zilongwang/ReadingBank huggingface dataset:
Peer assessors Peer assessors are industry experts from a range of arts disciplines, who have been approved to participate in Arts Queensland’s (AQ) funding assessment processes, following an Expression of Interest (EOI). New appointments will be made on an ongoing basis, through a rolling EOI process. To express interest as an AQ peer assessor, please complete the form on this page: Rod Ainsworth John Armstrong Trish Barnard Debra Beattie Mandy Beaumont Lisa Beilby Michael Bloyce Anna Bonshek Shaaron Boughen Lenine Bourke Lynne Bradley Lars Brandle Collette Brennan Shannon Brett Rebekah Butler Sally Butler Daniel Carroll Craig Cathcart Shannon Chadwick Stephen Clark Sandra Conte Sam Cook Fraser Corfield Sam Creyton Clark Crystal Joanne Currey Ryan Daniel Bronwyn Davies Leanne De Souza Sue Donnelly Kerryanne Farrer Mark Fawcett Mark Ferris Philip Follent Sean Foran Jessica Gildesleeve Stephen Tania Hall Luke Harriman Rahima Miriam Hayes David Hudson Annette Hughes Angelina Hurley Beth Jackson Bradley Jarrett Adam Jefford Rafael Karlen Trevor Keeling Nora Kinnunen Benjamin Knapton Beverly Knight Helen Lancaster Nigel Lavender Bronwyn Lea Melissa Lucashenko Felicity Mandile Amy-Clare McCarthy Janet McDonald Arone Meeks David Megarrity Marilyn Miller John Mongard Gene Moyle Veronica Neave Simone North Mark O’Brien Paul Osuch Owens Kyle Page Roz Pappalardo Courtney Pedersen Cameron Pegg Judy Pippen Shelly Pisani Bill Powell Joanne Kath Quigley David Reiter Melissa Robertson Amy Rodgers-Clarke Helen Russell Robyn Ryan Kerry Saul Nicole Schellback Dave Sleswick Deanna Nathan Stoneham Deb Suckling Nadia Sugden Pat Swell Joshua Taylor-Anderson Gary Thorpe Stephanie Tickle Diana Tolmie Dale Truscott Adam Tucker Leoni Tyle Meg Vann Kirsty Veron Michael Webster Josephine Wise Sandi Woo Tintin Wulia
Participation Points: What percentage of points in each category would you assign to each member of your SuperTeam? Category Names of Group Members (self) Preparation: Was the group member knowledgeable about the article that he/she read? (Should total 100 %) Discussion: Did the group member contribute meaningfully (on-topic) to the group’s discussion? (Should total 100 %)
understood in shorthand as the affective ability ‘put oneself in the other’s shoes’ - can easily become a kind of end-point. Precisely because it is so widely and unquestioningly viewed as ‘good,’ its naming can represent a conceptual stoppage in conversation or analysis. Thus, the most pressing questions tend less to be ‘what is empathy?’, ‘what does it do?’, ‘what are its risks?,’ and ‘what happens after empathy’, but rather the more automatic refrain of ‘how can we cultivate it?’ It is also evident that, although a number of commentators in the global North insist that empathy can play an important role in mediating relations between different social and cultural groups and across national and geo-political boundaries, relatively scant attention has been paid specifically to the transnational politics of empathy. As such, we have little insight into how empathy emerges and flows through global circuits of power, and the complex ways in which it transforms and translates as it travels between diverse contexts. In the face of these dynamics, my work has grappled with two central questions: firstly, how can we think more critically about the contemporary political workings of empathy? and secondly, how might we understand the complex links between empathy and transnational relations of power? I understand ‘transnationality’ as constituted by inter-related and shifting processes of colonialism, slavery, diaspora, migration, development, globalisation, neoliberalism and global media, among other phenomena (Grewal, 2005; Ong, 2006). I am interested in how empathy – which I conceptualise as a social and political relation involving the imbrication of cognitive, perceptual and affective processes – is generated within, circulated through, and productive of transnational politics. Through analysis of political communication, international development literatures, popular business and science books,
Rose, N. (2006) The Politics of Life Itself: Biomedicine, Power and Subjectivity in the Twenty-First Century. Princeton and Oxford: Princeton University Press. Smith, A. ([1790]2006) The Theory of Moral Sentiments. Mineola, NY: Dover Publications Inc. Spelman, E. (1997) Fruits of Sorrow: Framing our Attention to Suffering. Boston: Beacon Press. Spivak, G. C. (1993) Outside in the Teaching Machine. London and New York: Routledge. Swan, E. (2008) ‘You Make Me Feel like a Woman’: Therapeutic Cultures and the Contagion of Femininity. Gender, Work and Organization, 15(1): 88-107. Venuti, L. (1992) Rethinking Translation: Discourse, Subjectivity, Ideology. London and New York: Routledge. Woodward, K. (2004) Calculating Compassion. In Lauren Berlant (ed.) Compassion: The Culture and Politics of an Emotion. London: Routledge. pp.59-86.
