples include: Bert and Ernie, Beyoncé and Jay Z, Mickey and Minnie, Romeo and Juliet, Will and Jada, Laverne and Shirley, etc. Directions: Count the number of students present, and plan cards accordingly, have a “famous trio” for an odd number of students. Mix cards well and pass one out to each student. Instruct students to find their match/famous pair in the room and sit with that person. One completed and sitting together, have students introduce themselves as the famous pair. Onion Ball (review, introduce new topic) Prepare single sheets of paper, each containing one question. Crumple them up around each other, on at a time, creating a large onion/ball. Have feedback/follow-up prepared for each question. Directions: Ask students to stand in a large circle. Direct them to toss the onion, peel back a layer, and read the question aloud. The individual or the group can answer, the instructor adds feedback. Continue with tossing, discussing until the last question is answered. 4 Corners (elicit discussion, debate, discover alternate beliefs/values) Prepare statements in advance. Prepare feedback and follow-up information for each statement. Create 4 “posters” (agree, strongly agree, disagree, strongly disagree). Directions: Hang one poster in each corner of the room. Ask participants to move to the corner of the room that represents their opinion to the statement being read. Let students know that if they do not want to share their opinion, they may stand in the center of the room (neutral ground space). Read a statement aloud. Ask them to move to the corner of the room that represents their opinion regarding the statement. Discuss – start with one corner first and ask if anyone would be willing to share their opinion and why they moved to this corner. After all four corners have had an opportunity to share, you can ask those in the center (if there are any) if they have anything to add. Read the next statement and repeat.
I-PASS Handoff Curriculum: Curriculum Goals and Objectives for Faculty Instructional Goals and Learning Objectives Faculty Roles Instructional Strategies, Events, and Learning Tasks Instructional Resources and Support Materials Goal 1: Understand the role of a faculty champion in the I-PASS Handoff Curriculum Objectives: Describe the roles faculty will play in the I-PASS Handoff Curriculum Articulate how faculty can contribute to the I-PASS campaign I-PASS Institutional Leader I-PASS Workshop Leader/Facilitator I-PASS Handoff Simulation Small Group Leader/Facilitator I-PASS “Live” Handoff Faculty Observer I-PASS Campaign Worker This information is included in a brief didactic overview at the start of the Faculty Development Presentation and in the Faculty Champions Guide Faculty Development Presentation Faculty Champions Guide Goal 2: Learn and be able to use the I-PASS handoff technique Objectives: Be able to recite I-PASS mnemonic and describe each element List the elements of the handoff bundle Discern when a resident is correctly utilizing the mnemonic I-PASS Institutional Leader I-PASS Workshop Leader/Facilitator I-PASS Handoff Simulation Small Group Leader/Facilitator I-PASS “Live” Handoff Faculty Observer I-PASS Campaign Workers Overview of I-PASS handoff bundle in the Faculty Development Presentation and the Faculty Champions Guide Faculty who attend the Core Resident Workshop and Handoff Simulation Exercises or view the Online Module will receive an training experience in the I-PASS handoff technique Various I-PASS campaign elements including the I-PASS Tips of the Day, posters, screen frames, and pocket cards will help to