zilongwang/ReadingBank huggingface dataset:
GRADUATE DEGREE PLAN (Elementary) NAME: Southeastern ID #: W (LAST) (FIRST) (MIDDLE) ADDRESS: (BOX-STREET) (CITY) (STATE)(ZIP) DEGREE: MED-CI MAJOR: ELEM HOURS REQUIRED FOR DEGREE: GRADUATE OFFICE USE ONLY COURSE PREFIX & NUMBER COURSE TITLE SEMESTER GRADE EDUC 601* Educational Research SPED 600 Introduction to the Education of Individuals with Exceptionalities EDUC 650, 651, 652, 654, or 655 Subjects in Elementary School (Math, Social Studies, Science, Language Arts, and Music) [650, 651, 652, 654, 655] Another course from list above [EDUC 650, 651, 652, 654, or 655] Subjects in Elementary School (Math, Social Studies, Science, Language Arts, and Music) [650, 651, 652, 654, 655] EDUC 657 or 678 [Choose ONE] Reading in the Elementary School [657] Dyslexia & Related Disabilities in the Classroom [678] EDUC 660* Dimensions of Diversity for Education: Students, Families, Cultures, and Communities EDUC 693** Leadership for Change EDUC 695** Capstone Seminar EDUC 691 Curriculum Development in the Elementary School EPSY 601 or 605 [Choose ONE] Cognitive and Linguistic Development in Children [601] The Psychological Foundations of Human Learning [605] EPSY 603 Classroom Management and Motivation SPED 667 Assessment & Instruction for Diverse Population in Inclusive Classrooms * Courses must be taken first. ** Courses must be taken last.
GRADUATE DEGREE PLAN (GIFTED) NAME: Southeastern ID #: W (LAST) (FIRST) (MIDDLE) ADDRESS: (BOX-STREET) (CITY) (STATE)(ZIP) DEGREE: MED-CI MAJOR: Gifted HOURS REQUIRED FOR DEGREE: GRADUATE OFFICE USE ONLY COURSE PREFIX & NUMBER COURSE TITLE SEMESTER GRADE EDUC 601* Educational Statistics and Research EDUC 618 Counseling for the Gifted EDUC 646 Practicum in Teaching the Gifted Child EDUC 647 Creativity in Gifted Education EDUC 648 Characteristics of the Gifted Child EDUC 649 Methods & Materials in Education of the Gifted EDUC 660* Dimensions of Diversity for Education: Students, Families, Cultures, and Communities EDUC 693** Leadership for Change EDUC 695** Capstone Seminar ETEC 620 [EDUC 670] Infusion of Technology in the Content Area SPED 667 Assessment & Instruction for Diverse Population in Inclusive Classrooms Elective (3 credit hours) * Courses must be taken first ** Course must be taken last
Develop/provide operations catering specifically to international fellows 25 50 75% Enhance recruitment, retention and enrichment for underrepresented minority fellows 12.5 62.5 75% Provide professional development opportunities for postdoctoral fellows 12.5 62.5 75% Coordinate the postdoctoral travel grant program 25 37.5 62.5% Maintain postdoc list server membership and massages 37.5 25 62.5% Provide administrative support for the Purdue postdoc association 37.5 25 62.5% Provide orientation and mentoring for new postdoctoral fellows - 50 50% Responses > 4 (50% of 8) of the graduate student respondents thought each operation should be handled. Note: multiple selections were allowed. Task (multiple selections were allowed.) Graduate School College Department Unnecessary Assist postdocs with fellowship applications 4 Coordinate the postdoctoral travel grant program 4 Develop/provide operations catering specifically to international fellows 5 Enhance recruitment, retention and enrichment for underrepresented minority fellows 6 5 Maintain postdoc list server membership and massages Provide administrative support for the Purdue postdoc association 4 4 Provide orientation and mentoring for new postdoctoral fellows 5 Provide professional development opportunities for postdoctoral fellows 4 5 5 Appendix I: Support Staff Responses Support Staff Overall Rating:
Task Graduate School College Department Graduate School Theses and dissertation format, review, deposition, and publishing of 25 Collection and dissemination of graduate student data (admission, retention, completion) 28 Develop/provide operations catering specifically to international graduate students 20 Provide orientation and mentoring for new graduate faculty 21 Graduate School and Department Graduate student admissions 28 26 Candidate audits 26 24 Plan of Study approval 21 27 Exam processing (examples: prelims & final) 20 21 Administration of graduate student fellowships and assistance with fellowship applications 20 20 Department Administration/review of course modifications (such as course title, description, credits, etc.) 20 Administration of graduate student assistantships 22 Provide orientation and mentoring for new graduate students 28 Graduate School and College Administration/review of new majors and degree programs 26 19 Graduate School, College and Department Provide professional development opportunities for graduate students 23 21 20 Enhanced recruitment, retention and enrichment for underrepresented minority graduate students 21 22 19 Graduate student recruitment 20 26 26 College and Department Administration/review of new courses (not specific offerings of the courses) 21 20 Appendix J: Responses to Questions About International and URM Graduate Students
Grade 9 Curriculum Map Unit 5 Pacing and Planning Guide Dates SpringBoard Activities and Assessment Opportunities Differentiation for Student Needs District Expectations and Opportunities for Additional Instruction Adjust this column to add dates and/or instructional weeks based on the district calendar. Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction. Add modification plans to extend learning or strengthen support based on identified student needs. Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross-curricular projects or strategies, etc.) You might consider including SpringBoard Writing Workshops, Close Reading Workshops, or Literature Circles. Allow 1-2 weeks for each one added.
Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit. Allow time for the possibility of the following: DEA testing Class Scheduling FSA 4 periods 5.1: Previewing the Unit- Unpack Embedded Assessment 1 5.2: Shakespeare’s Age- Research Cards 5.3: A Sonnet Sets the Stage - Tableau **Embedded Assessment 1 as written is optional. A teacher can choose to do the EA as it is addressed in the text (EA could even be submitted as a video of the performance instead of taking up class time). If the teacher is not comfortable with having the students perform in the classroom, the teacher can modify the EA and select clips for students to analyze. **Time permitting – if scheduling time in the library is difficult due to testing, the teacher may choose to show a biography instead of research activities. Be sure to go over the sonnet structure and terms for 5.3. 5 periods 5.4: Conflict Up Close - Paraphrased Lines 5.5: Talking By Myself– SIFT, Writing Prompt 5.6: Party Blocking– Graphic Organizers 5.7: Acting Companies– Sketch, Notebook **5.7 – if teacher is completing the EA as written, 5.7 should be completed. 5 periods 5.8: What’s in a Setting?- Graphic Organizers 5.9: Friends and Foils– Visual Representation 5.10: A Wedding and a Brawl- Graphic Organizers, Writing Prompts; Visual Representation 6 periods 5.11: Emotional Roller Coaster– Graphic Organizer, Writing Prompt 5.12: TWISTing Their Words– TWIST, Graphic Organizer 5.13: A Desperate Plan– Graphic Organizer 5.14: A Fault in their Stars - Graphic Organizers, Sketch 2 periods Embedded Assessment 1: Creating and Presenting a Dramatic Interpretation 4 periods 5.15: Previewing Embedded Assessment 2: Is Shakespeare Relevant?- Unpack Embedded Assessment 2, Writing Prompt 5.16: Shakespeare in the Modern Age– SOAPSTone, Writing Prompt 5.17: Shakespeare’s Globe - Graphic Organizer, Writing Prompts **5.17 – 5.21 consider jig-sawing in groups to save time. Groups will present and display evidence for articles to class. Number of periods will vary dependent upon how teacher works through activities. **Consider adding Close Reading workshop #4.
Graduate Student Annual Review Form (to be completed by every graduate student and advisor each year) ADVISORS: Please place a copy in your file, provide a copy to the student, and send a copy to the graduate coordinator only if the student has made unsatisfactory progress This review must be completed by both student and advisor by MAY 25, 2018 (Any unsatisfactory reports are due to Dr. Anderson by May 29, 2018) PART A Students Please save this form with your name as the title before you start filling out the form. You should complete this form by providing the information in the appropriate place, attaching documents, and updating your resume as instructed below. Student’s Name Research or Teaching Advisor Date of Evaluation Degree Semester & Year Started Degree Attach a copy of your most recent transcript to this document Attach a copy of your most recent plan of study to this document Attach a copy of your resume updated for 2017 to this document Please highlight the following items in BOLD Professional activities (journal papers, presentations, publications) for 2017 Honors, awards, scholarships, or other forms of recognition received in 2017 Describe the progress of your research and thesis/dissertation writing in 2017: Describe your teaching activities in 2017: List any extenuating circumstances during 2017 that may have hindered your progress: Indicate if the following has been completed (yes or no). If no, then list a date or semester when you plan to have this completed. ITEM COMPLETED DATE/SEMESTER TO COMPLETE English language proficiency course passed Plan of Study approved
This reference guide can be found at: The Graduate School Bulletin can be found at: For any questions about this reference guide, please contact: Dr. Ana S.Q. Liberato Director of Graduate Studies Department of Sociology University of Kentucky 1573 Patterson Office Tower Lexington, KY 40506-0027 Phone: (859) 257-6069 Fax: (859) 323-0272 Email: The departmental policies outlined in this reference guide were approved in April 1998, April 1999, September 1999, December 1999, October 2001, March 2002, September 2002, November 2003, March 2004, November 2006, January 2009, January 2010, March 2010, January 2011, April 2011, November 2011, January 2012, October 2012, February 2013, March 2013, April 2013, April 2014.
1989 Phillip Kissel Rosalind Franklin University of Medicine and Science, School of Medicine Neurological and Spinal Surgery, San Luis Obispo, California 1988 Laura J. Anderson University of Nevada School of medicine Staff Neurosurgeon, Sutter Medical Center, Sacramento, California 1987 Praveen Prasad UC Davis, School of Medicine Staff Neurosurgeon, Sutter Medical Center, Sacramento, California 1986 Michael E. Opalak Univ De Bordeaux II, U.E.R. De Med, Bordeaux, France Bridgeport Hospital, Bridgeport, CT 1985 Michael H. Robbins Medical College of Ohio Toledo, OH Chief Neurosurgeon, Mercy General, Sacramento, California 1984 David C. Jones Medical College of Wisconsin, School of Medicine 1983 Yong Don [John] Kim The College of Medicine, Busan National University Busan, Korea 1981 Thomas M. Keller UC Davis, School of Medicine Santa Rosa, California 1980 Warren Y. Ishida University of Washington, School of Medicine Ronald Reagan UCLA Medical Center, Los Angeles, California 1978 James D. Tate UCSF, School of Medicine Patients’ Hospital of Redding, Redding, California
English is the business language used by our leaders. Are you fluent in spoken and written Business English? * Choose a response. UNIVERSITY INFORMATION University * Click here to enter text. Month / Year of Graduation Click here to enter text. Degree type (e.g. BSc, BEng, Meng, PhD etc.)* Click here to enter text. Degree grade or estimated degree grade* Click here to enter text. Any other qualification that you have that you would like to make us aware of (including grade) Click here to enter text. Please detail the materials related topics you have studied (no more than 200 words)* Click here to enter text. Please give details of further education including training courses in industry. Please state College/ Dates/ Course/ Level achieved and if training was full-time, in-company, evening or correspondence. Click here to enter text. Please specify any project work completed during school/ college Click here to enter text. Please specify any work experience you have. List name and address of employer, position held, nature of duties and dates employed. Click here to enter text. Please give a list of your recreational interests (hobbies, sport, etc.) Click here to enter text. APPLICATION QUESTIONS Visit our company website and other resources available and describe, in no more than 200 words, the opportunities and challenges you see facing us* Click here to enter text. Identify a leader you are familiar with. This may be a person in the public sphere, such as a well-known business leader, or it may be someone that you have contact with in your personal-life. In no more than 200 words, describe the traits of the leader that you would like to emulate and why* Click here to enter text. How did you hear about us? Click here to enter text. Do you have the right to live and work in the country you are applying for? Choose a response. Do you have anything else that you would like to make us aware of, for example, any other factors that you feel could affect your performance in the assessment process? Click here to enter text. How easy was it to access the information you wanted on our graduate program Choose a response. What do you like about our graduate website? Click here to enter text.