Knowledge: Awareness of the issues of confidentiality arising when working with adults and substance misuse Knowledge of child protection and working practice to safeguard vulnerable people Knowledge of safe working practice appropriate to the work Knowledge of local treatment services for substance misusing adults, what they offer and how to contact them Personal Qualities: Be willing to undertake further training Enjoy working with other people and have an enthusiastic passion for helping others achieve their goals Is committed and willing to contribute in all area’s Able to use basic I.T To be proactive and use own initiative Have sustained a good level of attendance in previous work Other Relevant Requirements: Be prepared to undergo an enhanced DBS check.
Peer Partner Application *** Due Friday, February 2, 2018 *** Peer partners are matched up with special needs students during their PE class. It will count as your PE class. The partners assist them as appropriate, whether it is assisting during activities in class, in the locker room, helping maneuver the hallways, or simply just being a good friend to talk to. Peer partners was established to help create a successful adapted physical education class. It is like having numerous “mini instructors” in class but you are participating as well during activities. It helps involve the special needs students both physically and mentally. To be considered for peer partners you must complete the following: You must be a junior or a senior next school year You must be able to swim. Submit a one page summary to Mrs. Woulfe (Women’s Coaches Office) about why you want to be part of the peer partners program. This should be typed and double spaced. Parent Signature on this form and attached to one page summary Obtain 1 PE or health teacher recommendation A list of peer partners for the 2018-2019 will be posted outside the women’s coaches’ office after Feb. 10. Student name: __________________________________________________ Student ID#:________________________________ Year Currently in school: ________________ Parent Signature: _________________________________________________
Formulating a Position/Thesis Objective: Once you have identified your topic area, you need to decide on what angle you will take. In order to construct a position/thesis that effectively integrates more than one source, you must understand the relationships between your selected sources. A first step might be to find the similarities and differences among the sources. Do they touch on common issues, explanatory frames, models, or key concepts? Are they written with similar styles or structures? Do they make the same argument? Do they use the same event or methods? Once you establish a common element that relates the sources, you can look for the questions, problems, or disparities that the sources reflect upon one another. Do the authors make different arguments about the same focus question? In what way are these arguments different and what are the broader implications of these differences? Does one article’s approach hide what another makes transparent? In-class work: We will start looking at relationships among your source texts and use these relationships as a way to focus your topic and thesis for the literature review. Form a group of 3-4 people, each of whom summarized a different article from the course bibliography. Talk about the different articles with each other, providing the highlights from your summary and analysis. As a group, come up with a preliminary analytical question that draws on at least some aspect of all articles read by your group, though perhaps some texts will be used more heavily than others. In discussion with your group, each of you draft a thesis in your own words that answers the group’s focus question. Group members’ theses may address different angles on the analytical question. Compare your group’s analytical question and your responding thesis to the versions you each drafted before class. How are they similar/different? Which do you think is stronger and why? Use our classwork to help you revise your thesis for Paper 2, so that you have a strong starting point for your paper. On a separate sheet of paper: List the members of your group and which articles you each analyzed. What is/are the analytical question(s) your group has come up with? What is the thesis you have come up with that answers your group’s analytical question? What is the current version of the thesis you intend to use in the literature review?