reinforce the handoff technique for both residents and faculty Faculty Development Presentation Faculty Champions Guide Core Resident Workshop and Handoff Simulation Exercises Online Module Just In Time Didactic Faculty Observation Tools Campaign elements: Pocket cards Screen frames Flip chart Tips of the Day Posters Goal 3: Understand the elements and organization of the I-PASS Core Resident I-PASS Institutional Leader I-PASS Workshop Leader/Facilitator I-PASS Handoff Simulation Small Group Overview in the Faculty Development Presentation and the Faculty Champions Guide Attendance at the Core Resident Workshop and Core Resident Workshop and Handoff Simulation Exercises Faculty Development
Material - Trespassing Violation - Sexual harassment -Gang like activity or Gang fight ELEMENTARY CONSEQUENCES VIOLATIONS CHART Occurrences 1st 2nd 3rd 4th 5th 6th Categories Of Violations By Level Level I Parent notification and Student/ Conference Parent conference and/or Paddling (if Parent has given Suspension 1-3 days or Placement at Sherrouse For 10 days Suspension S days or Placement at Sherrouse For 15 days 10 days or Placement at Sherrouse For 15 days Recommend Expulsion - Willful disobedience- Treats authority with disrespect - Makes an unfounded charge against authority - Uses profane and/or obscene language -Uses or possesses tobacco or lighter - Disturbs the school or habitually violates any rule - Violates traffic and safety regulations - Leaves school premises or classroom without permission- Is habitually tardy and/or absent - Forgery- Unauthorized use of Technology - Improper dress- - Misusing Possession of Electronic Devices
ATTACHMENT C Almanor 38 Alturas 358 Bakersfield 420 Beckwourth 41 Blairsden 41 Bucks Lake 19 Canyondam 32 Caribou 38 Chester 48 Chico 85 Chilcoot 54 Clio 30 Crescent City 456 Crescent Mills 17 Cromberg 18 Delleker 33 Eureka 372 Fresno 313 Genesee 26 Graeagle 26 Grays Flat 19 Greenville 23 Johnsville 30 Keddie 7 LaPorte 34 L.A. – Reno 545 L.A. 535 Las Vegas 675 Marysville 103 Meadow Valley 8 Merced 258 Modesto 220 Monterey 331 Oakland via Marysville 221 Oroville 78 Palm Spring 646 Paradise 68 Paxton 14 Portola 35 Prattville 39 Red Bluff via Chester 112 Red Bluff via Chico 115 Redding via Chester 43 Redding via Chico 146 Reno 80 Rocklin 149 Sierraville 48 Sacramento via Marysville 159 San Diego via Marysville 661 San Francisco via Marysville 229 San Jose 260 San Luis Obispo 447 Santa Barbara 552 Santa Cruz 292 Santa Rosa 237 Seneca 40 Sloat 17 Spring Garden 10 Stockton 193 Storrie 40 Susanville 67 Tahoe 239 Truckee 72 Taylorsville 21 Twain 18 Ukiah 223 Ventura 536 Vinton 53 Virgilia 20 Weed 210 Westwood 45 Woodland 146 Willows 164 Yosemite via Marysville 339 Yreka 239 Yuba City 105 Y to Greenville 12 Y to Injun Jim 7 Greenville to Chester 27 Chester to Westwood 5 Loyalton to Portola 22
Student Accounting Form (Used for Evacuation send to Main Post) Teacher Collaborating Teacher Instructional Assistant Substitute/Coverage Room# All Present YES NO MISSING Student(s) in class, but not present during evacuation. ABSENT Student (s) marked absent for the day. STUDENT(S) FOUND Student (s) not on your roster. NORMAL LOCATION Teacher where student is normally assigned. Student Accounting Form (Used for Evacuation send to Main Post) Teacher Collaborating Teacher Instructional Assistant Substitute/Coverage Room# All Present YES NO MISSING Student(s) in class, but not present during evacuation. ABSENT Student (s) marked absent for the day. STUDENT(S) FOUND Student (s) not on your roster. NORMAL LOCATION Teacher where student is normally assigned.
