zilongwang/ReadingBank huggingface dataset:
Wash your hands before returning to class (or to the playground). Walk directly back to class (or to the playground). Supervision Responsibilities Teachers will check on the restroom at least once a day and will note positive things to reinforce and areas that need improvement. Areas that need improvement will be discussed with the class. Teaching Responsibilities During the first week of each new school year, and after each long vacation, teachers will review behavioral expectations and the reasons for these expectations for proper restroom behavior. Each teacher will devise a system for students to use when they leave the classroom to go to and return from the restroom (a list, a “pass” of some type, etc.). School Buses Goal: Students who ride the school bus to and from school will follow appropriate riding guidelines Behavior Expectations Always follow the Lewis and Clark 3 B’S Guidelines Be courteous and use appropriate language Please do not eat or drink on the bus Keep the bus clean and free of litter Always cooperate with the driver Stay in your seat for your safety and the safety of others Keep heads, hands, and feet inside the bus at all times Your bus driver is authorized to assign seats Supervision Responsibilities Adults on duty at the beginning and end of the school day will monitor the bus loading area to make sure that students are getting off and on the bus in a safe and respectful manner. The bus driver will be the “teacher” while students are on the bus. The bus driver will communicate with the principal and teacher if there are problems with a student riding on the bus.
MCPS 2012-2013 Annual Notices To Parents/Guardians of Gr. K-8 Students NOTICE OF NON-DISCRIMINATION Missoula County Public Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Steve McHugh, MCPS Director of Human Resources and Labor Relations, 215 South Sixth West, Missoula, Montana 59801; phone 406-728-2400, ext. 1038. For further information on notice of contact the Seattle Office for Civil Rights (which serves the State of Montana) at the US Department of Education, 915 Second Avenue, Room 3310, Seattle, Washington, 98174-1099; call 206-607-1600 or DIRECTORY INFORMATION The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Missoula County Public Schools District No. 1, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child's education records. However, County Public Schools may disclose appropriately designated "directory information" without written consent, unless you have advised the District to the contrary in accordance with District procedures. The
Core Courses Bible OT Thematic Overview NT Thematic Overview Church & Anabaptist History Bible Lit: Inductive Worldview Christian Apologetics Missions Christ & Family Living English Language Arts English 9 English 10 English 11 AP English 11 English 12 DC/AP English 12 Math Fundamental Algebra 1 Algebra 1 Fundamental Geometry Geometry Fundamental Algebra 2 Algebra 2 Fundamental Algebra Review Statistics Pre-Calculus Calculus AB (AP or Dual Credit) College Algebra Science Physical Science Biology Biology 2 - Honors Fundamentals of Chemistry Chemistry Chemistry w/ Honors Physics Physics w/ Honors Environmental Science Advanced Chemistry Advanced Physics Anatomy and Physiology Social Studies World History US History US Government Fundamentals of Economics Current Issues/Events Microeconomics Foundations of US History – Dual Credit Contemporary US History – Dual Credit Electives Business & Technology Computer Applications Web Design Digital Photography 1 Yearbook Production Health & PE Physical Education Summer PE Health Fine Arts High School Choir Concert Band String Orchestra Art 1 Art 2 Advanced Art Music Theory Independent Study World Language Spanish 1 Spanish 2 Spanish 3 Spanish 4 American Sign Language 1 American Sign Language 2 Independent Study - Foreign Language Other Electives Foreign Missions Experience Woodworking Basics of Cooking Culinary Arts Career Mentorship Student Aide Work Study 9th Period Option
OTHER ELECTIVES (cont.) Work Study Credit (See Below) Work study provides seniors and juniors the opportunity to earn high school credit while working at a job site appropriate for learning practical skills toward a future career. An application for work study must be received and approved by the end of the first week of school. Ten hours of work per week earns ½ credit per semester which is equivalent to one class. Twenty hours of work per week earns one credit per semester which is the equivalent of 2 classes. Students may leave early from the school day if approved. Juniors may schedule ten hours and Seniors may schedule ten or twenty hours. See description in previous pages. 1st Period Option This Late Arrival option is for seniors who have a 1st period study hall each day and meet the following criteria: including earned 18 credits, passed all five sections of the OGT, earned a G.P.A. of 2.5 for the previous quarter, and be in good standing with regard to tardiness, absences and behavior. 9th Period Option This Late Arrival option is for seniors who have a 9th period study hall each day and meet the following criteria: including earned 18 credits, passed all five sections of the OGT, earned a G.P.A. of 2.5 for the previous quarter, and be in good standing with regard to tardiness, absences and behavior. These approved seniors will be allowed to leave early from school at the end of 8th period. Early Release is not permitted on days when Chapel is held at the end of 9th period.