effectively used to create imagery to engage audience emotionally. responsibilities. Creates some effective imagery through language. Conclusion 10 pts Effectively states what audience is supposed to do with the information, makes a summary statement of key points from research, and provides a WOW statement that supports a call to action. Provides some of the three components necessary for an effective conclusion. Provides a weak, incomplete, or no conclusion. Eye contact 10 pts Consistently and effectively used eye contact to establish rapport with audience. Inconspicuous use of speaker notes and effective use of scanning to established an expanded zone of interaction. Conspicuous use of speaker Seems disengaged from audience for noticeable periods of time. Reads speech from notes/manuscript. Avoids eye contact with audience. Only occasional and sporadic glances. Body language 5 pts Expressive, dynamic, and natural use of gestures, posture and facial expressions to reinforce and enhance meaning. Body language reflects comfort interacting with audience. Stiff or unnatural use of nonverbal behaviors. Body language reflects some discomfort interacting with audience. Limited use of gestures to reinforce verbal message. Body language reflects a reluctance to interact with audience. Distracting movement and/or use of self-adaptive behaviors. Voice Fluency 5 pts Natural variation of characteristics (rate, pitch, volume, tone) in Standard English to heighten interest and match message appropriately. Appropriate pronunciation, enunciation, and articulation. Lack of noticeable vocalized fillers. Limited variation of vocal characteristics. Use of rate, pitch, volume and tone seemed inconsistent at times. Few noticeable errors in pronunciation, enunciation and articulation. Minimal use of vocalized fillers. Monotone or inappropriate variation of vocal characteristics. Inconsistent with verbal message. Excessive fluency errors interfered with message comprehension. Excessive use of vocalized fillers. Five Power Points SLIDES 5 pts Five or more slides with visuals and little to no text—no bullets—effectively supporting presentation. 3-4 slides OR 5 slides with bullet points and lots of text. Incomplete or ineffectual slides. Total Score _______________________
Peer Review Report: Observation of Teaching Practice General comments Dimensions of learning and teaching activity: Quantity and quality of evidence Students are actively engaged in learning No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Students’ prior knowledge and experience is built upon No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Teaching caters for student diversity No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Students are encouraged to develop/expand conceptual understanding No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Students are made aware of key learning outcomes No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Actively theory and practice through research, professional/ industry or discipline examples. No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Uses learning environments, educational resources and techniques appropriately No apparent examples Some examples Many examples Effectiveness not Effective Very effective
Presents material logically No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Seeks feedback on students’ understanding and acts on this accordingly No apparent examples Some examples Many examples Effectiveness not Effective Very effective Other areas as determined by the reviewee No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Any other comments (optional) Signature: Peer Reviewer’s
Dimension 7: Uses education resources and techniques appropriately Indicative teaching strategies for demonstrating this dimension may include: using IT techniques effectively (e.g. multimedia, audio, simulations, presentations of a professional standard) providing relevant online formative and summative tasks supplying resources, materials and literature to support student learning using, as appropriate, a range of classroom/online resources, tools and strategies to support student learning effectively evidence of adaptivity in learning design, online teaching and student support made possible by technologies providing timely data on learners’ knowledge, perceptions and study behaviour using specific educational strategies and techniques in the design and delivery of teaching sessions, to achieve key objectives interactive learning resources provide a for experiential engagement and experimentation with content and interaction with peers and teachers e-assessment to demonstrate professional practice Dimension 8: Presents material logically Indicative teaching strategies for demonstrating this dimension may include: providing an early brief structural overview of the session developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session providing time for reviewing at key stages, including closure establishing closure, aiming at helping students draw together and understand major issues and identify individual learning needs and short-comings Dimension 9: Seeks feedback on students’ understanding and acts on this accordingly Indicative teaching strategies for demonstrating this dimension may include: seeking feedback progressively during the session, for example, through constant observation of interest level and engagement and by using specific questions to test understanding modifying the activity to accommodate feedback messages subject site provides opportunities for student questions and feedback and teacher responses subject site provides opportunities for students to seek feedback from each other seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated Dimension 10: Other areas determined by the reviewee An additional dimension may be composed by the reviewee for their particular approach to teaching.