Lesson Plan Teacher: Date: Class: Unit: Lesson: Standard (Quality Core, National Standard, etc.) _______________________________________________________ _________________________________________________________________________________________________ Daily Learning Target ______________________________________________________________________________ _________________________________________________________________________________________________ Materials Needed: ___________________________________________ ___ ____ ___________________________________________________ _____ ______ __ ACT/PLAN Activity (if applicable): Schedule Time Activity Standard Comments/Reflection: Absences – Make up assignments required Teacher Expectations
PROPOSAL INFORMATION FORM Send as an e-mail attachment to Deborah Woods at Date______________________ Name_____________________ Department ___________________________ Phone Extension ____________ I’m working on a proposal for (brief content summary): ______________________ I will be submitting it to __________________________________ Deadline ______________________________________________ I don’t need any assistance. My proposal requires support letter or signature from Dean’s Office President’s Office matching funds from either the department or the institution institutional information or data on ___________________ electronic submission to the funding source I’d appreciate assistance with who might fund such an idea. Other ways you could assist me would be ............................................................... Appendix II
Department Chair’s Signature Date _________________________________ _____________ Dean’s Signature Date
2 Every effort must be made by the school administration to notify the parent immediately upon the removal of a student from class. 3 If a teacher requests a permanent exclusion of the student from class, the parent shall be notified of the time and place of the Placement Review Committee meeting. The parent and student shall have the right of participation. • Provisions for Exceptional Students The Placement Review Committee shall refer to a staffing committee all exclusion requests for students from exceptional education classes. The Placement Review Committee decision must concur with the staffing committee recommendations. If the requesting teacher is teaching a mainstreamed student, the regular process may be followed. • Provisions for Limited English Proficient (LEP) Students The Placement Review Committee shall refer an LEP student to the LEP committee. The Placement Review Committee decision must concur with the LEP Committee recommendation. LEP services cannot be denied. • Professional Development Activities to Improve Classroom Management Skills Any teacher who refers 25% of his or her class is required to complete professional development activities to improve classroom management skills. This percentage pertains to individual students referred for disruptive behavior that interferes with instruction. Each school should keep appropriate records in order to be able to address the following areas: a) Number of disciplinary referrals requiring students to be removed from class by teachers. b) Number and percentage of referrals in which the students were sent back to class with the consent of teachers. c) Number and percentage of referrals that were sent to the Placement Review Committee because of teacher refusal to readmit. d) Number and types of placements (including those returned to class) made by the Placement Review Committee. e) Number and percentage of students in each class referred by each teacher to be used in determining staff development needs. SCSI EXCLUSION In addition to the procedures that are in place that address classroom management, Ferguson Senior provides teachers with an additional consequence. When students are so disruptive that instruction/learning cannot take place, students could be removed by the teacher from the classroom and sent to SCSI (School Center for Special Instruction) with the appropriate form. (Please see Policies and Procedures: Exclusions).
Student Accounting Form (Used for Evacuation send to Main Post) Teacher Collaborating Teacher Instructional Assistant Substitute/Coverage Room# All Present YES NO MISSING Student(s) in class, but not present during evacuation. ABSENT Student (s) marked absent for the day. STUDENT(S) FOUND Student (s) not on your roster. NORMAL LOCATION Teacher where student is normally assigned. Student Accounting Form (Used for Evacuation send to Main Post) Teacher Collaborating Teacher Instructional Assistant Substitute/Coverage Room# All Present YES NO MISSING Student(s) in class, but not present during evacuation. ABSENT Student (s) marked absent for the day. STUDENT(S) FOUND Student (s) not on your roster. NORMAL LOCATION Teacher where student is normally assigned.
