zilongwang/ReadingBank huggingface dataset:
Human Resources Administrator Keep personnel and benefits files updated and complete. Ensure that files are secure, and employee privacy is protected. Initiate Personnel Action Notices for employees as employee changes occur. Work closely with Payroll/Finance to process employee paperwork including vacation/sick/personal time off, salary/title adjustments, leaves of absence, etc.... Complete government agency reporting requests and paperwork associated with requests. Represent organization at personnel-related hearings and investigations. Conduct wage surveys within labor market to determine competitive wage rate. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Bachelor's degree (B. A.) from four-year college or university or Master’s Degree (M.A.) in Human Resources preferred; five + years related experience at the Manager level. Strong consulting, relationship building, and conflict management skills. Excellent presentation, facilitation, verbal and written communication skills required. Detail oriented and able to effectively handle multiple priorities. Must be able to effectively interact with all levels of employees and maintain strict confidentiality. Must have ability to maintain a calm demeanor under difficult employee circumstances, ability to work independently and be self-motivated. Strong competence in all HR functions, and excellent working knowledge of compliance and analytics. To perform this job successfully, an individual should have proficiency in Microsoft Office Suite. Measures of Success Ability to drive for results as it relates to building organizational excellence and delivering HR programs. Ability to work with leadership to foster positive and lasting change throughout organization. Ability to interact with Board, Staff, and Volunteers in an effective manner. Ability to complete all HR related activities in a timely manner. The Wells Fargo Center for the Arts is committed to creating a diverse work environment and is proud to be an equal opportunity employer. To apply, submit resume, cover letter and salary history to You will be contacted if your skills match the job requirements.
Did you receive sufficient feedback about your performance between reviews? Did any policies or procedures (or any other obstacles) make your job more difficult? Would you consider working for this organization again in the future? What does your new position offer that your previous one doesn't? Any other comments? Employee Name: ____________________________________ Date: ____________________________________ Interviewer’s Name: ____________________________________ Date: ____________________________________ Appendix ‘D’ - Maternity, Parental and Adoptive Leave Note: The fact sheets below are provided for your information and convenience only. It is not a legal document. For complete information, refer to the applicable Employment/Labour Standards Act and its Regulations for each province/territory. Alberta: Fact Sheet Employment Standards Code Part 2 – Standards; Division 7 – Maternity Leave & Parental Leave British Columbia: Fact Sheet (Parental) Fact Sheet (Pregnancy/Maternity) Part 6 – Leaves & Jury Duty; Pregnancy Leave, Parental Leave Manitoba: Fact Sheet (Parental)
Part 2 – Minimum Standards; Division 9 – Unpaid Leaves; Maternity Leave, Parental Leave New Brunswick: Employment Standards Act Part III – Employment Standards; Maternity, Child Care Newfoundland & Labrador: Part VII – Pregnancy, Adoption & Parental Leave Northwest Territories: Part 3 – Days of Work, Leave and Holidays; Pregnancy Leave, Parental Leave Nova Scotia: Fact Sheet Pregnancy Leave & Parental Leave (section 59-60) Nunavut: Part V – Pregnancy & Parental Leave Ontario: Fact Sheet Part XIV – Leaves of Absence; Pregnancy Leave, Parental Leave Prince Edward Island: Fact Sheet Maternity, Parental & Adoption Leave Quebec: Chapter IV – Labour Standards, Division V.1 Family or Parental Leaves and Absences (section 81.1 - 81.17) Saskatchewan:
Pregnancy Leave Parental Leave Family Medical Leave Organ Donor Leave Personal Emergency Leave Emergency Leave, Declared Emergencies Reservists Leave Jury Leave Family Caregiver Leave Critically Ill Child Care Leave Crime-Related Child Death or Disappearance Leave Maternity Leave Parental Leave Adoption Leave Family Leave Sick Leave Compassionate Care Leave Bereavement Leave Reservist Leave Court Leave Maternity Leave Paternity Leave Parental Leave Suicide Leave Birth, Adoption or Termination Leave Family Care Leave Sickness, Accident and Organ/Tissue Donation Leave Bereavement Leave Wedding or Civil Union Leave Victim of Crime Leave Reservists Leave Jury Leave Maternity Leave Adoption Leave Parental Leave Organ Donation Leave Reserve Force Service Leave Nomination, Candidate and Public Office Leave Bereavement and Compassionate Care Leave Critically Ill Child Care Leave Crime-Related Child Death or Disappearance Leave Citizenship Ceremony Leave Jury Duty Maternity Leave Parental Leave Sick Leave Bereavement Leave Compassionate Care Leave Reservist Leave Leave Related to Critical Illness of a Child Leave Related to the Death or Disappearance of a Child As of January 2016