A student enrolled in high school prior to the 2014–15 school year has the option of graduating under the foundation graduation program rather than the programs identified above that would otherwise be applicable to that student. See the school counselor for additional information. The foundation graduation program requires completion of the following credits: Course Area Number of Credits: Foundation Graduation Program Number of Credits: Foundation Graduation Program With an Endorsement English/Language Arts 4 4 Mathematics 3 4* Science 3 4 Social Studies, including Economics 3 3 Physical Education** 1 1 Language other than English*** 2 2 Fine Arts 1 1 Locally required courses ___ credit in _________ ___ credit in _________ ___ credit in _________ ___ credit in _________ Electives 5 7 Miscellaneous Available Endorsements****: Science, Technology, Engineering, and Math Business and Industry Public Services Arts and Humanities Multidisciplinary TOTAL 22 credits 26 credits * In order to obtain the distinguished level of achievement under the foundation graduation program, which will be denoted on a student’s transcript and is a requirement to be considered for automatic admission purposes to a Texas four-year college or university, a student must complete an endorsement and take Algebra II as one of the four mathematics credits. ** A student who is unable to participate in physical activity due to a disability or illness may be able to substitute a course in English language arts, mathematics, science, social studies, or another locally determined credit-bearing course for the required credit of physical education. This determination will be made by the student’s ARD committee, Section 504 committee, or other campus committee, as applicable.
VIOLATIONS Violations of the Melcher-Dallas Jr./Sr. High School may include, but are not limited to: Possessions or use of dangerous objects Students are not to have knives, guns, chemical substances, other dangerous instruments or objects that resemble dangerous instruments First offence – 5 days suspension Second offence – 10 days suspension In all cases a possible recommendation for expulsion could occur and police will be notified Engaging in activity forbidden by law that interferes with school purposes: malicious use of the telephone, false fire alarm, bomb threat, arson, etc Students are not to make a false alarm, nor are they to convey threats or give false information concerning the placement of a bomb or other incendiary device Students are not to set fire to any building, fixture, items, etc Police with be notified of these activities First offence – 10 days suspension Second offence – 10 days suspension and possible recommendation for expulsion Disrespect for the property of others Minor malicious damage to the property of others Damaging the property of the school or of other individuals is prohibited; this includes writing, making marks, or drawing on walls, furniture, fixtures, etc It also includes not cooperating with or assisting those who clean and maintain the school Restitution is required in all cases of disrespect for the property of others First offence – 3 days suspension Second offence – 5-10 days suspension Severe and/or repetitious acts may be considered grounds for a recommendation for expulsion Vandalism Major malicious destruction of school and/or others’ property is prohibited The police may be notified if vandalism occurs Vandalism that incurs damage amounts or more than $500 may result in an immediate recommendation for expulsion First offence – 1-5 days suspension Second offence – 5-10 days suspension Third offence – 5-10 days suspension Fourth offence – 10 days suspension and possible recommendation for expulsion Theft The taking of the property of the school or another person is prohibited The police may be notified if theft occurs Restitution is required in all cases of theft of the property of others First offence – 1-5 days suspension Second offence – 5-10 days suspension Third offence – 5-10 days suspension and possible recommendation for expulsion Fourth offence – 10 days suspension and possible recommendation for expulsion
Fill in the table putting things that you think will happen in the Very likely column and things that you think won’t happen in the Not very likely column. Very likely Not very likely Hamlet will kill Claudius. Hamlet will kill himself. Hamlet will kill Ophelia. Hamlet will go to England. Ophelia and Hamlet will get married. Claudius will go mad. Claudius will kill Hamlet. Ophelia will become a nun. Ophelia will go mad. Hamlet will go mad. What do you think? Write three sentences about what you think will happen in the play: I think … I also think that … At the end of the play I think … Act 3 scene 1: The theme of death in Hamlet’s soliloquy (when Hamlet talks to himself)
STUDENT/PARENT HANDBOOK GENERAL INFORMATION offers an academic and behavioral program for students with severe emotional impairments in . Students attending Neil E. Reid are provided courses aligned with the Michigan Merit Curriculum as outlined in the Curriculum Guide found in this publication. In addition to core MMC requirements, students maintain an Educational Development Plan as part of the transition planning process. The mission of is to enhance students’ affective and cognitive skills, enabling them to make a successful transition to their local high school and community as productive, life-long learners.
(586) 439-7200 37400 Sterling (586) 797-3100 Sterling (586) 797-3300 (586) 285-8900 (586) 445-4045 L'Anse Harrison (586) 783-6400 L'Anse Creuse – North (586) 493-5270 (586) 758- (586) 797-3500 Mount Clemens High School (586) 461-3400 New (586) 749-5104 neil e. (586) 469-1590 (586) 727-3225 (586) 752-0300 (586) 445-554 (586) 445-5605 Junior High School 51700 Van Dyke (586) 797-3700 21900 E 9 Mile Road
Year 4 - Mrs L Walton Year 5 - Mrs M Papageorghiou Year 6 - Mrs C Blunden Teaching Staff Mrs S Ballen Mrs C Blunden (YR 6 leader) Ms M Brennan Miss C Case Mrs J Childs Mrs D Clarke Ms A Halliday Mrs I Kinloch Mr P Langridge Mrs R Lord (YR 3 leader) Mrs M Owen Mrs M Papageorghiou (YR 5 leader) Miss A Povey Mrs D Simmonds Miss N Spain Mrs L Votta Mr D Walker Mrs L Walton (YR 4 leader) Mrs T Wilson (AST) Ms J Witton Higher Level Teaching Assistants Mrs R Verrall Mrs K Cantle Mrs S Macey Mr D Ellis Teaching Assistants Mrs A Baker Miss L Barratt (Play Leader) Mr R Bashford Mrs R Brown Mrs L Cobb Mrs Z Danson Mrs J Ellis Mrs S Harris Miss A Harwood Mrs A Laffey Mrs K Neal Office Team Miss L Burke Mrs D Daley Mrs S Wilkinson Caretakers Mr C Goodsell – Senior Caretaker Mr I Thrumble Catering Mrs S Miller – Catering Manager Miss L Miller Mrs R Macraw Mrs L Shrestha Midday Meal Team Mrs C Tottman – Supervisor Mrs G Ashbee Mrs S Aslin Mrs J Byron-Cooper Mrs H Kasim Mrs J Moynan Mrs A Outram Mrs S Shaw Mrs E Smith Library Mrs T Sayer Swimming Pool Mrs A Scriven – Pool Manager Mrs L Mead – Relief Lifeguard Cleaning Team Mrs C Beverley Miss M Harwood Mr C Lacour Mr L Gregory Mrs S Shaw Mrs L Shrestha ICT Mrs J Courtenay Mr N Wilson Map of the school Organisation Pupils are placed into one of four classes of approximately 32 pupils – blue, green, red or yellow. Years 5 and 6 are taught English and Maths in 5 ability groups. Year 4 are taught Maths in 5 ability groups.