3. Receipts Date Amount Date Amount Total Receipts 4. Expenses Date Check # Amount Date Check # Amount Total Expenses 5. Total Count of Unsold Items 6. Item Count x Sales Price = Unsold Items Total Value of Unsold Items Total count must equal Line 5. 7. Anticipated Profit (Line 2 - Line 4) Disposition of Unsold Items: 8. Value of Unsold Items (Line 6) Returned 9. Subtotal (Line 7 - Line 8) Held for Next Fund Raiser 10. Actual Profit (Line 3 - Line 4) Other (Please explain) 11. Cash Over/Short (Line 9 - Line 10) Investigate significant differences immediately. Sponsor Principal FIELD TRIP TIPS AND INFORMATION TEACHER PLANNER TIPS Field trips should be educational/align with course/core content, goals Use timeline in form and follow all tips Use official field trip request form Send out complete forms once approved Confirm all volunteers are on approved list Consult with cafeteria for lunch Collect payment Copy of permission to student Ensure signatures Review orientation and procedures with chaperones. Collect student lunches and make sure every students has lunch Consult with nurse about routine and emergency medications that may be needed. School personnel must have received training to administer medications. CHAPERONE TIPS Background check/allow time for check No siblings may participate Stay with the group at all times Spread out among students Medical and other issues are confidential No smoking Report on time to arranged meeting places Monitor restroom visits Follow all rules of the site Supervise students Observe traffic signals and use crosswalks Monitor bus behavior Set cell phone to vibrate and limit cell phone use to emergency only Be aware of hazards Support teacher by supporting assignments that need to be completed
V. Grade Calculation By Course A. The final grade in a semester course is determined by averaging the two marking period grades. The following illustrates the procedure: Marking Period: 1 2 Student Grade: B C+ Numerical Value: 6 4 Conversion: Since the highest grade a student can receive in a semester course is A+, A+ = A+ (20 points), and the lowest one can receive is F, F = F (0 points), the sum of the numerical values of both marking periods combined must fall between 0 and 20. Average numerical scores that consist of fractional values of one-half (1.5, 2.5, 3.5, etc.) may be converted to the higher whole number or they may be dropped. In such cases, consideration should be given to the sequence of grades for an entire semester or year (see below). The minimum average numerical score needed to pass a course is 1.0. There shall be no converting to the higher whole number for a numerical score below 1.0. SEQUENCE OF GRADES Semester Course: A-, B+ = probably a B+ B+, A- = probably an A- B. The final grade for a full year course that does not have an examination is determined by averaging the grades of each of the four marking periods. For example: Marking Period: 1 2 3 4 Student Grade: A C C B- Numerical Value: 9 3 3 5 Conversion: (9+3+3+5)/4 = 5 = B- Since the highest grade a student can earn in a full year non-exam course is A+,A+,A+,A+, the highest possible numerical value the student can earn is 40. Since the lowest grade possible is the total of four Fs, the lowest numerical value is 0. Therefore, all students must earn a numerical value somewhere between 0 and 40. VI. Quarterlies: Grades 9-12 Procedures for 9th through 12th Grades for courses with quarterly assessments. The letter grades for each marking period and for the quarterly assessment grade shall be converted to the following numerical equivalents: Ten (10) point grading system: A+ =10 B+ = 7 C+ = 4 D = 1 A = 9 B = 6 C = 3 A- = 8 B- = 5 C- = 2 F = 0
4 NUR 201 (Prereq Required) Principles of Mental Health Nurse Caring 2 NUR 202 Professional Issues and Leadership in Nursing 1 Nursing elective 64 Minimum credits required for graduation Note: Please review the back of this form for additional information. Notes on Nursing AAS (NURS) COURSE PREREQUISITES: BIO 107 Within the last 5 years BIO 103 ( or Regents Biology 80) and CHM 103 (or Regents Chemistry 80); or BIO 103 with C or better and CHM 103 with C or better; or permission of instructor NUR 100 BIO 107 (with C+ or better - pre or corequisite) BIO 108 BIO 107 NUR 102 NUR 100 (with C+ or better) and BIO 107 (with C+ or better) and BIO 108 (with C+ or better - pre or corequisite) BIO 113 Within the last 5 years BIO 103 ( or Regents Biology 80) and CHM 103 (or Regents Chemistry 80); or BIO 103 with C or better and