Open, stamp appropriately and distribute incoming mail Type documents as required, with a high level of accuracy Place orders for stationery and/or clinical supplies as directed OR monitor stationery and/or clinical supply levels and place orders as required maintaining a working supply at all times. Book and organise staff and/or doctors meetings as directed Participate in ongoing professional development activities Contribute equitably to maintaining the cleanliness of the practice Maintain practice dress standards Any other administrative duties as directed by the Practice Manager or Principal doctor/s Handling of cash, EFTPOS and other payments Ensure the practice building, rooms, car park and gardens are clean, tidy and accessible to all Safety and quality and culture Participate in the practice risk management and quality improvement processes Record incidents and near-misses in line with practice policy Practise duty of care including meeting practice standards and accountability Maintain patient and practice confidentiality at all times Ensure the practice building and work spaces are conducive to a safe and practical work environment Work to clinical governance processes and standards Actively contributing to the development of a culture consistent with the values of the practice Hours of work This position requires an average <<insert hours>> hours per week. However, from time to time the employee may be required to work reasonable additional hours, as necessary to fulfil the requirements of the position, or as requested by the employer. This may include working outside of business hours, during weekends and/or on public holidays. Appointment factors The successful applicant will be required to: Undertake a pre-employment interview Provide appropriate references for contact as requested by the practice Participate in the practice orientation or induction program Participate in a performance appraisal process as required Position review This position will be reviewed in three months initially and then on an annual basis. Applicants require Current CPR training undertaken within the past three years or willingness to participate in such training A current Criminal Record Screening Work rights in Australia or be eligible for such See also Practice Assist Fact Sheets: Employment Contracts and Agreements The Australian Government Fair Work Ombudsman Using a Recruitment Agency - What to Expect
Results Framework In undertaking this assignment, the Adviser will deliver the above outputs to contribute to the following outcomes and targets: Result type Result Indicator Target Timeframe Method / Data Source Key output PIC courts committed, trained and equipped with tools to deliver justice aligning with human rights. Number of: people trained / supported people satisfied with training / support local resources developed and used/delivered NGO/CBO linkages established 2 x regional activity attended by 14 pax (=28 pax) 4 x local activities each training / supporting x 10 pax (=40 pax) 80% mean satisfaction rating Years 1-2 following activities/inputs Adviser Report including data from PICs. Short-term outcome PIC courts exhibit more responsive and just behaviour and treatment that is fair and reasonable. The extent to which PIC courts deliver fair results. 5-10% improvement in delivering fairer results (year 1: 0-5% focus will be on building internal awareness / capacity) Years 1-2 following activities/inputs PIC/Adviser documented assessment of relevant reforms. outcome PIC court services are more accessible, just, efficient and responsive. 15-40% improvement in delivering fairer results (year 3: 10-30%) Years 3-4 following activities/inputs Court user perception survey conducted in concert with partner courts. Long-term outcome PIC court services are more accessible, justice, efficient and responsive. % of court users who are satisfied with courts or consider them accessible, just, efficient and responsive. 20-50% increase in court users’ satisfaction Years 4-5 following activities/inputs
representatives) (Clause 22.1(e)) Your senior representative: [#Insert name of Provider's senior representative for dispute resolution] Supplementary Conditions (Clauses 1.1, 2.1(c) and 5.1(a)(vi)) [#Insert any Supplementary Conditions that will apply to the Agreement. If any such terms are to prevail over any specific terms in the Standard Terms, this must be specifically indicated. If no Supplementary Conditions are to apply, then insert the words "Not applicable"] [#User Note: Seek specific advice if you are unclear as to what (if any) conditions should be specified in this section] Attachments (Clause 1.1) [#Insert the names of any documents which are to form part of the Agreement] EXECUTION The parties agree that by signing this document they enter into an Agreement comprising of the following documents (in order of precedence): (a) the Agreement for Funding of Services - Standard Terms; (b) this Agreement for Funding of Services - Schedule; and (c) any Attachments. Executed as an agreement on [#Insert date of execution] [#Note: The clause below is provided as an example only. The Agency should include its form of execution clause if the clause below is not applicable]
Practice Standard 5: Confidentiality YOUR LEARNING GOALS Respects and maintains client confidentiality, privacy and ensures professional boundaries WHAT - What do I need to learn in this placement around confidentiality, and professional boundaries? (Learning Goals) To assist with developing your learning goals, key indicators include the ability to: Maintain professional relationships with clients, communities, colleagues and other professionals. Understand and follow organisational complaints procedures where issues are identified by service users, including being able to inform clients of this. Maintain confidentiality as per organisational and legislative requirements. Identify professional and personal boundaries and maintain these. Maintain and demonstrate a high level of self-awareness and areas or triggers that impact this. HOW - How will I achieve these learning goals?(Learning Activities/ Strategies) PS. 5 – EVIDENCE OF LEARNING - a minimum of two examples Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner. (Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click) In this section you need to document a minimum of two examples from placement that provide evidence of your understanding and skill level around Practice Standard 5 by using the STAR(L) method: – – – - 1. – – – – – 2. – – – – –
