zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of HND, Degree, NVQ4 or basic professional qualification. Significant experience of working in the FE or HE sector, preferably in a public-facing role with experience of promoting the institution to potential students, their parents and advisors in schools and colleges Comprehensive knowledge of the higher education sector Experience in making presentations to a variety of audiences in an educational setting Experience of organising large-scale events in an educational environment Postgraduate qualification Experience in website editing Application, interview and presentation Planning and organising Proven experience in organising and managing a busy schedule of events. Capacity to set aims and objectives, plan and monitor own workload and establish time-lines and consistently review delivery against objectives Demonstrate adequate preparation so that presentations are focussed, accurate and meet the needs of the stakeholder group Experience of successful project management. Application, interview and references. Problem solving and initiative Proven ability to analyse issues and break them down into component parts. Make systematic and rational judgements based on relevant information. Demonstrate an understanding of both institutional policy and higher education policy in general; engage in developing new initiatives that support the development of activity. Ability to seek and collate feedback and data from activities, analyse key findings and summarise recommendations for senior staff. Application, interview and references. Management and teamwork Able to proactively work with colleagues in other work areas to achieve outcomes. Able to delegate effectively, understanding the strengths and Experience of successfully managing and developing staff Application, interview and references.
Dr. U J Pattar M.Sc., Ph.D Associate Professor 28 Applied Electronics Prof H B Anandhalli M.Sc, M.Phil Associate Professor 28 Nuclear Physics Dr. M Prabhugouda M.Sc.,Ph.D Associate Professor 25 Nuclear & Energy Physics Prof. Basanna Digge M.Sc., M.Phil Associate Professor 25 Nuclear & Energy Physics TEMPORARY STAFF Kum. Shereen Taj P M.Sc. Assistant Professor 01 Solid State Physics Kum. Aasha K S M.Sc. Assistant Professor 01 Solid State Physics
Sharma General 29. Dr. Punit Katoch Orthopedics GDO Gen State Quota 04.07.2015 30. Dr. Manav Gupta Orthopedics Direct Gen. State Quota 04.07.2015 31. Dr. Sachin Kanwar Orthopedics GDO(Regular) Gen. State Quota 04.07.2015 32. Dr. Shivani Vashisht OBG GDO(Regular) Gen. State Quota 30.05.2015 33. Dr. Dineshwar Singh OBG GDO(Regular) Gen. State Quota 04.07.2015 34. Dr.Vivek Kaushal OBG GDO(Regular) Gen. State Quota 06.07.2015 35. Dr. Richa Dhiman Ophthalmology Direct SC State Quota 04.07.2015 36. Dr. Maninder Singh Ophthalmology Direct Gen. State Quota 30.05.2015 37. Dr.Rajesh Sharma Ophthalmology GDO(Regular) Gen. State Quota 07.07.2015 38. Dr.Vinod Dhiman Ophthalmology GDO(Regular) SC State Quota 09.07.2015 39. Dr. Manju Bhardwaj Pathology Direct General State Quota 6.7.2015 40. Dr.Sonia Pharmacology GDO (Regular) General State Quota 6.7.2015 41. Dr.Satyender Sharad Pharmacology GDO(Regular) General, PH State Quota 08.07.2015 42. Dr.Shaifali Sharma Microbiology GDO, General State Quota 4.7.2015 43. Dr.Samir Jamwal Biochemistry GDO(Regular) General State Quota 4.7.2015 44. Dr.Archna Gautam Community Medicine GDO(Regular) General State Quota 4.7.2015
Table 6: Grades and Their Description Table 1: Grades and Their Description Grade Grade points Range of Mark Description A(+) 10 81-100 Outstanding A 9 70-80 Excellent B (+) 8 61-69 Very good B 7 56-60 Good C (+) 6 51- 55 Average C 5 41-50 Below average D 4 35-40 Marginal E 0 Fail F 0 Fail I -- Incomplete S -- Satisfactory US -- Unsatisfactory W -- Temporary Withdrawal X -- Debarred on grounds of indiscipline/unfair means A (+) grade: An ‘A (+)’ grade stands for outstanding achievement. The minimum marks for award of an ‘A (+)’ grade is 81%. C (+) grade: The ‘C (+)’ grade stands for average performance. This average performance refers to “average” as per instructor’s expectations in a holistic sense. D grade: The ‘D’ grade stands for marginal performance; i.e. it is the minimum passing grade in any course. The minimum marks for award of ‘D’ grade is 35 %. E grade: The ‘E’ grade is awarded when a student has attended at least 75% of the Lectures, Tutorials or Lab Classes and undergone all the evaluation process prescribed for the courses in which He has earned ‘E’ grade. A student with ‘E’ grade may opt to improve with any of the following options:
own answer sheet Using mobile phone/ other communication device to cheat. Other offences of similar nature and intensity Coming to the examination hall under the influence of alcoholic drink or drugs Level-4 Replacing answer sheets with other answer sheets not distributed for this exam (e.g. prepared at home, prepared in class), repeatedly involved in unfair means of level2 and 3. Cancellation of all the registered exams in that semester and further debarring from continuing studies for not lees for 02 semesters (X grade). However such student may be permitted to appear in the retests/repeat examination of previous semester. EBI with Dean (SFW) Cheating and being argumentative, rude, aggressive with Invigilator/examination officials Proxy sitting/run away from the examination hall by the person sitting proxy and for whom sitting proxy (both) or getting oneself impersonation by someone in the examination or impersonating another candidate. Level-5 Physical assault causing injury to the Invigilator or any examination officials Rustication from the institute. EBI Along with Dean (SFW)