Assessment Peer Review Report: Subject Design Practice – Form 1 of 4 General comments Dimensions of subject design: Quantity and quality of evidence Alignment with CSU Assessment Policy – Subject #All subject learning outcomes are covered by the assessments in the subject #All assessment tasks are clearly linked to at least one subject learning outcome in each assessment task rationale, criteria and standards enter other chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Alignment with CSU Assessment Policy – Task #Rationale is aligned to subject learning outcomes #Marking criteria are aligned to subject learning outcomes #Pass level grade meets the standard required in the learning outcomes enter other chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Alignment with CSU Learning & Teaching Priorities 3.1 chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Assessment Strategies 4.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Formative Assessment and Feedback Strategies 5.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Feedback on Assessment 6.1 chosen review items No apparent examples Some examples Many examples
Learning Resources Peer Review Report: Subject Design Practice – Form 2 of 4 General comments Dimensions of subject design: Quantity and quality of evidence Accuracy and Consistency chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Engagement enter chosen review items No apparent examples Some examples Many examples Effectiveness not Effective Very effective Curriculum Support 3.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Learning Environments 4.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Teaching Strategies 5.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Use of Resources 6.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Other areas as determined by the reviewee 7.1 chosen review items No apparent examples Some examples Many examples
Learning Activities Peer Review Report: Subject Design Practice – Form 3 of 4 General comments Dimensions of subject design: Quantity and quality of evidence Engagement enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Innovation enter chosen review items No apparent examples Some examples Many examples Effectiveness not Effective Very effective Assessment Strategies and Activities 3.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Knowledge, Skills and Application Development 4.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Activity Design 5.1 chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Collaboration and Cooperative Learning 6.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not Effective Very effective Other areas as determined by the reviewee 7.1 enter chosen review items No apparent examples Some examples Many examples
Learning Support Peer Review Report: Subject Design Practice – Form 4 of 4 General comments Dimensions of subject design: Quantity and quality of evidence Subject Site enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Student Needs enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Student Interaction 3.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Flexible and Adaptive Learning 4.1 chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Knowing the Students 5.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Other areas as determined by the Reviewee 6.1 enter chosen review items No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Any other comments (optional)
W/c 27th November 17 W/c 4th December 17 Recruitment Process Stage Two: Case File Review Concurrent with Recruitment Process Stage Three: Mock Peer Review Test 13th – 15th December 17 Recruitment Process Three: Interviews (Birmingham) w/c 18th December 17 Final Selection Appointment of Peer Review delivery team Feedback provided to unsuccessful applicants If successful with your application, the appointed Peer Review delivery team will be required to participate in an intensive programme of training. This will be held in a central location in Birmingham. Training dates are scheduled for: Induction Session: 31st January 2018, Full Day, Conference Aston in Birmingham Initial Training Programme: 7th and 8th 2018, Conference Aston in Birmingham – overnight accommodation will be provided. Trainee Peer Reviewer Practical Training: March 2018, Mock Peer Review of 15 files prior to full involvement with the Scheme
JaPANESE Ryuta Yoda 7-9p Latin Alexandra MacMullen 7-9p PHILOSOPHY John Green 7-9p Physics Ryan Farber 9-11p Oscar Ding 7-9p Psychology Elizabeth Burrill 7-9p Brain, Mind BEhavior Avery Bertocci 8-10p Quantitative research methods Avery Bertocci 6-8p Russian Rose Berger 7-9p Sociology Peter Dassatti 6-8 Spanish Scott Enman 7-9p Revised 2/26/15
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South Africa: Supreme Court of Appeal You are here: >> >> >> >> [1985] ZASCA 12 | | [Context] [] Peer v Minister of Police (321/82) [1985] ZASCA 12 (28 March 1985) Download original files Bookmark/Share this page [] [] OMAR F PEER APPELLANT and MINISTER OF POLICE ... RESPONDENT Case No. 321/82 mp IN THE SUPREME COURT OF SOUTH AFRICA (APPELLATE DIVISION) In the matter between:
Peer Institution English Proficiency Exam Overview – January 2016 University of Northern Iowa TOEFL-550 IELTS- 6.5 IBT – 79 Cleveland State University TOEFL – 525 IELTS – 6.0 IBT – 6.0 Northern Illinois University IELTS – 6.5 IBT – 80 Portland State University (good faq page: www.pdx.edu/admissions/international-graduate) TOEFL – 550 IELTS – 6.5 IBT – 80 (must have a 6.5 in Reading and Writing Sections, not only Overall on IELTS) University of Arkansas Little Rock Master’s Applicants: TOEFL – 525 IELTS – 6.5 IBT – 71 Doctoral Applicants: TOEFL – 550 IELTS – 6.5 IBT – 79 University of Colorado Denver TOEFL – 537 IELTS – 6.5 IBT – 75 University of Missouri-St Louis Nothing on Website minimums University of North Carolina at Charlotte TOEFL – 557 IELTS – 6.5 IBT – 83 University of Texas at San Antonio TOEFL – 550 IELTS – 6.5 IBT – 79 Applicants must complete the university’s English Language Assessment Exam if score is less than 100 on IBT Wichita State University TOEFL – 550 IELTS – 6.5 IBT – 79 University of Nebraska-Lincoln TOEFL – 550 IELTS – 6.5 IBT – 79 University of Nebraska at Kearney TOEFL – 550 IELTS – 6.5 IBT – 79 Creighton University – 6.5 IBT – 80 Must have no subscore on IELTS less than 6.0
adaptable to all achievement levels. Technology Integration Warm: Great use of the overhead projector with the limited technology you had at your disposal. Cool: Please consider allowing the students to explore money with the assistance of cash registers or calculators. Your webpage complements your learning experience. It is pleasing to the eye and easy to navigate.
