zilongwang/ReadingBank huggingface dataset:
Elkins Middle School has a number of extracurricular events during the school year such as ball games. Home football games are held at Wimer Stadium behind the old High School. When attending football games, students are expected to remain seated in the stands on the home side only, except for trips to the refreshment stand or to the bathroom. Students are not to be running around, horse playing, or bothering the fans and players of either side. Proper language is required. Tobacco use is prohibited. Students on suspension or who have been placed at the are not permitted at extracurricular events or on school grounds. Home basketball games are held in the gym at . When attending, students are to sit in the stands on the home side during the game, except for trips to the refreshment stand or to the bathroom. Students are not to be running in the halls or in any other rooms. Spectators are not to harass or bother players, fans, or cheerleaders from either team. Students must remember when attending an extracurricular event that they must follow all school policies and regulations as you would during the regular school day. ATTENTION PARENTS: AFTER AN EXTRACURRICULAR EVENT WE WILL PROVIDE 2O MINUTES OF SUPERVISED TIME. YOU MUST PICK UP YOUR CHILD WITHIN THIS TIME FRAME. CAFETERIA / LUNCH RULES No gum. No line jumping or horseplay. Once seated, stay at table while eating until a dismissal signal is given. No throwing of food or other objects. Table and surrounding areas must be free of litter, before dismissal. All people at the table are equally responsible. INTERNET USAGE Computer/Internet access is available to students at . With this access come rights and responsibilities. Computer usage and Internet usage at must be consistent with the educational objectives of the school, Randolph County Board of Education, and West Virginia Board of Education.
3-5 day suspension Ineligibility for any school sponsored activities for the remainder of semester or at least 90 days. Referred to District Office for Behavior Hearing or Expulsion Disenrollment from West Campus Any student who engages in any behavior that violates E.C. 48900 (besides the above mentioned) will be placed on behavioral probation for 1 to 3 months, which means no participation in any school sponsored extracurricular activities. Please refer to the District Standards for Behavior sent home on the first day of school for additional information. Students receiving consequences or disciplinary action have due process rights explained below. ATTENDANCE POLICY Excused absences are: illness, communicable disease, medical/dental appointments, death of a relative or close friend, religious observance, or subpoena. All other absences, per California Education Code, are not excused. Students with 8 excused absences, 4 unexcused absences, 5 tardies, or 10 total tardies in one class or generally excessive attendance issues will be placed on probation for one semester. Students on attendance probation cannot participate in any school sponsored extracurricular activity (sports/dances/plays/club activities). The school will monitor absences and parents can track student attendance through Zangle Parent Connection. All absences must be cleared within 3 school days of the absence. No attendance changes will take place after 3 days. A student will be assigned 1 Saturday School for every 10 total tardies, or every five from one class. Students must never leave campus without permission (including lunch). Students must obtain an off campus pass from the attendance office before leaving. 1st offense – community service or alternative 2nd offense – 1 Saturday School 3rd offense – 1-3 day school suspension Truancy – Saturday School is assigned at the rate of one Saturday School for every six hours of unexcused absence. Students receiving a 3rd Attendance letter will receive a SART contract and will be dis-enrolled at the end of the school year.
A. Introduction The graduate teaching assistant is in the somewhat unique position of being both student and teacher. The responsibilities and requirements of a GTA as a student have been detailed in the previous pages. The following is an attempt to describe the basic responsibilities and requirements of the graduate student in the role of teacher. B. Competency All students awarded a GT Assistantship are considered technically competent to execute the responsibilities of a GTA. The University requires a further test of competency for students whose native tongue is not English. You will receive details regarding this testing procedure shortly after your arrival. Very briefly, you will be required to make a short, physics related presentation in English (of course) to a group of non-physics faculty. You will be asked questions in an attempt to simulate student/GTA relationship. Your performance will be evaluated and the results transmitted to the Physics Department. This process is in no way intended to be punitive. However, it is extremely important that you prepare adequately and perform to the best of your ability in this test. If your evaluation is unsatisfactory you will not be allowed to perform any GTA duties which involve direct student contact. This means that your GTA assignment will be exclusively grading rather than laboratory instruction. This restriction can also make it difficult for the department to cover all laboratory instruction. Therefore, please take this test seriously !! C. Assignments Your responsibilities as a GTA will consist of undergraduate laboratories, grading or tutoring, or a combination of the three. The normal Fall and Spring semester workload is four assignments, each of which should take no more than 5 hours of your time per week. Assignments can be responsibility for one lab section, grading for one class or tutoring. Summer semester workloads are variable, see below. You will receive your assignment from the Graduate Program Director no later than the end of the first week of each semester. It is your duty to contact the instructor or supervisor who will be in charge of your tasks as soon as you receive your assignment. You must do this as soon as possible. Most laboratory and grading duties do not begin until the second week of the semester, but do not assume this is the case until you have contacted your lab/grading supervisor.
