zilongwang/ReadingBank huggingface dataset:
Specification – Teacher Skills /Knowledge Essential/ Desirable Source of Evidence Ability to multi task and prioritise and be flexible Essential Interview / Task / Expression of Interest Ability to relate well to children and adults Essential Interview / Expression of Interest Ability to work in a team of both teaching and support staff within the specific subject area Essential Interview/Task / Expression of Interest Ability to implement strategies which raise Students’ attainment, learning and progress within the specific subject area Essential Interview / Expression of Interest Has a caring positive attitude towards pupils welfare Essential Interview Can manage the behaviour of pupils in a reasonable manner and develop a culture of learning ethos and personal responsibility Essential Interview / Expression of Interest Experience, qualifications, and training Essential/ Desirable Source of Evidence Graduate & Qualified Teacher Status Essential Expression of Interest High Quality classroom practitioner Essential Expression of Interest / Interview Experience of raising levels of student attainment within the classroom Essential Expression of Interest / Interview General Essential/ Desirable Source of Evidence Can maintain personal presentation that sets high standards for the pupils Essential Interview / Task Enthusiasm, commitment, reliability and integrity Essential Interview / Task Ability to think creatively and imaginatively to solve problems and identify opportunities. Essential Interview/Task Goodwin Academy is committed to recruiting with care and safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
Job Related Criteria Essential How Identified Desirable How Identified Qualifications (Academic/Professional) Relevant clinical training courses attended. Education to degree-level standard (minimum 2:1). Application Form Eligible for graduate basis of registration of a professional body such as the British Psychological Society. Evidence of further study and/or higher degree Application Form Previous Experience (Nature & Level) Previous experience of voluntary or paid work with adults and/or children. Awareness of ethical issues in clinical practice Application Form/Interview Previous community working Presentation skills Experience in an area of adult or child rehabilitation Experience of carrying out and writing up research. Application Form/Interview Skills Ability to carry out behavioural observations and use ABC charts. Knowledge and understanding of basic interviewing/counselling skills. High level communication skills (written and verbal) including an ability to communicate and work in settings which may be emotionally charged. Ability to communicate sensitive information to clients, carers and colleagues. Ability to work under own initiative and without daily supervision. Ability to follow instructions, carry out agreed plans and work to deadlines. An understanding of the needs and difficulties of people with physical and psychological problems or other disabilities (e.g. acquired brain injury) Application Form/Interview Experience of database and statistical software for data analysis. Knowledge of brain-behaviour relationships and psychometric measurement. Knowledge of neuropsychological disorders and psychological aspects of physical disability. Ability to score cognitive test results. A desire to explore a career as a health or social care professional. Application Form/Interview
Creativity / Originality Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. Everything is original. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting. Everything is original. Student has copied aspects of their artwork from another source and/or there is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment and/or a majority of the assignment has been copied from another source. No creativity attempted and/or artwork is a direct copy from another source.
PERSPECTIVE SPEAKERS 2018 February 6 Dr Paul Gardner - South American Travels 20 Dr Ken Loughnan - Global Charity March 6 Ann Hegerty – The facts about Autism 20 Dean Lee – The Shrine Story April 3 Dr Judith Buckrige – Acland Street over the Ages 17 Dr Alan Clayton – Aid is not just about money May 1 TBA 15 James Nicholas – Fairytale Cottage and other stories 29 TBA June 12 TBA 26 Loretta Simmons – The Royal Commonwealth Society Further details will be provided later
General philosophy Important people View of cause of disorders Treatment technique View on personality View on motivation Psychodynamic Our unconscious mind plays a huge role in everything. Sigmund Freud Alfred Adler Carl Jung Unconscious, unresolved repressed issues from past Psychoanalysis: Free association, dream analysis, TAT test Id, ego, superego, psychosexual stages We strive to satisfy our id impulses but we must meet demands of society Behaviorism Behavior is the result of reinforcements, punishments and observation. B.F. Skinner John Watson Thorndike Ivan Pavlov Albert Bandura Often we mimic our parents or friends’ depression and anxiety. We like the attention. Change maladaptive behaviors through reinforcements. Sys desensitization token economy, aversion therapy Our personality traits arise from reinforcement punishment We’re driven by extrinsic and intrinsic motivators. Humanism focuses on uniquely human issues, such as the self, hope, love, creativity, nature, being, becoming, individuality, Abraham Maslow Carl Rogers Barriers to self actualization. Ideal self and actual self not in congruence Client-centered therapy. Reflective listening Self-help, group therapy CR said our ideal self must be in congruence with our actual self. Maslow’s hierarchy of needs says basic needs should be met before higher needs Cognitive How people perceive, remember, think, speak, and solve problems. Jean Piaget Noam Chomsky Alan Baddeley Albert Ellis Irrational thoughts lead to anxiety and depression RET, reality therapy (change maladaptive thoughts) Based on how we think and perceive the world. Based on goals, reducing cognitive dissonance Evolutionary We’re result of 1000s years of adaptation, survival of fittest Charles Darwin Anxiety was a defense mechanism in wild NA Extroverts maintain social networks Instinct and drive theories Biomedical Focus on biology and medicinal treatments Paul Broca, Wernike, Phineas Gage Imbalance of NTMs, genetics, hormones, brain structure Drugs and surgery Genetics, NTMs, hormones Genetics, NTMs, hormones
Perspectives: To change or not to change? This chart can be helpful in exploring both the benefit (+) of changing or not changing, as well as the risks (-) associated with changing or staying the same. Change + What’s to be gained by changing? - What’s at risk if things change? No Change + What’s to be gained by keeping things as they are? - What’s at risk if things stay as they are?