6/10/2014 Regular Specials Recess Kindergarten Lunch 11:45-12:30 10:05-10:25 Adkins 10:35 Crawhorn 10:40 Morrison 10:45 Grade 4 Lunch 8:45-9:30 11:45-12:05 N. Garrett 11:00 Morse 11:05 Whitlock 11:10 Grade 2 Lunch 12:40-1:25 10:45-11:05 Ison 11:15 Schoettmer 11:20 Storie 11:25 Grade 5 Lunch 10:25-11:10 11:10-11:30 Gentry 11:40 Nogan 11:45 Zook 11:50 Grade 1 Lunch 1:30-2:15 10:25-10:45 Mendez 11:55 Meyer 12:00 Snyder 12:05 Taylor 12:10 Grade 3 Lunch 9:35-10:20 1:00-1:20 J. Garrett 12:15 Pence 12:20 Todor 12:25 ATTENDANCE POLICY (in conjunction with the Johnson County Family Resource Program) East Side Elementary stresses the importance of regular school attendance as a means of maintaining continued academic growth for your son or daughter; therefore, the following guidelines shall be followed:
COUNCIL ROCK SCHOOL DISTRICT HIGH SCHOOL GRADING SCALE Individual Marking Period Grading Final Grade Guidelines Full Year & Alt Day Courses Final Grade Guidelines Semester Courses Percent Ranges and Corresponding Grade Conversion MP Quality Points Total Points Final Grade Total Points Final Grade 97.50% → 100.00% A+ 12 46-48 A+ 23-24 A+ 91.50% → 97.49% A 11 42-45 A 21-22 89.50% → 91.49% A- 10 38-41 A- 19-20 A- 87.50% → 89.49% B+ 9 34-37 B+ 17-18 B+ 81.50% → 87.49% B 8 30-33 B 15-16 B 79.50% → 81.49% B- 7 26-29 B- 13-14 B- 77.50% → 79.49% C+ 6 22-25 C+ 11-12 C+ 71.50% → 77.49% 5 18-21 C 9-10 C 69.50% → 71.49% C- 4 14-17 C- 7-8 C- 67.50% → 69.49% D+ 3 10-13 D+ 5-6 D+ 61.50% → 67.49% 2 6-9 D 3-4 D 59.50% → 61.49% D- 1 4-5 D- 2 D- 0.00% → 59.49% F 0 2-3 D- or F 1 D- or F 0-1 F 0 F
Class cut Cut teacher Detention Phone/Electronic Device Dress Code Inappropriate language Cheating Forgery Wandering Internet abuse Cafeteria violation Bus infraction • Property Misuse • Dress Code Violation • Technology Violation Page 32 1st violation- The teacher meets with student and discusses inappropriate behavior, restates the classroom expectation and reminds the student of the Minor referral process. Page 32 • 1st Incident by Student: Teacher addresses issue with student; record incident on minor referral sheet 2nd violation – The teacher will call parent/guardian to discuss their child’s behavior and discuss a possible plan or strategy that will assist the student to make a better choice. Page 32 2nd Incident by Student (doesn’t have to be same offense): Teacher addresses issue with student; record incident on minor referral sheet 3rd violation- At this point in the Minor referral process, the student has exhibited a “3peat” of minor which is defined as a Major behavior. The student is referred to an administrator for a consequence. Page 33 3rd Incident by Student (doesn’t have to be same offense): Teacher addresses issue with student Profanity directed to faculty member or student Noncompliance, Insubordination Disorderly conduct, Inappropriate behavior Physical aggression Burglary, Theft, Robbery Obscene behavior/Lewdness Behavior plan violation Unauthorized area Truancy; Outside building without permission; comprising the security of the building Excessive tardiness to school Physical Aggression Disruption Disrespect Abusive Language/Inappropriate Language/Profanity Tardy Skip Class Harassment Bullying Fighting Inappropriate Location/Out of Bounds Area Truancy Forgery/Theft/Plagiarism Technology Violation Property Damage/Vandalism Lying/Cheating Dress Code Violation Inappropriate Display of Affection
Developmental Levels of Teacher Education St. Lawrence University Department of Education St. Lawrence envisions teacher preparation and professional development as passing through 4 gates: Pre-service coursework and field experience needed for Gate 2 (14.4 sem. hrs. undergrad; 15 sem. hrs. grad.) Professional Semester (student teaching) coursework needed for Gate 3 (16.2 sem. hrs. undergrad; 13 sem. hrs. grad.) Induction Level (new teacher) coursework needed for Gate 4 Continuing Level (career Educator) coursework needed to maintain certificate continuously Undergraduate Courses: EDUC 203/2 EDUC electives* Ed. Psych. 305/250* Teaching 301/350* Literacy Devel. 455/450* Graduate Courses: Philosophy of Ed 507 Lifespan Devel. 550 Literacy Devel. 540 Teaching 573 Learning Disabilities 538 Dynamics of Teaching 405/585 Supervised Student Teaching 406/586 Indiv. Differences 436/588 Classrm. Management 437/589 Methods & Literacy in the Content Area 411-415/590-594 & 596 (Same coursework for undergraduates and graduate students – EDUC 586 and EDUC 589 do not count toward M. Ed.) Mentor/Internship (1 year) 3 years teaching Master’s degree from accredited institution in appropriate content area or in Education (M.Ed. in General Studies in EDUC. at St. Lawrence) 175 hours of professional development every 5 years (or National Certification by NBPTS – optional) * Please note: The courses listed reflect the pre-requisite courses required “prior to fall 2015” and those required “as of fall 2015” (separated by /).