CHM 103 with C or better; or permission of instructor NUR 103 NUR 100 (with C+ or better) and BIO 107 (with C+ or better) and BIO 108 (with C+ or better - pre or corequisite) PSY 222 PSY 101 NUR 104 NUR 100 (with C+ or better) and BIO 107 (with C+ or better) and BIO 108 (with C+ or better - pre or corequisite) NUR 200 NUR 102 (with C+ or better) and NUR 103 (with C+ or better) and NUR 104 (with C+ or better) NUR 201 NUR 102 (with C+ or better) and NUR 103 (with C+ or better) and NUR 104 (with C+ or better) and Child Abuse/Endangerment clearance NUR 202 Successful completion of three semesters of clinical nursing courses and continued enrollment in the nursing program RECOMMENDED SEQUENCE: FIRST YEAR First Semester Second Semester 3 ENG 101 or ENG 100 A & B 3 ENG 102 – ENG 110 4 BIO 107 4 BIO 108 3 PSY 101 10 NUR 102 and NUR 103 OR NUR 104 6 NUR 100 SECOND YEAR
1, 2,4,10 Initiates appropriate interventions in priority order Delegates appropriate tasks when needed Interprets subjective/objective data (recognizes relevant from irrelevant data DIRECT PATIENT CARE 1, 3,8,10 Administers medications safely (6 rights, 3 checks) Manages equipment, tubes and drains correctly Performs procedures correctly Nursing interventions completed in a timely manner 100 Level Simulation Evaluation KEY 0= Student did not meet objectives. Student must remediate in lab 1=Student partially met objectives. Recommendation to remediate in in lab 2=Student met objectives. No recommendations 200 Level Simulation Evaluation STUDENTS 1st half STUDENTS 2nd half SLO UNIVERSAL COMPETENCIES/SAFETY Primary RN Secondary RN Primary RN Secondary RN 1, 8, 10 Introduces self (name, title) Uses 2 patient identifiers Uses standard precautions (hand-wash, glove, PPE) Assesses pain/comfort Provides privacy Provides for patient safety (call light, bed safety) ASSESSMENT 1, 4 Obtains pertinent subjective data Obtains pertinent objective data Performs follow-up assessments as needed Assesses in a systematic and orderly manner using the correct technique COMMUNICATION 1, 5, 6, 7 10 Communicates effectively with MD (medical terms, SBAR)
Appendix G: Please complete and send this form to Ginger Lambert in the SHRM office via fax to (281) 998-6133 or via intercampus mail as soon as possible. SECTION 1: FOR PERSONAL INJURY ACCIDENTS COMPLETE ENTIRE REPORT! – NON-INJURY ACCIDENTS COMPLETE SECTION II AND TIME OF ACCIDENT a.m. p.m. DATE OF ACCIDENT CAMPUS NAME OF INJURED EMPLOYEE DATE INJURED STOPPED WORKING (Mo., Day, Year) DOING HIS REGULAR WORK? YES NO HAD YOU INSTRUCTED HIM REGARDING HAZARDS OF HIS JOB? YES NO OCCUPATION WHEN INJURED (Job Title) WHAT WAS THE APPARENT NATURE OF EMPLOYEE’S INJURIES? SECTION II: DESCRIPTION OF ACCIDENT DID YOU SEE THIS ACCIDENT? YES NO WHO SAW THIS ACCIDENT? UNSAFE CONDITIONS: WHAT WAS NOT SAFE CONCERNING THE MACHINE, TOOL, EQUIPMENT, PREMISES OR VEHICLE? WHY DID THE UNSAFE CONDITION EXISTS? UNSAFE ACTS: WHAT DID ANYONE DO OR FAIL THAT LED TO THIS ACCIDENT? INDICATE REASONS FOR UNSAFE ACTS? WHAT ACTION HAS BEEN OR SHOULD BE TAKEN TO PREVENT A SIMILAR ACCIDENT? DATE (Mo., Day, Year) DEPARTMENT SIGNATURE OF SUPERVISOR
Criterion Clinical Assistant Professor Clinical Associate Professor Clinical Professor Teaching Experience Prefer 1-year. May include online, face to face, precepting students in clinical or combination. If teaching in undergraduate program, Prior to or within the first 3-years have education in teaching and learning principles for adult education. 21 NCAC 36.0318 Minimum of 2 years. May include online, face to face, precepting students in clinical or combination. If teaching in undergraduate program, Prior to or within the first 3-years have education in teaching and learning principles for adult education. 21 NCAC 36.0803 Minimum of 2 years. May include online, face to face, precepting students in clinical or combination. If teaching in undergraduate program, Prior to or within the first 3-years have education in teaching and learning principles for adult education. 21 NCAC 36.0803 *Workload 12 credits per semester 9 of which are in teaching and the remaining 3 in scholarship. 12 credits per semester 9 of which are in teaching and the remaining 3 in scholarship. 12 credits per semester 9 of which are in teaching and the remaining 3 in scholarship. **Scholarship Requirements/Standards +An average of three (3) scholarly activities per year. Must include publications in peer reviewed journals An average of three (3) scholarly activities per year. Must include publications in peer reviewed journals An average of three (3) scholarly activities per year. Must include publications in peer reviewed journals Teaching Meets unit minimum criteria of teaching for rank Meets unit minimum criteria of teaching for rank Meets unit minimum criteria of teaching for rank Service Meets unit minimum criteria of service for rank Meets unit minimum criteria of service for rank Meets unit minimum criteria of service for rank
