zilongwang/ReadingBank huggingface dataset:
Regulation 10 Alpine Shire Council Ararat Rural City Council Ballarat City Council Banyule City Council Bass Coast Shire Council Baw Baw Shire Council Bayside City Council Benalla Rural City Council Boroondara City Council Borough of Queenscliff Brimbank City Council Buloke Shire Council (except for the area known as the former Shire of Wycheproof) Campaspe Shire Council Cardinia Shire Council Casey City Council Central Goldfields Shire Council Colac Otway Shire Council Corangamite Shire Council Darebin City Council East Gippsland Shire Council (except for the area known as the former Shire of Omeo) Frankston City Council Gannawarra Shire Council Glen Eira City Council Glenelg Shire Council (except for the area known as the former Shire of Heywood) Golden Plains Shire Council Greater Bendigo City Council Greater Dandenong City Council Greater Geelong City Council Greater Shepparton City Council Hepburn Shire Council Hindmarsh Shire Council Hobsons Bay City Council Horsham Rural City Council (except for the area known as the former Shire of Arapiles) Hume City Council Indigo Shire Council Kingston City Council Knox City Council La Trobe Shire Council Loddon Shire Council Macedon Ranges Shire Council Manningham City Council Mansfield Shire Council Maribyrnong City Council Maroondah City Council Melbourne City Council Melton Shire Council Mildura Rural City Council (except for the area known as the former Shire of Walpeup) Mitchell Shire Council Moira Shire Council Monash City Council Moonee Valley City Council Moorabool Shire Council Moreland City Council Mornington Peninsula Shire Council Mount Alexander Shire Council Moyne Shire Council Murrindindi Shire Council Nillumbik Shire Council Northern Grampians Shire Council Port Phillip City Council Pyrenees Shire Council South Gippsland Shire Council Southern Grampians Shire Council Shire Council Yarriambiack Shire Council (except for the area known as
Bacchus Marsh Hopetoun Bairnsdale Horsham Ringwood Ballarat Kerang Robinvale Benalla Korumburra Kyneton Broadmeadows Shepparton Castlemaine St Arnaud Cobram Maryborough Stawell Colac Sunshine Corryong Mildura Swan Hill Dandenong Moe Wangaratta Dromana Moorabbin Justice Centre (Highett) Warrnambool Drug Court (Dandenong) Myrtleford Werribee Echuca Neighbourhood Justice Centre (Collingwood) Wodonga Edenhope Nhill Wonthaggi Frankston Omeo Orbost Ouyen __________________ SCHEDULE 3 Sch. 3 Regulation 10 Alpine Shire Council Ararat Rural City Council Ballarat City Council Banyule City Council Bass Coast Shire Council Hobsons Bay City Council Horsham Rural City Council (except for the area known as the former Shire of Arapiles) Hume City Council
2 Authorising provision r. 2 These Regulations are made under section 90 of the Motor Car Traders Act 1986. 3 Commencement These Regulations come into operation on 3 November 2014. 4 Principal Regulations In these Regulations, the Motor Car Traders Regulations 2008 are called the Principal Regulations. 5 Amendments to definitions In regulation 5(1) of the Principal Regulations, the definition of motor cycle is revoked. 6 Revocation of regulation 10—Notice and abandonment of right to cool off Regulation 10 of the Principal Regulations is revoked. 7 Substitution of regulation 11 For regulation 11 of the Principal Regulations substitute— '11 Forms of notice to be displayed on used vehicle (1) For the purposes of section 52(1) and (2)(g), the prescribed form of the notice and the prescribed particulars are set out in Form 5. (2) A notice under subregulation (1) must be printed, typed or written in a clear and legible manner.
14 9:00 AM Sunday Morning Study Group 11:30 AM Education Circuit Rider Deadline 15 7:30 PM NA 16 9:00 AM Crochet Class 5:00 PM Exercise Class 6:00 PM Stephen Ministry 6:00 PM Bell Choir 8:00 PM AA 17 5:30 PM Disciple 6:30 PM Tai Chi 7:30 PM Chancel Choir 18 9:00 AM Bible Study 10:15 AM Seniors 5:00 PM Exercise Class 6:00 PM Girl Scouts 6:00 PM TOPS 6:30 PM Boy Scouts 19 5:30 PM Tai Chi 20 21 9:00 AM Sunday Morning Study Group 11:30 AM Membership 22 6:15 PM Girl Scouts 7:30 PM NA 23 9:00 AM Crochet Class 5:00 PM Exercise Class 6:00 PM Bell Choir 8:00 PM AA 24 5:30 PM Worship Service 11:00 PM Worship Service Christmas Eve 25 Christmas Day 26 27 28 9:00 AM Sunday Morning Study Group 11:30 AM Membership 29 30 31 New Year’s Eve “SCRIP CARDS, GET YOUR SCRIP CARDS” The Holidays are coming, please remember SCRIP CARDS while planning your shopping. Scrip Cards support Asbury UMC Spend $100.00 on Groceries and Asbury UMC gets $4.00 - just by shopping with a Scrip Card! Spend $100.00 at Home Depot and Asbury UMC gets $4.00 – just by shopping with a Scrip Card! Go out to eat with friends and Asbury UMC gets $5.00 – just by paying with a Scrip Card!