You must have or expect to obtain a 2:1 Honours degree in any discipline. Name of University: Dates attended: From: To: Degree subject: Result expected/obtained: Postgraduate Qualifications: NO YES Name of University: Dates attended: From: To: Level: Other: Prizes or Scholarships awarded? NO YES If yes, please give details: Any other skills/qualifications? (Languages/Computer skills etc.) (max 100 words) Do you have a Full Driving Licence? NO YES If yes, please give details: Do you have any criminal convictions? NO YES If yes: Work Experience Name of Employer: Dates: From: To: Job description: Brief description of duties: (max 100 words)
CONTACT with a Positively Charged Object When a positively charged rod touches a neutral object, the electrons flow _________________ the object (where there are more electrons) ______________ the rod. When the rod is removed it has gained electrons from the object, leaving the object with a permanent positive charge.
SECTION B – EDUCATION, QUALIFICATIONS and TRAINING GENERAL EDUCATION: Dates Name of Secondary School (s) Examinations Taken Subject Results From To ACADEMIC, PROFESSIONAL OR TECHNICAL QUALIFICATIONS: Dates University, College or Examining Authority Qualification Obtained Level in the National Frameworks of Qualifications Year Qualification Obtained Final Year Examination Subjects From To RELEVANT TRAINING /COURSES (OPTIONAL):
Constructed Response Choices Choose one of the following prompts to answer. How does 3D printing have the potential to impact society and scientific innovation? Write 1-2 paragraphs in complete sentences, giving examples from the text or examples of ways you can infer that it will have an impact. Draw and label an infographic (a visual representation including both words and pictures) that shows the process of 3D printing, or additive manufacturing. Include written details from the text as captions or labels that accompany your drawing. You may either quote or paraphrase steps in the process from the text. Your drawing should be a neat and clear representation of 3D printing, but it is not going to be graded as a creative or artistic product. (It’s a sketch, so drawing is acceptable.) Answer Key Question Answer Standard Addressed 1. C RI7.1, RI7.4 2. A RI7.6 3. B L7.4 4. B RI7.5 5. D RI7.5 6. A RI7.8 7. C RI7.2 8. D RI7.2, RI7.5 9. A RI7.5 10. C RI7.4 Constructed Response Choices: (Answers will vary. The key consideration in grading is whether or not the student cites details from the text in addressing each prompt.) This response should be written in an informative/explanatory style, explaining how 3D printing will lead to innovation. (Addresses W7.2, W7.9) Details from the text that could be used to explain the impact of 3D printing on society and scientific innovation include: making manufacturing less wasteful of materials and energy/more efficient in the manufacturing process; shortening the time products take to get to market; inspiring creativity and individualized product creation through the Maker Movement; sparking interest among students in science, technology, engineering, and math careers; solving problems by creating lighter products or products that could not be created before; leading to experimentation and creation of products using other materials.
Department of Music Center for the Arts Recital Hall Judy Jones Graduate Violin Recital Jane Doe, piano Tuesday, April 2, 2013 8:15 PM Overture From The Barber of Seville Gioacchino Rossini (1792-1868) Slavonic Dances Antonín Dvořák (1841-1904) Fantasy in C minor for Piano Chorus, and Orchestra Ludwig van Beethoven (1770-1827) I. Adagio II. Finale. Allegro – Adagio ma non troppo – Marcia, assai vivace – Allegro – Presto Towson University Chorale Reynaldo Reyes, Piano
HNES Graduate Course Rotation (Fall 2016-Summer 2021) Exercise Science/ Nutrition Title F16 Sp17 Su17 F17 Sp18 Su18 F18 Sp19 Su19 F19 Sp20 Su20 F20 Sp21 Su21 642/L Community Health/Nutrition Education X X X X X 652 Nutrition, Health, and Aging X X X X X 660 Foodservice Systems Mgt II X X X X X 703 Graduate Biomechanics of Sport and Ex. X X 704 Psychological Foundations of Sport and Physical Activity X X X 710 Recent Literature Review and Research X X X X X 713 Graduate Exercise Physiology X X X X X 724 Nutrition Education in the Community X X 726 Nutrition & Wellness X X X 727 Physical Activity Epidemiology X X X X 735 Nutrition for Performance X X X X 743 Obesity Across The Lifespan X X X X X 754 Assessment in Exercise Science and Nutrition X 760 Skeletal Muscle Physiology X X 761 Physiological and Fitness Assessment in Exercise and Nutrition X X X 790 Seminar: Introduction to Exercise Science/Nutrition X X X X 791 Temp/Trial Topics - Exercise Endocrinology X X X
Banner Student Information Management Systems Request Form GRADUATE ENROLLMENT SERVICES This form is to be filled out by authorized management and/or School/College/Division (SCD) authorized Business Manager. Indicate an ‘X’ on your selection(s) in the ADD column. To EXPIRE Banner access, send the Applicant’s Name and WSU AccessID in an e-mail message to the Computing & Information Technology (C&IT) Access & Identity Management Office: security@lists.wayne.edu Applicant’s Name & Title AccessID ADD BANNER ACCESS PROFILE BANNER ACCESS CLASS(ES) (Security Office Use Only) UNIVERSITY ADMISSIONS HOLDS UG Univ Admissions-Bad Check GR Univ Admissions-Bad Check Graduate Admissions University Admissions BAN_WSUSTU_SOAHOLD_VBS Hold Type(s): AA; AB; GA; UA SGAPERMSTAFF ~ Student Graduate Admissions Permanent Staff Select as Default: ~ University Admissions Holds ~ Application Xtender (Imaging) BAN_WSUSTU_ADM BAN_WSUSTU_ADM_EPOS BAN_WSUSTU_ADM_LETTERS BAN_WSUSTU_ADM_RULES BAN_WSUSTU_ADM_SOASBGI BAN_WSUSTU_ADM_TAPELOAD_JOBS BAN_WSUSTU_ADM_TAPELOAD_REPORT BAN_WSUSTU_ADM TAPELOAD_RULES BAN_WSUSTU_ADM_TC BAN_WSUSTU_ADM_VALID BAN_WSUSTU_ADM_VALID_STVSBGI BAN_WSUSTU_ADM_VALID_TC BAN_WSUSTU_ADM_WEBAPP_PUSH BAN_WSUSTU_ADM_WEBAPP_VALID BAN_WSUSTU_GENP BAN_WSUSTU_GENP_VALID BAN_WSUSTU_GENS BAN_WSUSTU_GENSYS_FORMS BAN_WSUSTU_GENSYS_JOBS BAN_WSUSTU_GENSYS_JOBSUB BAN_WSUSTU_GENSYS_PIN_INQ BAN_WSUSTU_GENSYS_POPSEL BAN_WSUSTU_GENSYS_VALID BAN_WSUSTU_GENS_VALID BAN_WSUSTU_INQ BAN_WSUGEN_REPORTS BAN_WSUGEN_CONNECT BAN_WSUGEN_INQ Banner Student Information Management Systems Request Form