Human Services Standards overview Standard Criterion Empowerment People’s rights are promoted and upheld. 1.1 People understand their rights and responsibilities 1.2 People exercise their rights and responsibilities Access and engagement People’s right to access transparent, equitable and integrated services is promoted and upheld. 2.1 Services have a clear and accessible point of contact 2.2 Services are delivered in a fair, equitable and transparent manner 2.3 People access services most appropriate to their needs through timely, responsive service integration and referral Wellbeing People’s right to wellbeing and safety is promoted and upheld. 3.1 Services adopt a strengths-based and early intervention approach to service delivery that enhances people’s wellbeing 3.2 People actively participate in an assessment of their strengths, risks, wants and needs 3.3 All people have a goal-oriented plan documented and implemented (this plan includes strategies to achieve stated goals) 3.4 Each person’s assessments and plans are regularly reviewed, evaluated and updated. Exit/transition planning occurs as appropriate 3.5 Services are provided in a safe environment for all people, free from abuse, neglect, violence and/or preventable injury Participation People’s right to choice, decision making and to actively participate as a valued member of their chosen community is promoted and upheld. 4.1 People exercise choice and control in service delivery and life decisions 4.2 People actively participate in their community by identifying goals and pursuing opportunities including those related to health, education, training and employment 4.3 People maintain connections with family and friends, as appropriate 4.4 People maintain and strengthen connection to their Aboriginal or Torres Strait Islander culture and community 4.5 People maintain and strengthen their cultural, spiritual and language connections 4.6 People develop, sustain and strengthen independent life skills Governance and Management Organisations must be effectively governed and managed at all times 5.1 The Organisation must be able to demonstrate that it is able to meet governance and management standards, as established by the Secretary to the Department of Health and Human Services Independent reviews and accreditation Service providers in scope of the Standards are required to demonstrate their compliance with the Standards. The key process for assessing compliance is by service providers undertaking independent reviews and achieving and maintaining accreditation.
with neighborly aid of food and provisions, domestic help and other assistance offered by individuals, faith groups and community efforts. Policy supported that those in need were first to seek assistance from local parish and from family (Woodside & McClam, 2011). As the populations grew, so did the occurrence of indigence, crime, poverty and needs of the elderly, ill, and disabled. Various policies, including the Elizabethan Poor Law, dictated laws meant to help. However, no set of policies proved to adequately cover the multitude and growing diversity of need (Woodside & McClam, 2011). The private sector, faith based organizations, and volunteer efforts stepped in to help. These types of assistance could cover a broad range of needs, or address a specific cause and fill some of the gaps in services. Through the next few centuries, more immigrants came to this country. Needs differed between rural and urban settings, and were impacted by cultural differences and economic disparities. War brought in the need for veteran services. Various philosophies and actions were introduced as solutions to caring for those in need. Social engineering, for example, supported the philosophy that helpers should immerse into the everyday life of high risk neighborhoods by means of settlement houses, and guide these people into better living experiences. The Great Depression in the 20th century inspired the introduction of New Deal legislation to address short term work relief needs and the Social Security act to protect against potential future economic disasters (Woodside & McClam, 2011). The actions that were taken during these two different times in American history, while not perfect, point to creativity, perseverance, advocacy and leadership that defines our country. Unfortunately, these two examples also point to the pattern of a “knee-jerk,” reactionary response to handling problems. While we cannot anticipate all the crises and needs that may occur, we should take an historical perspective of human service management to guide us into this 21st century so that we
DR, IMR) affected the population structures. Investigate different population structures using population pyramids, and explore the issues relating to youthful and ageing populations. To be able to understand and read population pyramids To understand the problems of a youthful populations with examples To understand the problems of ageing / greying populations with examples How far can population change and migration be managed sustainably? Different policies attempt to manage change to achieve sustainable levels of population. Assess the reasons why some countries might wish to manage their populations, including pressure on resources, overcrowding, ageing and skill shortages. To understand that governments need to manage their populations to avoid problems. Evaluate two examples of population policies eg pro-natalist (Singapore), anti-natalist (China) and laissez faire (UK) The main way a government deals with over and under population is to tackle birth rates. Understand the problems and benefits of China’s one-child policy Understand the problems and benefits of Singapore’s ‘Have 3 or more’ policy Many countries have policies to control and manage migration flows. Understand why different migration policies develop to either promote or reduce immigration. To know that governments need to manage migration Net in-migration – more immigrants than emigrants. Immigrants may be needed to work. To know that if a country is becoming over-populated a government may limit migration to reduce pressure on resources.