AP Biology—Unit 8 Name: Hardy-Weinberg Equilibrium Introduction Evolution occurs in populations of organisms and involves variation in the population, heredity, and differential survival and reproduction. One way to study evolution is to study how the frequency of alleles in a population changes from generation to generation. In other words, you can ask “What are the inheritance patterns of alleles, not just from two parental organisms, but also in a population?” You can then explore how allele frequencies change in populations and how these changes might predict what will happen to a population in the future. Mathematical models and computer simulations are tools used to explore the complexity of biological systems that might otherwise be difficult or impossible to study. In 1908, one such scheme, whereby evolution could be viewed as changes in the frequency of alleles in a population of organisms, was independently suggested by G.H. Hardy and W. Weinberg. In this scheme, if A and a are alleles for a particular gene locus and each diploid individual has two such loci, then p can be designated as the frequency of the A allele and q as the frequency of the a allele. In a population of 100 individuals (each with two loci/alleles) in which 60% of the alleles are A, 40% of the alleles would be a. Consequently, the frequencies for these alleles would be as such: p = 0.6 q = 0.4 These are referred to as the allele frequencies in the population and we can conclude that: p + q = 1 (Allele Frequency Equation) The frequencies of the possible genotypic / diploid combinations of these alleles (AA, Aa, aa) can be expressed by an equation, but let’s first develop a Punnet square to see the possibilities. p = 0.6 q = 0.4 p = 0.6 q = 0.4 The probability of two A alleles combining in one organism in the next generation is p2. The probability of two a alleles combining in one organism in the next generation is q2. The probability of a combination of Aa is p*q, as is the probability of aA , for a total of 2pq. Consequently, the formula that predicts the genotypic frequencies for the next generation in a population is: (p + q)2 = 1, which works out to be p2 + 2pq + q2 = 1 (Genotypic Frequency Equation)
8th TMEA Region Choir Clinc/Concert (∑) All Day ? Region Choir Members 11th Veteran's Day Program In School MMJH Varsity Choir & Tenor/Bass Choir 24th Fine Arts Elementary Concert School Day THS PAC Varsity Choir & Tenor/Bass Choir December 11th Winter Concert * 7pm THS PAC All Choirs 12th Choir Pictures All Day Choir Room All Choirs January 9th Boys' Night Out 6-8pm Choir Room All Boys 30th Girls Night Out 6-8pm Choir Room All Girls February 25th Spring Concert * 7pm THS PAC All Choirs March 3,4,5 UIL Concert/Sight Reading *' (∑) All Day ? 7th & 8th Grade 21st Solo and Ensemble (∑) All Day BDJH All Choirs 23rd Katy Choral Festival (∑) All Day St. Peter's UMC 6th Grade Choirs April 29th 30th Pop Show Auditions 2:30-3:10 Choir Room All Choirs May 2nd Schiltterbahn Water Park (∑) All Day Galveston Schlitterbahn 7th & 8th Grade 7th iTZ Festival (∑) All Day iTZ 6 Grade Choirs 15th Pop Show/End of Year Party 6:30-9:30 MMJH Café All Choirs TBA Rockets Game TBA Toyota Center Varstiy Choirs * Denotes a mandatory and graded event (please refer to the section on attendance and grading on page 4 Failure to perform at UIL will make a student ineligible for the Spring Trip ∑ -DENOTES AN EVENT FOR WHICH ELIGIBILITY IS REQUIRED McMeans Junior High School Choir Patron Program Information PATRON NAME - as it will appear in program: (Please print legibly) CONTACT INFORMATION Contact Name Street Address City/State Zip Code Telephone Fax E-Mail Address LEVEL OF CONTRIBUTION: (Circle One) Platinum Diamond Gold Silver Copper Patron $500+ $250 $150 $100 $50 $25
Vocabulary: Monarchy Democracy Acropolis City-States Polis Myth Philosopher Hellenistic Aqueducts Republic Consul Senate Patrician Plebeian Triumvirate Dictator Pax Romana inflation Locate List: Greece Sparta Athens Mt. Olympus Crete Macedonia Aegean Sea Mediterranean Sea Tiber River Atlantic Ocean Egypt Rome Italy Anatolia Spain Britain Africa Constantinople Gaul Persia Outline the Roman Republic Outline the Roman Empire Compare and contrast the Spartans and Athenians.
Knowledge: Scholarship Skills: Initiative Skills: Individual Improvement Attitude: General Attitude: Cooperation A: 100-93 Thorough, outstanding Contributions exceeding assignment Actual and noticeable Positive benefit to class Bringing ahead all group activity B: 92-85 Accurate and complete Stimulating some desirable achievement Showing marks of progress Proper and beneficial Effective in group work C: 84-77 Exceeding minimum requirements; fair understanding of subject matter Lacking in independence and showing slight originality Gradual, perceptible over a period of time Generally neutral but not objectionable Occasional support of group activity & assumption of leadership D; 76-69 Barely meeting assignments Uncertain, not usually manifest Slight, if any Not objectionable, usually neutral Not positive, ineffective F: 68 or less Work of this quality may not be counted toward promotion Work of this quality may not be counted toward promotion Work of this quality may not be counted toward promotion Work of this quality may not be counted toward promotion Work of this quality may not be counted toward promotion *rubric adapted from St. Mary’s Catholic School (Diocese of Austin) Grading Scale SAPCS follows a 7-point grading scale. The numerical grading scale is as follows: A = 100-93 B = 92-85 C = 84-77 D = 76-69 F = below 68 Guest speakers Guest speakers and guest presentations require the approval of the administration prior to an invitation.