even if it means they may need to make up clinical hours. Select University Policies Policies, Regulations, and Procedures/Selected Faculty Policies and Resources Policy A systematic approach to initial assessment of clinical agencies will be used, and each agency will be assessed for continuing use by both students and faculty. Guidelines for Initial Selection of Agencies for Student Clinical Experiences Institution/Agency Goals (attach philosophy and objectives) Are the goals or philosophy of the institution/agency clearly established and reflected in the quality and type of services offered? Are the goals consistent with the philosophy of the School of Nursing so that there will be no
COURSE CO-DIRECTORS Daniel J. Lee, MD, FACS Associate Professor Department of Otology and Laryngology Harvard Medical School Director, Pediatric Ear, Hearing and Balance Center Massachusetts Eye and Ear Infirmary Boston, MA Anthony A. Mikulec, MD, FACS Associate Professor Chief, Otologic and Neurotologic Surgery Department of Otolaryngology – Head & Neck Surgery Saint Louis University School of Medicine St. Louis, MO DISTINGUISHED FACULTY James Benecke, Jr., MD, FACS Clinical Professor Department of Otolaryngology – Head & Neck Surgery Saint Louis University School of Medicine Midwest Ear Specialists St. Louis, MO Joel A. Goebel, MD, FACS Professor and Vice Chair Department of Otolaryngology – Head & Neck Surgery Director, Residency Program Director, Dizziness and Balance Program Washington University School of Medicine St. Louis, MO Lance E. Jackson, MD, FACS Clinical Assistant Professor Department of Otolaryngology University of Texas Health Science Center at San Antonio The Ear Institute of Texas San Antonio, TX Philip D. Littlefield, MD Associate Professor of Surgery Department of ENT Tripler Army Medical Center Honolulu, HI Daniele Marchioni, MD Department of ENT University of Modena (Italy) Modena, Italy João Flávio Nogueira, MD Assistant Professor UECE - Universidade Estadual do Ceará Director Sinus & Oto Centro Department of ENT Ceará, Brazil
Dennis S. Poe, MD, PhD Associate Professor Department of Otolaryngology and Laryngology Harvard Medical School Department of Otolaryngology and Communications Enhancement Boston Children's Hospital Boston, MA David D. Pothier, MBChB MSc FRCS (ORL-HNS) Neurotology Affiliate, Department of Otolaryngology, Head and Neck Surgery University of Toronto Medical School Toronto General Hospital Toronto, Ontario, Canada William H. Slattery, III, MD Clinical Professor, Department of Otolaryngology University of Southern California School of Medicine Associate, House Clinic Los Angeles, CA Hinrich Staecker, MD, PhD Professor Department of Otolaryngology, Head and Neck Surgery University of Kansas School of Medicine Kansas City, KS Muaaz Tarabichi, MD Head of ENT, Otolaryngology Department American Hospital Dubai Dubai, United Arab Emirates Saint Louis University School of Medicine Department of Surgery 3839 Lindell Boulevard St. Louis, MO 63108
The University does not operate a formal dress code for its employees, other than for those who are provided with uniform and/or protective clothing. However, employees must ensure that their dress is professional, reasonably smart and appropriate for the situation in which they are working. All staff should ensure that they present a professional image and one that reflects sensitivity to customer perceptions. This may reflect their ethnicity and lifestyle, but should not be provocative or cause offence to those with whom they have contact. Citizenship All staff are expected to adhere to good citizenship, being generous with help and support to others, collaborating with colleagues and working for the benefit of the University as a whole. In particular working to provide a positive student experience and achieving excellence in all the University’s activities. This job description indicates the expectations of staff at this level. Job descriptions are not exhaustive and you may be required to undertake other duties of a similar level and responsibility.