Topic 7: The Challenges of an Urban World How have cities grown and what challenges do they face? The world is increasingly urbanised as cities grow due to different processes. Examine urbanisation trends globally and across different regions, including reasons for growth (migration and internal growth). To learn a definition for urbanisation. To understand why urbanisation is occurring – through migration (push-pull factors) and natural increase in cities. To understand that urbanisation is now occurring more rapidly in developing countries. Contrast the economic activities, spatial growth and population of ‘megacities’ (cities with more than 10 million people) in the developed and developing world. To learn a definition for megacity. To understand the economic activity (jobs/businesses) undertaken in megacities. To understand how megacities have grown, how the structure/layout is different in developing and developed countries. To understand the population structures and how people live in megacities. Examine urban challenges in the developed world, including food, energy, transport and waste disposal demands that may lead to concentrated resource consumption. Examine urban challenges in the developed world, including food, energy, transport and waste disposal demands that may lead to concentrated resource consumption. To learn the key problems in cities in the developed world. Examine urban challenges in the developing world, including slum housing, the informal economy and urban pollution, that lead to low quality of life. To learn the key problems in cities in the developing world. Cities in the developed world have huge potential for reducing their environmental impact (eco-footprint). Investigate why eco-footprints vary from city to city and assess how one named city in the developed world is lessening its eco-footprint by reducing energy consumption and waste generation. To learn a definition for ‘eco-footprint’ To know how ‘eco-footprints’ are measured. To know why eco-footprints can be different. Know how one city e.g. York, has tried to reduce its eco-footprint. To be able to explain how it has reduced the amount
Station Early years 1960s to 1980s and 1990s Mawson 1959 - Law Hut built : faeces incinerated, ash into sea (210 litre drums, briquettes and paper, fired at intervals) Urine drum - emptied into sea 1973 - Nellie Hut : Destroylet - gas fired, ash into sea. Urine drum, emptied into sea Wilkes, Casey Wilkes (1959 -1969) Half 200 litre drums, emptied onto sea ice Casey, from 1970 1970 : Goodrid incinerators (200 litre drums, concrete lined, with cast iron lid, air control and flue. Fired by packing case wood), ash into the sea Later (approx 1975) Chemiloos, used caustic soda Remains into the sea 20 litre flour drum, emptied onto sea-ice at intervals (out beyond islands) Urination on the ground (restricted to two sites) 1970s : Destroylet - gas fired Urine drum, emptied into sea - Long drop (removed in the late 1970s) Flush toilets, all material flushed directly into sea
Thanks to... The following PWS staff provided helpful advice and assistance in preparing this paper: Skye Jackson, Adrian Pyrke, Jayne Balmer, Trevor Westren, Sue Rundle, Jen Fry, Roger Ling and Peter Grant. Invaluable reference was made to the paper "Too Much of a Good Thing - The effect of high-nutrient effluent on 's natural environment' by Steven Smith (PWS Tasmania, 11/08/1990, 13p's). It is recommended to anyone interested in the effect of effluent on terrestrial and aquatic ecosystems in pristine natural environments. TREVOR WESTREN
If a person has a weak heart, how might his or her ability to maintain a stable body temperature be affected? EOC Practice Questions Biology Spring Break Packet Benchmark: SC.912.L.14.26 Identify major parts of the brain on diagrams or models. Page 13 of 21 Student Name: Date: Period: Original Mastery: Reassessed Mastery: Learning Objectives: Vocabulary: SWBAT Identify the major parts of the brain on diagrams or models. CNS Cerebrum Cerebellum Brain stem Pons Medulla Content Review:
The Issues Paper will guide the first phase of the Commission’s in-depth and inclusive consultation. It can be used by the Australian community – including experts and across industry, government, academia and civil society – to engage with the Project. The Issues Paper starts a public consultation that will inform the Commission’s work. As the potential for new technology to help or harm is almost limitless, the first phase of consultation will assist in determining the central issues the Project will focus on. Stakeholders are invited to express their views on any or all of the questions posed in this Issues Paper. A written submission may be made by 2 October 2018, and the Commission will also organise roundtable meetings and other consultation opportunities in the second half of 2018. Following this consultation process, the Commission will develop innovative and practical recommendations to prioritise human rights in the design and regulation of new technologies. The Commission will publish a Discussion Paper in early 2019, and this will include the Commission’s preliminary proposals for change. The Commission will then undertake a second phase of consultation to seek feedback on the proposals made in the Discussion Paper. A Final Report will be published by early 2020. July 2018 Issues Paper: Background and questions Phase 1 consultation with key stakeholders Early 2019 Discussion Paper: Proposed roadmap for responsible innovation Phase 2 consultation with key stakeholders 2019-2020 Final Report: Conclusions and final recommendations Implementation of proposed approach Throughout the Project, the Commission will also contribute to related inquiry and reform processes in Australia and internationally. Updates about the Project will be available at .
To Clone Or Not To Clone? Human cloning is such a hot and critical issue in today’s world that the questions raised about it cannot be answered by only one group of people (e.g. ethicists or scientists). Step 1: Select your role and become specialized on the issue. Scientist OR Ethicist Step 2: Become an expert on your own area SCIENTIST Your task is to collect, analyze and evaluate information to generate your own viewpoint and argument on whether or not humans should be cloned and why. To do this, you need to be prepared to answer such questions as the following to clarify and testify your argument: 1) What are the benefits of cloning? 2) What are the potential benefits of human cloning? 3) What are the risks of cloning? 4) What are the potential risks of human cloning? 5) Do the benefits outnumber the risks? Why? 6) What are the new research and experiments being done currently? Here are some useful links for you: ETHICIST As an ethicist, your task is to explore, examine, and evaluate your findings on the issue and present your argument on whether or not humans should be cloned and why/why not. Get prepared to answer such questions as the following while you are doing your task: 1) What are the potential benefits of human cloning? 2) What are the potential risks of human cloning? 3) Do we need to clone humans? Why / Why not? 4) Who should decide to allow or ban human cloning? 5) What should be the ethical standards? You might want to follow the links below to carry out your task:
diversely responding to environments are likely to be the source of much of the supposed uniqueness emphasized by anthropologists. Daniel Chirot: Dr. Chirot expressed the gratitude of the conference participants for the hard work of Dr. Seligman in organizing the conference.