2. “I went back to the Devon School not long ago, and found it looking oddly newer than when I was a student there fifteen years before. It seemed more sedate than I remembered it, more perpendicular and strait-laced, with narrower windows and shinier woodwork, as though a coat of varnish had been put over everything for better preservation. But, of course, fifteen years before there had been a war going on. Perhaps the school wasn’t as well kept up in those days; perhaps varnish, along with everything else, had gone to war” (9). 3. “I didn’t entirely like this glossy new surface, because it made the school look like a museum, and that’s exactly what it was to me, and what I did not want it to be” (9). 2. Text-based questions: What can the reader infer about the point-of-view of this novel? It is written in first-person, “I went back to the Devon School” The speaker is an older person revisiting a place after a long time. – “I was a student fifteen years before” A war was going on during the time he was at Devon. The school looks different than what he remembered. What does the word sedate mean in the passage? Calm, quiet What importance does the varnish play in this description? Varnish represents the difference in the two time periods. The speaker notices it because, at least in his memory, the school was dull, drab, and worn. The teacher may want to revisit this passage at the end of work to see if there is another connection that can be made to a “wax” covering over everything. What literary devices does the author use in this passage? For what reason? Personification – school looked “sedate”; varnish went to war. It gives the school human like qualities because, like the speaker, the school has changed since he was last there. 3. Describe all of the qualities that come to mind when you think of a museum. Lifeless Quiet Impersonal Pristine Uncomfortable Serious Focuses on the past Why do you think that school reminded him of a museum? Why would he not like this? Answers will vary, but make a point to emphasize that the speaker is experiencing some strong emotions during this visit. He feels uncomfortable and unwelcome.
Drop-Add Drop-Add is the period during which you may change your schedule after you have registered and paid your fees. You can drop-add through . For further information regarding deadlines for drop-add, course withdrawals, refunds, etc., see the current . Parking Decals Parking decals are required for vehicles which you will drive to campus. The closer to campus you park, naturally, the more you will pay. They are valid for one year beginning August 15. If you wish to purchase a parking decal, go to the Parking Transit Services (PTS) which is located at 525 S. Forest #105 (just southwest of the Stadium). PTS requires the vehicle’s license plate number and a photo ID (of the owner, not the car). PTS is open from 7:30am to 5:00pm. Information may be obtained online at . Each vehicle registered at ASU must comply with Arizona emission standards during the entire registration period. Everyone is encouraged to support travel reduction measures by using mass transit, the University shuttle bus, bicycling, or walking whenever possible. Arizona Residency Requirements You need to start working on obtaining Arizona residency as soon as you arrive. If you do not become AZ residents, you will be vulnerable to paying out of state tuition if you are not a 20 hour per week RA/TA. You should discuss this with your area head if you cannot become an AZ resident. Just remember to do the following things: Register your car in Arizona. (1703 E. Larkspur Ln. Tempe; Open 8am-5pm M-F) Get an Arizona Driver’s License. (Same address as above) Register to vote. (Same address as above) Keep your rent receipts to show that you are living here prior to the academic year. Keep your utility receipts. Keep pay check stubs showing that you are paying Arizona and Federal taxes as an Arizona resident. Not a dependent for tax purposes. The Residency Classification Office has prepared an information sheet on this topic that is very helpful. There is a web page at which answers questions about residency. Other Student Resources Valuable resources for graduate students are on the tab of your MYASU page. There, you can find links to Health Insurance, Counseling, Disability Resources and Library Resources to name a few. The serves international students and provides a wealth of resources and support with visas, travel, academic support and employment. The Department’s Relations with the Public
Master’s in Special Education – With Orientation & Mobility Summer Summer I & II SPE 500 – Blindfold SPE 516 – Eye Class Total: 9 hours Year One Fall Spring Summer SPE 515 – Foundations SPE 518 – Basic O&M *SPE 595 – Internship SPE 552 – MIVI SPE 519 – Low Vision *SPE 593 – Beginning Practicum *SPE 594 – Intermediate Practicum Total: 9 hours Total: 9 hours Total: 6 hours Year Two Fall Spring SPE 573 – Leadership in Visual Impairment SPE 556 – Infants and Preschoolers SPE 521 – ECC SPE 570 (2nd -3 of 6 hrs. required) – Independent Research SPE 570 (3 of 6 hrs. required) – Independent Research Total: 9 hours Total: 6 hours M. Ed. Degree Plan Total – 36 hours *SPE 593, 594, and 595, while required for certification do not count towards the 36 hour requirement for a M.Ed. degree (Total hours for certification and degree– 48 hours)