Persuasive Letter Rubric Style/ Tone Letter shows no evidence of consideration of purpose/ audience in writing style/ tone. Letter shows evidence of some consideration of purpose/ audience in writing style/ tone. Letter shows evidence of great consideration of audience/ purpose in writing style/ tone, shown in word choice. Letter shows evidence of great consideration of audience/ purpose in writing style/ tone, shown in word choice and sentence structure. Ethos/ Pathos/ Logos and Persuasive Strategies Letter includes no use of appeals or persuasive strategies. Letter includes minimum use of appeals, appealing to either ethos, pathos, or logos. Letter includes effective use of appeals, appealing to ethos, pathos, and logos. Letter includes at least one persuasive strategy. Letter includes effective use of appeals, appealing to ethos, pathos, and logos. Letter includes multiple persuasive strategies. Organization/ Inclusion of Counterclaims Letter is not organized logically and includes no counterclaims. Letter is organized somewhat logically and includes an attempt at a counterclaim. Letter is organized logically and includes an effective counterclaim. Letter is organized logically and includes more than one effective counterclaims. Spelling/ Grammar/ Overall Presentation Spelling and grammar errors inhibit understanding frequently. Spelling and grammar errors occasionally inhibit understanding. Spelling and grammar errors rarely inhibit understanding. Writing contains little to no spelling and grammar errors. 0 1 2 3
Speaker: ___________________________ Topic: _________________ Peer Reviewer: _____________ Category Rating and Comments Introduction Compelling opening; gained audience’s attention Introduced topic and purpose clearly Related topic to audience Introduced thesis statement Established credibility of speaker Previewed main points (MP) Comments: Organization Identifiable & appropriate organizational pattern for persuasive speech and topic; consistently maintained Flows well from introduction, through body, to conclusion Main points are smoothly connected with transitions All essential components are included: introduction, body, and conclusion and flow logically Comments: Content & Supporting Materials Content is clearly persuasive in nature Effective use of persuasive appeals (logos, pathos, ethos) to make an argument Includes 3 main points (MPs) that are well-selected and clearly identifiable Makes 3 sub-points that fully explain and support each MP with a variety of verbally-cited credible, relevant sources Research is evident and information is logical Comments: Audience Consideration Relevant topic to audience Content is geared (or sensitive) to audience’s knowledge, interests, values, and attitudes Includes analogies or references familiar to the audience Sensitive to the diversity in the audience Comments: Speaker’s Delivery Effective use of eye contact, gestures, facial expressions, and voice expressiveness to add interest Appropriate use of language, volume, pace, pitch, with clear pronunciation and minimal nervous mannerisms Clear enthusiasm for topic Confident, poised, and well-polished; professional attire Verbal and nonverbal delivery effectively complements the persuasive content Comments: Conclusion Summarized key points Reinforced central idea (thesis) Included a clincher Provided a sense of closure Left a memorable impact Comments: Visual Aids Effective use of speaker notes (keyword outline) Effective use of presentation visual aid(s) to create interest, enhance message, & hold attention Creative, visually well-designed, and aesthetically pleasing with well-balanced use of text, visuals, and white space Judicious use of color and animations Comments: Overall How would you rate the speech overall? What was particularly effective about the speech? Any suggested improvements? Comments:
Game 2: In pairs or groups, spread out one set of key terms cards (blue) and one set of definitions cards (green). This time the cards can be face up. Players take turns to match the vocabulary cards to the correct definition cards. If the player matches correctly, they can keep the cards. If they make an incorrect match, they are replaced back. (This game can be repeated with the orange examples cards.) Game 3: Alternatively, using the game board, players take it in turns to throw the dice. Using either the key terms cards or the definitions cards or a mixture of both stacked in a pile face downwards, they pick the top card and look at it. If they can say the word on the card, or read the definition, and then give the key term, a definition and/or an example, they can move along the game board according to how many were thrown on the dice. Once learners are familiar with the terms for the persuasive writing (adverts and leaflets) genre, they can refer to the key ingredients information and find real examples in a provided text. They can initially be guided by an adult and then work independently. Other ideas for making the best use of this resource Before using the resources you could using , and . This could be done using the persuasive writing (adverts and leaflets) key terms with definitions and examples PowerPoint. This resource could be used with the other EAL Nexus non-fiction writing resources for revising different non-fiction writing genres. A selection of cards with key terms and definitions from different genres could be used and learners could be asked to organise them under the correct genre headings. The game board could have key vocabulary written on each square. If a player lands on the square, they should give a definition and/or example. Possible extension activities Learners could add further vocabulary, definitions and examples from real texts read (there are blank cards provided for this purpose). The can be used for learners to plan and write in a particular genre. The photocopiable ‘key rings’ can be used to support independent writers when writing in different genres across the curriculum, e.g. a persuasive advert for a performance or exhibition in Drama or Art and Design, an advert for a particular tourist destination in Geography or an advert for a historical item or job role in History. These key rings also contain for each genre. Writing should be first by an adult.