GRADUATE STUDENT - COLLEGE CONTRACT STUDENT NAME:____________________ STUDENT DATE OF BIRTH:_____________ Introduction A matriculated student at is a member both of and of one of its constituent Colleges or Private Halls (referred to as “the College”). The two relationships are governed by separate, though interlinking, contracts. The purpose of this document is to identify the main terms of the contract which you will have with the College on acceptance of the offer of a place on a course which has been made to you. By signing and returning this document you will enter into a contract with the College (referred to as being the ‘College Contract’) on those terms. University and college membership The continuing relationship between you and the College is linked to your continuing relationship with the University. You agree as part of the College Contract to abide by the rules and regulations of the University, as amended from time to time in the course of your studies. Once you become a member of the University by matriculation, your membership of the College will be conditional upon your remaining a member of the University. If you are subjected by the University to suspension or other sanctions, the College may also impose similar or other appropriate sanctions. It is not possible for all the regulations governing your relationship with the College to be reproduced here in full. Most of them will be set out in the documents referred to in this document, namely the Student Handbook (or “Blue Book”) and accommodation contract, which will be provided to you. The contents of these documents together with the College Statutes and Bylaws, as amended from time to time in the course of your studies, form part of the College Contract. You should read them, and any subsequent amendments made to them, in the form, whether electronic or hard copy, in which they are made available. Undertakings by the College Teaching. Teaching for graduates is provided by the relevant departments and is not the responsibility of the College. Library and IT facilities. The College will provide library and IT facilities in connection with your studies and on the conditions and at the times set out in the Student Handbook, which may vary from time to time. Facilities may be withdrawn or limited for building works or other development, or in the event of adverse circumstances beyond the control of the College.
8 Strategies to Address Major Cause of EQG For each of the one to three major causes, list the strategies that are most likely to eliminate or modify that cause and contribute to improved practice. 9 Measurable Results Using the metric defined under current ethics practice, show how much the strategy closed the gap between current ethics practice and the achievable goal listed in the refined improvement goal. Results: ___% of inpatients had inpatient screening documented. 10 Sustain and/or Spread Indicate how often the improvement will be monitored. If spreading the improvement, specify where and when the strategy will be spread. Monitoring Spread (facility or VISN) N/A – goal not met ________________ Daily ______ Yes ____ _______ Weekly_____ No _____________ Monthly __ Quarterly ___ Annually____ Who_______
What grade would you give yourself after your first pre-course audit? Initial and date below in the right-hand column. After doing your pre-course revision, what grade would you now give yourself? Again, initial and date in the right-hand column. Initial and date A You have secure knowledge and understanding of all the subject items. You see and understand the links between science concepts, knowledge, language and symbols, processes and strategies and can use that understanding for planning, to respond to pupils’ questions, to unexpected ‘leaps in understanding’ and to address pupils’ misconceptions. B You have secure knowledge and understanding of almost all the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course. Your school professional tutor/ class teacher will support the successful completion of your personal action plan and will monitor your subject knowledge during planning, teaching and assessment practices. C You have adequate knowledge and understanding of the majority of the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course and view this as a priority during University and school-based training. Your school professional tutor/ class teacher will monitor the successful completion of your personal action plan and will support your subject knowledge during planning, teaching and assessment practices. D You have serious weaknesses in knowledge and understanding of a majority of the subject audit items. You will need to provide abundant evidence of you successfully addressing all of your misconceptions and gaps in knowledge before the end of the course. You will need to work very hard to satisfy the requirements for qualified teacher status and for the successful completion of the course.