Financial Commitment Approximately 18 programs (Master’s and PhD) to be reviewed annually; this amounts to about 9 actual site visits per year as Master’s and PhD programs within the same unit will get reviewed simultaneously (e.g. Master’s and PhD in Chemistry) Each site visit will cost approximately $6000 Annual budget required for review process is approximately $54,000. Library needs a minimum of a full-time person (Baseline) to carry out searches for program reviews plus additional capital in year one for equipment (Budget only): Baseline (salary plus benefits) $ 40,000 Budget only (first year for computer equipment $ 5,000 and network connection)
Faculty Research Activities in the past 5 years Part I Principle Investigator Funded Research Titles ($ amount) Non-Funded Research Titles Other Scholarly Activity Doe, John The Effects of Greenhouse Gases on Plants ($35,000) Climate Change and Agriculture Developed WebCT graduate course
What we’re looking for We are looking for graduates that thrive in a challenging and dynamic environment with the following competencies; Successful Uniac Graduate Profiles Any questions? If you have any questions or require any further information about Uniac’s graduate opportunities please get in touch; Tel: 0161 237 1174 Email:
result of the initial economic reforms but this trend changed drastically after the country specific intervention of vision 2020 initiative and its implementation (Ariyo and Jerome 1999:209). Finally, according to (ABD:2001)as cited in(Adhia 2004:10) claims that privatization benefits are much though thinly spread over a huge population over a long time period, however, its cost on job losses and business is accrued to a section that can successfully mobilize resistance to privatisation. Notwithstanding, the achievement of lowering costs to consumers that has increased the number of options, yet it has not convinced the opponents but furthered the discontent overtime. 2.5.2 Obstacles to the Implementation of Reform The implementation process may have slowed down due to governments attempt to counteract the adversity of the process of divestiture of increased unemployment, foreign ownership, concentration of property in the wrong hands, plant closure and pricing problems. Other issues that also contributed grossly to this backdrop was lack of transparency in making specific deals of sales at unstated prices, to dubious purchasers without a competitive bidding procedure (Nellis and kikeri,1989:667). However, the two writers (Ariyo and Jerome1999:207-09)give a caution that the implicit assumption that public bureaucracies and sector are endemically inefficient whereas the private sector is inherently efficient may not be valid in several developing countries. Especially where there is a harmonious relationship between the two sectors and also where the culture of private enterprise has not fully developed. Moreover, the role of foreign capital in financing public sector reforms and foreign participation in privatization may have been misinterpreted as concentration of wealth in foreign hands, yet it was essential, particularly for countries that considerably weak private sector. for instance “by 1992 in Sudan, firms from Scandinavia, Britain, the US and the Arab states dominated as bidders for SOEs slated for privatization under the country’s National Economic Salvation program introduced in June 1990”(ibid:203). Nellis and kikeri (1989:664), further claim that reforms without involving ownership change had mixed but modest results, given that economic theory views competition more crucial than ownership in determining efficiency outcomes. This point of view is supported by the assertion by opponents of privatization in developing countries that in
Graduate Student Proposal Form NEW/ EXTENSION/ AMENDMENT [Please delete as appropriate] ALL SECTIONS MUST BE COMPLETED Section 1 – Research Grant Department Grant Holder Sponsoring Body Sponsoring Body 2 (if more than one) Research Codes Project No Organisation Expenditure Type Task No Award No % to be Charged 01 01 01 GL Codes GL Cost Centre GL Activity GL Source of Funds GL Expense Code % to be Charged I am satisfied that the above coding is valid and correct Section 2 – Graduate Student Supervisor (student’s) Date of Registration (for higher degree) Section 3 – Personal Details of Nominee Surname First name Title Irish Home Address for correspondence TCD Email Address Date of Birth PPS Number (Mandatory)
[GRADUATE STUDENT VISA HOLDER EMPLOYMENT TEMPLATE LETTER – TO BE PRINTED ON DEPARTMENT LETTERHEAD] Dear [NAME OF HR CONTACT IN DEPARTMENT] I am the supervisor of [FULL NAME OF STUDENT] who is a graduate student in [COURSE NAME]. In order to comply with Home Office requirements for employing student visa holders, I am writing to confirm that [NAME OF STUDENT] is considered to be on vacation between [START DATE] and [END DATE] inclusive. [NAME OF STUDENT] is not required to complete any study/ work on their thesis during these dates and, as such, may take employment in excess of twenty hours per week. Regards, [SIGNATURE OF SUPERVISOR] [FULL NAME OF SUPERVISOR]
under $30,000 6.25% 3.6% 2.65% $30,001 - $35,000 5.47% 2.88% 2.59% $35,001 - $40,000 4.69% 7.91% -3.22% $40,001 - $45,000 4.69% 12.23% -7.54% $45,001 - $50,000 10.16% 7.19% 2.97% $50,001 - $55,000 4.69% 12.95% -8.26% $55,001 - $60,000 11.72% 12.23% -0.51% $60,001 - $65,000 19.53% 17.99% 1.54% $65,001 - $70,000 8.59% 4.32% 4.27% $70,001 - $75,000 10.94% 6.47% 4.47% $75,001 - $80,000 4.69% 2.16% 2.53% $80,001 - $85,000 2.34% 2.16% 0.18% $85,001 - $90,000 1.56% 0.72% 0.84% $90,001 - $95,000 0% 0% 0% $95,001 - $100,000 1.56% 3.6% -2.04% Over $100,000 3.12% 3.6% -0.48% Q.29. What degree do you intend to pursue? (n=310, All graduates who plan on attending graduate school in the future) Q.30. Will you attend this year? (n=217)