Identify and discuss problems with inflexible commandments. Order the importance of different rules; is it OK to break any? When? Explore dilemma about lying: should you tell the school bully where your friend is? Can you create ten humanist guiding principles to a moral life? Identify sources of the Golden Rule from around the world on a map. Research practical altruistic actions of humanists. Resources: KEY STAGE 3 Areas of understanding Content Questions, activities, and resource links Key vocabulary Core knowledge Valuing humanity and celebrating human achievements (scientific, artistic, social) Using science and evidence as the way to understand the world The absence of belief in a god or gods (atheism), and the absence of belief that we can ever know if there is a god (agnosticism) What do humanists believe? How do humanists differ from each other? Do all humanists agree? Are there any beliefs or values a humanist must sign up to? What beliefs do all humanists share? What debates exist within Humanism?
that have evolved for this purpose. Foster civil discourse about religion by encountering and engaging community members, faculty, and students who hold diverse views within and about religious traditions. 2. Map of PLOs to (ULGs) (Please indicate how your PLOs map to the University Learning Goals below by listing the PLO under each relevant ULG, or including this map in table form (see examples). Use the link above for a full description of each ULG.) 3. Alignment – Matrix of PLOs to Courses Please See Humanities Program Assessment Schedule listed below under Planning—Assessment Schedule. The course alignments are all embedded in the schedule itself for easier and direct reference. 4. Planning – SLOs Program Planning Cycle Assessment Schedule 1. Demonstrate the ability to frame questions and pursue answers to aesthetic, social, cultural and global problems using interdisciplinary methods. 2017-2018 (HUM 101) 2. Demonstrate the ability to describe and compare the roles, impacts and ethical implications of ideas, texts, social movements, contemporary situations, and creations of the human imagination. 2018-2019 (HUM 160) 3. Demonstrate skill in written and verbal communication, including argumentation. 2019-2020 (HUM 100W) 4. Demonstrate the ability to identify, select, use, and cite information sources appropriately. 2015-2016 and 2020-2021 (HUM 190)
C. Financial Sustainability Soft Planning meetings for each School Dean, HoS, FAM and SAM November – December 2014 Completed and annual Part Two A A. Student Recruitment and Admissions Each School to implement its current recruitment strategy and keep it under annual review HoS Ongoing All Schools will review at the end of the cycle Faculty to develop Schools Liaison strategy Dean, DoRA and PDO 2014-2015 In progress – new Faculty Schools Liaison Officer appointed December 2015 Constant review of website and recruitment materials Dean, DoRA and Schools Ongoing Faculty Recruitment Committee to have this as standing item in 2015-16 Director of Internationalisation to lead on strategy for recruitment fairs, etc. DoI Ongoing See plan for details and successes to date B. Undergraduate Studies Review of programmes offered and curricula Dean, DoLTs and HoSs Ongoing Done (see School Plans for details) Review of credits and contact hours Dean, DoLTs and HoSs Ongoing Postponed till 2015-16 Review of ICAs Dean, DoLTs and HoSs 2014-2015 Conducted at University level Continue annual NSS review meetings Dean, DoLTs and HoSs Annually Done Review of electronic submission and marking of coursework Dean, DoLTs 2014-2015 Done and ongoing
8. “Come over where I am, dear child, and sit down beside me, to look at your husband of time past, your friends, and your people.” 9. “...now I am worn with weeping” 10. “...they were sitting close to each other, devising evil for the Trojans.” 11. “...he went storming up the plain like a winter-swollen river in spate that scatters the dikes in its running current.” 12. “…I have shot my shaft already, and hit him in the shóulder...yet I have not beaten him...” 13. “Keep yourself, Aineias, the reins and your horses.” 14. “Father Zeus, are you not angry looking on these acts of violence?... It is your fault we fight, since you brought forth this maniac daughter.” 15. “To me, you are the most hateful of all gods who hold Olympos” Who are the following: 1. Chryses 2. “the best of the bird interpreters” 3. “the greediest for gain of all men” 4. Peleus’ son 5. Atreides 6. “lucid speaker of Pylos” 7. “beloved companion of Achilles” 8. mother of Achilles 9. Danaans 10. “the renowned smith” 11. “ox-eyed lady” 12. “greatest among them all, and led the most people” 13. Alexandros 14. Aphrodite’s favorite 15. “resourceful” 16. “wing-footed messenger” 17. son of Aphrodite 18. Tydeus’ son