Name: _____________ Date:__________ Persuasive letter Dear Three Bears, I think you should buy this home because Love from ________ Learning objective: I can write a persuasive letter.
the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Progress Indicator: H.WP.c establishing a critical stance and developing coherence among claims and evidence using nuanced transitions and varied syntax to link the focus/thesis with the major claims-counter claims as appropriate to intended audience Core Content Connectors: 1112 CCSS Anchor Standards Common Core State Standard 1112.WP.c1 Develop clear claim(s) with the most relevant evidence for a topic or text. Text Types and Purposes W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. 11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. 1112.WP.c2 Use words, phrases, and clauses to create cohesion within writing. Text Types and Purposes W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. 11-12.W.1 Write an argument to support claims with clear reasons and relevant evidence. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 1112.WP.c3 Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence. Text Types and Purposes W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. 11-12.W.1 Write an argument to support claims with clear reasons and relevant evidence. c. Use words, phrases, and clauses as well as varied syntax to link the major
audience. 1112.WP.f2 Strengthen writing by revising and editing. Production and Distribution of Writing W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
A. PERSUASIVE TECHNIQUES Description (What) Examples (How) How this persuades (Why) 6. Evidence Information, facts or statements used to support a belief, opinion or point of view Evidence can come in many forms: Expert advice/opinion Facts Research Statistics “Researcher Dr Colin Bell from Deakin University called for widespread removal of junk food vending machines from schools and fitness venues” Positions the reader Adds weight to the writer’s point of view and often seems objective and irrefutable (REMEMBER: Check for omissions as often only part of the picture is being presented in order to make a particular point more persuasive) Description (What) Examples (How) How this persuades (Why) 7. Generalisations A sweeping statement that claims or asserts that something is true for most or all people because it is true in one or some cases “Each year Gold coast residents are subjected to Schoolies week when our streets are taken over by irresponsible and often aggressive teenagers, who celebrate leaving school by drinking as much as possible and having as many sexual encounters as possible” Persuades by appealing to our general of sense what seems true Taps into social stereotypes and racial prejudices which are familiar Lulls readers into accepting the claim (REMEMBER: All generalisations need to be closely analysed and questioned) Description (What) Examples (How) How this persuades (Why) 8. Anecdotes They are short accounts, or stories, of an entertaining or interesting incident “The latest in a string of incidents I have witnessed on a public transport occurred last Monday night on a late night train….” Engages the reader by adding variety and offering another way of giving information Makes readers sympathetic and receptive to a point
texts, and identify the audience of imaginative, informative and persuasive texts () Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands () Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience purpose () Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech () Understand differences between the language of opinion and feeling and the language of factual reporting or recording () Understand the use of vocabulary to express greater precision of meaning, and know that different words can have different meanings in different contexts () Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts () Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas () Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion () Text structure and organisation Clause/ sentence beginnings Clauses usually begin with the subject. Clause/ sentence beginnings Clauses usually begin with the subject. Clause/ sentence beginnings Clauses usually begin with the subject. Passive voice might be used to foreground the object e.g. When the rainforests are burnt to make way for palm oil plantations, the orangutans’ habitat is destroyed. Structure and development of ideas Indication of author’s stance on the issue Paragraphs are used, one per argument, with simple elaboration on the topic sentence Ideas might not relate back to overall theme Structure and development of ideas Simple outline or preview of issue and arguments to come Indication of author’s stance on the issue Topic sentences indicate point to be discussed in the paragraph TEEL structure might be evident Topic sentence – States the main idea of the paragraph, includes key words from the topic