$75,001 - $80,000 7.60% 4.20% 3.40% $80,001 - $85,000 3.80% 3.36% 0.44% $85,001 - $90,000 3.00% 3.36% -0.36% $90,001 - $95,000 3.00% 4.20% -1.20% $95,001 - $100,000 1.50% 5.88% -4.38% Over $100,000 17.40% 14.29% 3.11% Appendix 1: Employers of NJIT Graduates ADP AECOM AIG Alcatel-Lucent Alliant Technologies Allied Engineering Assoct. American Water ASCO Power Technologies Assay Depot AudioCodes USA Bechtel Plant Machinery Incorporated Becton Dickinson Bernards Township School District Bioreference Lab Bohler Engineering Boston Fire Department Brookdale CC CBIZ CCI Construction Cisco Systems Copper River IT Dialight Corp. EMC Enterprise Rent A Car EOS Engergy Storage EP Design ExxonMobil F.J Rawding Architects FirstEnergy Gamma Goldman Sachs Greener corp H&W Tool Hatch Mott MacDonald IBM IFF Insurance Company Intelligrated Jaros Baum and Bolles Judlau Contracting Inc. Kiewit (Kiewit Infrastructure Co.) Kinder Morgan L'Oreal USA Manhattana Laboratory Maquet Markel Corporation Maser Consulting PA Merck and Co. Microsoft
Monimus LLC. Moodys Investors Service MPES NBCUniversal New Jersey Precision Technologies New Jersey Transit NJIT NJIT Honors College NJOIT NYCHA O'Donnell Architects P3 North America Inc. PA DOT Packard Industies Prudential PSEG PsychoGenics Rencor Inc. Rutgers University Rutgers University CAIT Schneider Electric Scholastic Inc Shawmut Design and Construction Siemens Steve blatz Architect streamline T&M Associates Tata Consultancy Services The Dow Chemical Company Top Shelf Electric Corporation (TSE) Triangle Mfg. Turner Construction Company United Health Group - Optum United Healthcare Group United Parcel Services United States Navy UPS Vantage Specialty Verizon Wireless W.L.Gore W.R.C. Chesnut Engineering Weeks Marine Whitman Windigo Architecture Wyssling Consulting Zimmer TMT
PARKING INFORMATION – GRADUATION CEREMONY Graduates – park in the BUS PARKING LOT (Enter campus at faculty entrance, drive straight to bus parking lot. (past the faculty lot, at the back of the building) Guests – park in Student Lot, Visitors Lot, and Faculty Lot SECURITY – GRADUATION CEREMONY Cabarrus County Sherriff’s Office will provide security for the ceremony. Everyone attending the graduation ceremonies will go through metal detection. All banned items (see below) will be confiscated at the front entrance prior to entering Cox Mill High School. Guests may retrieve their items at the same table in front of the entrance to Cox Mill High School at the conclusion of the ceremony. Banned Items: Noisemakers Balloons Flowers Weapons or items that may be used as weapons Lighters Alcohol, tobacco, or other substances/paraphernalia banned from school campuses VIDEO – GRADUATION CEREMONY A video of the CKECHS Graduation Ceremony will be available by 12PM (Noon) on Monday, May 19th. The link will be posted on the Cabarrus County Schools Website.
Property Metals Non-metals State of matter These are usually solid, except mercury, which is a liquid at room temperature. These exist in all the three states. Bromine is the only liquid. Density They usually have high density, except for sodium, potassium, calcium etc. Their densities are usually low. Melting point They usually have a high melting point except mercury, cesium, gallium, tin, lead. Their melting points are low. Boiling point Their boiling points are usually high. Their boiling points are low. Hardness They are usually hard, except mercury, sodium, calcium, potassium, lead etc. They are usually not hard. But the exception is the non-metal diamond, the hardest substance. Malleability They can be beaten into thin sheets. They are generally brittle. Ductility They can be drawn into thin wires, except sodium, potassium, calcium etc. They cannot be drawn into thin wires. Conduction of heat They are good conductors of heat. They are poor conductors of heat. Conduction of electricity They are good conductors of electricity. They are non-conductors, except for carbon in the form of graphite and the gas carbon. Shine Newly cut metals have high shine . Some get tarnished immediately. Usually not shiny, except iodine and diamond - the most lustrous of all the substances The periodic table Key Questions:
Rashid was investigating the rusting of iron. He set up five experiments as shown below, and left the test-tubes for three days. و 3 He wrote the following observations in his book. Test–Tube Observation A B C D Nail slightly rusty Nail still shiny Nail still shiny Nail very rusty
Project Implementation - Milestone 5 Evaluation Form Project Title: _____________________________________________________________________________________________________________________________________ Supervisor: _____________________________________________________________________________________________________________________________________ No. Student Name Student ID S1 S2 S3 Expected Outcomes (Evaluation Criteria) Max Marks Marks Obtained S1 S2 S3 Student’s ability to design, implement, and evaluate a computer-based system, process, component or program to meet desired needs Analogy between requirements and implementation 10 Achievement of project outcomes 15 Analysis and justification of outcomes/results 15 Student’s ability to use current techniques, skills, and tools necessary for computing practice Student’s command on tools and techniques used for implementation 10 Student’s ability to communicate effectively with a range of audiences Report Technical contents (comprehensiveness, clarity and accuracy) 5 English language (grammar and spelling) 2 Style and formatting 3 Presentation Technical contents (comprehensiveness, clarity and accuracy) 5 Questions and answers 10 Presentation skills 2 Style and formatting 3