Observe experienced teachers Engage in wider professional activities Complete tasks from professional training guides (PDAs) Engage in peer observation against the standards Prepare and research for university-based assessments, working collaboratively with colleagues where appropriate, for e.g. arranging joint meetings with key staff. Constructing a timetable for PG1 Students This is a guide and can be used flexibly to suit different contexts. If we assume a teaching week comprises 4 main teaching periods each day (2 in the morning, 2 in the afternoon) there are 20 teaching sessions per week. An example of a 50% teaching timetable for Student A & Student B in a KS1/2 setting: Monday Tuesday Wednesday Thursday Friday Session 1 Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Team Teaching 2 Team teaching Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher 3 Student B Lead Teacher Student A Lead Teacher 4 Student B Lead Teacher Student A Lead Teacher
To meet the 50% requirement, students must teach 10 sessions or the equivalent per week. 5 sessions – Lead Teacher 2 sessions – Team Teaching 3 sessions – Group teaching (having planned for this group) An example of a 60% teaching timetable for Student A & Student B in a KS1/KS2 setting: Monday Tuesday Wednesday Thursday Friday Session 1 Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Team Teaching 2 Team teaching Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher 3 Student B Lead Teacher Student A Lead Teacher 4 Student B Lead Teacher Student A Lead Teacher To meet the 60% requirement, students must teach 12 sessions or the equivalent per week. 7 sessions – Lead Teacher 2 sessions – Team Teaching 3 sessions – Group teaching (having planned for this group)
Peer Observation information To use during Post-observation meeting Peer Observation Proforma Date of observation: Lesson/session: Observed colleague: Observer: Observed colleague: summary of main outcomes (e.g. what you got out of the observation, feedback & discussion) Observer: summary comments (e.g. what impressed you about the session/things you may adapt in your own teaching) Agreed action points and any other matters arising:
Appendix 5 Weekly Review and Reflection Record (To be completed by student during weekly meeting with mentor) Week of placement Date PROMPTS Most Weeks Review gaps in subject knowledge Review lesson planning requirements (from Week 3) Review classroom & behaviour management Review use of assessment Check that student entitlement has been met Check PD time is timetabled for following week with a clear focus Fortnightly Review SBT file Review Grading Criteria Review gradual increase in timetable Review assignment related activities Discuss engagement with tasks What lessons have you observed this week? Which lesson(s) have you been observed teaching? Topics to be discussed/focus of this meeting Reflect on your progress against the previous week’s targets What impact did your teaching have on pupils’ progress/learning? Engagement with Professional Conduct/Responsibilities S8a Positive contribution to wider life and ethos of school, e.g. attend staff meetings, clubs. S8e Meet and greet parents and communicate with them when necessary. What have you learned from your professional development time (and other CPD)? How will this inform your practice? Next steps? - including actions, timings, reference to targets and standards Signed by Class/ Professional Mentor Signed by Student
Informing curriculum with research-based knowledge Recruiting students with background in science Managing internships Monitoring the employment market Data ONE Bill Michener – Changing Community Practice and Transforming the Environmental Sciences Amber Budden – Advancing DataONE Outreach and Education Initiatives New cyberinfrastructure needs to build on existing structures and support communities of practice. DataOne components include member nodes at diverse institutions and coordinating nodes, and an investigator toolkit with commonly used tools, to be extended worldwide. Purpose is to support data-intensive science through seamless access, use, reuse, and trust of data. Categories of challenges: metadata, interoperability, data integration, representation, reasoning, trust and quality assessment, reward system through citation and use statistics, and education and training. Baseline community assessment shows that many scientists interested in sharing data, but often with conditions. Barriers can be reduced through education, training, and the proper tools. University Educators Kirk Borne, George Mason, Data Science Program – Informatics in Education and an Education in Informatics Everyone will encounter data—all professions, in citizen science, and everyday life All need skill sets and to understand ethics of data usage Problems with terminology used in hiring data managers Need for common language around data management To develop further as a profession, university administration needs to recognize the emerging profession and faculty contributions.