1. MS suggested curriculum 1st Year - Fall 1st Year – Spring 605 - Theoretical Mechanics 621 - Quantum Mechanics Physics Elective 611 - EM Theory I 622 - Quantum Mechanics II Physics Elective 2nd Year – Fall 2nd Year – Spring 699 - Research or Physics Elective Physics Elective Minor Field I 699 - Research or Physics Elective Physics Elective Minor Field II or Physics Elective 2. PhD suggested curriculum 1st Year - Fall 1st Year - Spring 561 – Mathematical Physics 605 – Theoretical Mechanics 621 – Quantum Mechanics I 611 – EM Theory I 622 – Quantum Mechanics II 625 – Stat. Mech. or Physics Elective 2nd Year - Fall 2nd Year - Spring Physics Elective Physics or Out-of-Dept Elective 699 – Physics Research 625 – Stat. Mech. or Physics Elective 650 – Research Methods 699 – Physics Research 3rd Year – Fall/Summer 3rd Year - Spring Oral Proposal Defence Dissertation Research Dissertation Research 4th Year - Fall 4th Year - Spring Dissertation Research Dissertation Research 5th Year - Fall 5th Year - Spring Dissertation Research and Writing Complete Dissertation Graduation Note that the above are only representative examples. The courses taken, and when they are taken, will be decided on an individual basis after consultation with the departmental graduate advisor, and for “thesis” students, their thesis advisor. In addition, in order to maintain full-time status, GTAs and GRAs on 12 month contracts are required
Student Date ________________________/_______________ Thesis Advisor Date The purpose of this form is to inform the departmental graduate program director with whom the student named above intends to perform their MS or PhD thesis research. In no way does this form constitute a contract between student and thesis advisor. If, for whatever reason, it becomes necessary to change thesis advisors, the student is requested to complete a new form. Completed forms should be returned to the departmental graduate program director. Department of Physics & Astronomy University of Louisville, May 2011
WPHS Discipline Matrix CONSEQUENCES 1 Warning 2 Time out of class 3 Detention 4 School or community service 5 Required parent conference (before student returns to class) 6 In school suspension 1 to 10 days 7 Out of school suspension 1 to 10 days 8 Expulsion 9 Law enforcement contact VIOLATIONS 1st 2nd 3rd Offense Offense Offense 1 Alteration of or unauthorized access to records including electronic records 5, 6 5, 6, 9 8, 9 2 Arson 5, 6 5, 6, 7, 9 8, 9 3 Assault/Battery on school personnel see note #1 e 5, 7, 9 4 Bomb threat 5, 6, 7, 9 5, 6, 7, 9 7, 8, 9 5 Burglary 4, 5, 6, 7, 9 6, 7, 9 7, 8, 9 6 Chronic tardiness to school/class See Attendance 7 Construction or production of drug paraphernalia or other prohibited items 5, 6, 9 5, 7, 9 7, 8, 9 8 Defiance of authority or insubordination 2, 3, 4, 6 3, 4, 5, 6 7, 8 9 Disruptive behavior 2, 3, 4 3, 4, 5, 6 4, 6, 7, 8 10 Dress policy 1, 3 2, 3, 4, 6 2, 4, 5, 6 11 Driving/parking violations 2, 6 Forfeit driving privileges 12 Failure to comply with policy or building regulations 3, 4 4, 5, 6 6, 7 13 False fire alarm 6, 9 5, 6, 9 5, 7, 8, 9
President President Elect Past President Secretary Treasurer Board Members Committee Chairpersons ASCLS Delegates Postage X X X X X X X Copying X X X X X X X ASCLS Ann. Meeting Registration Fee X X Travel Stipend for ASCLS-PA BOD & Bus. Meeting X X X X X X Travel Stipend for Region Council Meeting X X X Lodging at ASCLS & ASCLS-PA Annual Meetings X Reg. & Banq. Fees ASCLS-PA Ann. Mtg. X X X X X X Travel for ASCLS Ann. Meeting X ASCLS-PA Delegate Stipend X X 2/2016 ASCLS-PA Continuing Education Assistantship
Table of Contents Mission, Purpose, Goals, and Objectives 1 Description of Library, Collections, Weeding, Resource Mate 4 Standards 8 Library Personnel 11 Strategic Planning/Assessment Outcomes 14 Collections, Resources, Services 23 Library Orientation 25 Circulation, Hours, Rules, Internet Use Agreement 34 Forms 40 Library Request Form 41 Inter Library Loan 42 Library User Survey (plain) 44 Circulation Policy Form 47
For example, QA 76.76 H94 M88 is a book located in the Mathematics section of the Q's. QA 76 is about Computer Science. The ".76" indicates Special Topics in Automation. "H94" tells us that this is a book about HTML. "M88" represents the last name of the first author listed last name, Musciano. The book is HTML: The Definitive Guide Shelving and Locating Items are shelved by call numbers - in both alphabetical and numerical order. The letters at the beginning of the call number are alphabetical. The numbers immediately following are in basic numerical order, i.e. 5 then 6, 50 is after 49 and before 51, and 100 is after 99. Thus, The cutter numbers (A3, A31, Z4, C3, and A2 in the above example) are sorted first by the letter and then by the number as a decimal. For QD 1 A5 think of it as being QD 1 A 0.5, for QD 1 A332 read QD 1 A 0.332. Therefore, Edith A Gray Library and Technology Center Monthly Calendar Dates, volume and issue numbers, copy numbers, and other annotations are like an additional cutter number but are shelved by basic alphabetization (numbers alone come before letters): Know How to Use the Web Search Students can now search our collections anytime-anywhere! Just log on to and click on Web Search. There are a variety of methods for searching and books/materials can be reserved. What Databases are Available Alabama Virtual Library Ebsco Nursing Collection EBSCOHOST Each month the library will spotlight a particular theme. Books and other displays may be viewed during this period. We are open to suggestions as to what you would like to see, hear, or do. Let us know and we will take your ideas into consideration. Here is a sampling:
e. Audit Services: This line item should include charges incurred for the services of any independent audit firms. Each standing trustee will have at least one audit per year. f. Consulting Services: This line item includes charges incurred under contract with individuals for services by attorneys, appraisers, and other professionals. Accountants should be itemized under Bookkeeping/Accounting Services. Computer related consulting should be itemized under Computer Services. Each consultant and area of expertise must be specifically identified in the budget. Chapter 3, section E, Employment of Attorneys and Other Professionals, provides guidance as to the requirements for retention and approval of outside professional services as an expense of the trust operation. g. Noticing: This line item includes charges incurred in providing noticing to interested parties, including postage, supplies and processing costs. h. Telephone: This line item includes charges for local phone service, cell phones, long distance and 800 numbers. i. Postage: This line item includes all postal charges and rental of post office boxes, except those related to noticing. j. Office Supplies: This line item includes charges incurred for consumable supplies and other property of little monetary value, such as hand-held calculators, except those related to noticing. k. Bond Premiums/Insurance (other than for employee benefits): This includes fees for premiums on surety bonds, including any premiums paid to bond an employee. This line item also includes premiums for premises liability insurance for the office of the standing trustee (such as fire, theft and accidental injury to property or third persons), workers’ compensation insurance, and other insurance, as approved by the United States Trustee. The standing trustee
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: . This publication is available at . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: . Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 E: enquiries@ofsted.gov.uk W: No. 160043 © Crown copyright 2017
QCA, REThinking Network Meeting the needs of able, gifted and talented pupils in RE (Stapleford Centre) Gifted and talented provision in RE at St. Peters Through Enrichment For example Art/Re projects at the Cathedral. Through lessons ‘Less is more’ approach Thinking actively in a social context Concept development Talmudic debate Literature Web Individual research Multiple Intelligences Using A Level text for KS4 and KS4 text for KS2 Section13 Learning Support SUPPORTING CHILDREN and STUDENTS WITH LEARNING DIFFICULTIES In RE pupils with special needs should be offered the same experiences as other children but with appropriate modification and the opportunity to explore in depth over time. Teachers of pupils having special needs (whether in special or mainstream schools) are encouraged, as far as is practicable, to follow the programmes of study, modifying content where appropriate. Many pupils with special needs respond positively to sensory experiences (especially artefacts) and, through the use of the senses, can develop their understanding of story, celebration, signs and symbols and other forms of creative expression. Individual differentiation should be led by each child’s IEP (Individual Education Plan). Repetition is a key element of learning and requires diversity of teaching methods and approaches. Children’s own experiences of life - celebrating, exploring, belonging, sharing, feeling and caring are critical aspects of effective RE in developing whole personalities. Children with learning difficulties can benefit from:-
Graduate Program Course Schedule Dept. of Geosciences Approved Courses for Graduate Curriculum Category Course Number Course Name Course Number Course Name Geosciences Breadth Geosc 500 Issues in Geoscience Disciplinary Fundamentals Geosc 452 Fall Hydrogeology Geosc 479 Fall Advanced Stratigraphy Geosc 488 Spring An Introduction to Seismology Geosc 489 Fall Dynamics of the Earth Geosc 502 Spring Evolution of the Biosphere Geosc 518 Fall Stable Isotope Geochemistry Geosc 533 Spring Principles of Geochemistry Geosc 548 Fall Surface Processes Data Gathering and Interpretation Geosc 410 Spring Marine Biogeochemistry Geosc 413W Fall Techniques in Environmental Geochemistry Geosc 483 Fall Environmental Geophysics Geosc 508 Fall & Spring Mechanics of Earthquakes and Faulting Geosc 558 Fall Multi-Channel Seismic Proc. Geosc 565 Spring Tectonic Geomorphology Geosc 572 Spring Field Stratigraphy Quantitative Analysis E MCH 524 Fall Mathematical Methods in Engineering EGEE 520/596 Fall Math. modeling of Energy and Geo-Env. Systems. GEOEE 557 Spring Computational Geomechanics Geosc 514 Spring Data Inversion in Earth Sciences Geosc 560 Spring Kinetics Geosc 561 Spring Mathematical Modeling in Geosciences