Transmitted Orally-It is transmitted through imitation and demonstration. It is passed from generation to generation through the word of mouth, Experimental rather than theoretical knowledge-Experience and and error, tested in the difficult laboratory of the survival in the community Learned through repetition Constantly changing –being produced and reproduced, discovered as well as lost. Restraint in resource exploitation: Production is for subsistence needs only, therefore, only what is needed for immediate survival is taken from the environment. Respect for nature: Knowledge systems contain a 'conservation ethic’, whereby the land is considered sacred, humans is dependent on nature for survival, and all species are interconnected. Flexible: Indigenous and traditional knowledge systems are continually changing and adapting to changing environmental conditions. Social responsibility: are strong family and community ties with inherent obligation and responsibility to preserve the land for future generations.(Harris,1996) USES OF IKS IKS have been used in Zimbabwe by the early inhabitants in various issues in the society .It was used in the management of disasters, enhances food security, health issues, agriculture and in natural resources management. KS contribute to food secure households to the rural poor, orphans, elders who languish in poverty and in times of drought. The community used to contribute their effort towards the chief’s granary from donating seeds, labour and harvesting.Kunnie (2000) argues IKS serve to preserve the well-being of women, children,
158915 #N/A MATHS PRIMARY A year 6 class, learning Rounding of 5 or more digit numbers. The students are asked to write their answers on mini white boards, and keep their answer to themselves till they are asked to show it. This exercise should elicit the understanding that when rounding numbers, it is the previous number value that needs to be considered in order to round up or down, and in order to round up, that previous value (the Thousand in this case) needs to be 5 or more. Students who understand the concept could carry on and solve some word problems involving rounding and estimating. The students who are still finding the concept quite tricky need to sit with the teacher, where the concept is discussed and taught in a different way. Which number would you say rounds 756 893 to the nearest Ten Thousand? a) 800 000 b) 760 000 c) 760 893 d) 750 000
159147 #N/A DESIGN AND TECHNOLOGY Yr 10 welding and fabricating course HP question to determine if students understand the process of mig welding and the adjustments Which of the following is TRUE about mig welding A The heat is produced electrically B The voltage needs to be increased for thin materials C Can be used for welding dissimilar metals D Requires an inert gas to shield the weld pool Students should answer True to A and D in a short amount of time to provide evidence of their understanding otherwise further clarification needs to take place. 159235 #N/A this said it is optional, however it is not allowing me to move on without typing in this box this said it is optional, however it is not allowing me to move on without typing in this box this said it is optional, however it is not allowing me to move on without typing in this box
159552 #N/A Science Food Groups foods belong to the plant based food group? 1. I would use my question on Day 2 to introduce what makes each food group different/ unique. 2. The HPQ will help the teacher know which students have an idea about which foods are plants, which foods are not; and/or where foods come from. 3. Students at this young age don't always have background information on where food comes from, so some may not realize which foods are from plants and which are not. 159626 #N/A Ask students to write the answer to a hinge point question on their boards then hold up the board. This question would be â€˜ write down the name of the place where the red blood cell would first enter the heart after leaving your right foot.â€™ (avoiding being too specific because I donâ€™t to prompt too much â€“ do they know itâ€™s via a blood vessel? Do they know itâ€™s a vein? Or a large vein? Do they know the relevant chamber?) 159676 PHYSICS KS3 Forces Here is the HPQ: Here is my plan in responding to students' responses to the question:
Briefing on Presiding Officer’s proposed Amendments for of Lords consideration of the Wales Bill Summary table of amendments 2 Clause 2 - Convention about Parliament legislating on devolved matters 3 Schedule 2 - Paragraph 7(2)(d) of New Schedule 7B – Adding to the list of relevant persons receiving funding directly from the Welsh Consolidated Fund………………………………………………………………………….7 Schedule 2 – Paragraph 8 of New Schedule 7B – UK Government consent requirements for reserved authorities Ability to confer or impose functions in an incidental or consequential way………………………….….8 Ensuring application of functions generally across 10 Schedule 2 – Paragraph 10 – UK Government consent requirements for public bodies……………………12 Schedule 2 – Paragraph 11 – UK Government consent requirements for Ministers of the functions Restoring ability to remove or modify functions exercisable after 5 May 2011…………………..……14 Restoring ability to remove or modify functions in an incidental or consequential way…………...17 Providing ability to remove or modify Welsh Language functions ..………………………….………………18