First Day of School 2 3 Holiday 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 October 2018 – 1 Due Date Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sept. 30 1 2 3 4 5 6 7 8 ACT 80 Day 9 10 11 12 13 14 15 16 17 Project Proposals Due 18 19 20 21 22 23 24 25 26 27 28 29 30 31 November 2018 – No Due Dates Sunday Monday Tuesday Wednesday Thursday Friday Saturday
APPEARANCE 4 3 2 1 0 Assessing professional appearance: neatness, legibility, and organization. Excellent appearance. Commendable appearance. Competent appearance. Adequate appearance. Little time or effort given to appearance QUALITY 4 3 2 1 0 Assessing time, effort, and commitment given to each piece All pieces exhibit the highest quality. Most pieces exhibit high quality. Most pieces exhibit competent quality. Adequate quality is exhibited in most pieces. Quality has been overlooked. CLARITY 4 3 2 1 0 Assessing thoroughness of project’s representation through documentation and evidence. Project process is exceptionally represented through materials included. Project process is well represented through materials included. Project is mostly represented through materials included, though some questions surface about project process. Project is somewhat represented, though many questions remain about project process Project is vaguely represented through materials included. Project process is unclear or obscured. WRITING 4 3 2 1 0 Assessing coherency, organization, and sophistication of style, voice, language usage, mechanics, and spelling. All pieces extremely well written. Most pieces are well written. Writing quality varies but is mostly competent. Writing is adequate. Writing is below standard expectations x 2 TOTAL
the person’s age, level of education, gender, genetic background, and family history of alcoholism; whether he or she is at risk as a result of prenatal alcohol exposure; and his or her general health status. The effects of alcohol in terms of the promil is given below: 0.2 promil: change in attitude, increase in body temperature. 0.5 promil: relaxation in the body, loss of coordination,. This is the limit for drink driving. 1.0 promil: visual indication of drunkness, highly loss of coordination. 1.5 promil: unable to stand up properly, difficulty in speaking and walking. 2.0 promil: unable to understand spoken words, crying or laughing for no apparent reasons. 3.0 promil: loss of reflexes, vomiting, total loss of coordination There is considerable confusion about the accepted limits of in the adults. Many researchers accept that alcohol consumption up to 14 units per week for women and 21 units for men is the limit. Any amount above these limits are considered to be excessive. One unit is equal to one small glass of wine, a single purchased measure of spirits or half a pint of beer. Thus, the accepted limit for men is about 10 pints of beer or 21 measures of wine in a week. Similarly, for women the accepted limit is 7 pints of beer or 14 measures of wine per week. Pregnant women should not consume any alcohol. It is known that a lot of alcohol can damage a developing baby. A small amount probably does no harm. However, the exact amount that is safe is not known. Therefore, to play safe, advice from the Department of Health is that pregnant women and women trying to become pregnant should not drink at all. If you do choose to drink when you are pregnant then limit it to one or two units, once or twice a week, and never get drunk. But remember, many wines and beers are stronger than the more traditional ordinary strengths. A more accurate way of calculating units is as follows: the percentage alcohol by
User selectable alert levels Digital indication of high and low levels Hard plastic mouth pieces Figure 2.5 AlcoSafe Kx6000s breathalyzer 2.3 Breathalyzer Sensor Operation When the user exhales into a breath analyzer, any present in their breath is to at the : CH3CH2OH(g) + H2O(l) → CH3CO2H(l) + 4H+(aq) + 4e- At the , atmospheric oxygen is : O2(g) + 4H+(aq) + 4e- → 2H2O(l) The overall reaction is the oxidation of ethanol to acetic acid and water. CH3CH2OH(l) + O2(g) → CH3COOH(l) + H2O(l) The produced by this reaction is measured by a microprocessor,and displayed as an approximation of overall (BAC) by the Alcosensor. CHAPTER 3 DESIGN OF THE BREATHALYZER DEVICE 3.1 Overview
The perimeters of the square and the triangle are the same. Solve for “x”. 6. Given the equation: a) Check that x = 5 and x = -1 are both solutions of this equation. b) Choose any other value for “x” and check that it is also a solution to the equation. c) Solve the equation algebraically. Explain why every number is a solution to the equation. 7. John graphed the solution to the inequality: . a) Explain the two errors that John made. b) Draw the correct solution. 8. In the following rectangle, the perimeter is less than 96 cm. a) For what whole number value of “n” is the perimeter the greatest? b) Explain whether or not “n” can have a value of 1 in the rectangle. Answers: 1a) a = -10.8 b) n=5.1 c) d=6 d) t=10 e) x = 4/3 f) x<-2 g) ns 3. Kim =9 Tina = 27 4. 5. x = 2 6. A) LHS = RHS in both equations b) 36=36 c) 3x+6 = 3x+6 7. a) 8. a) 9 b) No the length cannot = 1 Unit 6: Linear Relations Be able to: Describe and write equations from patterns Use an equation or pattern to make a table of values and graph the resulting line on a Cartesian plane; decide if a line should be drawn to connect the points Graph and describe horizontal and vertical lines Match an equation to a graph and vice versa Use graphs to estimate values by interpolating and extrapolating Questions