assigned Initial Advisory Committee. The faculty advising team will recommend whether it is appropriate to make this petition. Graduate Program Course Schedule Dept. of Geosciences Approved Courses for Graduate Curriculum Category Course Number Course Name Course Number Course Name Geosciences Breadth Geosc 500 Issues in Geoscience Disciplinary Fundamentals Geosc 452 Fall Hydrogeology Geosc 479 Fall Advanced Stratigraphy Geosc 488 Spring An Introduction to Seismology Geosc 489 Fall Dynamics of the Earth Geosc 502 Spring Evolution of the Biosphere Geosc 518 Fall Stable Isotope Geochemistry Geosc 533 Spring Principles of Geochemistry Geosc 548 Fall Surface Processes Data Gathering and Interpretation Geosc 410 Spring Marine Biogeochemistry Geosc 413W Fall Techniques in Environmental Geochemistry Geosc 483 Fall Environmental Geophysics Geosc 508 Fall & Spring Mechanics of Earthquakes and Faulting Geosc 558 Fall Multi-Channel Seismic Proc. Geosc 565 Spring Tectonic Geomorphology Geosc 572 Spring Field Stratigraphy Quantitative Analysis E MCH 524 Fall Mathematical Methods in Engineering EGEE 520/596 Fall Math. modeling of Energy and Geo-Env. Systems. GEOEE 557 Spring Computational Geomechanics Geosc 514 Spring Data Inversion in Earth Sciences Geosc 560 Spring Kinetics Geosc 561 Spring Mathematical Modeling in Geosciences Geosc 597 Fall Multivariate Analyses in Geosciences PNG 425 Spring Well Test Analysis
Contents Philosophy of Education…………………………………………..… Vision & Goals..……………………………………..…………………. Educational Goals………………………………………….............. Daily Schedule………………………………………………………….. After School Programs………………………………………………. Parent Involvement…………………………………………………… Attendance Policies…………………………………..………………. Emergencies & Emergency Information……………..………… Pupil Records…………………………………………………………… Financials………………………………………………………………… Dress Code………………………………………..…………………….. Distraction Items……………………………………………………… Transportation………………………...………………………………. Academic Standards………………………………………………….. Student Grading……………………..………………………………… Parent/Teacher Conferences………………………………………. Discipline…………………………….………………………………….. 3 4-6 6 7 7 8-9 10-12 12-13 14 14 15-16 16-17 17-18 18 19-22 22 23-26
WELCOME Welcome to Pottsgrove Middle School! The information in this handbook has been carefully prepared and presented in an effort to help you, the student and parent, adjust to, and become an integral part of our school. In attending to your academic responsibilities, we hope that you will participate in our varied activities during this school year and enjoy your days at the middle school. Remember, your success in this school will be directly proportional to your efforts. Our school welcomes you to its family and we hope that you will always be conscious of its traditions and requirements. Your experience will be whatever you make it! Let us always have the spirit to do the things that make Pottsgrove Middle School outstanding. COMMUNITY RELATIONS POLICY EQUAL OPPORTUNITY POLICY The Federal and State governments as well as the State Board of Education have enacted laws and issued directives protecting and granting equal opportunity to students and employees within the Commonwealth. In like manner, the Board of School Directors of the Pottsgrove School District reaffirms its commitment to a policy of providing equal educational and employment opportunities for all pupils and employees commensurate with their needs, abilities, and diverse cultural backgrounds. The Board endorses the principle of equal educational and employment opportunities and prohibits discrimination on the basis of sex, handicap, race, color, religious creed, national origin or age. Information about rights or grievance procedures, contact the Title IX and Section 504 coordinator, Dr. William Shirk, Pottsgrove School District, 1301 Kauffman Road, Pottstown, PA 19464. Phone: 610-327-2277 Pottsgrove School Board Adopted: 1/12/82 School Wide Positive Behavior System (SWPBS) Expectations All students and staff are to follow the behavior expectations found on the matrix on the previous page. Students will be instructed on expectations during the first week and throughout the year. Home Of The Falcons
Any major rules infraction may result in disciplinary action, including probation, suspension, or expulsion. In the event of suspension, it is the student’s responsibility to make up all missed work within three (3) school days. Students who are suspended will earn a grade of zero (0) for class work that is assigned the day(s) of suspension. Suspension from school includes all afternoon and evening activities such sports practice, games, middle school socials, and any other school sponsored activity of that day. Probation & Expulsion Probation Probation is very serious. It is assigned to a student who has committed major infractions against school policies. Probation carries with it the warning that further violation of school rules may result in more serious disciplinary action, including suspension and/or expulsion. Expulsion Since the expulsion of a child from a Catholic school is a very serious matter, this measure will be invoked as a last disciplinary resort. Every effort will be made to secure the cooperation of the student as well as the parents/guardians in order to prevent expulsion. Students may be expelled if they are guilty of one or more of the following: Extremely grave infractions of school policy; Moral delinquency which is