Cost-Benefit Analysis with a Tone-deaf Ear The Benefits of Smoking in the Czech Republic In 2001, the consulting firm Arthur D. Little released the results of a study commissioned by the cigarette manufacturer, Philip Morris, on the effects of smoking on the Czech economy. Taking into account both the costs and benefits of smoking, the report concluded that by virtue of revenues from taxes on cigarettes and the reduced costs of health care, pensions, and housing subsidies resulting from early mortality, smoking produced a net gain of about $148 million to the Czech government. What was wrong with Arthur D. Little’s cost-benefit analysis? Cost-Benefit Analysis Problem A high-crime city is concerned about the high rate of recidivism among young men released from prison: historically, about 30% are reincarcerated for violation of parole or for conviction of a new crime within 2 years of release. The city’s commissioner of corrections is considering funding a new program, run by a nonprofit organization, that provides counseling and job training and placement to these young men upon their release from prison. The commissioner seeks your advice about whether and at what cost per client it should support the organization, and provides you with the following information. The city measures the marginal cost of a prisoner in terms of the number of “bed days” that he is in prison. It costs the city approximately $150 per bed day. The program counsels new-released prisoners for 1 year. We have data on two cohorts for the several years that the program has been in operation: their average rate of reincarceration 2 years after release has been 15%, or half of the historic average. What further information about (1) the effectiveness of the program and (2) the program’s costs and benefits for various stakeholders do you need to properly advise the commissioner? With respect to (1) focus questions involving evaluating the program’s effectiveness. With respect to (2) begin by identifying all relevant costs and benefits. === === IV – Decision Making Under Risk and Uncertainty Our new Constitution is now established, and has an appearance that promises permanency; but in this world nothing can be said to be certain, except death and taxes. —Benjamin Franklin, letter to Jean-Baptiste Leroy, 1789
In developing a hypothesis, it may be appropriate to seek confirming data, but in testing it’s important also to look for disconfirming evidence. Most of the instances of confirmation bias examined below involve testing. Q. What is danger of hearing an estimate from even a source we deem reliable? [anchoring] Why are people overconfident? Availability: We pay attention to strength, or extremeness, of evidence vs. its weight. Strength — size of the effect Weight — significance or reliability (sample size or base rate) We recruit evidence that favors our hypothesis. We anchor on strength and adjust (insufficiently) for its weight. The vividness of particular impressions trumps our knowledge of base rates. After interviewing individuals, participants were asked to predict whether, given the choice, the interviewees would take a free subscription to Playboy or The New York Review of Books. Even when told that 68% of all the people interviewed preferred Playboy, participants tended to ignore this base rate and premise their predictions on their own impressions from the interviews. They were only correct 50% of the time, but 72% were certain that their predictions were accurate. People are generally overconfident about general-knowledge items of moderate or extreme difficulty, such as many of the trivia questions. While knowledgeable subjects responding to easy questions tend to be underconfident, also a deviation from good calibration. With the possible exception of authoritarian personalities, individual differences don’t seem to correlate with overconfidence. Overconfidence Dyad Exercise Slides (Slides 174-178) Confirmation Biases: Barriers to Revision (Slide 179) You can use any trivial pursuit–type item to be estimated—though some students will inevitably say that they had superior knowledge to their partner. Collect the dyads’ differences. In the two classes I’ve taught this, there is some movement toward the mean in the first part, more movement toward the mean in the second part, but still divergence. The best strategy in conditions of ignorance is to adopt the mean of the two estimates. Many students resist this, but putting them in the position of an observer helps. Naive Realism Slides (Slides 180-187) Debiasing Slides (Slides 188-189) Slides 190-191: Beliefs about climate change, Open carry problem
provide recommendations for actions. Documentation of this process will be the basis for the learning assessment. Because of the limited time scheduled for these cases studies, the instructor will need to intervene and control the amount of student-initiated activities. The result is a project-/problem-based learning exercise. Specific to this module, the students are expected to learn that there is an important and fundamental difference between circumstances and actions that spatially and temporally occur in proximity to an event and with what are the actions that cause the event. Level Graduate or advanced undergraduate college students in professional nonscience programs: law, public policy, business, journalism/communications, and public health. Length While these cases could be executed in a single approximately 1.25-hour class session (along with time required for advanced readings and assignment preparation), the activities could be enriched by extending the time to 1.5 hours or split into two or more class sessions. 1: – Activities Introduce the students to the all the resources available for the case study; will be used by groups in class and for the final question set. Assign selected resources ahead (2 hours required); require students to use information found in the resources to be able to frame the case by understanding what are perceived as problems by which stakeholders. Stimulate thinking (15 minutes). Review 60 Minutes clip that shows methane in groundwater. Introduction (15 minutes). Form students into groups to: Define the problem. Describe the stakeholder groups (i.e., landowners, developers, regulators, and environmentalists). Describe their perceptions of and positions on the problem. Describe the types of information/evidence parties are using as the basis for their positions. Guidance (5 minutes). Instructor speaks generally about particular scientific concept and makes minimal recommendations on how it could be applied in this case. Group work (20 minutes). Students are broken into stakeholder groups and charged with recommending an approach to address the case study problem, using scientific methods.
EXHIBIT B SUMMARY OF RAT DATA UNEXPOSED GROUP # with Kidney Cancer # in Group Incidence 4 200 .02 LOW EXPOSED GROUP # with Kidney Cancer # in Group Incidence 3 170 .018 HIGH EXPOSED GROUP # with Kidney Cancer # in Group Incidence 44 210 .21 MEDIUM EXPOSED GROUP # with Kidney Cancer # in Group Incidence 16 194 .08 SOURCE: Courtesy of the authors.