communication skills, and be able to respond to a wide-range of student concerns. Counseling, mentoring or customer-service experience is helpful, but is not required. Familiarity with campus departments and resources is preferred. Time Commitment: Work hours vary depending on a peer adviser’s schedule. In the recent past, on average, peer advisers have worked 11 hours per week. Most shifts are Monday through Friday between the hours of 9am-4pm; however, some weekend/evening hours will be required. Peers do not work on designated campus holidays. For Fall 2018, the position begins August 20. January 22 marks the start date for Spring 2019. The Friday of RRR week is the end date for both semesters. Peers must commit to the paid training that will be determined at a future date. The training will take place prior to the end of the term. Peers must also commit to weekly (Fridays 9-10am) mandatory staff meetings throughout the academic year. NOTE: Peers are expected to attend all weekly staff meetings. Pay: $14/hour – Students may opt to earn course credit instead of pay. NOTE: A background check by UCPD is required for this position. College of Letters and Science, Office of Undergraduate Advising Peer Adviser Application
Does the assigned tasks well. 5 4 3 2 1 Does the assigned tasks on time. 5 4 3 2 1 Responds in a timely way to project-related and emails. 5 4 3 2 1 Team Player Always Usually Sometimes Rarely Never Seems invested in the team doing well. 5 4 3 2 1 Exhibits friendly professionalism. 5 4 3 2 1 Is respectful of others. 5 4 3 2 1 Has taken on a fair share of the work. 5 4 3 2 1 Always Usually Sometimes Rarely Never Proposes (but doesn’t force) new ideas, suggestions, courses of action. 5 4 3 2 1 Builds on or extends proposals made by other people. 5 4 3 2 1 Expresses support for other people’s opinions or ideas. 5 4 3 2 1 Disagreement with other people’s opinions or ideas is done respectfully. 5 4 3 2 1 Accepts or respectfully negotiates when others disagree with his/her ideas. 5 4 3 2 1
Designing Effective Projects Peer Assessment Collaboration Rubric 4 3 2 1 Participation member participated fully and was always on task in class. Group member participated most of the time and was on task most of the time. Group member participated but wasted time regularly or was rarely on task. member did not participate, wasted time, or worked on unrelated material. Leadership member assumed leadership in an appropriate way when necessary by helping the group stay on track, encouraging group participation, posing solutions to problems, and having a positive attitude. Group member sometimes assumed leadership in an appropriate way. Group member usually allowed others to assume leadership or often dominated the group. Group member did not assume leadership or assumed it in a nonproductive manner. Listening Group member listened carefully to others’ ideas. Group member usually listened to others’ Group member sometimes did not listen to others’ ideas. member did not listen to others and often interrupted them. Feedback Group member offered detailed, constructive feedback when appropriate. Group member offered constructive feedback when appropriate. Group member occasionally offered constructive feedback, but sometimes the comments were inappropriate or not useful. Group member did not constructive or useful feedback. Cooperation Group member treated others respectfully and shared the workload fairly. member usually treated others respectfully and shared the workload fairly. member sometimes treated others disrespectfully or did not share the workload fairly. Group member often treated others disrespectfully or did not share the workload fairly. Time Management member completed assigned tasks on time. member usually completed assigned on time and did not hold up progress on the projects because of incomplete work. Group member did not complete assigned tasks on time, and held up completion of project work. Group member did not complete most of the assigned tasks on time and forced the group to make last- minute adjustments and changes to accommodate missing work.
GROUP # _____________ Poor Fair Good Great Disease of interest Currently available therapies What are the VEGF ligands/VEGFRs? are these receptors located? What are the binding kinetics? Second messenger signaling pathways: downstream molecules activated What other computational models exist? What did these models identify? What was modeled? Molecules/Processes? What equations were used? What did the modeling show? How effective was the proposed strategy in comparison to current drugs? Slides (Overall) Citations: Is borrowed content cited in slide? Font type/size: Can you read all content? Spelling/Grammar: Are there errors? Titles/Headings: Are they descriptive? # _____________ Poor Fair Good Great Disease of interest Currently available therapies What are the VEGF ligands/VEGFRs? Where are these receptors located? What are the binding kinetics? Second messenger signaling pathways: downstream molecules activated What computational models exist? What did these models identify? What was modeled? Molecules/Processes? What equations were used? What did the modeling show? How effective was the proposed strategy in comparison to current Slides (Overall) Citations: Is borrowed content cited in slide? Font type/size: Can you read all content? Spelling/Grammar: Are there errors? Titles/Headings: Are they descriptive? List 3 positive aspects of this team’s project: 1. 2 3. List 3 things that can be improved: 1. 2. 3. List 3 positive aspects of this team’s project: 1. 2 3. List 3 things that can be improved: 1. 2. 3.