SPRING 2015 FULL SEMESTER COURSES 1/12/15 COURSES BEGIN/ SYLLABI UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP 1/16– 1/22/15 ENROLLMENT VERIFICATION ONLINE 1/19/15 Martin Luther King Jr. Holiday/College Closed 3/09 – 03/15/15 Faculty/Student Holidays 4/27/15 COURSES END 4/29– 5/05/15 EXAMS 5/06/15 GRADES DUE ONLINE BY 3:00PM/ GRADE BOOK AND ATTENDANCE AND A COPY OF THE FINAL EXAM UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP SPRING I AND FJ I COURSES 1/12/15 COURSES BEGIN/ SYLLABI UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP 1/16 – 1/22/15 ENROLLMENT VERIFICATION ONLINE 1/19/15 Martin Luther King Jr. Holiday/College Closed 2/27/15 Spring I and FJ I CLASSES END 3/2 – 3/3/15 EXAMS 3/04/15 GRADES DUE ONLINE BY 3:00PM/ GRADE BOOK AND ATTENDANCE AND A COPY OF THE FINAL EXAM UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP 10 WEEK COURSES 2/10/15 COURSES BEGIN/ SYLLABI UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP 2/14 – 2/20/15 ENROLLMENT VERIFICATION ONLINE 3/09 – 03/15/15 Faculty/Student Holidays 4/27/15 COURSES END 4/28– 5/05/15 EXAMS 5/06/15 GRADES DUE ONLINE BY 3:00PM/ GRADE BOOK AND ATTENDANCE AND A COPY OF THE FINAL EXAM UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP SPRING II AND FJ II COURSES 3/05/15 TTH 3/16/14 MW COURSES BEGIN/ SYLLABI UPLOAD TO D2L HUMANITIES DEPARTMENTAL COURSE ASAP 3/10 – 03/15/15 Faculty/Student Holidays 3/17– 3/23/15 ENROLLMENT VERIFICATION ONLINE 4/28/15 COURSES END
HUMANITIES KNOWLEDGE AREA – CODED “H” STUDENT LEARNING OUTCOMES CHECKLIST MARCH 2012 VERSION Please check all student learning outcomes that apply to this course. In the space provided below that/those checked outcome(s), describe how course instruction will be designed to achieve these outcomes. Also, state briefly how you will assess that particular student learning outcome in your course. Humanities courses may not carry any other Brockport Knowledge Area codes but may carry the “W,” “WY,” “O” and/or “D” codes (Complete checklist for these codes and attach.) The following are general requirements for all Knowledge Area courses ❒ Knowledge Area courses for native Brockport students are lower division courses. ❒ Knowledge Area courses may not require prerequisites. ❒ Knowledge Area courses that transfer students use to complete the SUNY General Education requirements may receive an exception as an upper-division course. All Knowledge Area courses must satisfy the following student learning outcomes: ❐ Students will write a short paper or report reflecting the writing conventions of the disciplinary area, with at least one opportunity for feedback and revision or multiple opportunities for feedback. Note: A short paper is defined as 2000 words or an equivalent amount in several shorter assignments (FS Res. #04, 1999-2000). ❐ Students will identify, analyze, and evaluate arguments as they appear in their own and others’ work. Humanities courses must satisfy both of the following student learning outcomes: ❐ Students will demonstrate knowledge of the conventions and methods of at least one of the Humanities in addition to those encompassed by other knowledge areas in the General Education curriculum. ❐ Students will demonstrate competence in analyzing texts in the humanities.
Table II Overview of Program Learning Outcomes Assessment Plan Year Program Learning Outcome Course(s) where assessed Specific CLO(s) aligned with this PLO Direct Assessments Indirect Assessments Assessment methods Assessment tools 17-18 Read actively, think critically, and write purposefully and capably for academic and, in some cases, professional audiences. WR 90/91 WR 115 WR 121 WR 122 n/a In-class essays and out-of-class papers and assignments Grades on in-class essays and out-of-class papers and assignments Overall completion rates for all four WR courses 18-19 Interpret and engage in the Arts and Letters, making use of the creative process to enrich the quality of life. TA 141/2/3 TA 144/5/6 WR 241/2/3 MUS 207 n/a In-class exams, class discussions, and papers and assignments Grades on in-class exams and out-of-class papers and assignments Course syllabi Faculty meetings and discussions 19-20 Critically analyze values and ethics within a range of human experience and expression to engage more fully in local and global issues. ENG 104-106 ENG 107-109 PHL 102 HUM 101-103 HUM 215-219 n/a In-class exams, class discussions, and papers and assignments Grades on in-class exams and out-of-class papers and assignments Course syllabi Faculty meetings and discussions
e. Technical: Media- Execution- Expressive: Reflection of Society: ELEMENTS OF ART Line: Horizontal- Vertical- Curvy- Zig Zag- Shape and Form: Positive and Negative Space- Texture: Two Types- Real: Implied: Just as reflected light determines our means of receiving colors, so it is our means of determining texture. Smooth Surface- Rough Surface- Color: Has three aspects to its nature. Hue- Primary Secondary Tertiary Neutral Complementary Draw a color wheel: Colors can be WARM __________________ Or they can be COOL ___________________ Colors can be ADVANCING Or they can be RETREATING Uses of color in a work- Light/heavy Attractive/ repulsive Intensity/Saturation Value
– P–6 Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Knowledge and understanding Civics and Citizenship Communities Communities make decisions in different ways and voting is a way that groups make decisions democratically Who makes rules, why rules are important and the consequences of rules not being followed Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community Government and society The purpose of government and some familiar services provided by local government (e.g. libraries, health, arts, parks, environment and waste, pools and sporting facilities, pet management) The differences between ‘rules’ and ‘laws’ The importance and purpose of laws (e.g. to maintain social cohesion, to reflect society’s values) People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity Roles, responsibilities and participation The key values that underpin Australia’s democracy, including freedom, equality, fairness and justice The roles and responsibilities of electors (e.g. enrolling to vote, being informed) and