EXHIBIT D │<CCCCC .90 CI CCCCCCCCCCCCCCCCCCCC>│ │<CCCCCCCC .95 CI CCCCCCCCCCCCCCCCCCCCCCCC>│ M |CCCC|CCCC|CCCC|CCCC|CCCC|CCC|CCCC|CCC//CC| CCCCC| 0 1.0 2.0 3.0 5.0 10.0 15.0 ODDS RATIO SOURCE: Courtesy of the authors
Rewards and Sanctions Statement Rewards and Sanctions form part of the School’s Behaviour Policy practices and procedures. Rewards should reinforce positive behaviour or recognise a good achievement across all learning environments. Sanctions should be consistently applied and explained to deter unacceptable behaviour. REWARDING SUCCESS Staff should adopt a positive approach to improving student behaviour. Such an approach must focus on rewarding effort, developing positive relationships and to help build student’s self-esteem. At Waterloo Lodge, staff help to create an ethos of “Positive Achievement” in the following ways: Personal praise and reward Sharing an individual’s success in daily Education briefing Celebrating success in school assemblies Displaying student’s work – classroom, school displays, website Informing parents and carers of an individual’s success Celebrating individual achievement of learning and behavioural targets Student’s keeping personal records of achievement Extra trust, responsibilities and privileges can be earned The school will also reward students who are striving to improve their performance by rewarding “the pupil of the week” and “the improver of the week” In addition, students are able to earn points during the school day issued by all education staff. How does the Point System work? A Maximum of ten points can be earned during the course of the lesson. The points are separated into three different sections and are awarded on the effort, the behaviour and the attainment of the personal target. Effort 4 – Extension work given 3 – Task Completed 2 – Task partially completed 1 – Insufficient amount of work 0 – No work completed Behaviour 5 – Well Done
Harm from missing from school Other If a score of 5 or more is reached, a risk reduction plan is required. RISK RATING/LEVEL ESTIMATION GUIDANCE Seriousness of outcome: Probability of hazard: 1 Foreseeable outcome is upset or disruption. 1 There is evidence of historical risk, but the behaviour has been dormant for over 12 months and no identified triggers remain. 2 Foreseeable outcome is harm necessitating first aid, and/or causing distress or minor damage. 2 The ‘risk of harm’ has occurred in the last 12 months, the context has changed to make a reoccurrence unlikely. 3 Foreseeable outcome is 3+ days lost time injury/illness. 3 There is an even chance of the ‘risk of harm’ returning. 4 Foreseeable outcome is hospitalisation, significant distress or extensive damage. 4 The ‘risk of harm’ is more likely than not to occur again. 5 Foreseeable outcome is loss of life or permanent disability, emotional trauma requiring counselling or critical property damage. 5 The ‘risk of harm’ is persistent and constant. Risk Level Matrix: Probability of hazard 5 5 10 15 20 25 Insignificant 4 4 8 12 16 20 Low 3 3 6 9 12 15 Moderate 2 2 4 6 8 10 High 1 1 2 3 4 5 Intolerable 1 2 3 4 5 Seriousness of outcome
example, where the pipeline netweork is already fully utilised for normal demand, in remote areas far from NG resources, or where geology which prevents the development of underground gas storage. Small Scale FloatingLNG Offshore LNG production lower than 1 mtpa – Offshore stranded gas field – Associated gas available from offshore oil field – Near shore location to liquefy country excess gas or shale gas Total & Technip presentation at LNG17 * Canadian Douglas channel project * Rubiales LNG in Columbia
3 4 NE S8: Fulfil Wider Professional Responsibilities a make a positive contribution to the wider life and ethos of the school b develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support c deploy support staff effectively d take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. e communicate effectively with parents with regard to pupils’ achievements and well being. Justify Key Strengths based on evidence Specific Areas for Development for the next part of the placement Grade 1 2 3 4 NE P2 : Personal and Professional Conduct (refer to Part 2 Teachers’ Standards) P2i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school YES NO P2ii Teachers must have a proper and professional regard for the ethos, policies and practices of the school in which they teach YES NO P2iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities YES NO If NO, please state the reasons clearly below: Comment on the trainee’s progress during this Phase of training based on the evidence. Indicate 3 Key Areas of Strength and 3 Specific Areas for Development for the next part of the placement. Justify 3 Key Strengths based on evidence LINKED TO THE TEACHERS’ STANDARDS 3 Specific Areas for Development LINKED TO THE TEACHERS’ STANDARDS Trainee Comment:
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 B1 B2 B3 B4 C1 D1 D2 D3 LEVEL 7 XS4018 Foodborne Disease C XS4019 Hazard Analysis Critical Control Point Development C Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Code Compulsory (COMP) or Option (O) Knowledge and understanding A1 A2 A3 A4 A5 A6 A7 A8 LEVEL 7 MW4102 Preparation of teachers: health and social care professions Core √ √ √ √ √ EH4101 Teaching, learning and assessment Compulsory √ √ √ √ √ √ LEVEL 7 EH4100 Teaching toolkit Compulsory √ √ √ √ Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Subject-specific Skills B1 B2 B3 B4 B5 B6 B7 LEVEL 7 MW4102 Preparation of teachers: health and social care professions Core √ √ √ √ √ √ √ EH4101 Teaching, learning and assessment Compulsory √ √ √ √ √ √ LEVEL 7 EH4100 Teaching toolkit Compulsory √ √ √ √ Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Thinking Skills C1 C2 C3 C4 LEVEL 7 MW4102 Preparation of teachers: health and social care professions Core √ √ √ √ EH4101 Teaching, learning and assessment Compulsory √ √ √ LEVEL 7 EH4100 Teaching toolkit Compulsory √ √ √ Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Other skills relevant to employability and personal development