1999 P Brown J Fish S Ashbridge J Smith 2000 D Anderson S Hogg (L) S Ashbridge A Elkington 2001 J Rowe S Ashbridge J Rowe 2002 S Lott A Ramsay S Walton 2003 J Copp R White A Ramsay S Walton 2004 J Copp J Richards S Ashbridge S Walton 2005 J Copp A Pearson R Goldbeck 2006 J Copp J Richards H Walton J Nicholson D Stewart 2007 S Monaghan D Vinten C Gourlay J Nicholson D Stewart 2008 S Monaghan L Murchie J Nicholson D Stewart 2009 P Kelman C Clark (F) S Farrar D Stewart 2010 P Kelman C Wallace S Farrar P Kelman 2011 P Kelman S Farrar D Stewart 2012 P Kelman R Tree S Farrar P Kelman 2013 I Wilson R Tree A Pearson D Stewart 2014 G Quinn E Middleditch G Quinn 2015 P Kelman E Middleditch P Kelman 2016 P Kelman M Mackley P Kelman Year Castlegate Cycle Depot – 25 Champ Garden Trophy – 50 Champ Alex Anderson Memorial – 25TT Novice Champs Marathon Trophy 1948 1949 G McKenzie 1950 A Goodfellow A Goodfellow 1951 J N Russell A Tester 1952 C Horne A Tester 1953 D Stewart A Beattie 1954 D Stewart D Stewart 1955 D Stewart I S Gray 1956 F Caie F Caie 1957 F Caie F Caie 1958 F Caie G Rankin 1959 F Caie F Caie 1960 F Caie F Caie 1961 M Brown F Caie 1962 J Fettes J Fettes 1963 I Brodie 1964 D Grimes D Rennie 1965 R Kennedy A Gibb 1966 D Anderson D Anderson 1967 D Anderson D Anderson 1968 R Pratt A J Lindsay 1969 A J Lindsay A J Lindsay 1970 A J Lindsay A J Lindsay 1971 A J Lindsay A J Lindsay 1972 A J Lindsay A J Lindsay 1973 M Robertson A J Lindsay 1974 A J Lindsay A J Lindsay P Combe A Massie 1975 A J Lindsay A J Lindsay N MacRae 1976 A J Lindsay A J Lindsay P Alexander F Caie 1977 M Robertson A J Lindsay F Caie 1978 M Robertson A J Lindsay N Skene 1979 A J Lindsay A J Lindsay A J Lindsay 1980 A Davidson A J Lindsay F Caie 1981 A Davidson A Davidson A J Lindsay 1982 A Davidson A J Lindsay A J Lindsay
that will be sent home periodically. Thank you in advance for your support of this management system. Star Student Each week a special person from our room will be featured on our “Star Student” board. When it is your child’s turn he/she will be asked to tell us some of his/her likes, favorite things, hobbies, etc. A “Me, Myself, and I” poster will be sent home for you to assist your child in completing. Posters are to be returned on Monday of the week that your child is the “Star”. In addition to the poster, please send 7 – 10 pictures of your child to school. These should include at least one baby picture and some pictures with other family
Hamlet promises to get revenge on Claudius for his father’s death. Hamlet tells his friends that the ghost was his father’s ghost. Hamlet will pretend to go mad. Key words to translate Word or phrase Translation Meaning to pretend to go mad to murder to kill to poison to become
Entry Fee (with accommodation and breakfast /TWIN SHARING) USD280/person Entry Fee (with accommodation and breakfast /SINGLE ROOM) USD560/person Additional Room-Nights Charges USD100/single room or twin room/night with breakfast No. of additional rooms/nights: Entry Fee without accommodation USD100/person Grand Total Name: ___________________________________ Signature: __________________________ Position: ________________________________ Date: ______________________________ This Form should be completed and sent to the ASF Secretariat email () and copy to The Squash Rackets Federation of India (Email: office@indiasquash.com / no later than 24th August 2018. FORM D TRAVEL DETAILS COUTNRY: CONTACT PERSON: E-MAIL: TELEPHONE: FAX: Name Arrival Date Arrival Time Arrival Flight No Departure Date Departure Time Departure Flight No
19.5 SUMMARY If the Libero is expelled or disqualified, he/she may be replaced immediately by the team’s second Libero. Should the team have only one Libero, then it has the right to make a re-designation. 19.4, 21.3.2, 21.3.3
SOCIAL WORK REQUIRED COURSES GRADES OF C OR BETTER REQUIRED PLUS 2.5 SOCIAL WORK MAJOR GPA Course Number Course Name Course Description SOCW 1030 Introduction to Social Welfare An introduction to the social welfare institution, its history, relation to social values, major social laws and programs, and the systems characteristic of service delivery. SOCW 2010 Survey of the Social Work Profession A beginning study of the profession of social work, values and ethics, and diversity. The generalist framework, strengths perspective and systems theory are introduced. The course includes sixty hours of supervised field experience and directed classroom discussion connecting field experience to social work practice. SOCW 3110 Social Work Practice I An overview of generalist social work practice with various system sizes. Emphasizes strengths, empowerment, social and economic justice, ethical practice and examination of self in relation to professional social work. SOCW 3120 Social Work Interviewing and Recording Develops skills needed for the generalist social work interview and appropriate recording techniques. Integrates computer simulation, role play and video recording for a participatory learning experience. SOCW 3210 Human Behavior in the Social Environment I This course provides students with an understanding of human development and behavior from birth to adolescence as it is shaped and conditioned by the social environment. This course focuses on the complex interplay between social, cultural, biological, and psychological systems. SOCW 3220 Human Behavior in the Social Environment II This course is second in a multi-semester sequence designed to provide the undergraduate social work student an opportunity to establish a basic knowledge of human development and behavior. This course is a study of the life span including early, middle, and late adulthood as well as death and dying. Attention is given to human needs, tasks, and turning points for each stage of development knowledge of human development and behavior.