representatives (e.g. representing their electorate’s interests, participating in the parliamentary process) in Australia’s democracy The key features of the electoral process in Australia, such as compulsory voting, secret ballot, preferential voting How regulations and laws affect the lives of citizens (e.g. the different types of laws, how laws protect human rights) Australia’s system of government and citizenship The key institutions of Australia’s democratic system of government based on the Westminster system, including the monarchy, parliaments and courts The roles and responsibilities of the three levels of government, including the shared roles and responsibilities within Australia’s federal system How laws are initiated and passed through the Federal parliament Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship
4 Strong knowledge and understanding of issues and successful use of measures that promote and ensure the safeguarding of children. Y A, I 5 Experience of delivering good to outstanding lessons to students of all ages and abilities. Y A, I 7 An ability to use information to inform intervention in terms of teaching and learning to raise achievement. Y A, I 8 Experience of implementing behaviour management strategies consistently and effectively. Y A, I 9 Experience of supporting students of all ages and abilities to make excellent progress. Y A, I 10 An up to date knowledge of the curriculum area and experience of having designed or contributed to the design of effective, imaginative and stimulating lessons or Schemes of Work. Y A, I 11 Able to write and speak fluent English. Y A, I Skills to motivate, inspire, and challenge all students by: 12 Establishing a safe and stimulating environment for students, rooted in mutual respect. Y A, I 13 Setting goals and objectives that stretch and challenge students of all backgrounds, abilities and depositions. Y A, I 14 Demonstrating consistently, the positive attitudes and behaviours which are expected of students. Y I Personal Attributes and Behaviours 15 Vision aligned with Bolder Academy of high aspirations and high expectations of self and others. 16 Personal impact, presence and confidence: wanting to be part of something new. Y I, R 17 Adaptability and flexibility to changing circumstances and new ideas. Y I, R 18 Passionate and dedicated - ensuring students are successful, a belief that schools have a responsibility to prepare students for their lives - not just for exams. Y I, R 19 Creative, courageous and resilient. Y I, R 20 Willingness to ‘roll sleeves up’ and ‘get stuck in.’ Y I, R 21 Strong negotiation and diplomacy skills and can take feedback. Y I, R 22 Ability to work under pressure and to meet deadlines. Y A, I, R 23 Willing to take responsibility and ownership. Y A,I,R 24 Ability to form and maintain appropriate relationships and personal boundaries with young people. Y I, R 25 Team player. Y I Ability to Fulfil Wider Professional Responsibilities 26 Potential to make a strong, positive contribution to the wider life and ethos of the Academy. Y I, R 27 Ability to develop effective professional relationships with colleagues, students and parents. Y I, R 28 Effectively promote students and staff successes. Y I, R Others
This same conviction ignited the passions of republican revolutionaries across the Atlantic. On July 14, 1789, French insurgents stormed the Bastille, a medieval fortress and prison in Paris that represented the power and injustices of the Ancien Régime. A month later, the French National Assembly, having abolished feudal prerogatives, approved The Declaration of the Rights of Man and Citizen. The document, a draft of which Thomas Jefferson, then in Paris, helped the Marquis de Lafayette write, was grounded in natural law and natural rights. The declaration enumerates a set of “natural, unalienable, and sacred rights.” Article 4 states that “the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights.” The Declaration of the Rights of Man was the most radical and revolutionary manifesto produced to date that was grounded on the tradition of natural law. Defending the French Revolution from the attacks of conservative theorist Edmund Burke, Thomas Paine reaffirmed the inalienable and “equal natural right” of every man. Paine states that “Every civil right has for its foundation some natural right pre-existing in the individual, but to the enjoyment of which his individual power is not, in all cases, sufficiently competent” (Paine 2003, 169). For Paine, government and its (positive) laws are instituted and can only be justified as a means to secure natural rights. The failure of government to safeguard natural rights legitimates revolution. In the 19th century, American and French declarations of natural rights were appropriated to fight slavery. William Lloyd Garrison wrote “Wherever there is a human being, I see God-given rights inherent in that being, whatever may be the sex or complexion” (Garrison 1894, 390). Garrison founded the American Anti-Slavery Society, and published the Boston-based newspaper The Liberator. Here Garrison called for the immediate and complete