language features that help the text serve its purpose () Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction () Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features () Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience () Understand the uses of objective and subjective language and bias ()
CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score Position Statement The position statement provides a clear, strong statement of the author\'s position on the topic. The position statement provides a clear statement of the author\'s position on the topic. A position statement is present, but does not make the author\'s position clear. There is no position statement. Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. Evidence and examples are NOT relevant AND/OR are not explained. Accuracy All supportive facts and statistics are reported accurately. Almost all supportive facts and statistics are reported accurately. Most supportive facts and statistics are reported accurately. Most supportive facts and statistics were inaccurately reported. Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph. The author\'s position is restated within the closing paragraph, but not near the beginning. There is no conclusion - the paper just ends. Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
S Excellent 4 Good 3 Fair 2 Poor 1 Understanding of Topic Research and speech show a high level of topic understanding. Research and speech show a good level of topic understanding. Research and speech show a moderate level of topic understanding. Research and speech show little or no topic understanding. Organisation Each argument is presented in a logical sequence demonstrating excellent organisation. Most arguments are presented in a logical sequence demonstrating good organisation. Some arguments are presented in a logical sequence demonstrating fair organisation. Arguments are not presented in a logical sequence demonstrating poor organisation. Speech Voice is loud, clear, confident, and expressive. Makes eye contact with audience. Voice is mostly loud, clear, confident, and expressive. Makes some eye contact with audience. Voice is sometimes loud, clear, confident, and expressive. Makes little eye contact with audience. Voice is not loud, clear, confident, or expressive. Makes no eye contact with audience. Persuasive Techniques Consistently uses complex and effective persuasive techniques to influence the audience. These could include, hyperbole, emotive language, expert opinion, statistics, anecdotes etc. Frequently uses and cogent persuasive techniques to influence the audience. These could include, hyperbole, emotive language, expert opinion, statistics, anecdotes etc. Irregularly uses and basic techniques to influence the audience. These could include, hyperbole, emotive language, expert opinion, statistics, anecdotes etc. Uses one or no persuasive techniques to influence the audience. These could include, hyperbole, emotive language, expert opinion, statistics, anecdotes etc. Student:____________________________________ Topic______________________________________________
Thesis Statement Opposition 1 2 3 Persuasive Essay Rubric Advanced (10 or 9 points) Proficient (8 or 7points) Partially Proficient (6 points) Unsatisfactory (5 or less points) Content • Meets all requirements of the assignment • Has a clear thesis statement • Uses persuasive reasons and research to advance the thesis • Uses persuasive techniques effectively to support claim • The opposition has been addressed and refuted • The position is completely convincing • Meets most of the assignment’s requirements • Has a thesis statement • Uses persuasive reasons and research to support the thesis • The opposition has been addressed and mostly refuted • The position is mostly convincing • Meets some of the assignment’s requirements • Has a basic thesis statement • Uses basic persuasive reasons and/or research to support the thesis • The opposition has been addressed but not really refuted • The position is not quite convincing but has potential • Meets few of the assignment’s requirements • Thesis statement is weak or missing • Persuasive reasons and/or research is basic or missing • The opposition has not been addressed or refuted • The position is not convincing; it lacks support or logic
Special Event/Project Volunteer – Requires Stage One, Service times vary with fundraising events or when various projects come up that require extra hands. Public Relations/Marketing Outreach – Requires Stage One, Requires special training by the CEO Sexual Risk Avoidance Presenter – Requires Stage One and Three, Requires special training by the CEO Life Coach Information Hand of Hope Pregnancy Centers First Name Last Name MI Address City State Zip Home Phone (_____) Work Phone (_____) Cell Phone (_____) Email Emergency Contact Person Emergency Contact Telephone (_____) ______-__________ How did you find out about HOH? What is your reason for seeking to Life Coach? Personal and Family History Birth Gender Female Male Ethnicity Marital Status Married (Spouse’s Name ____________________________ ) Separated Single (includes currently divorced or widowed)
Is the applicant well-liked, cooperative, open to new ideas from others and creative in his/her interactions with others? Yes No How well does the applicant respond to those in authority? Below Average Average Above Average How does the applicant respond when given authority? Below Average Average Above Average What, in your estimation, is the applicant’s greatest strength? What, in your estimation, is the applicant’s greatest weakness?