D1 D2 D3 D4 D5 D6 LEVEL 7 MW4102 Preparation of teachers: health and social care professions Core √ √ √ √ √ √ EH4101 Teaching, learning and assessment Compulsory √ √ √ LEVEL 7 EH4100 Teaching toolkit Compulsory √ √ √ √ Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
c use relevant data to monitor progress, set targets, and plan subsequent lessons d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Justify Key Strengths based on evidence Key Areas for Development for the Induction Year Grade 1 2 3 4 S7: Manage behaviour effectively to ensure a good safe learning environment a have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy b have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them d maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary Justify Key Strengths based on evidence Key Areas for Development for the Induction Year Grade 1 2 3 4 S8: Fulfil Wider Professional Responsibilities a make a positive contribution to the wider life and ethos of the school b develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support c deploy support staff effectively d take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. e communicate effectively with parents with regard to pupils’ achievements and well being. Justify Key Strengths based on evidence Key Areas for Development for the Induction Year Grade 1 2 3 4 P2 : Personal and Professional Conduct (refer to Part 2 Teachers’ Standards) P2i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school YES NO P2ii Teachers must have a proper and professional regard for the ethos, policies and practices of the school in which they teach YES NO P2iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities YES NO If NO, please state the reasons clearly below: Comment on the trainee’s progress during the final phase of training based on the evidence. This may be included in references supplied by the University for Teaching Posts.
SW4705 SW4706 SW4708 SW4710 SW4711 SW4712 SW4713 SW4714 SW4715 SW4716 SW4120 SW4033 Plus one module from: Introduction to Facilitating Learning in the Workplace Advanced Facilitation of Learning in the Workplace Substance Misuse: a holistic approach to problematic drug and alcohol use Making Personalisation Effective in Mental Health Practice End of Life Care Responding to Contemporary Issues in Social Work and Social Care Understanding Mental Health Practice Advanced Mental Health Practice Professional Practice within Learning Disabilities Services Social Perspectives on Personality Disorder Best Interest Assessor Safeguarding Children and Young People 20 20 20 20 20 20 20 20 20 20 20 20 15. Personal Development Planning Personal Development Planning (PDP) is intended to provide a process by which students can reflect on their learning and plan for their personal and career development. The primary objective of PDP is to improve each student’s capacity to understand what and how they are learning, and to review, plan and take responsibility for their own learning. The programme supports this initiative. It is expected that students at Master’s level will already have acquired the necessary skills to plan and take responsibility for their own learning and development. It is expected as a matter of course that students will retain copies of and reflect upon their feedback from assignments as a guide to future improvement and development. In conjunction with this, the course team will provide individual advice and discuss progress and future career or further study plans with students as a fundamental part of the tutorial role, and encourage students to make use of all of the University’s range of support services as and where appropriate. All students will graduate with a student transcript setting out details of their academic learning, which is generated by the university and will be
DESCRIPTION OF THE PROFESSOR OF THE GRADUATE DIVISION (PGD) Prepared by Tony Norman in consultation with Kathleen Montgomery on February 26, 2010 APPROVED BY UCR SENATE FALL OF 2010 Introduction: The Professor of the Graduate Division (PGD) is a proposed program that would be available to retiring faculty who are fully engaged in research and/or other departmental and campus activities and who wish to continue to contribute to UC with distinction after their retirement from official active faculty status. There are a number of privileges for individuals who participate in the Professor of the Graduate Division; some of them are as follows. Identification in the campus catalog and elsewhere as “Professor of the Graduate Division” (PGD) instead of “Emeritus/a”. Having an official title rather than Emeritus/a when submitting grant applications. Formal acknowledgement of your professional contribution(s) to a graduate program, your College/School and the UCR campus. The Berkeley Professor of the Graduate School program has been operative since 1991. A description of their program and endorsement by two recent UCB retired faculty is available in the attached Appendix A. On December 8th Tony Norman polled the 60 most recently retired UCR faculty to learn their interest in the PGD program. Only ~ 20 faculty replied and of these 17 were fully in support and highly interested in the PGD; replies were received from CHASS, BCOE and CNAS faculty. OUTLINE OF THE PROPOSED UCR PROFESSOR OF THE GRADUATE DIVISION. General Description of Proposed UCR PGD Objectives of the PGD To focus on retiring faculty who are fully engaged in research and/or other departmental and campus activities and who wish to continue to contribute to UCR with distinction. Proposed duties could include dissertation supervision, participation on orals committees, regular participation in graduate seminars, teaching, or performance of administrative service. It would be expected that the PGD faculty member would be in residence during the academic year. Prerequisites Retiring faculty should have submitted a Merit file in the past 3-4 years and, , provide a Self Statement describing how the applicant would benefit from a PGD appointment and what would be nominee’s contribution to the campus. Length of appointment First appointment for 3 years, then renewed annually based on review by the procedures listed below in heading C, 1.