Professional and Life Skills Implement safe, competent, nursing care in the role of the Associate Degree Nurse. Demonstrate the role of the nurse through the use of the nursing process in providing care with the therapeutic use of self with patients, families, and groups experiencing psychiatric symptoms. Clinical Evaluation Tool Clinical patient concept map of nursing process 7 therapeutic use of self, therapeutic techniques, mental status examination, assess coping, use nursing process, participate in intervention group, teach patients and families. Satisfactory evaluation: rarely requires direction, guidance, monitoring, or support, and almost always exhibits a focus on the client, accuracy, safety, skillfulness, efficiency, organization, and initiative for learning. 95 No Step 3: Collect Data and Report How to Report Data Action Plan and Budgetary Requests The Annual Assessment Report consists of two sections: (A) Results and (B) Action Plan. Results: Faculty collect the data from the students in their course as indicated by their plan.
h. Office of Academic Affairs (OAA) Assessment Committee Co-Chairperson Division Department Adele Wright Business, Engineering, & Technologies Mechanical Engineering Technology Kyriakoula Drakatos Arts & Sciences Humanities Division Assessment Committee Representative Division Department Steve Levin, Co-Chairperson Business & Engineering Automotive Technology Angela Fry, Co-Chairperson Health & Human Services Mental Health & Addiction Studies/Developmental Disabilities Member Division Department John Nedel Arts & Sciences Mathematics Judith Dann Arts & Sciences Humanities Stephen Logan Arts & Sciences English Philip Maclean Arts & Sciences Mathematics Lauren Jones Arts & Sciences Developmental Education Patrick Fiorelli Business, Engineering, & Technologies Accounting Gene Strickland Business, Engineering, & Technologies Digital Photography Charles Kassor Business, Engineering, & Technologies Aviation Maintenance Technology Thomas Shanahan Health & Human Services Paralegal Studies Faculty Fellow Division Department Adam Moskowitz Arts & Sciences Social Science April Martin Business, Engineering, & Technologies Representative; Health & Human Services Nursing i. Assessment Faculty Fellows The Assessment Faculty Fellows are available to provide information, training, and assistance for assessment of student learning. Suggestions for improvement of assessment at the College are much appreciated. April Martin is available at or 287-5158, and Adam Moskowitz is available at or 287-5816. j. Institutional Learning Goal Subcommittees of OAA Assessment Committee
the approval of the partnership with the organisation concerned; and the approval of a proposed programme of study with an approved collaborative partner. A Register of University of Chester’s Collaborative Partnerships for 2011/12 can be found at Appendix A. Those staff wishing to develop collaborative partnerships within the UK or overseas, must pay particular attention to the precepts contained within the Quality Assurance Agency's Code of Practice for collaborative provision in Higher Education, (October 2010 version) and where appropriate, Guidelines on Flexible and Distributed Learning. The QAA Code of Practice is based on the key principle that collaborative arrangements, wherever and however organised and delivered, should widen learning opportunities without prejudice either to the standard of the award or qualification, or the quality of what is offered to the student. It identifies system-wide expectations covering matters relating to the management of academic quality and standards in collaborative programmes. Moreover, it represents the authoritative reference point for institutions in assuring the academic quality and standards of such programmes. The Code assumes that each institution has its own systems for independent verification for both its quality and standards and the effectiveness of its quality assurance systems. The Quality Assurance Agency has structured the Code into a series of precepts (see Appendix B) with accompanying outline guidance. The precepts identify those key matters which the Quality Assurance Agency expects an institution to be able to demonstrate that it is addressing effectively through its own quality assurance mechanisms. The Quality Assurance Agency has also stated that during quality assurance reviews/audits it will consider the extent to which individual institutions are meeting the expectations of the precepts and will report on how effectively the institution is meeting these expectations and discharging its responsibilities for the academic standards and quality of their programmes. Institutions will also be expected to demonstrate that, as they review their existing collaborative relationships, they are identifying any aspects which do not offer the safeguards that the precepts seek to provide and are taking appropriate action to meet any consequent weaknesses. The areas covered by the precepts are: responsibility for, and equivalence of academic standards; policies, procedures and information; selecting a partner organisation or agent; written agreements with a partner organisation or agent; assuring academic standards and the quality of programmes and awards; assessment requirements; external examining certificates and transcripts; information for students; publicity and marketing.