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 Houses and Homes North and South Poles Farmyard Fun Toys to Treasure Mary Seacole Dinosaurs and Fossils 2 Brazil and the Rainforest Spectacular Space The Great Fire of London/The Plague Rosa Parks Seaside Adventures 3 Tudor Times Kings and Queens Europe Making Mountains Egypt Exploration The Caribbean 4 Robots (Tim Berners-Lee) Comparing Countries Living in the Mountains (India) Times and Lines The Romans 5 World War Two Saving the Rainforest (2015 only) Changing Africa Ancient Greece Invaders and Settlers: Vikings 6 Britain Since 1950 Early Islamic Civilisation Water Climate Change 1066 Maps Yellow highlight indicates maths links across the curriculum. Blue highlight indicates English links across the curriculum. Year 1 Topic Key Vocabulary Resources/Ideas
RANK: ASSOCIATE PROFESSOR RESEARCH TEACHING LEADERSHIP AND ADMINISTRATION PUBLIC SERVICE 8 to 10 Is producing regularly research and/or creative outputs of high quality. Has established an international reputation as a researcher in field/ producer of creative work and can provide evidence of regular citation and review, or invitation to exhibit, compose or perform. Over the past cycle has produced a major research monograph (or the equivalent) or documented creative project* which has received strong international reviews. Invited to present keynote addresses and research papers and/or participate in creative events at international academic or other recognised institutions. Is a leader of major research group/ creative work group. * In Fine Arts such a project may typically be a major local or international solo exhibition with catalogue, attracting international recognition, displayed for example by review in academic and/or professional journals; and/or commentary by international peers in the exhibition catalogue. In Music such a project entails: For Musicology - comparable to research outputs in other Plays a leadership role in the development of undergraduate and postgraduate teaching and curricula. Student evaluations, external and collegial reviews excellent. Is in demand as masters and doctoral supervisor, with a track record as an excellent supervisor. Active involvement in tutor training where appropriate. Acts regularly as external examiner at undergraduate and postgraduate levels where appropriate. Plays a major role in leadership and administration of the department of Faculty or University. Is a good, effective leader and administrator. Consistent and respected contribution as leading specialist adviser and expert, internationally, nationally and regionally, in academic and/or community projects. Sought after as reviewer and editor of collections.
Chairman Mao en Route to Anyuan, (212), 1969 CE. Spiral Jetty, (151), Robert Smithson, Great Salt Lake, Utah, 1970 CE. House in New Castle Country, Robert Venturi, (152), Delaware 1978. The Gates, (224), Christo and Jean-Claude, New York, 1979 CE. Vietnam Veterans Memorial, (225), Maya Lin, Washington D.C., 1982 CE. Horn Players, (226), , 1983 CE. Jean-Michel Basquiat Summer Trees, (227), Song Su-nam, 1983 CE. Androgyn III, (228), Magdalena Abakanowicz, 1985 CE. A Book from the Sky, (229), Xu Bing, 1987 CE. Pink Panther,(230), Jeff Koons, 1988 CE. Nigeria 1970 CE Things Fall Apart by Chinua Achebe (novel)
Interaction Cultural Economic Historical Period 3 Timeline: Fill in the timeline with important developments within the era. Consider major civilizations, technologies, and empires. 600 CE 1450 CE Historical Period 3 Map: Locate major civilizations, empires, or nations within the era. Use text boxes and arrows to indicate the identifications. Ch. 7&8: Historical Period 4 AP World History Course Themes Chapter Example(s) with lead-in, analysis, & citation Social Political Interaction Cultural Economic
October 1945), Manfred Hampel (4 January 1946), Alice Hampel (9 January 1946), Wolfram Hampel (14 January 1946), her sister’s, Rudi Schneider’s, son (2 April 1946), and – in the end – she herself (7 April 1946). Photo 7 Gerda Skibitzki, née Skade (in the picture on the right), was born in Lamsdorf (Łambinowice) on 28 June 1928, one of the five children of Emilia (1888-1946) and Franz Skade (1885-1946). During the Second World War the family were staying in Lamsdorf. They left the place in March 1945, being evacuated in the direction of the Czech border in fear of the advancing Red Army. They did not return to their home until 27 May 1945. On 7 May 1946 Emilia and Franz Skade, with three of their children: Gerda, Joachim (born in 1934) and Magda (1923) were detained, along with other inhabitants of their village, and accommodated in the Labour Camp in Łambinowice. Gerda recorded information about the deceased inhabitants of Łambinowice in a little calendar which she kept in secret. Her parents also died there, and she – together with her siblings – in a group of a few dozen young people, remained in the camp in Łambinowice until the end of its existence. They were employed, among others, to pull down camp buildings. On 21 December 1946, the Skade siblings were transferred to a transition camp (the name remains unknown), and on 6 January 1947 they were displaced to East Germany. At present, Gerda Skibitzki lives in Hessisch Oldendorf (Lower Saxony).
Part H Human Population Growth: Population Structures Directions: read what people have to say about living in a poor, rural village in India. Color the sentences about high birth rates in RED and about short life expectancy in YELLOW. Then, read what people have to say about living in the United States and color sentences about a low birth rate in GREEN and about long life expectancy in BLUE Part I Human Population Growth: Population Trends Directions: Complete the table below by sorting the factors that affect birth date and death rates into the correct columns. Some factors may fit in more than one column