External Internal The Pra The Pra 1 DCA101 PGDCA101CC CC Logic Development using Programming Language 'C' (LDL) 70 30 100 4 1 DCA102 PGDCA102CC CC Database Management System(DMS) 70 30 100 4 1 DCA103 PGDCA103CC CC Data Communication, Internet, Web Designing And E-Commerce (DWE) 70 30 100 4 1 DCA104 PGDCA104CC CC Office Automation Tools (OAT) 70 30 100 4 1 DCA105 PGDCA101PR PR Practical Based on PGDCA-101 (PR1) 30 20 50 3 1 DCA106 PGDCA102PR PR Practical Based on PGDCA – 102 (PR2) 30 20 50 3 1 DCA107 PGDCA103PR PR Practical Based on PG DCA – 103 (PR3) 30 20 50 3 1 DCA108 PGDCA104PR PR PC-Packages and Computerized Accounting System (PR4) 30 20 50 3 1 DCA109 PGDCA105PR PR Multimedia & DTP Packages (PR5) 30 20 50 3 Sem CC Old Paper Code New Paper Code Paper Type Paper Name Marking scheme Total Credit Remarks External Internal
Q.2 - Unit-II (18 Marks) A. Objective/ Short Questions. B. Descriptive/ Long questions. Q.3 - Unit-III (17 Marks) A. Objective/ Short Questions. B. Descriptive/ Long questions. Q.4 - Unit-IV (18 Marks) A. Objective/ Short Questions. B. Descriptive/ Long questions. ote: Options should be given in all questions HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY, PATAN Programme code : PGDCA Programme Name : PGDCA Course Code PGDCA202CC Semester : 2 Advanced Database Management System (AMS) Course type : Core Course Total Credit : 04 Teaching time (hours) Examination Marking scheme Theory (hrs) Practical (hrs) Internal (Marks) External (Marks) Total (Marks) 4 X 15 = 60 30 70 ( Paper of 3 hrs) 100 Unit No. Topic No. Content Hrs. Marks W + % Credit 1 Transition Management: Recovery, concurrency, security: Introduction, Discretionary access control, Mandatory access control, Statistical databases, Data encryption, Distributed Databases: Introduction, Some Preliminaries, The twelve objectives, Problems of distributed systems. 17 4 2 Structured Query Language (SQL): Introduction to SQL, Constraints, DDL, DML, DCL, Create, Alter, Drop, Rename, Grant, Revoke, Select Clause, Functions, Different Types of Joins, set operators. 18 3 PL/SQL: Index, View, Sequence, Trigger, Procedure, Cursor, Exception Handling. 17 4 Decision Support: Introduction, Aspects of decision support, Database design for decision support, Data Warehouses and Data marts, Online analytical processing, Data mining 18 Reference Books No Book Name 1 Introduction to Database System C. J. Date (7th edition) Low Price Edition 2 SQL, PL/SQL Evan Bayross (2nd edition) BPB
ANALYSIS & INTERPRETATION As per shown in the above pie graph, 45% of respondent Neutral that Puma footwear is good compare to any other international brand, 26% of respondent said agree, 20% of respondent strongly agree, 6% of respondent said disagree and 2% of respondent said strongly dissatisfied. Q2. How did you get to know about Puma footwear brands? TABLE -2 Criteria Frequency Percentage Through friends 48 48% Through relatives 24 24% Advertisements 16 16% Internet 4 4% Window shopping 8 8% ANALYSIS & INTERPRETATION As per shown in the above pie graph, 48% of respondent get to know about Puma footwear brands through their friends,24% of respondent get to know about Puma footwear brands through relatives, 16% of respondent get to know about through Advertisements, 4% of respondent get know through Internet and other 8% of respondent know through Window shopping.