Table 5: Outcome and programme structure Outcomes Programmes Responsible divisions Outcome 1: clean land Conserve, protect and sustainably manage Australia’s biodiversity, ecosystems, environment and heritage through research, information management, supporting natural resource management, establishing and managing Commonwealth protected areas, and reducing and regulating the use of pollutants and hazardous substances. Programme 1.1: Sustainable Management of Natural Resources and the Environment. Biodiversity Conservation Division. Programme 1.2: Environmental Information and Research. Policy Analysis and Implementation Division, Parks Australia, Science Division, Wildlife Heritage and Marine Division. Programme 1.3: Carbon Pollution Reduction—Land Sector Initiatives. Biodiversity Conservation Division. Programme 1.4: Conservation of Australia’s Heritage and the Environment. Biodiversity Conservation Division, Wildlife Heritage and Marine Division. Programme 1.5: Environmental Regulation. Environment Assessment and Compliance Division, Policy Analysis and Implementation Division, Science Division. Programme 1.6: Management of Hazardous Wastes, Substances and Pollutants. Environment Quality Division. Outcome 2: clean air Reduce Australia’s greenhouse gas emissions, adapt to the impacts of climate change and contribute to the negotiation of an effective global solution to climate change, through developing and implementing a national response to climate change. Programme 2.1: Reducing Australia’s Greenhouse Gas Emissions. Emissions Reduction Fund Division. Programme 2.2: Adapting to Climate Change. Climate Change and Renewable Energy Division, Science Division. Outcome 3: Antarctica Advance Australia’s strategic, scientific, environmental and economic interests in the Antarctic by protecting, administering and researching the region. Programme 3.1: Antarctica: Science, Policy and Presence. Australian Antarctic Division. Outcome 4: clean water Improve the health of rivers and freshwater ecosystems and water use efficiency through implementing water reforms, and ensuring enhanced sustainability, efficiency and productivity in the management and use of water resources. Programme 4.1: Water Reform. Science Division, Water Division. Programme 4.2: Commonwealth Environmental Water. Commonwealth Environmental Water Office. Corporate Outcome: organisational effectiveness Improve the efficiency and effectiveness of our Department. Corporate Strategies Division, General Counsel, Policy Analysis and Implementation Division.
All programs 2015-2016 Due in FY Oral Communication All programs N/A COM 2206/2211 Written Communication All programs N/A ENG 1101 Are changes planned as a result of the assessment of general education outcomes? If so, what are those changes OPTIONAL FOR FY 2014-15 No changes planned. How will you determine whether those changes had an impact? OPTIONAL FOR FY 2014-15
Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Apply mathematical skills to formulas and solve problems. ACC 1510, MAT 1460, MAT 1470, MAT 2170 FY 12-13 Simulation – Payroll Project ACC1510 Payroll project includes creation of a formula to compute gross payroll. This is used to assess mathematical skills for formulas and problem solving outcome. The chart above reflects the percentage of students who earned over 70%, over 80% and over 90%. For AY13-14, Fall 13 data is missing. The data indicates that 85% of the students met the 70% minimum requirement for mastery of the outcome. Apply the principles of financial, managerial, cost and tax accounting. ACC 1210, ACC 1220, ACC 2101, ACC 2102, ACC 2211, ACC 2212, ACC 2321, ACC 2350, ACC 2322, ACC 2510, ACC 2700 FY 12-13 Simulation – Practice Set ACC2101 Practice set is used to assess intermediate accounting student mastery of the principles of accounting outcome. The chart above reflects the percentage of students who scored over 70%, over 80%, and over 90%. The data indicates that 80% of the students met the 70% minimum requirement for mastery of the outcome. Describe and apply general business knowledge skills and computer skills. LAW 1101, LAW 1102, MAN 1101, MRK 2101, ECO 2160, ECO 2180, ACC 1510, MAN 2110, MAN 1110, MAN 1106, MRK 2145, FY 12-13 Final Project ACC1510 Final Project is used to assess accounting student mastery of general business knowledge skills and computer skills outcome. The chart above reflects the percentage of students who scored over 70%, over 80%, and over 90%. For AY13-14, Fall 13 data is missing. The data indicates that 82% of the students met the 70% minimum requirement for mastery of the outcome. Use analytical problem-solving skills. ACC 2102, ACC 2212, ACC 2321, FY 12-13 Simulation – Budget Project ACC2212 Budget Project is used to assess the analytical problem-solving skills outcome.
encouraged to explore how this might be of benefit to their students. applicable The department mentioned space challenges in the self-study – is the allocation of space in the department aligned with student demand? What shifting of space utilization might be done to better accommodate the needs of students? The department is encouraged to work with the campus Manager of Space Analysis to explore how its needs might be better met given the existing space constraints. In progress Completed No longer applicable Historically, the Art Department has worked to address space utilization issues to better accommodate the needs of students. Meetings have taken place between the Art Department Chair, the LCS Division Dean, The Director of Facilities Management and the campus Manager of Space Analysis to explore how the Department’s needs might be better met given existing space constraints. As noted in Section II: Progress Since the Most Recent Review, the Department’s greatest space-related challenge exists in the Printmaking studio, Room 13-326. No progress has been made to expand or relocate the Printmaking studio. The Art Department will continue to include this goal as being highly desirable; however, this request involves Facilities Management approval to move forward.
a cohesive body of work for exhibition. Demonstrate the use of basic artistic vocabulary and visual literacy. ART 1110, 2230, 2231, 2235, 2236, 2237, 2238 ART 1101, 1102, 1106, 1111, 1122, 1131, 2266, 2269 , 2295, 2270 2011-2012 (ongoing) 2014 Written assessment & portfolio review ART 1110, Assessment See discussion above regarding ART 161 (ART 1161). Beginning Spring Semester 2014 and continuing through Summer Semester 2014 and Fall Semester 2014 four course sections of ART 1110 – 2 face-to-face and 2 online – taught by Kelly Joslin were administered Pre-Test and Assessments focusing on the following Course Outcomes: Themes & Purposes of Art: Describe and discuss the various themes and purposes of art, as well as the motivation for art. Organizing Principles of Art: Explain the organizing principles of art. Iconography: Describe and discuss how iconography (of various cultures and historical periods) is used in art. Various Art Media: Recognize and differentiate various art media used throughout history and describe the steps in the creation of a work of art.
Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Discuss how EMS management and critical care medicine knowledge can be used to motivate and change behaviors of EMS providers and EMS institutions. Include quality improvement, legal perspectives, funding streams, critical thinking skills and direct patient care applications. ENG 1101, COM 2206, COM 2211 EMS 2300, EMS 2305, EMS 2310, EMS 2315 EMS 2180 EMS 2200, EMS 2205 Starting EMS Department Degree Graduate Survey Survey sent to all EMS degree graduates in Fall 2014 (n= 16). Response Rate = 31% (5/16) 100% either agree or strongly agree to “As an EMS Degree holder, I have the skills needed to handle complex patients” 80% either agree or strongly agree to “As an EMS degree holder, I am better prepared to limit my liability when functioning in the healthcare setting” “As an EMS Degree holder, I am a better healthcare provider” 0% negative responses Demonstrate entry-level competency in the cognitive, psychomotor and affective domains of paramedic education. PE Elect, MAT 1130, MAT 1440 HIM Elect, BIO 1107 EMS 1150, EMS 1155, EMS 2100, EMS 2105, EMS 2110, EMS 2125, EMS 2130, EMS 2135, EMS 2150, EMS 2155, EMS 2160, EMS 2175, EMS 2180, EMS 2200, EMS 2205 Yearly Graduate Surveys Employer Surveys Threshold areas defined as 1) Aggregate score below 3.0 2) Positive response rate (agree and strongly agree) below 70% 3) N/a response rate above 25% Graduate Surveys: S1:Fall 2012. This group finished Fall 2013, surveys sent Summer 2014. Trends 72% overall response rate (21/29). After three mailings and numerous phone calls. CoAEMSP wants 70%. No statement beyond threshold Overall score = 4.69 out of 5.0 Comment Themes: High quality program, well prepared (18)
Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Demonstrate ability to think logically and solve problems using analysis, synthesis and evaluation. ENG 1201 2013-14 Written assignments Based on the ENG1101 course assessment from AY 2013-2014, the student writing samples demonstrated that students were “proficient” in their critical thinking skills in relation to connecting their own experiences and source material to their writing. Recognize and articulate an understanding of the increasing interdependence of world cultures and their consequences. LIT 2234 2013-14 Written assignments Students are asked to write about their understanding of other cultures and social issues. This requirement forces them to recognize and articulate understanding of interdependence of world cultures. Achieve group goals in a variety of social contexts. ENG 1101, 1201 2013-14 Written assignments In a syllabus review of all faculty, it was determined that at least 80 percent of faculty use group work to accomplish classroom and program goals. Demonstrate responsibility and accountability in accomplishing goals. ALL 2013-14 Written assignments The responsibility for accomplishing goals is perhaps best reflected in the success rate of the courses, which remains consistent. Communicate effectively in a variety of ways with varied audiences through writing skills, ENG 1101, 1201, ENG 1131 2013-14 Written assignments Students are required to communicate within various
Section II: Progress Since the Most Recent Review Below are the goals from Section IV part E of your last Program Review Self-Study. Describe progress or changes made toward meeting each goal over the last year. GOALS Status Progress or Rationale for No Longer Applicable A few years ago, a part timer who had a strong background in space weather and meteorology worked with a full time faculty member to develop a Weather and Climate course. Because this part timer left abruptly this effort was never completed. The department is still of the opinion this course would provide a fantastic opportunity for students needing a general education laboratory based science course at the conceptual level. Once this course has completed two to three successful offerings, it would be a perfect candidate for the online delivery format. The department’s rationale is simple. There is a vast amount of online resources for the course as well as the laboratory is the world around us. In progress Completed No longer applicable Since OBR has changed the general education requirements for non-science majors, we no longer have the audience for this course. The department already offers four laboratory-based science courses that fulfill general education requirements and two of them are offered in the online as well as face-to-face formats with a third one being developed for online delivery. The department is of the opinion that focusing our efforts towards increasing enrollment, engagement and success rates of the current courses will be more beneficial to our students.
It is the department’s plan to create an online format for the Problem Solving in Physics with Matlab. This course has a strong enrollment and is held with high regard with students. The department hopes to use this course to possibly rekindle interest in the other Computational Science courses. In progress Completed No longer applicable The plan to convert this course into an online offering has been postponed for the time being. Art Ross was the instructor of record for this course since its initiation and was going to work on the conversion. Below are the Recommendations for Action made by the review team. Describe the progress or changes made toward meeting each recommendation over the last year. RECOMMENDATIONS Status Progress or Rationale for No Longer Applicable It does not appear that the department has fully addressed the recommendations from the last Program Review. Those previous recommendations are listed below. In addition to prioritizing the recommendations from the current Program Review, priority should also be given to taking action on the previous items which are listed below. In progress Completed No longer applicable Please see the section on assessment were we have reported the progress made during the last academic year. Assessment data for 2014 – 2015 academic year is reported in the section on assessment below.
Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Demonstrate the ability to think logically and solve problems using analysis, synthesis and evaluation. PSY 1100, 2126,2217, 2220, 2235, 2236 2012-2013 Exams, quizzes, papers, and psychology simulations (1100, 1126, 2217, 2220, 2235, 2236) PSY 1100 77% overall pass rate on this outcome PSY 1126 81% pass rate PSY 2217 83% pass rate PSY 2220 70% pass rate PSY 2235 81% pass rate PSY 2236 91% pass rate Recognize and articulate an understanding of the increasing interdependence of world cultures and their consequences. ART 2236, PSY 2225, GEO 1201, SOC 2215, HUM 1130, GEO 1101, PLS 2000, LIT 2170, LIT 2234,SOC 1145 2007-2012 Locally developed exam; Diversity awareness written assignment Exam: 96% success rate for this outcome; Diversity awareness assignment 93% success rate for this outcome; Overall course success rate: 74% Achieve group goals in a variety of social contexts. PSY 1160, PSY 2225 2007-2012 Focus group project and presentations PSY 160 88.5%; PSY 225 100% on assessments. Over all course success rates 75.3% and 73.7% respectively
Demonstrate responsibility and accountability in accomplishing goals. Communicate effectively in a variety of ways with varied audiences through writing skills, oral communication skills, listening skills, reading skills, computer literacy and information literacy. ENG 1101, 1201, BIS 1120, COM 2206, COM 2111 Identify and describe the origins, methods, major perspectives and specialties in psychology. PSY 1100,1200, 222, 2220, 2217, PSY 1160, Psychology of Gender, 2242, 2228, 2214 2007-2012 Locally developed exams (121/122/119); Written essay; locally developed exam (208); Locally developed exams (217); PSY121/122/119: 62.5% s.d.= 6.05 on summative assessment tool; Overall course success rate 70.4% PSY208: 90% on essays; 100% on relevant exam questions PSY217: 85% on exams Apply the principles of psychological science to understand and address real-world situations. PSY 1100,1200, 222, 2220, 2217, PSY 1160, Psychology of Gender, 2242, 2228, 2214 2007-2012 Locally developed exams (121/122/119); Written assignment, interview project (208); Analysis of personality types (220); Diagnostic written assignments; focus groups (217); Focus groups & written assignment PSY121/122/119: 62.5% s.d. =6.05 on summative assessment tool PSY208: written assignment90%, interview project 97% PSY220: 100% on assessment of analysis of personality types PSY217: 75% on diagnostic written assignments, 100% on focus groups PSY160: 88.5% on focus group & written assignment project PSY228: 86% on exam, 86% on essays
Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Demonstrate the ability to comprehend, apply and evaluate information relevant to the job description of an advanced respiratory care practitioner. All RET courses, CHE 1111, BIO 1107, MAT 1130 & HIM 1101 Summative mock board examinations for the certification and registry credentials All students must pass the mock board examination in order to graduate. Please see the above comment concerning the sophomore scores on the NBRC Mock Certification examination. Less than 10% of the class (2 out of 21 graduates) required a repeat testing of knowledge. Following graduation, all 2014 graduates have passed the actual National Board for Respiratory Care (NBRC) certification board examination. Perform all prescribed therapeutic modalities and diagnostic procedures relevant to the job description of advanced respiratory care practitioners. RET 1102, 1202, 1203, 1303, 2102, 2103, 2202, 2203, & 2204 Successful of each skill proficiency in the laboratory by a faculty member 100% passed each laboratory skill/proficiency within the first three attempts and then successfully repeated the proficiency in the clinical setting. There is no limit to the number of attempts within the clinical setting. Demonstrate personal behaviors and attitudes consistent and appropriate to the advanced respiratory care professional. COM 2206, ALH 1101, ENG 1101, PSY 1100, OTM ARTS/HUM Elective, all RET courses Summative affective evaluations by faculty members and an interactive communication scenario using a rubric by the 100% passed on first attempt
Skowronski, Donna Smith, Joshua Smith, Roxanne Kurtz Sommer, Bruce Sommers, Denise Stamatis, Yona Stearns, Justin Steele, Nathan Stoesz, David Stokes, Richard Strahle, Ann Styles, Megan Sun, Shipeng Swan, Karen Switzer, Carrie Tejani, Riaz Thibodeaux-Thompson, Eric Thibodeaux-Thompson, Milissa Thomann Mitchell, Elissa Thompson, Holly Thompson, J. Graham Ting, Tih-Fen Transue, John Van Prooyen, Traci Vazquez, Lucia Vespa, Lucas Villegas, Jorge Waggoner, Toni Walsh, Benjamin Wang, Junfeng Wang, Te-Wei Wassenberg, Pinky West, Roger Wheeler, Charles Williams, Ryan Wilson, Cynthia Wright, Robert Yoder, Marcel Zhang, Yifeng
EDGE HILL UNIVERSITY CONTACTS PD Partnership Development Officer Andrea Price Tel: 01695 587625 E-mail: Head of Professional Development Anita Walton E-mail: Assistant Head of Professional Development Liana Beattie E-mail: Administration Manager Trish Byrne Tel: 01695 650811 E-mail: Programme Leader BA (Hons) Children and Young People’s Learning and Development Deborah Humphreys Tel: 01695 650825 E-mail: Programme Leader BA (Hons)Teaching, Learning and Mentoring Practice BA (Hons) Teaching, Learning and Child Development Gillian Pye Tel: 01695 657243 E-mail: Programme Leader BA (Hons) Early Years Leadership. Management and Enterprise Foundation Degree in Early Years Practice Linda France Tel: 01695 654206 E-mail:
Denver School of the Arts 2014-2015 school year Instructor: Profesor Mark Mallaney E-Mail: mark_mallaney@dpsk12.org Phone: 720-424-1813 Classroom: D 204 Office Hours: 2:35–3:30pm Tuesday/Thursday Overview In this class we will explore the foundations of the Spanish Language. Students will be exposed to a variety of key features of the language through listening, reading, writing and speaking activities. Goals Students who successfully complete the beginning Spanish program at Denver School of the Arts will meet the following goals (based on CO standards): Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases. Comprehend short exchanges (written or oral) that use learned vocabulary and grammatical structures on familiar topics. Present using simple phrases and/or expressions (written or oral) on familiar topics. Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied. Demonstrate understanding of the nature of language through comparisons of the language studied and their first language. Requirements All students will be expected to: Be on time and ready to participate Pay attention and give 100% all 90/43 minutes & follow directions Have a good time and help make the class fun and interesting Ask and answer questions Use Spanish exclusively in the class Do all gestures Demonstrate good sportsmanship and encourage /help others learn Grades Composite grading based on 45% process (homework, classwork and communication grades) 55% product (tests, quizzes projects and the like). Materials Everyday you will be expected to arrive in class on time and with the following materials A folder for handouts A notebook for notes and writing assignments Writing utensils (pencils and/or pens, no markers please) Milestones 8/26/2014 – 12/19/2014 (semester 1) Basic commands and procedures in Spanish. Work on high frequency verbs, nouns and adjectives. Read various mini-stories in Spanish. Read the novel Las Aventuras de Isabela. 1/6/2015 – 6/4/2015 (Semester 2) Work with complex verbal phrases and a wide variety of nouns, adjectives, adverbs and pronouns. Explore the present, past and progressive tenses of Spanish grammar. Read a novel chosen by the class. August 2014 and May 2015 Students will complete the Denver Public Schools World Languages Proficiency assessment. The fall test will be a benchmark and the spring test will demonstrate student growth.
Column 1 Column 2 Column 3 Item Category Fee SE work plan EES work plan Other work plan 3 Quarry with no blasting involved and has one or more sensitive locations within 200 metres of the perimeter of the area covered by the application (excluding any buffer zones) 1296 fee units 3889 fee units 389 fee units 4 Quarry with blasting involved and has no sensitive locations within 500 metres of the perimeter of the area covered by the application (excluding any buffer zones) 1037 fee units 3889 fee units 324 fee units 5 Quarry with blasting involved and has one or more sensitive locations within 500 metres of the perimeter of the area covered by the application (excluding any buffer zones) 2593 fee units 7778 fee units 778 fee units r. 14
Column 1 Column 2 Column 3 Item Category Fee SE work plan EES work plan Other work plan 1 Extractive industry work authority granted over an area of less than 5 hectares 1144 fee units N/A 381 fee units 2 Quarry with no blasting involved and has no sensitive locations within 200 metres of the perimeter of the area covered by the application (excluding any buffer zones) 305 fee units 11438 fee units 953 fee units 3 Quarry with no blasting involved and has one or more sensitive locations within 200 metres of the perimeter of the area covered by the application (excluding any buffer zones) 3813 fee units 11438 fee units 1144 fee units r. 14
Column 1 Column 2 Column 3 Item Category Fee SE work plan EES work plan Other work plan 4 Quarry with blasting involved and has no sensitive locations within 500 metres of the perimeter of the area covered by the application (excluding any buffer zones) 305 fee units 11438 fee units 953 fee units 5 Quarry with blasting involved and has one or more sensitive locations within 500 metres of the perimeter of the area covered by the application (excluding any buffer zones) 7625 fee units 22875 fee units 2288 fee units r. 14 __________________ SCHEDULE 1B r. 14 Regulations 8, 9 and 10 Column 1 Column 2 Column 3 Column 4 Column 5 Column 6 Item No. Reg. No. Nature of fee Fee on or after 1 January 2015 to 31 December 2015 Fee on or after 1 January 2016 to 31 December 2016 Fee on or after 1 January 2017
9 New Form 6A of the Schedule inserted r. 9 After Form 6 of the Schedule to the Principal Regulations insert— 6A Regulation 17A (Section 102EA of the Coroners Act 2008) OATH OF OFFICE OF JUDICIAL REGISTRAR I, [Full name], swear by Almighty God (or the person may name a god recognised by his or her religion) that as a judicial registrar of the Coroners Court of Victoria, I will at all times and in all things discharge the duties of my office according to law and to the best of my knowledge and ability without fear, favour, affection or ill-will. AFFIRMATION OF OFFICE OF JUDICIAL REGISTRAR I, [Full name], solemnly and sincerely declare and affirm that as a judicial registrar of the Coroners Court of Victoria, I will at all times and in all things discharge the duties of my office according to law and to the best of my knowledge and ability without fear, favour, affection or ill-will. __________________". ═══════════════
Step 5 Review results and score in consultation with your supervisor Changes in student populations created uncertainty in scoring SGOs. Use scoring plans based on percentages where possible. Scoring range is justified by analysis of student starting points and the rigor of the assessment. Poor attendance, not taking the SGO assessment, and other student-centered issues can lead to a low SGO score that does not fairly reflect the efforts of the teacher. Supervisors use the evidence provided and professional judgment to determine whether students should be included in the final SGO score of the teacher. Scoring range for “full attainment” accurately reflects a teacher’s considerable impact on student learning. Scoring range is justified by analysis of student starting points and the rigor of the assessment. High variability in SGOs and assessments can reduce the comparability of SGO results for teachers in the same grade and subject in a district. Within grades and subjects, develop common assessments, agree upon common expectations for student performance, use similar data to determine starting points, and standardize assessment administration and scoring. Most, or all, key decisions were made collaboratively among teachers. A common assessment is in use.