Initiative Please comment on the applicant’s commitment to Christ and lifestyle. What is their involvement in church? What is their understanding of Scripture? Describe the applicant’s understanding of the relationship between Biblical truth and the abortion issue. Ministry Skills and Gifts Please comment on the applicant’s special gifts and desire to minister. Please comment on their care for others, their ability to inspire others to action and respect among peers. What, in your opinion, does the applicant do best? What areas, in your opinion, does the applicant struggle? Have you had personal conversations or heard the applicant teach/speak on the prolife position? If so, what is the applicant’s ability to communicate? Does the applicant present Biblical truth in an accurate and helpful manner?
General rules on Figures and Tables All Figures and Tables should be numbered sequentially (e.g. Table 1, Table 2 etc.) and cite each one in your writing as Table 1 or Figure 1. All tables should be referenced in the text of the paper and in the reference list. Each table should have an individual title. Each word in the title should be italicized and capitalized except with, of, in, and, etc. CONCLUSIONS Fill in this section by stating your brief final conclusions drawn from the results and discussions. Use Times New Roman font type, 12pt. in size and 1.5 line spacing. ACKNOWLEDGMENT Individuals and entities that have provided essential support such as research grants and fellowships and other sources of funding should be acknowledged. Contributions that do not involve researching (clerical assistance or personal acknowledgements) should not appear in acknowledgements. REFERENCES Fill in this part with all references cited in your research. References should be in their own new page and be listed alphabetically based on first author’s last name. Follow the APA style referencing (6th edition), use Times New Roman font type, 12pt., and double (2.0) spacing. ex.: -Books-
Department of Music – Personnel Committee Summary Valdosta State University Department of Music www.valdosta.edu/music Date: [mm/dd/yyy] To: ________________, Department of Music, Head From: [faculty member], Department of Music – Personnel Committee, Chair Re: Personnel Committee Summary and Signatures Candidate: [faculty member] Action: [Pre-Tenure, Third Year Review, Tenure and/or Promotion, Five Year Review, or Post-Tenure review] Teaching/Instruction: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Professional Development/Research and Productivity: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Service to the University and Community: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Candidate: [faculty member] Action: [Pre-Tenure, Third Year Review, Tenure and/or Promotion, Five Year Review, or Post-Tenure review] Teaching/Instruction: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Professional Development/Research and Productivity: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Service to the University and Community: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Candidate: [faculty member] Action: [Pre-Tenure, Third Year Review, Tenure and/or Promotion, Five Year Review, or Post-Tenure review] Teaching/Instruction: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Professional Development/Research and Productivity: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Service to the University and Community: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Candidate: [faculty member] Action: [Pre-Tenure, Third Year Review, Tenure and/or Promotion, Five Year Review, or Post-Tenure review] Teaching/Instruction: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Professional Development/Research and Productivity: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory Service to the University and Community: 0 votes – Outstanding, 0 votes – Satisfactory, 0 votes – Unsatisfactory
Actions to be taken: Look after your mate training to be offered to all students in the residencies Workshops / psych-education sessions to be offered to students in the residencies Students Association to look at ways of socially including the residencies. Look at making support services accessible through online mediums e.g. Online Counselling, Eguidance. To tackle stigma NUS Scotland research shows many students are unwilling to talk about their mental health, approach support and for those using services many are unwilling to disclose to even their friends and family that they are doing so. It is clear more needs to be done to challenge perceptions and encourage students to speak openly and honestly about their mental health. This is particularly the case in relation to males and Actions to be taken Meet with Andy’s Man Club Become more involved with STEM areas Staff within STEM areas to have specific training around supporting students with Mental Health Issues Conduct surveys and collect feedback To normalise support and make it an embedded part of the curriculum. Support services have traditionally been seen as an add on to college provision and the curriculum, although this is slowly starting to change much more could be done to make support part of everyday college ….There are specific curriculum areas which tend not to refer or be involved with support services, and these can sometimes have the most vulnerable student groups within them. Traditionally STEM subjects do not engage well and students within this area may be more reluctant to seek support at an early stage where they experience mental health difficulties. We are looking to embed support within these subject areas from the outset, to make it “normal” part of the course and to measure the impact this has on the student experience, attainment, achievement and retention rates. We are also looking to see what information staff develop by having a student support person on hand. Actions to be taken: To engage with curriculum areas based on Applicant Profile data and historical KPI and experiential data. To embed support from the start of semester 1. To attend 1 practical class or PDP session a week Engage with vulnerable student groups on an ongoing basis to determine the biggest issues they face and ways to address these.