available in the institutional system; yet, actions are interpreted or are effective in catalyzing change depends on processes of sense-making and response by other actors in the system. The pharmaceutical value chain is a prototypical instance of such interdependence. Fiduciary responsibility requires subordinating self interest in the service of external constituencies (e.g., pubic, society), enlarging the scope of the system and exposing it to external scrutiny. Considerable evidence exists to suggest that market actors in such systems are often blind sighted by implications of action-system interdependence and fall prey to its dynamics when they become overly focused on their internal logics. Notable instances of such blind sighting include Arthur Anderson in the auditing scandal, Student Loan Xpress in the student loan disaster, Lincoln Savings and Loan in the S&L crisis, and AIG insurance and Prudential in the insurance industry debacle. The two frameworks also differ in their premise for the equilibrium state of the market (or lack thereof). Market equilibrium is a premise of the economic framework, such that market actors are assumed to exercise agency to move markets toward a stable, steady state. An equilibrium state is thought to be more likely when the value chain is aligned with a singular institutional logic by design, default or managerial agency. By contrast, an open system is agnostic to market state and is inherently antithetical to stable, orderly and equilibrating processes of market evolution and shift. Consistent with its foundations in conflicted logics, an open systems framework is more compatible with the premise of disorderly movement where markets become arenas of contested logics that risk negative system spirals and are marked by increased conflict, aggressive retaliation, and eroding cooperation among value chain partners. It is important to note that the open systems framework is not premised on inevitable negative spirals. Just that this could and does happen. The fundamental point is that system dynamics evolve in response to interactions among market actors, often resulting in emergence of new types of actors, relations, and networks (Katz and Kahn 1966). As per systems theory, order and structure emerge in a bottom-up, self organizing way from the micro-interactions
EMPLOYEE HANDBOOK INCLUDING INFORMATION FOR SUBSTITUTE STAFF 2011-2012 The Wausau School District does not discriminate against individuals on the basis of sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. Federal law prohibits discrimination in education and employment on the basis of age, race, color, national origin, sex, religion, or disability. TABLE OF CONTENTS District Information Administrators-District Wide 6 Board of Education 3 Calendars 1 Continuous Nondiscrimination Notice 2 District Schools and Sites 7-8 Handbook Disclaimer 3 Key Interests 5 Vision and Mission Statement 4 Employee Information Absence Reporting 9 Acceptable Use of Technology and Internet Safety 27-29 Americans with Disabilities Act 9 Discrimination Complaint Procedures 17-18 Discrimination/Harassment Complaint Form 22-23 Drug Free Workplace 24 Emergency School Closing 15 Employee Assistance Program (EAP) 9 Employee Conduct, Ethics and Work Guidelines 9-10 Equal Opportunity Employment Notice 16
MEDICAL EXAMINATION Employees must meet standards of physical and/or mental health as required by the State of Wisconsin. In special cases where the physical and/or mental health of an employee is in question, the District may direct such employee to see a medical specialist and provide the District with a signed physician’s statement regarding the employee’s fitness for duty. All physical and/or mental examination reports made to the District will be considered confidential to the extent permitted by law. PAYROLL DATES 2011 – 2012 Regular Miscellaneous Coaching September 2, 16, 30 November 18 FALL September 23 October 14, 28 February 3 November 11 November 11, 23 April 6 December 9, 23 June 15 WINTER January 13 January 6, 20 March 9 February 3, 17 March 2, 16, 30 SPRING April 27 April 13, 27 June 4 May 11, 25 June 8, 22 YEAR January 13 July 6, 20 LONG June 4 August 3, 17 SUMMER June 22 Teacher Balance of Contract - June 4 August 17 REPORTING CHILD NEGLECT AND/OR ABUSE Wisconsin law requires schools to report all suspected incidents of child neglect and/or abuse to either the Marathon County Department of Social Services or the local law enforcement agency. All school personnel are required to report cases of suspected child neglect and/or abuse as delineated in Wisconsin Statute 48.981. Employees should contact their principal/supervisor with any questions related to this mandatory reporting requirement. TIME CARD PROCEDURES FOR HOURLY STAFF
I will ask his friends to find out why he is behaving strangely. I will send Ophelia to talk to him. Polonius and I will spy on Ophelia and listen to her conversation. I will get revenge for my father’s death. I will ask some actors to perform a play for the king. I will find out who murdered my father.