persistent and/or has a negative influence on other children; Negative behavior that has a bad influence on other children; serious disregard for authority; Destruction of school or classroom property. Students who are expelled or asked to leave the school may not return to school property for any reason. The Principal must speak with the Pastor in determining expulsion or withdrawal from school. The Pastor alone has the authority to invoke expulsion. AFTER SCHOOL PROGRAM AFTER SCHOOL PROGRAM Director – Mrs. Liz Baker Billing – Mrs. Teri Beshara Philosophy St. Peter Catholic School has designed an After School program to meet the needs of students, JK thru 8th, and their working parents. Our purpose is to provide a safe, stimulating, and enjoyable environment, which allows children to freely interact with one another. The program offers a variety of activities including arts & crafts, sports, games, homework, reading, and videos. A snack will be provided for your child each day. The program provides quality childcare, which the parents can rely upon through the year. Personnel All employees are subject to a federal and state background check. All employees are required to take the Diocese of Raleigh mandated child abuse awareness program. Discipline
Accept (Initial) Reject (Initial) Reject & Provide Alternative within RFP Response (Initial) NOTES/COMMENTS: The Contractor shall be responsible for the proper care and custody of any State-owned property which is furnished for the Contractor's use during the performance of the contract. The Contractor shall reimburse the State for any loss or damage of such property; normal wear and tear is expected. SITE RULES AND REGULATIONS Accept (Initial) Reject (Initial) Reject & Provide Alternative within RFP Response (Initial) NOTES/COMMENTS: The Contractor shall use its best efforts to ensure that its employees, agents, and Subcontractors comply with site rules and regulations while on State premises. If the Contractor must perform on-site work outside of the daily operational hours set forth by the State, it must make arrangements with the State to ensure access to the facility and the equipment has been arranged. No additional payment will be made by the State on the basis of lack of access, unless the State fails to provide access as agreed to in writing between the State and the Contractor. ADVERTISING Accept (Initial) Reject (Initial) Reject & Provide Alternative within RFP Response (Initial) NOTES/COMMENTS: The Contractor agrees not to refer to the contract award in advertising in such a manner as to state or imply that the company or its services are endorsed or preferred by the State. Any publicity releases pertaining to the project shall not be issued without prior written approval from the State. NEBRASKA TECHNOLOGY ACCESS STANDARDS (Statutory) Contractor shall review the Nebraska Technology Access Standards, found at and ensure that products and/or services provided under the contract are in compliance or will comply with the applicable standards to the greatest degree possible. In the event such standards change during the Contractor’s performance, the State may create an amendment to the contract to request the contract comply with the changed standard at a cost mutually acceptable to the parties. DISASTER RECOVERY/BACK UP PLAN Accept (Initial) Reject (Initial) Reject & Provide Alternative within RFP Response (Initial) NOTES/COMMENTS:
Role of Observed Person Hand Hygiene Measures Observed Behavior Observation # Unknown Nurse (RN, LVN, CNA, Student) Provider (Primary, NP, PA, Resident) EVS (Environmental Services) OTHER 1=Unknown 2=Phlebotomy 3=Social Worker 4=Respiratory 5=PT/OT 6=Nutrition Circle One Blocked View/Unsure Hand Cleaning with Alcohol-based Rub Hand wash with Soap & water No Hand Hygiene Comments 1 ENTRY EXIT 2 ENTRY EXIT 3 ENTRY EXIT 4 ENTRY EXIT 5 ENTRY EXIT 6 ENTRY EXIT 7 ENTRY EXIT 8 ENTRY EXIT 9 ENTRY EXIT 10 ENTRY EXIT
Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b Participate in giving change using appropriate denominations of notes or coins 5 The learner will be able to handle non-cash payments given in exchange for goods or services The learner must be able to: Assessment Requirements Evidence Location 5.a Participate in processing non-cash payments The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the
1 The learner will know about financial terms in relation to handling money The learner must know: Assessment Requirements Evidence Location 1.a The meaning of simple financial terms in relation to handling money. Learners should outline the meaning of a minimum of three simple financial terms in relation to handling money, for example, cash, receipt and refund. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used.
2 The learner will know about different methods of payment The learner must know: Assessment Requirements Evidence Location 2.a Different methods of payment Learners should outline a minimum of three different methods of payment. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b Advantages of different methods of payment Learners should identify an advantage of a minimum of three different methods of payment. 2.c Disadvantages of different methods of payment Learners should identify a disadvantage of a minimum of three different methods of payment.