Macquarie University Animal Ethics Committee Animal Ethics Application Form - Personnel Expertise Please complete a separate form for each of the Investigators in your project and attach it to your online application Name (Title, First name, Surname) MQ Staff/Student ID Email Address Mobile Number Relevant Qualifications Have you completed an Animal Ethics or Welfare Course in the last 5 years? Yes, Course Name: Date: No - contact to enrol Have you ever been, or are you currently, suspended from working with animals by Macquarie AEC or at any other institutions? No, provide details of expertise in next table Yes, complete rest of table Please detail the circumstances regarding the suspension. Include ARA number, and the date on which the approval was withdrawn/suspended (and if applicable the date on which approval was reinstated) and the reasons stated for withdrawal/suspension What changes were made as result of the suspension (e.g. extra training/education, investigations, modifications to the project, etc.) Specific duties/tasks performed in this project (add rows as necessary) Species Level of RECENT experience (Approx. number of times this person has performed the procedure in this or a similar species in the recent past) Name of Investigator on project who will supervise (if level of experience is "None" or "Limited") None Limited (e.g. <20) High (e.g. >20) (EXAMPLE) Anaesthesia Rats 12 times Dr Jones
We were transported to the Puerto Maldonado airport for a morning flight to Lima, where we would catch our flights home that evening. From the airport, Mark spotted a Gray-breasted Martin, the last new bird for the trip, bringing our final final total to 433. Most of us had late evening or red-eye flights back to the states, so we had to spend the entire day in the airport. Mark and Jackie's flight was scheduled for the following day, and we all envied them as they walked to the hotel across the street where they had booked a room for the night. Overall, while the trip did not meet my expectations in number of species seen, it was quite an adventure, one that I will remember for a long time. We visited places that most people only dream of seeing, walked in the footsteps of ancient civilizations, and witnessed nature far from the average tourist tracks. We couldn't have asked for a better group of birders with whom to travel and we enjoyed the camaraderie of our little band of intrepid trekkers who we now have the privilege of calling friends. Diurnal Moth seen at Amazonia Lodge
Peru Health System Quality Profile Processes of Care Quality impacts Competent care & systems (%) Better health Blood pressure, urine and blood samples among ANC clients (SR) 85 Deaths amenable to high quality health systems in 2016 (poor quality and non-utilization)* 13611 Counseled on complications among ANC clients (SR) 90 Amenable deaths due to poor quality care in 2016* 6618 Tetanus vacc. and iron supp. among ANC clients (SR) 51 Amenable deaths to non-utilization in 2016* 6993 ORT for child diarrhea among care-seekers (SR) 56 Deaths preventable from public health measures in 2016* 8131 On ART among people who know HIV status (UNAIDS estimate) 80 Mortality rate (per 100,000 lives) to poor quality care in 2016* 21 Adequate depression treatment among those diagnosed (Thornicroft et al, 2017) 1 Told about side effects when prescribed contraceptives (SR) 65 Retained for DPT among children with 1 vaccine (SR) 86 Retained in ANC among women with 1 visit (SR) 95 Twelve-month retention on ART (UNAIDS estimate) 82 Positive user experience (%) Confidence in system (%) Foundations Data sources: DHS 2009-10, UNAIDS 2016 SR: Self-reported *From Kruk et al 'Mortality due to low quality health systems in the universal health coverage era: a systematic analysis of amenable deaths in 137 countries' The Lancet, 2018