Depth of Knowledge/Rigor Chart and Checklist Use the following chart to help create and categorize assessment items. The range of rigor of the assessment items should reflect the rigor of the course content and instruction. Use in conjunction with the wheel and transfer this information to your assessment blueprint. Level Learner Action Key Actions Sample Question Stems Question Numbers/Portfolio Components Level 1: Recall Requires simple recall of such information as a fact, definition, term, or simple procedure. List, Tell, Define, Label, Identify, Name, State, Write, Locate, Find, Match, Measure, Repeat How many...? Label parts of the…. Which is true or false...? Level 2: Concept Involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity. Estimate, Compare, Organize, Interpret, Modify, Predict, Cause/Effect, Summarize, Graph, Classify Identify patterns in... Use context clues to... Predict what will happen when... What differences exist between...? If x occurs, y will…. Level 3: Strategic Thinking Requires reasoning, planning, using evidence, and thinking at a higher level. Critique, Formulate, Hypothesize, Construct, Revise, Investigate, Differentiate, Compare Construct a defense of…. Can you illustrate the concept of…? Apply the method used to determine...? Use evidence to support…. Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains. Design, Connect, Synthesize, Apply, Critique, Analyze, Create, Prove, Support Design x in order to….. Develop a proposal to…. Create a model that…. Critique the notion that…
CALPADS Key Upcoming Deadlines Fall 1 amendment window is open. LEAs must certify Fall 1 data by February 27, 2015 Fall 2 certification deadline is March 6, 2015 If an LEA received an audit adjustment for the 2013-14 CALPADS data, it must use the latest version of the Principal Apportionment Data Collection software and select the Corrected Annual reporting period. LEAs will report the net difference to CALPADS enrollment and/or unduplicated pupil count based on the LEA’s audit finding. Prior year corrections deadline: Due February 23, 2015 to SCOE. California Assessment of Student Performance and Progress (CAASPP) Student Test Registration The assessments that comprise the 2015 California Assessment of Student Performance and Progress (CAASPP) administration are a mix of computer-based and paper-pencil assessments. The California Longitudinal Pupil Achievement Data System (CALPADS) is the authoritative source for student enrollment, demographic, and program information for the student test registration system known as the Test Operations Management System (TOMS). The student-level data in CALPADS will be used for both the Smarter Balanced assessments (summative and interim) and the CAASPP paper-pencil assessments. The use of CALPADS data for these assessments underscores the importance of keeping CALPADS up to date and accurate. Registration for the tests will occur through a nightly upload of CALPADS data to the TOMS test registration system. LEAs will be able to view and check the students in their districts and schools in TOMS, but cannot update the data in TOMS. It is therefore critical to keep student demographic, enrollment, and program data current in CALPADS. Foster Youth Reporting The California Department of Social Services (CDSS) provides the CDE a data file from the Child Welfare Services/Case Management System (CWS/CMS) to conduct the statewide match. Currently many county welfare departments and local educational agencies (LEAs) share data, conducting matches of data in CWS/CMS and local student information systems to identify foster students. Even though a statewide match is now in place, LEAs may choose to continue to conduct matches with their county welfare departments. Should county welfare departments continue to participate in local matching efforts, they should use the same methodology used by the CDSS for the state file provided to the CDE.
NOTICE OF LIEN AND EXTENDED USE AGREEMENT BY Dated: *FOR USE WITH ALL SECTION 42 DEVELOPMENTS, INCLUDING DEVELOPMENTS FINANCED WITH TAX-EXEMPT BONDS Development Name: Development Location: Identification Number (“BIN”) LIEN AND EXTENDED USE AGREEMENT Low Income Housing Tax Credit Award [Insert Award Number] This Lien and Extended Use Agreement (“Agreement”) is made by and between [Insert Owner] (“Owner”), the Owner of certain real estate located at [Insert Address], [Insert City], in [Insert County] County, State of Indiana, more particularly described on “Exhibit A” (“Real Estate”), and the Indiana Housing and Community Development Authority (“IHCDA” or the “Authority”), a public body corporate and politic of the State of Indiana.
INVESTIGATING COMMON CHEMICALS USING UNIVERSAL INDICATOR Skills: AI AIM: To identify common (household) chemicals as an acid or base using universal indicator APPARATUS and MATERIALS: Smaller beakers labelled with each chemical Droppers for each chemical Universal indicator paper strips Chart for universal indicator paper Household chemicals – lemon juice, baking soda, toothpaste Washing soda (NaCO3), salt, coca cola, distilled water, limewater DIAGRAM: Diagram showing colours of universal indicator paper with various pH values.