APPENDIX 9 Making a decision about a breach of the Australian Public Service Code of Conduct checklist Preliminary considerations Have you been properly appointed or otherwise tasked by your agency head or authorised person in line with your agency’s s15(3) procedures? Have you declared any potential conflicts of interest? See Independent and unbiased decision-maker in Part II, Section 6.1 of this guide. Are you personally satisfied that you will be able to bring an independent and unbiased mind to this inquiry and that a reasonable bystander would agree? Have you read your agency’s s15(3) procedures and other guidance material? Where relevant, have you familiarised yourself with your agency policy, procedures or guidelines for dealing with fraud? Have you decided how the matter is to be investigated? See Investigative process in Part II, Section 6 of this guide for further information. If an external investigator is being considered, see Appendix 6 Australian Public Service Code of Conduct: Tips and traps in selecting external investigators of this guide When deciding who will investigate the suspected misconduct care needs to be taken not to breach the privacy protections under the Privacy Act 1999 or the non-disclosure obligations under the Public Interest Disclosure Act 2013. Is the scope of the investigation clearly defined? See Deciding the Scope of the investigation in Part II, Section 6.2 of this guide for more information. Agency guidance material or agency HR managers may be available for further guidance. If you are being assisted by an investigator, are you appropriately supervising the investigator’s conduct of the investigation and appropriately involved in the investigation, noting that the conduct of the investigation and the making of findings of fact and findings about breach of the Code are your responsibility? For example has the investigator been provided guidance on: what alleged conduct is to be investigated and which element(s) of the Code may have been breached? See Deciding on the Scope of the investigation in Part II, Section 6.2 and Appendix 5 Elements of the Australian Public Service Code of Conduct of this guide for more information. the likely witnesses or where other evidence may be available? Advice to the person suspected of misconduct
Handing over to rescue personnel Name: Date of birth/CPR: Date: Ship's name: Port call at: Name of examiner: Takes medicine – name: Hypersensitivity to medicine/which: Name of relative: Tel. no.: Informed □ Not informed □ What has happened – describe the situation A: Airway Action Guidelines Secure free airways Give oxygen 6 l/min □ 9 l/min □ If unconscious – tongue depressor □ Head fixation Neck support provided □ Neck/back No symptoms □ Pains □ Lesion □ * See reverse side B: Respiration Action Guidelines Respiratory rate Normal □ Laboured □ Superficial □ None □ Chest No symptoms □ Pains □ Lesion □ * See reverse side Action in case of heart failure: Start at: __________ Used cardiopulmonary resuscitation: Yes □ No □ Used defibrillator: Yes □ No □ C: Circulation Action Guidelines Pulse The pulse can be felt on the wrist Yes □ No □ On the neck Yes □ No □ Pulse quality Fast □ Slow □ Regular □ Irregular □ Skin colour Normal □ Pale □ Bluish □ Reddish □ Skin feels Warm and dry □ Cool and dry □ Warm and moist □ Cool and moist □ Capillary response Reacts in less than 2 seconds □ Reacts after more than 2 seconds □ Bleeding control Stopped bleeding □ Where? * See page 2 Inserted cannula – yes □ no □ Administered NaCl. □ at __________ hours no □ D: Disability Action Guidelines Level of consciousness Awake □ Reacts to speech □ Reacts to pain □ No reaction □ Control over pupillary reflex Normal reaction to light □ Abnormal: Describe Action Examine for other injuries Belly No symptoms □ Pains: □ Lesion: □ * See reverse side Pelvis No symptoms □ Pains: □ Lesion: □ * See reverse side Arms/legs No symptoms □ Pains: □ Lesion: □ * See reverse side
Words and Grammar B. Listen and repeat. Then ask and answer. 1. What’s this? It’s a sheep. 2. What’s this? It’s a goose. 3. What’s this? It’s a chicken. 4. What’s that? It’s a cow. 5. What’s that? It’s a horse. 6. What’s that? It’s a goat. Words and Grammar C. Listen and repeat. Then ask and answer. 1. What’s this? It’s a horse. 2. What’s that? It’s a goat. 3. What’s this? It’s a sheep. 4. What’s that? It’s a cow. 5. What’s that? It’s a chicken. 6. What’s this? It’s a goose. Words and Grammar D. Play the game. Make sentences. 1. That is a cow. 2. This is a chicken. 3. This is a sheep. 4. That is a horse. 5. This is a goat. 6. That is a goose. 7. This is a cow. 8. That is a chicken. 9. This is a goose. 10. That is a sheep. The World around Us A. Listen and number. Then choose and write. 2 (goat) – 3 (goose) – 1 (horse) – 4 (sheep) The World around Us B. Think and color. What’s your favorite farm animal? <Answers may vary> Unit Link A. Listen and answer. 1. It’s a pen. 2. It’s a chair. 3. Yes, it is. 4. No, it isn’t. It’s a horse. Unit Link Point and say.