Evaluation Session Step #1 - Evaluating Supervisor (SCS Rule 10.2): Signature: Personnel #: Date Given to Second Level Evaluator: Step #2 - Second Level Evaluator (SCS Rule 10.3): Signature: Personnel #: Date Approved (Must be on or before evaluation session): Step #3 - Employee: Employee Signature: Date: By signing and dating this form, I am certifying that my evaluating supervisor conducted an evaluation session with me on the date shown. Employee Statement (Only if Employee is NOT Signing Form for purposes of Evaluation): I have decided not to sign this form, but I acknowledge that I received a copy of the evaluation and understand that my failure to sign will not prohibit the evaluation from becoming official for the performance year. If employee did not sign above, or chose not to sign the form, please indicate whether the employee was given or mailed a copy of the evaluation below: Mailed Given Overall Evaluation: (Select only one evaluation) Exceptional Successful Needs Improvement/Unsuccessful Not Evaluated Unrated - If Unrated, select sub-category: Never Rendered Untimely Violation of Chapter 10 Agency Human Resources Office Use Only (Optional) Date Evaluation Received in Human Resources: Human Resources Staff Initial: Evaluating Supervisor Compliance (Y/N) Second Level Evaluator Compliance (Y/N)
EARTHLY Or EARTHLY PLACES | | | | | | | | | | | | | | Hod (Glory) - Orange Virtue: Temimut (Sincerity) Ministry: Parnas [Pastor] Netzach (Victory) – Emerald Green Virtue: Bitahon (Confidence) Ministry: Parnas [Pastor] Yesod (Foundation) - Violet Virtue: Emet (Truth/Honesty) Ministry: Parnas [Pastor] (Female – hidden) Shekhinah / Malkhut (Presence) – Purple Virtue: Humility Ministry: Meturgeman/Moreh/ Zaqen [Teacher/Elder]
Table of Contents Chapter One – Introduction (Page 3) 1. – Meetings 1.1 – Weekly Orders 2.–Representatives 1.2.1 – Requirements of representatives 1.2.2 – Representatives Behavior Chapter Two – Training (Page 4) 2.1 – Preparing Orders 2.2 – Creating Certificates 2.3 – Issuing Promotion in Wings 2.4 – Distributing Ranks 2.5 – Updating Master List Chapter Three – Orders and Certificates (Pages 5-6) 3.1 – Orders 3.1.1-Format 3.2 – Certificates 3.2.1 – Format 3.3-Master List 3.3.1 – Semester Master List 3.3.2 – Promotion Master List Chapter Four –Distributing Ranks (Page 7) 4.1 – Distributing Ranks Chapter Five- Working with Finance and Flights (Page 8-9) 5.1 – Finance 5.2 – Flights
Certificates are for the cadets who want them. 3.2.1- Format The name of the cadet on the certificate will be center and the font will be Monotype cursive, bolded, and the size will be 32. There will be two photos of the promotion rank one to the left and one to the right of the phrase “Promotion Certificate” Then the rank will be written in the font Times New Roman size 24 and bolded. After that you will fill in the date in MLA format (11 September 2013) on the line above the word date. 3.3 – Master List There must be a two master list created for every semester. The master lists must be in alphabetical order by rank and one by flight, and included if they have completed their service hours, want a certificate, and their updated rank. The master list must be completed as an excel file. You can get a master list of cadet from the head instructor of operations squadron. 3.3.1- Semester Master List The flight master list must be in alphabetical order by last then first name by flight. It must include 5 more columns that included if they want a certificate, another asking/stating if the cadet has turn in the service hours, another for their flight, if the cadet if failing, and one last one for their new/updated rank. During the October promotion ceremony you will include a column including their promotion flight that is declared by rank. Make sure promotion flight is highlighted in yellow when sent out to flight commanders for clarification. To indicted that the cadet wants a certificate highlight the box light blue, for hours dark red, and if failing highlight the box dark blue. You will also highlight the cadets that are not getting promoted. You will highlight them purple if hours aren’t completed, orange if not promoted by instructor or failed promotion test, blue if failing, green if owe uniform money and pink if more than one with the certain symbols (see example 1) that relate due to the reasons. You will also include the symbols that related to issues. It will also included total count and flight count columns. 3.3.2- Promotion Master List The master list by rank will be in order from rank then flight then last name. This list will include a columns stating whether the cadet was promoted or not promoted, rank, and flight. In October there will also include a column that has all the cadets’ number in order for where they will line up in the hallway.