Washtenaw Technical Middle College Graduation Statistics College Certificates and Degrees Earned at High School Graduation Graduation Year # of WTMC Graduates High School Diplomas Awarded Associate Degrees Earned WCC Certificates Earned # of Students with Multiple Certificates and/or Degrees 2003-2004 82 82 (51) 62% (62) 76% (26) 32% 2004-2005 78 78 (39) 50% (57) 73% (14) 18% 2005-2006 91 91 (51) 56% (86) 95% (37) 41% 2006-2007 91 91 (52) 57% (88) 97% (42) 46% 2007-2008 107 107 (75) 69% (101) 93% (60) 55% 2008-2009 87 87 (64) 74% (79) 91% (51) 59% 2009-2010 104 104 (90) 86% (96) 92% (67) 64% O Drive/WTMC Statistics/Graduate Certificate & Degrees Cohort Data June 7,2010
Grad2.2 Contract Glasgow Royal Concert Hall Issued by GRCH Original Signed by Academic Registrar and sent to GRCH. Master copy held in Graduation Office for 7 years 7 years Not held by Finance Grad2.3. Tenders Photographic Tender, Venue hire After Department has agreed Master held by Procurement. Not held locally n/a Master held by Procurement Grad2.4 Payments Payment and e-mails for replacement parchments and Confirmation of Awards Payment received Hold in electronic folder for 1 year then delete n/a 1 year Payment also held in Online store Grad3 Graduation Booklet Grad3.1 Graduation Booklet Press copy (copy of text of email to Herald and Scotsman) After award ceremony Completion of Award Ceremony + 1 year in Department then delete n/a 1 year Grad3.2 Graduation Booklet Graduation Booklet (Final version) After award ceremony Scanned by Registry and held for life of institution in Network Drive. Hard Copy sent to Archives n/a Hard copy lodged in Archives Grad4 Graduation and award ceremonies Grad4.1 Graduation and award Ceremonies Graduation Registration Webforms Completed and submitted by student. Copies of signed notice After award Ceremony Completion of Award Ceremony + 1 year then delete or shred n/a 1 year Covers all ceremonies in UK and overseas eg
board reports and Chair’s Actions for graduating students London, Oman, South Africa. Grad4.2 Graduation and award Ceremonies Payments/Expenditure for all Graduation Services provided by External Companies After award ceremony 3 years then shred/delete n/a 3 years Business needs Grad4.3 Graduation and award Ceremonies Unclaimed Award Parchments held in files ie students who have not paid the graduation registration fee and Royal Mail Returns – retained for collection After award ceremony Retain parchments for 5 years then shred/delete n/a 5 years
TOTAL Grade 9 Healthy Active Living Evaluation Checklist Title Page Introduction (20) I Like That (10) Goal Setting (10) My Smart Healthy Living Plan (10) Getting Started (10) Fitness Appraisals Monthly Logs (3) ______ Change in Results Chart (10) Careers (20) Conclusion (20) Comments: Grade 9 Healthy Active Living Summative Due Dates Assignment Due Date Teacher Signature Introduction March 2nd I Like That March 2nd Getting Started March 2nd My SMART Healthy Living Plan March 2nd Monthly Goal #1 & Calendar April 8th Career Assignment May 9th Monthly Goal #2 & Calendar May 9th Monthly Goal #3 & Calendar June 6th Title Page June 17th Conclusion June 17th Portfolio Due June 17th, 2016 – Submit all components together in an organized duo tang or binder.
CAREERS IN HEALTHY ACTIVE LIVING Write a short report on one possible career opportunities in the field of Healthy Active Living. For each career, your report should include: ● A background description of the job responsibilities ● A description of any special skills, qualifications, or experience that is required to pursue the career ● Post-secondary education requirements ● Include a reference page of your resources Possible websites: Level 1 Level 2 Level 3 Level 4 Communicates information with limited clarity Communicates information with some clarity Communicates information with considerable clarity Communicates information and ideas with a high degree of clarity Provides limited description and includes at least one of the criteria Provides a mediocre description and includes at least two of the criteria Provides an appropriate description of job responsibilites, special skills, and education required Provides a thorough description of job responsibilites, special skills, and education required No references One reference Two references Three or more references
SUS Fully Online Undergraduate Program CIP Code Gaps The high priority gaps represent a subset of the following 208 CIP code primary gaps identified by comparing SUS Fully Online Undergraduate Degree offerings with 227 CIP codes currently identified by the State University System as having “”. The strategic emphasis designation was used to reduce the pool of 1,839 CIP 2010 codes to a more reasonable number for review. Fully Online Undergraduate Programs Distinct Count Distinct Count Strategic Emphasis ALL Possible CIP 2010 Codes 1,839 227 CIPs without SUS Fully Online Undergrad Degree 1,795 208 CIPs with SUS Fully Online Baccalaureate Degree 44 19 SUS Fully Online Undergrad Degrees Programs 52 24 FCS Fully Online Undergrad Degrees Programs 51 18 CIPs with Fully Online Baccalaureate Only in FCS 7 7 SUS Fully Online Graduate Program CIP Code Gaps The high priority gaps represent a subset of the following 169 CIP code primary gaps identified by comparing SUS Fully Online Graduate Degree offerings with 227 CIP codes currently identified by the State University System as having “”. The strategic emphasis designation was used to reduce the pool of 1,839 CIP 2010 codes to a more reasonable number for review. SUS Graduate Summary Distinct Count Distinct Count Strategic Emphasis ALL Possible CIP 2010 Codes 1,839 227 CIPs without Fully Online Graduate Degree 1,759 169 CIPs with Fully Online Graduate Degree 80 58 Fully Online Graduate Degrees Programs 148 102 Note: To identify CIP (Classification of Instructional Programs) gaps, the SUS Online Program Inventory data was with and validated against the listing, the as well as document.