Identify clinical educational requirements and objectives with the preceptor and student. Orient students and preceptors to the respective roles and responsibilities. Ensure that appropriate agreements are signed with agencies and preceptors. Maintain periodic communication with preceptor and student to discuss progress and any problems or concerns. Address and assist in resolving problems and concerns identified by a preceptor and/or the student. Schedule a minimum of one site visit to evaluate the student's clinical competency and attainment of the clinical learning objectives using the Clinical Evaluation Tool. EVALUATION PROCESS The Clinical Evaluation Tool is used by preceptors, clinical faculty, and students to evaluate the student’s performance. The student will provide the preceptor with a Clinical Evaluation Tool and a stamped, school addressed envelope. The Clinical Evaluation Tool can be found on the Blackboard course site and in the Preceptor Packet. For any preceptor that you work with for more than 30 hours, you must complete a Clinical Evaluation Tool. In the event that a student does not meet the objectives on the Clinical Evaluation Tool at the appropriate level for the current enrolled course during a site visit then a Student Clinical Contract will be initiated. The Student Clinical Contract is a contract between the clinical faculty and the student. The Student Clinical Contract is on the next page. Research College of Nursing Student Contract - Clinical Student: Course: Semester: Date Issued: Student Contract (Check type) ___ unsatisfactory performance ___ unsafe performance Areas of Concern (list objectives or behaviors that are Unsatisfactory or Need Improvement before a passing grade can be issued for the course – list all that apply).
in the spring semester. They will be required to pay $50.00 for their lifetime membership should they decide to join. They will be inducted at the spring ceremony and provided with a gold medallion to wear for graduation. Heather Sloane serves as the advisor for this organization. Call her at 419-530-5188 or email her at you have questions. COMPUTER LAB You are invited to work in our own social work computer lab located in HH 1244 and HH 2632 from 7am-10pm. The lab has a security lock on it, so you’ll need to bring your student ID. The swipe lock will open the door for all Pre-Social Work and Social Work majors. The lab currently has six laptop computers, a laser printer, and a scanner for student use. There are copies of books and journals for your use as well. We also have some DVDs that can be checked out at the Social Work Department Office, HH 2630, with headphones, that you can view on the laptops. SOME HELPFUL WEBSITES National Association for Social Workers National Association for Social Workers – Ohio Chapter State of Ohio Counselor, Social Worker and Marriage and Family Therapist The New Social Worker Council on Social Work Education Baccalaureate Program Directors Information for Social Work Practice Social Welfare Action Alliance University of Toledo Social Work Facebook Page 85167602
Trustee recruitment and retention Positive and supportive environment amongst trustees. Active monitoring. M L Continuing management of change now taking place. Gross misconduct by Trustee L H Financial Decline in income Collapse in income Poor adherence to charity law by conduit M L L M H M Collapse of our bank L H Fraud by our investment manager L H FSA regulation. Fraud or error within PPCF L H Clear systems of recording and communications. Transparency. Independent audit. Excessive costs Oversight by Trustees and Auditor L L Loss or deterioration of fixed assets Loss of computer possible, but data is backed up. L L Data backed up and database stored in office and on Dropbox. Inability to meet financial commitments Get-out clause in grant terms and conditions makes our inability to meet our financial obligations less of a risk. L M Operational Health and safety risks L L IT systems Data backup. Backup of key data to web site and chair. Antivirus up to date. L H Fire Smoke alarms fitted. L H Section updated: March 2007
New natural or human-made damage is to be recorded on the site map (or other relevant forms). The steward is responsible for ensuring that this information is given to the proper authorities. On-Site Procedures The program’s initial training is sufficient to prepare site stewards for the basic site visit. This section presents guidelines for stewards who encounter natural or human-made damage. It is important to have a systematic plan for surveying the site. Stewards can use a grid or any other “style” they choose – as long as that style allows a systematic and complete overview of the site. A site should be observed in its entirety at every visit, and those observations should be consistent and comparable from one visit to the next. Awareness of the Different Forms of Impacts As noted above, it is imperative to remember that the business of the SiteWatch Program is not law enforcement, but deterrence and monitoring. When working in and around a site, each steward should be aware that any of their actions can affect the program’s ability to counter or neutralize problems. Each SiteWatch volunteer has a responsibility not to endanger evidence or impair the investigation that may follow. It takes months, sometimes years, of study and experience to train a skilled criminal investigator. It can take as many months of painstaking discipline to collect and maintain an unbroken chain of evidence that can be used in court. A site steward, without such a background, who moves, touches, covers, or in any way alters evidence, is acting against the best interests of SiteWatch. Our goals: FIND IT, RECORD IT, AND REPORT IT – Our duty is to monitor and report on natural or human-made impacts to those authorities trained to deal with such eventualities. SiteWatch volunteers are the vital leading edge of a much larger process that includes land managers, archaeologists, investigators, district attorneys, judges, and more. Approaching a Site The Site Information Folder contains information regarding parking, how to find the trail to the site and any walking hazards. Review this information carefully prior to setting out. . Move cautiously and quietly, mute cell phones or radios. In some instances you are within hearing distance of the site before you can actually see it. If someone is there, you want to know that first. Ideally, stewards should look for a remote location