Practice operating hours: Expected hours of work for this doctor (including on call / call back requirements): Select the offsite services offered by the practice and indicate which of these services the IMG may be required to undertake Services Practice IMG After hours services Aged care or nursing home visits Home visits Prison visits Hospital – on call responsibilities Hospital – inpatient care Hospital – accident and emergency Other (please specify below) List any special interests or specialties provided within the practice.
Leadership: We are genuine, supportive and do the right thing Human Rights: We uphold and respect the rights of others. Our Group has devised the following ways of working, to give life and effect to the Values. Figure 5: PESG ways of working Ways of working Helpful behaviours We are committed to the public sector ethos We demonstrate the DET/Victorian Public Sector Values We value traditional public sector values such altruism, accountability to the Victorian public and acting in the public interest We act as stewards for the Victorian education system We are proud of being public servants We are aware of public service roles, responsibilities and conventions We foster trust We strive to be honest and transparent We are open to trusting others We follow through on our commitments We model behaviour consistent with the public sector values We provide excellent services We are courageous We provide frank and fearless advice We set goals and are accountable for outcomes We seize opportunities for improvement We ask for help We value and support courage in others We are curious and see possibilities everywhere We are not afraid to think differently We are committed to continuous improvement and learning We support diversity We embrace innovation and change We ask questions We respect and value each other’s contributions We listen to each other We are open to robust debate We acknowledge different points of view We help everyone find their voice We celebrate others’ contribution and success We are generous of spirit We support others to be successful We give time to people and ideas We acknowledge each other’s strengths and accept that no one is perfect We work together to achieve our common goals We uphold the ‘no wrong door approach’ and connect others to solutions outside our area of expertise We enjoy working together We value humour We seek to learn from each other We respect and recognise that everyone has a life beyond work
Multimedia Accessibility Checklist: Webinars (live) & Live Streams Information on how to implement the techniques in this checklist is available in the document. This checklist is a quick reference for multimedia creators who are familiar with the more detailed information in that document. The actions below are required to make a webinar or live video stream accessible. The table shows some groups that will benefit, but making multimedia accessible in one way often makes it more accessible and usable to many people beyond the primary group. See the abbreviations legend below the checklist. Action Required to Ensure Accessibility HI VI CI MI IC NN ☐ Offer participants a method to request accommodation X X X X X X ☐ Provide a tutorial on how to use the webinar tool, including any information specific to screen reader users X X X ☐ Use CART (computer-assisted real-time translation) services or ASL (American Sign Language) services if requested X ☐ Provide an accessible version of presentation materials (PowerPoint, handouts, etc.) if requested. X X ☐ Presenter/moderator: Be familiar with all functions of the webinar tool including keyboard shortcuts X X X X X X ☐ Presenter/moderator: repeat questions aloud before responding X X X ☐ Presenter/moderator: describe the PowerPoint and any other visual elements in the presentation X X ☐ Presenter/moderator: read questions aloud before answering any questions asked in a chat pane X X ☐ Use a webinar tool that is accessible X X ☐ If the recorded video will be archived for replay, proofread and edit the CART caption stream X X ☐ Make sure audio quality is clear and easily understood X X ☐ When possible, make sure the video feed of a presenter or other speaker is close enough to see his or her lips move X X Abbreviation Legend HI – Hearing impairment (includes people who are deaf or hard of hearing) VI – Visually impairment (includes people who are blind or have low vision) CI – Cognitive impairment (includes people with dyslexia and other cognitive issues) MI – Mobility impairment (includes keyboard-only users) IC – People with poor internet connections or on a mobile device NN - Non-native language speakers
SortSite – PowerMapper Setup Instructions Step 1: Setup Rules Select Check\Choose Rules… Choose Rules: The following will items will need to be check or pick to set the rules options. Check - Errors Spelling Check - English (US) Uncheck the check box – Ignore Capitalized Check – Forbidden text Check – Required text Check – Maximum page weight 0 KB Check – Accessibility Guidelines – All up to priority AAA Reading age – High School Check – Compatibility Check – Privacy Check – Search Check – Google Webmaster Guidelines Check – Yahoo Webmaster Guidelines Check – Bing Webmaster Guidelines Check – Robots.txt Guidelines Check – Best practice Check for Keywords is optional Check – Standards Check – Validate HTML and XHTML Check – For deprecated features Check – Usability Select the OK button when completed. It will save your information.