SATHYABAMA UNIVERSITY Faculty of Building Group Assessment Test – I Date 24.01-2014 to 3 1.01-2014 Department: Civil Semester: IV Batch 2012 DATE SUB CODE SUBJECT STRENGTH 24-1-2014 SMTX1010 Engineering Mathematics – IV 350 27-1-2014 SCIX1009 Mechanics of Solids 350 28-1-2014 SCIX1010 Applied Hydraulic Engineering 350 29-1-2014 SCIX1011 Transportation Engineering - II 350 30-1-2014 SCIX1012 Building Planning and Drawing 350 31-1-2014 SCIX1013 Surveying – II 350 Department: Civil Semester: VI Batch 2011 DATE SUB CODE SUBJECT STRENGTH 24-01-2014 SCIX1022 Structural Analysis – II 257 27-01-2014 SCIX1023 Reinforced Concrete Structures – II 257 28-01-2014 SCIX1024 Foundation Engineering 257 29-01-2014 SCIX1025 Design of Steel Structures 257 30-01-2014 SCIX1035 Modern Construction Systems and Techniques 257 31-01-2014 SCIX1036 Traffic Engineering 257
FACULTY OF Health sciences POSTDOCTORAL FELLOWSHIP APPLICATION submission deadline: 07 December 2017 CARDIAC research (tick) CANCER Research (Tick) INFECTIOUS DISEASES RESEARCH (TICK) OTHER RESEARCH AREA (provide brief description) Give concise answers. Where applicable mark with X Incomplete applications will not be considered. A PARTICULARS OF APPLICANT Surname Title First names Male Female Place of birth Date of birth y y y y m m d d Identity number African* Coloured* Indian* White* other* (please specify) Citizenship Telephone number & code Fax (if applicable) E-mail address Home address including postal code Postal address including postal code Name of institution at which you will obtain or have obtained your doctoral or equivalent degree Department Faculty Degree for which you are currently registered e.g. PhD (if applicable) Year & month degree obtained/to be obtained In order to enable the University to monitor redress
B QUALIFICATIONS OBTAINED Supervisor of research for doctoral degree Name Position Department Title of project for doctoral degree DEGREES OBTAINED (A full certified academic record must be attached as ANNEXURE 2) Degree First registration (month/year) Degree obtained (month/year) University/Institution Degree with distinction (yes/no) C PRESTIGIOUS AWARD/S RECEIVED D EXPERIENCE TO DATE Name of employer/institution Capacity and/or type of work Period
Educational Qualifications B.Com;FCA;AICWA;M.Phil(Commerce);PhD Academic Affiliation Member, Disciplinary Committee Member, Academic Council Member, Fund Management (Investment) Committee Coordinator, ERP Implementation Professional Affiliations Fellow Member, Institute of Chartered Accountants of India Area Of Research Microfinance Publications/ Articles/ Cases Journal Publications: Ranjani K.S. Chopra Anjali An Empirical Study of financial awareness of working women in Mumbai, The International Journal, 2011 Ranjani K.S Regulating Microfinance Institutions in India-A conceptual overview,Synergy,2012