Does the paragraph end with a hook? ____ yes ____ no Suggestions: I think you should… Additional Comments: I liked the part when… Editing Guide: Make to the author’s paper so they can see where they need to make changes. Explain why you highlighted certain sentences in the right hand column. (Use the yellow highlighter) Rearranging: What revisions should be made to rearrange the structure of paragraphs or sentences to make them more effective? (Use the green highlighter) Deleting: Are there repetitions that could be eliminated? Is there information that does not directly support the topic of heroism? (Use the blue highlighter) Editing: Are there mistakes in conventions that should be corrected before the draft can be considered polished? (grammar, spelling, incomplete sentences, etc.) your partner’s paper based on your edits:
STUDENT PEER EVALUATION SHEET – Evaluate your group members. This will be done confidentially. 1 (rarely/never) 2 (occasionally/sometimes) 3 (all/most of the time) List Each Group Member Below: In My Opinion: Name : Comments: Word describing this person as a group member: did fair share of work was cooperative/did agreed upon task contributed to ideas/planning was available for communication was positive, helpful contributed to overall project success Name : Comments: Word describing this person as a group member: did fair share of work was cooperative/did agreed upon task contributed to ideas/planning was available for communication was positive, helpful contributed to overall project success Name : Comments: Word describing this person as a group member: did fair share of work was cooperative/did agreed upon task contributed to ideas/planning was available for communication was positive, helpful contributed to overall project success Rate your contribution as compared to your group members. Explain your reasoning for your self-evaluation score:
1 2 3 4 Cannot understand presentation--no sequence of information. Images are distracting and layout is confusing. Presentation is completely hard to read and has many mistakes. Difficult to follow presentation--student jumps around. Images are clipart. Images are too small/large in size, or of poor quality (fuzzy). Layout shows some structure. Presentation is somewhat hard to read and has some mistakes Information in logical sequence. Most slides contain one powerful, high quality image, which helps audience understand the content. Layout uses most space appropriately. Presentation is fairly easy to read and has only a few mistakes. Information presented in logical, interesting sequence. All slides contain one powerful, high-quality image per slide, which helps audience understand the content. Layout of images is pleasing to eye. Presentation very easy to read and no mistakes. Assessment: Lesson Plan Project Reassessment opportunities: 1. Lesson Plan Corrections Why did you choose that number? Course SKILL 3 : SWBAT professionally present academic work in front of an audience. Objectives within this Learning Goal: SWBAT determine what is the proper resource site. SWBAT collect most important information from research on their topic. SWBAT summarize in their own words the research collected. SWBAT demonstrate the explicit steps of their thinking, showing the logic that leads from evidence to claim. 1 2 3 4 Audience cannot understand presentation because there is no sequence of information. Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly. Student is unable to answer questions Audience has difficulty following presentation because student jumps around. Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing. Student has difficulty answering many questions Student presents information in logical sequence which audience can follow. Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation. Student answers most questions Student presents information in logical, interesting sequence which audience can follow. Maintains eye contact and pronounces all terms precisely. All audience members can hear. Student answers all questions clearly and completely. Assessment: Lesson Plan Project Reassessment opportunities: Lesson Plan Corrections Why did you choose that number?
Please answer the following three questions with a thorough yet concise response (4-6 sentences each). What interested you in becoming a BSOS Peer Mentor and what do you hope to gain from your experience? All BSOS students are required to complete a four-year graduation plan during their first semester. Please explain how creating a four-year graduation plan contributes to students’ successful degree completion. Please describe your skills, strengths and previous experiences you will employ as a Peer Mentor.
Peer Observation Checklist for Test Performance Participant _____________________ Observer _______________________ Performance Correct Incorrect PACER Wears proper footwear. Warms up prior to test. Lines up behind start line. Begins on command, running straight. Touches opposite line before next beep. Waits for next beep before continuing. Continues test to the best of his/her ability. Ends test on second correction. Cools down after test. Common Errors: Begins too fast. Does not pace self. _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Improvements for Incorrects: One-Mile Run Wears proper footwear. Warms up prior to test. Lines up behind the start line. Begins running on command. Continues test to the best of his/her ability Completes the number of laps required to equal one mile. Ends test when one mile distance is completed. Cools down after test. Common Errors: Begins too fast. Does not pace self. _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Improvements for Incorrects:
EMERGING EVOLVING EMBEDDING EXCELLING Building practice excellence Teachers work in isolation and define their practice individually. There is variation in quality of teaching across the school, with few opportunities to discuss and agree what constitutes excellence in teaching and learning. Collaborative strategies such as shared analysis of students’ work sample, student feedback, peer observation are beginning to be established. Teachers have high expectations for all students. Individually, teachers are inclusive and responsive to the individual needs of their students. However, the quality of teaching and learning is variable because there are no formal, agreed protocol of what constitutes excellent teaching. The school has a clear instructional model that is based on research related to high-impact teaching strategies. All teachers follow the model which drives and informs the work of PLCs. Teachers are committed to improving their practice and actively seek feedback and support from each other. Curriculum and pedagogical expertise is celebrated and shared across the school. Teacher are skilled in classroom observation, validating judgements using a range of evidence, and giving and receiving feedback in order to secure outstanding teaching and learning across their own and other schools, including the use of high-leverage approaches to address the important curriculum issues. PLCs support and challenge each other continuously to review the impact of their practices and approaches. Literacy and Numeracy Strategy The Department’s Literacy and Numeracy Strategy was developed to provide easily accessible, high quality, and differentiated literacy and numeracy support to Victorian teachers. Teachers can consider their literacy or numeracy teaching practices as a focus of their observations. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes provides guidance with respect to building a culture committed to continuous improvement, and supporting teachers to develop their knowledge and capacity to identify, implement and evaluate the use of high-impact teaching strategies. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes may inform the focus of peer observation activities. The school strategic plan is the school’s statement to its community about what it stands for and intends to do over the next four years to improve student outcomes. It defines what the school values most and sets out the school’s goals, targets and key strategies for improvement. The Practice Principles allow teachers to identify areas of professional development aligned to the school’s Annual Implementation Plan, therefore contributing to the broader school improvement direction. Schools implementing peer observation in line with agreed school improvement priorities will strengthen personal and school improvement goals. Activities might include engaging peers and learning specialists in observation of the explicit teaching of language demands, introducing one of
Results and discussion In this section, we present the results of three model studies in which we test the reliability of the embedded cluster model developed for the brucite (0001) surface. First, we examine the adsorption of charged systems, by investigating the interaction of a series of s block ions with brucite. Then, we move on to compare the embedded model calculations with a more widely established method (periodic DFT); we perform a substitution study for single ions into brucite and a second in which we look at the adsorption of differently coordinated [Sr(OH)2(H2O)4] complexes on the surface, comparing their relative stability. We also used the periodic DFT model to carry out cell size studies on the systems of interest and to (indirectly) verify the size of the quantum chemically treated cluster in the PEECM approach. Note that the adsorption and substitution energies presented in sections 3.1 and 3.2 are calculated without considering the effects of solvation on the adsorbed or substituted ions. This has been done because the purpose of these calculations is to provide as direct and straightforward a comparison of periodic DFT and PEECM as possible, without the extra variability and complication that will inevitably arise from the treatment of solvation. Single ion adsorption of Sr2+ and other s block elements on brucite We calculated adsorption energies for a series of ions: Na+, Rb+, Cs+ and Mg2+, Sr2+, Ba2+ from which Na+, Cs+, Sr2+ and Mg2+ are known to exist in the aqueous phase in Magnox storage ponds.35 As described in the Introduction, we have a special interest in 90Sr2+ and 137Cs+, as their adsorption behaviour is especially important in the waste treatment process. We included Rb+ and Ba2+ to make the series of the singly and doubly charged ions more complete, and to allow us to test if the adsorption energies follow the trend expected based on the ionic radii and charges, i.e. the dications should have a stronger interaction with the surface, and the interaction energy should decrease with decreasing ionic charge density. The following equation was used to calculate the adsorption energies presented in Table I:
Gatorade 5.48 0.792 Powerade 4.79 0.801 Calculations Discussion The enzyme reactions were observed on the breakdown and production of energy. Using energy it is possible to determine the rate at which enzymes function. The basis for experiment was to test for the presence of NADPH (energy) at timed intervals. A pre-determined wavelength of 340nm was used. Recordings for NADPH absorbencies were recorded in Tables 1 and 2 as ‘A1’ and ‘A2’ columns. Figure 1 and 2 used several standardised figures – 0mM, 2mM, 4mM and 6mM – which allowed a comparative analysis of the sample data. By performing the steps outlined in the lab manual, two assays were completed successfully. Table1 presents recordings that were used to compare sucrose and glucose levels whereas Table 2 refers only to naturally occurring glucose levels. The difference between the two is needed as they both provide naturally occurring glucose for an immediate energy response in the body – Table 2. Sucrose is made up of ‘fructose’ (also known as a fruit sugar) and glucose. In order for glucose levels to be obtained the sucrose was broken down using hydrolysis. (Marieb, 2007). The fructose within the sucrose is needed as it provides a delayed energy source via the liver’s glycogen cycle due to its lacking adherence initially. Table 3 shows the sucrose/glucose grams per 100mL for each sample.
Developed within 7 working days of Needs Assessment? YES NO The Case/Service Plan includes the following: Individualized and prioritized need(s) and goal(s) identified by the Needs Assessment? YES NO Service type, frequency, location? YES NO Person(s) responsible? YES NO Target date(s) for completion? YES NO Actual completion date(s)? YES NO Signature of YES NO Signature of Parent/guardian? YES NO Signature of counselor? YES NO Signature of supervisor? YES NO Date the plan was initiated? YES NO Problem Identified Counselor Response Outcome Reviewed for progress/revised by counselor and parent (if available) every 30 days for the first three months and every 6 months after? YES NO 2.04 Case Management and service Delivery Problem Identified Counselor Response Outcome Counselor/Case Manager is assigned? YES NO The Counselor/Case Manger completes the following: Evidence of action is documented Establishes referral needs and coordinates referrals to services based upon the assessment of the YES/NO N/A