An Opportunity for Synthesis – Where Does It Go? There are several ways of getting the Synthesis Point in the LEQ or the DBQ. For the DBQ it can involve the following: 1. Extending or modifying the thesis or argument, 2. Recognizing and accounting for contradictory evidence in crafting a coherent argument, or 3. Connecting the topic to other historical periods, geographical areas, contexts, or circumstances. For the LEQ it can involve the following: 1. Extending or modifying the thesis or argument, 2. Employing an additional category or analysis beyond that called for in the prompt, or 3. Connecting the topic to other historical periods, geographical areas, contexts, or circumstances. Type of Essay Synthesis Type Where Does It Go? Example DBQ 1 After the Opening Paragraph 1st body paragraph, pointing out the counter-example to your thesis DBQ 2 Anywhere in the Essay Combining (rectifying) contradictory evidence to support your argument DBQ 3 In the Conclusion Paragraph Conclusion paragraph, reaching back or forward, or beyond the given LEQ 1 After the Opening Paragraph 1st body paragraph, pointing out the counter-example to your thesis LEQ 2 Last Body Paragraph Additional paragraph expanding the categories of analysis LEQ 3 In the Conclusion Paragraph Conclusion paragraph, reaching back or forward, or beyond the given Synthesis Sentence Stems Adding a Category- another period, group, geographic area, lens (social, political, economic) An additional way….. Also, this affected… Unlike the….., another……… Later, during the…… This continues/evolves into….. When looking through the view of ….. This theme isn’t new; it goes as far back as… with… This theme persists; see also in… Counter/Opposing Argument However, when looking at….. While…. was occurring, others were…… Despite….., it can be also argued…. but… According to…… it could be argued … While most/many historians argue, others have… Some scholarly work suggests…. Alternately, …. The opposite is true as seen with….. An opposing viewpoint is… However, from looking at… Much lesser know was……..
work the next day during the appropriate time slot. MONDAY – FRIDAY 8:00 AM – 9:00 AM ‐ MATH 9:15 AM – 10:1 5AM ‐ ENGLISH 10:30 AM – 11:30 AM‐ SOCIAL STUDIES 11:30 AM – 12:30 PM ‐ LUNCH 12:30 PM – 1:30 PM ‐ SCIENCE 1:45 PM – 2:45 PM ‐ ELECTIVE 1 2:50 PM – 3:50 PM ‐ ELECTIVE 2 (IF THERE IS ONE) 3:50 PM – 4:00 PM ‐ CLOSE OUT THE DAY: CHECK EMAIL ETC. SATURDAY & SUNDAY THIS TIME IS RESERVED FOR ANY WORK THEY DID NOT COMPLETE DURING THE WEEK. SAMPLE SCHEDULE B (Alternating course days): This schedule is based on an alternating course day. Students can adjust the hours based on their schedule. This schedule allows for breaks in class work well suited to athletic practices, faith based activities, medical appointments and other non‐ school commitments. Students are encouraged to continue working in the assigned course even if they have finished the pace for the week in that subject, ie: If Suzy has 20 minutes left assigned to English for the day but she has finished the pace work for the week she is encouraged to work ahead into the next pace week for the remaining time in the day. The following schedule assumes a student attends a non‐school activity on Tuesday and Thursday from 1:00 – 5:00 PM. MONDAY 8:00 AM ‐ 10:00 AM ‐ English 10:00 AM ‐ 12:00 PM ‐ Math 12:00 PM – 1:00 PM ‐ Lunch/Break 1:00 PM – 3:00 PM ‐ Spanish 3:00 PM – 5:00 PM ‐ Science TUESDAY 8:00 AM – 10:00 AM ‐ PE 10:00 AM – 12:00 PM ‐ History 12:00 PM – 1:00 PM ‐ Lunch/Break 1:00 PM – 5:00 PM ‐ Non‐School Activity
Department/Program Review Summary 2014-15 Department: Surgical and Veterinary Sciences (SUT/VET) Date of Review: April 17, 2015 Review Team Members and Titles: Dave Collins, Provost Kara Brown, Assistant Professor, Computer Information Technology Jared Cutler, Assistant Provost of Accreditation and Assessment Crystal Echols, Professor/Chair, Developmental Language Arts Amanda Fisher, SUT Advisory Board Member Mary Gaier, Vice President for Organizational Development Jennifer Kostic, Human Resources Manager, Human Resources Diane Leakas, Associate Professor, Design Linda Martin, Assistant Purchasing Manager, Purchasing Keri Nunn-Ellison, Division Assessment Coordinator, Health Sciences Shari Rethman, Dean, Liberal Arts, Communication and Social Sciences Tanya Scheper, Senior Academic Advisor, Academic Advising Olga Stephens, Assistant Professor, Mathematics Department Members Present: Rena Shuchat, Dean, Health Sciences Susan Willin-Mulay, Professor/Chair, Surgical and Veterinary Sciences Carolyn Worthen, Assistant Professor/Program Director, Veterinary Technology Program SUT Faculty: Dwayne Masteller VET Faculty: Natalie Fleck
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY January 5 6 7 8 9 Student Holiday Teacher Prep Day Mapping Lab Africa Mapping Lab Africa Introduction to Africa Guided Notes Aswan Dam Control of resources HEI 12 13 14 15 16 Berlin Conference and Imperialism Quiz: Physical geography of Africa Berlin Conference and Imperialism Colonialism Cont. Genocide HWK: Time Magazine Cover Invisible Children 19 20 21 22 23 NO SCHOOL MLK Holiday Invisible Children Quiz: Berlin conference and Genocide Development: Why are some regions more developed that others? Africa Trends and Issues Africa Trends and Issues 26 27 28 29 30 History of Migration Review key concepts Exam Africa Mapping Lab SW Asia Mapping Lab SW Asia February 2 3 4 5 6 Overview SW Asia Access to Natural Resources (water v. oil) Human-Environment Interaction/Drip Agriculture and Irrigation/Desalinization Man Made Islands Human Geography Culture Religion History of the Arab Israeli Conflict 9 10 11 12 13 Modern Day Issues: Promises Modern Day Issues: Promises Road Warriors/Minority Groups Current Events: ISIS Terrorism Muddle East Issues Station Activity 16 17 18 19 20 NO SCHOOL President’s Day Holiday Muddle East Issues Station Activity Exam South West Asia South Asia Mapping Lab Early Release End of 4th Six Weeks South Asia Mapping Lab