3. Is she hungry? No, she isn’t. She’s thirsty. 4. Are they tired? Yes, they are. Words and Grammar C. Listen and circle Yes or No. 1. No 2. Yes 3. Yes 4. No 5. No 6. Yes Words and Grammar E. Listen and write Yes or No. Then ask your friend. <Answers may vary> The World around Us A. Listen and match. Then choose and write. 1. thirsty – a 2. sad – d 3. tired – c 4. hungry – b The World around Us B. Think and draw. How do you feel now? How about your mom and dad? <Answers may vary> Unit Link A. Listen and answer. 1. Yes, they are. 2. She’s a teacher. 3. Yes, he is. 4. They’re police officers. 5. They’re notebooks. 6. No, she isn’t. She’s Kelly’s grandma. Unit Link B. Match and write. Then point and say. 1. e 1 2. b 6 3. d 2 4. a 3 5. c 4 6. f 5 Unit 12 Our Pets
7. I like apples. I don’t like apples. 8. I like gray. I don’t like gray. 9. I like peaches. I don’t like peaches. 10. I like red. I don’t like red. 11. I like grapes. I don’t like grapes. 12. I like yellow. I don’t like yellow. 13. I like blue. I don’t like blue. 14. I like bananas. I don’t like bananas. 15. I like purple. I don’t like purple. 16. I like black. I don’t like black. School Link 6
Course Rubric The course grade will be determined using the following criteria. A resource to assist in creating a rubric: Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements (enter each criteria in the boxes below and assign a point value) Exemplary Demonstrates good understanding and skill Points: 4 Accomplished Demonstrates satisfactory understanding and skill Points: 3 Developing Demonstrates some understanding and skill Points: 2 Beginning Demonstrates little or no understanding or skill Points: 1 Not completed or not able to be scored Goal 1 Outcomes: Participant will create a KWL chart, read articles, and view videos about the social-economic and cultural issues that affect today’s classrooms. Participant completes all readings, viewings and KWL chart. Participant completes KWL chart and 80% of readings and viewings. Participant completes KWL chart and less than 50% of readings and viewings. Participant does not complete KWL chart. Participant completes less than 25% of readings and viewings. Goal 2 Outcomes: . Participants will explore strategies and techniques that work to resolve issues with socio-economic and cultural issues in today’s classroom. Participants will examine and familiarize themselves with strategies and techniques presented to resolve issues with socio-economic and cultural issues 100% of the provided classroom time for this area. Participants will examine and familiarize themselves with strategies and techniques presented to resolve issues with socio-economic and cultural issues 80% of the provided classroom time for this area. Participants will examine and familiarize themselves with strategies and techniques presented to resolve issues with socio-economic and cultural issues less than 50% of the provided classroom time for this area. Participant will examine and familiarize themselves with strategies and techniques presented to resolve issues with socio-economic and cultural issues less than 25% of the provided classroom time for this area.
3. (b) How does he drive? He drives carefully. 4. (b) How does she sing? She sings well. 5. (a) How does he play the guitar? He plays the guitar quietly. 6. (b) How does she walk? She walks slowly. Words and Grammar D. Circle and talk about yourself and your family. <Answers may vary.> The World around Us A. Look and listen. Then choose and write. special, beautifully, watch, stage The World around Us B. Think and answer about yourself. <Answers may vary.> Unit Link A. Listen and answer. 1. The sneakers are the most comfortable. 2. The boots are the heaviest. 3. She plays the cello loudly. 4. They go to a concert once or twice a year. Unit Link B. Ask your friend and write Yes or No. <Answers may vary.> Unit Link C. Match and Say. 1. (carefully) She drives carefully. She drives three times a week. 2. (quietly) He plays chess quietly. He plays chess five times a week. 3. (quickly) He runs quickly. He runs once a week. 4. (loudly) She plays the drums loudly. She plays the drums twice a week. Unit 5 School Field Day Conversation D. Listen and write the number. Then act out. 3, 1, 2 Conversation E. Ask your friend and write Yes or No. <Answers may vary.> Words and Grammar B. Look at A. Listen and repeat. Then ask and answer. 1. What’s she going to do? She’s going to do face painting.