SiteWatch Quarterly Service Report Revised Sept. 7, 2011 Protecting the Enchantment Submit on 1/15, 4/15, 7/15, or 10/15 Comments on Reverse Name/s ___________________________________ Please submit to your chapter coordinator no later than the nearest date listed above. Chapter ___________________________________ Site ID, if applicable Agency Date Site Visit Hours Damage Follow-up Hours Public Education Hours Personal Education Hours Other Hours Mileage Description of Activity
Sample of lesson plans Sample of poems, art, music, puppetry that student originated. Pictures from group presentation Lesson plans with analysis done during the semester Supervision teacher, professor and student evaluation Videos or pictures taken while teaching Sample of teacher made games and materials Other course materials Case studies Examples of anecdotal records ECD 133 Example of lesson plans Example of activities Sample of reflections ECD 246 Pictures of environment shadow box and outdoor learning environment project ECD 135 Sample of safety checklists done by students Sample of student papers Sample of student written health or safety operating procedures ECD 251 lesson plans done during the semester Supervision teacher, professor and student evaluations Videos or pictures taken while teaching Sample of teacher made games and materials EARLY CHIDHOOD DEVELOPMENT COURSE DESCRIPTIONS ECD 101 – Introduction to Early Childhood This course includes an overview of the history, theories, and curriculum models of early education. Emphasis is on current trends/issues, with a review of state/national regulations. Characteristics of quality programs and professional teachers are explored in the course. Prerequisite RDG 100 or appropriate placement scores ECD 102 – Growth and Development I This course is an extensive study of philosophies and theories of growth and development of infants/toddlers. Focus is on “total” development of the child, with emphasis on physical, social, emotional, cognitive, and nutritional areas. Developmental tasks and appropriate activities are explored in the course .Prerequisites: ENG 101 ECD 105 – Guidance and Classroom Management This course is an overview of developmentally appropriate, effective guidance and classroom management techniques for the teacher of young children. A positive pro-active approach is stressed in the course. Prerequisite ENG 101 ECD 107 – Exceptional Children This course includes an overview of special needs children and their families. Emphasis is on prevalence of disorders, treatment modalities, community resources serving exceptional children, the teacher’s role in mainstreaming and early identification, and on federal legislation affecting exceptional children. Prerequisite: ENG 101 ECD 108 – Family and Community Relations This course is an overview of techniques and materials for promoting effective family/program partnerships to foster positive child development. Emphasis is on availability and accessibility of community resources and on developing appropriate communication skills. Prerequisite ECD 101 and ENG 101. ECD- 109 – Administration and Supervision This course is a study of the role and responsibilities of an early childhood administrator. Special focus is on program monetary matters, space management, curriculum, health and food services, and relations among the public, staff, and parents.
AFTER SCHOOL ACTIVITIES Student’s who wish to remain in the school building after regular school hours to decorate, hold meetings or other good reasons must be supervised by a teacher/advisor. ALMA MATER Though the storms of life assail us Still our hearts ring clear Naught can break the friendships formed Within these halls so dear Every student, man or maiden Swells the glad refrain Til the breezes music laden Waft it back again Neath the oaks-- our sons truehearted Homage pay to thee Time worn halls give back their echo Hail, all hail to thee CHORUS Proud art thou in classic beauty As the years go by Hail to thee, our Alma Mater Hail St. Helens High ATTENDANCE: Attendance The school provides learning experiences, which can be attained by consistent attendance in school. Attending class is a requirement. There is a direct correlation between student’s academic success in school and their attendance record. Students with unexcused absences are not entitled to receive credit for makeup work, which directly impacts their grade in class. In addition, students with excessive unexcused absences will be held in violation of the Rules of Student Conduct and will be subject to disciplinary action. Any absence MUST be excused by a parent/guardian within 3 days of the students return to school or it will be considered unexcused. Excused Absences According to ORS.339.065, excused absences are: • Personal Illness • Family illness • Emergencies • Funerals • Suspensions Unexcused Absences Any absence that has not been excused by the Attendance Office in accordance with ORS.339.065, will be considered an unexcused absence. Students with unexcused absences will be required to obtain an admit slip prior to re-entering classes. Some examples may include: car trouble, completing homework at home and then coming to school late, hair appointments, job interviews, missing the bus, oversleeping, skipping, and being more than 10 minutes late. Students will not be excused to go to work. This is in accordance with state law requiring attendance at school. For those students who work after school, we consider attendance at school a priority. Students who have jobs after school are
in partnership with Overall handbook to set up a S-DWH WP: 4 – Dissemination Deliverable: 4.6 Version: 0.4 (draft) Date: 19 September 2013 Authors: Lars Goran Lundell, Harry Goossens, Michel Lindelauf Maia Ennok NSI: Statistics Sweden CBS (NL) Statistics Estonia ESS - NET On micro data linking and data warehousing in production OF BUSINESS STATISTICS Content
Student Teaching Handbook 2016-2017 Bayh College of Education Address: Education Student Services University Hall 115 Terre Haute, IN 47809 Telephone Number: (812) 237-3131 Facsimile (FAX) Number: (812) 237-2818 Welcome and Overview Welcome to student teaching at . The student teaching semester is a full-time, supervised experience, with the aim of advancing teaching candidates towards the goal of Becoming a Complete Professional, the conceptual framework which is the basis of ISU’s educator preparation programs. The framework is detailed below.