stand out from the rest. The company’s focus also allows it to maintain a somewhat narrow niche that enables it to effectively capture the needs and wants of the consumers. REFERENCES Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 http://www.shemag.com.pk/newsite/2002/de. http://easyweb.easynet.co.uk/~sohail/mai... Yuniya Kawamura: Fashion-ology. An introduction to Fashion Studies, Oxford and New York: Berg, 2005, Gould, J and Dansk, G (1996). Children's Preferences for Product Attributes of fashion Pre-Sweetened Cereals. Journal of food Products Marketing, 3(2):19-38. Grunert, G (2005) Brand quality and safety: consumer perception and demand. Journal of European Review of Agricultural Economics, 32(3):369-391; doi:10.1093/eurrag/jbi011. Shun, C., Yunjie, X. (2006). Effects of outcome, process and shopping enjoyment on branded products. Electronic Commerce Research and Applications 5(4), 272–281. 5. Amir, O., Lobel, O. & Ariely, D. (2005). Making consumption decisions by following personal rules. In Ratneshwar, S., & Glen, D. M., (Eds.). Inside Consumption: Consumer motives, goals, and desires. UK, Routledge Marketing Management by Philip Kotler – Prentice Hall India, 11th edition
Signatures: Key Placement Educator …………….. Student ……………………. Date: …………………….. Universities at Medway Speech and Language Therapy Programme Assessment of Practice Tool - Placement One Student Name: Cohort: Student RCSLT Membership No. (where relevant) Placement dates: Total number of sessions: For completion by the Key Practice Educator: Number of completed sessions for this placement are: Recommended final grade: PASS / FAIL (delete as appropriate) For completion by the University: The University agrees: YES / NO Comments: Final outcome grade: PASS / FAIL (delete as appropriate) Practice Educator signature and date: Placement Lead signature and date:
9.1. 9.2 9.3 9.4 9.5 9.6 9.7 13.3 13.4 14.17 9 Understands the need for, and is able to demonstrate, working in effective partnership with other professionals, support staff, service users , relatives and carers Student’s evidence: Educator’s evidence: 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 10 Understands the need for and demonstrates effective social interaction and communication skills throughout the care of the patient/client and carers Student’s evidence: Educator’s evidence: 14.4 11 Initiate and professionally engage in discussions with service users and other professionals to gather information as required by the speech and language therapist Student’s evidence: Educator’s evidence:
For completion by the Key Practice Educator: Number of completed sessions for this placement are: Recommended final grade: PASS / FAIL (delete as appropriate) For completion by the University: The University agrees: YES / NO Comments: Final outcome grade: PASS / FAIL (delete as appropriate) Practice Educator signature and date: Placement Lead signature and date: Module Ref. HCPC references CO Evidence to demonstrate competence Formative assessment (enter initials and date) Summative Assessment (enter initials and date) Working towards Not Met Pass Fail 2.5 2.8 15.1 15.2 15.3 15.4 15.5 1 Work within the local and national policies and procedure relevant to the placement setting and the legal and ethical standards of the SLT professions. understands the need to establish and maintain a safe practice environment relevant to the placement setting Student’s evidence: Educator’s evidence:
1b.3 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 9.5 9 Demonstrates effective and appropriate skills in communicating information, advice and opinions to colleagues, patients, clients, their relatives and carers Student’s evidence: Educator’s evidence: 14.5 14.6 14.7 10 Is further developing the skills required to administer, record, score and interpret a range of published and self-generated assessment tools and is developing skills to describe and analyse clients’ abilities and needs. Student’s evidence: Educator’s evidence: 14.9 14.10 14.11 14.12 14.13 14.14 11 Is developing skills of professional clinical analysis and reasoning and use evidence based practice safely and independently to formulate a differential diagnosis for a range of communication and swallowing disorders
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4 D5 LEVEL 4 FS4201 Negotiated Agreement 1 Comp X X X X FS4202 Research Methods and Application Comp X X X X FS4304 Personal Design Research Comp X X X X FS4205 Negotiated Agreement 2 Comp X X FS4206 Professional Issues Comp X X FS4307 Final Design Project 1 Comp X X X X
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 LEVEL 7 SC4101 Nuclear Energy and the Nuclear Fuel Cycle Comp SC4102 Nuclear Law, and Nuclear Safety Regulation Comp SC4103 The Delivery of Nuclear Safety Comp SC40104 Nuclear Law, and Nuclear Security and Safeguards Regulation Comp SC4105 The Delivery of Nuclear Security and Safeguards Comp SC4108 Leadership Strategies and Management Skills in a Nuclear Environment Comp Note: ‘D1’ is inherently being assessed and developed in all modules, since communication skills are an inescapable requirement for all forms of assessment used.
Masters level LEVEL 7 SC4101 Nuclear Energy and the Nuclear Fuel Cycle P P P P P P P P SC4102 Nuclear Law, and Nuclear Safety Regulation P P P P SC4103 The Delivery of Nuclear Safety P P P P P P P P P P SC4104 Nuclear Law, and Nuclear Security and Safeguards Regulation P P P P SC4105 The Delivery of Nuclear Security and Safeguards P P P P P P P P P P P SC4108 Leadership Strategies and Management Skills in a Nuclear Environment P P P P Holistic contribution of all modules in combination where no ticks occur Met without judiciously selected dissertation topic ( = yes, X = no) X X X X