Challenges The venue caused some acoustic problems. The venue is surrounded by bare brick castle ruins (see figure forty-four) and as stated in previous diary entries, bare brick is very reflective. This caused an audible echo throughout the venue which impeded the sound quality. There is not much that can be done in venues such as these which adds to the challenge presented by outdoor venues. However, by locating some of the frequencies that were reflecting more than others and cutting them on the EQ, directing the speakers inwards so they were not pointing directly towards the brick and with the help of a full audience absorbing a lot of the sound we managed to reduce the reflections so they were not too distracting. Achieving the sound With it being a classical orchestra, it was already known that all the segments of the instruments needed to be clear and concise. It would not matter as much if it was in a reverberant setting as orchestras often play in large halls that are designed to be reverberant to give the music more body, making it sound somewhat more impressive. This helps the orchestra to sound fuller and provide a greater experience for the audience. Conclusion When doing outdoor events, using the best quality equipment that is available is integral otherwise producing a clear sound may be unachievable no matter how talented the engineer is. The sound engineer has to combine all the skills discussed within the previous diary entries. These skills include placing the PA correctly to ensure all the audience can hear the music clearly, using technology such as wave capture in order to ensure the delay and timings are correct so the sound is not distorted, communicating with musicians, talking each musicians through the microphones and always asking permission before placing a microphone on their instrument as they are incredibly expensive and often treasured by the player as well as using their musical skills in order to produce a sound that allows each section to be heard and sound natural. Essentially, the audience should not really acknowledge they are listening to the instruments through electronic amplification but that they are hearing the source of the sound. Therefore the role of the sound engineer is integral to ensure that the audience are enjoying the performance as much as possible.
Name______________________________ Row____ The Church: Christ’s ______ Continues Date_______________________________ Per. ____ 25 New Testament Images of Church Directions: For each of the eight New Testament images of Church listed in the first column, re the Scripture passages listed in the second column and then summarize in the third column what that Scripture passage says about that image. In the last column, list at least two qualities of the Church expressed in that image. NT Image of Church Scripture Passage Key ideas or phrases Meaning for the Church 1. People of God 1 Peter 2:9–10 1. 2. 2. Salt and Light Matthew 5:13–15 1. 2. 3. Body of Christ 1 Corinthians 12:12–14,27 1. 2. 4. Bride of Christ Ephesians 5:25–27,29 1. 2.
Relevancy relates to the relationship between the objective and the overall goals of the program or purpose of the intervention. Evidence of relevancy can come from a literature review, best practices, or your theory of change. Time bound—When will this objective be accomplished? A specified and reasonable time frame should be incorporated into the objective statement. This should take into consideration the environment in which the change must be achieved, the scope of the change expected, and how it fits into the overall work plan. ____________________________________________________________________________ The activity below provides you with an example of a not-so-SMART objective and helps you see how you would revise the objective to meet the SMART criteria. Then you can practice revising your own objectives from your action plans to meet the SMART criteria. Activity Choose one objective from your action plan. Using the table below, examine your objective to ensure that it is SMART. Revise as needed until the objective meets all five SMART criteria. Example: Not-so-SMART objective: Recruit Native American students to join youth coalition. Key Component Objective Specific - What are we going to do, and for whom? Inform Native American students about the youth coalition and recruit them to join. Measurable - Is it quantifiable and can WE measure it? Number of youth that join youth coalition in 2014 compared to 2013. Achievable - Can we get it done in the proposed time frame with the resources and support we have available? Yes, when connected to schools and other youth serving organizations. Relevant - Will this objective have an effect on the desired goal or strategy? Yes, it will address the priority if combined with other strategies Time-Bound - When will this objective be accomplished? One year – between the 2014 and 2015 school year. SMART objective: From August 2014-May 2015, establish recruitment initiatives at schools and youth serving organizations to recruit 30 students. Not-so-SMART objective:
Utility Checklist Target Population Fit Degree of Utility Notes Is the intervention appropriate for the population identified in the community needs assessment and community logic model? No Utility Some Utility Lots of Utility Has the intervention been implemented successfully with the same or a similar population? No Utility Some Utility Lots of Utility Are the population differences likely to compromise the results? No Utility Some Utility Lots of Utility Intervention Setting Fit Degree of Utility Notes Is the intervention delivered in a setting similar to the one planned by the community? No Utility Some Utility Lots of Utility In what ways is the context different? No Utility Some Utility Lots of Utility Are the contextual differences likely to compromise the intervention’s effectiveness? No Utility Some Utility Lots of Utility Cultural Fit Degree of Utility Notes Is the intervention culturally appropriate? No Utility Some Utility Lots of Utility Did members of the culturally identified group participate in developing it? No Utility Some Utility Lots of Utility Were intervention materials adapted to the culturally identified group? No Utility Some Utility Lots of Utility Implementation Supports Fit Degree of Utility Notes Are implementation materials (e.g., manuals, procedures) available to guide intervention implementation? No Utility Some Utility Lots of Utility Are training and technical assistance available to support implementation? No Utility Some Utility Lots of Utility Are monitoring or evaluation tools available to help track implementation quality? No Utility Some Utility Lots of Utility
Strategy 1: Laws/policies Key Tasks Timeline Responsible Process Measures Outputs Immediate Outcomes (Knowledge, skills, attitudes) Considerations for Sustaining Outcomes What decisions occurred in planning to ensure implementation of this strategy with cultural competence? Strategy 2: Enforcement Key Tasks Timeline Responsible Process Measures Outputs Immediate Outcomes Considerations for Sustaining Outcomes . What decisions occurred in planning to ensure implementation of this strategy with cultural competence?