zilongwang/ReadingBank huggingface dataset:
through identifiers linked to the participants. Note: All of the data or materials must exist prior to proposing the research. Exempt Category 5: Research and demonstration projects that are conducted by or subject to the approval of department or agency heads and that are designed to study, evaluate, or otherwise examine: public benefit or service programs; procedures for obtaining benefits or services under those programs; possible changes in or alternatives to those programs or procedures; or possible changes in methods or levels of payment for benefits or services under those programs. Note: In to be eligible for this exemption, all of the following must apply: The research is conducted pursuant to specific federal statutory authority. The research has no statutory requirements for IRB review. The research involves no significant physical invasions or intrusions upon the privacy interests of subject. The research has authorization or concurrence by the funding agency. You have to request an exempt by first checking the appropriate box in the IRB application, and then adding a written request for exemption to your IRB application. In your request, you need to specify the category under which you are requesting an exemption from full IRB review. Your request for an exemption is not a guarantee of an exemption. You may not start collecting data until the Adler Graduate School Institutional Review Board has communicated to you in writing its decision about exemption. The above is our attempt to answer a few general questions. For more information, you may want to visit the Office for Human Research Protections (OHRP) of the US Department of Health and Human Services (DHHS) general website is For general discussion behavioral research involving human participants go to Chapter V of the Institutions Review Board Guidebook at the Office for Human Research protection (OHRP) Archive at To read more IRB, please go to For a complete Glossary of Terms Frequently Used in the process of research with human participants and in the process of review of such research, please go to
*Application Type(s) Application of Hours for Clock Hour Programs Application for Continuing Education and Avocational Courses Application for Approval of a Baccalaureate Degree Application for Approval of an Academic Associates Degree Application for Approval of a Masters Degree Application for Approval of an Occupational Associates Degree Application for a Branch Part I Application for a Branch Part II Application for a Branch Realignment, Part I Application for a Branch Realignment, Part II Application for a Change of Location Part I Application for a Change of Location Part I Application for a Change of Name Part II Application for a Change of Ownership Part I Application for a Change of Ownership Part II Application for Clock to Credit Hour Conversion Application for a Distance Education Facility Application for Initial Distance Education Application for Expansion of Distance Education Approval Application for a Change of Mission Application for English as a Second Language Courses Application for a New Non-Degree Program Application for a Satellite Location Application for a Substantive Program Modification Application for a Substantive Program Modification Addition of Concentration Change of Ownership Report Consortium Partnership Report Distance Education Consortium Partnership Agreement Facility Expansion Report Program Modification Report Modification Application for a Baccalaureate Degree – Affiliated Application for an Associate Degree – Affiliated Application for a New Non-Degree Program – Affiliated Application for a Substantive Program Modification – Affiliated Application for a Clock to Credit Hour Conversation – Affiliated Program Modification – Non Substantive Modification - Affiliated
2224 509 23% Total Fall 2013 FT, FT Students FT, FTs Enrolled in One or More Remedial Courses % of Total FT, FT Students 328 197 60.1% Remedial Course Subject Area Number of FT,FTs Enrolled in Fall ‘13 % of FT,FTs Enrolled in Fall ‘13 Computation 95 29% Algebra 77 23.5% Reading 87 26.5% Writing 121 36.9% English 0 0% Source: SURE Fall Enrollment File 3. Enrollment by Race/Ethnicity, Sex, and Age, Fall 2013: Enrollment by Race/Ethnicity: White Black Hispanic/ Latino Asian American Indian /Alaskan Alien Other / Unknown Total N % N % N % N % N % N % N % Full Time 584 75.7 61 7.9 72 9.3 28 3.6 3 .4 0 0.0 23 3.0 771 Part Time 966 71.3 62 4.5 86 6.3 49 3.6 6 .4 0 0.0 189 13.9 1356 Total 1550 69.6 123 5.5 158 7.1 77 3.4 9 .4 0 0.0 212 9.5 2224
G. Profile of the Institution 1. Degree and Certificate Programs Offered: Associate of Arts (A.A.) Associate in Applied Science (A.A.S.) Liberal Arts Business Administration Communications Computer and Information Science Elementary and Secondary Education English Fine Arts History Pre-Law Pre-Professional Social Science Accounting Management Automotive Technology Business Management Computer Information Services Early Childhood Education Emergency Services - Fire Services Food and Beverage Management Graphic and Web Design Legal Studies - Legal Assistant Medical Assisting Small Business Management Technical Studies Web Development Associate in Fine Arts (A.F.A) Creative Writing Associate in Science (A.S.) Biology General Science Chemistry Nursing Criminal Justice Nursing Education Environmental Studies Psychosocial Rehabilitation and Treatment Ecotourism Respiratory Care
273 164 60% Remedial Course Subject Area Number* of FT,FTs Enrolled in Fall ‘14 % of FT,FTs Enrolled in Fall ‘14 Computation 91 41% Algebra 55 25% Reading 77 35% Writing 105 47% English 0 0% Source: SURE Fall Enrollment File 2014 *Duplicated head count. Students are/could be enrolled in both English and Math Remediation. 3. Enrollment by Race/Ethnicity, Sex, and Age, Fall 2014*: Enrollment by Race/Ethnicity: White Black Hispanic/ Latino Asian American Indian /Alaskan Alien Other / Unknown* Total N % N % N % N % N % N % N % Full Time 585 78% 48 6% 30 4% 13 2% 0 0% 0 0% 72 10% 748 Part Time 525 62% 48 6% 114 13 % 30 4% 8 1% 0 0% 117 14% 842 1110 70% 96 6% 144 8% 43 3% 8 1% 0 0% 189 12% 1590 *Does not include dual enrollment. WCCC Department of Institutional Research 2015 Source: WCCC Department of Institutional Research 2015 *Does not include dual enrolled students.
G. Profile of the Institution 1. Degree and Certificate Programs Offered: Associate of Arts (A.A.) Associate in Applied Science (A.A.S.) Business Administration Communications Computer and Information Science Elementary and Secondary Education English Fine Arts History Liberal Arts Pre-Law Pre-Professional Social Science Accounting Management Automotive Technology Business Management Computer Information Services Early Childhood Education Emergency Services - Fire Services Food and Beverage Management Graphic and Web Design Medical Assisting Small Business Management Technical Studies Web Development Associate in Fine Arts (A.F.A) Creative Writing Associate in Science (A.S.) Biology Chemistry Criminal Justice Nursing Environmental Studies Psychosocial Rehabilitation and Treatment Ecotourism Respiratory Care General Science Occupational Therapy
server name parses as domain name Server certificates with spaces, e.g. "RADIUS Service of Foo University" are to be problematic with some supplicants. server name Subject/CN == SubjectAltName:DNS Some supplicants only consult the CN when checking the name of an incoming server certificate; some either of the two; some will only check SubjectAltName:DNS. Keeping the desired name in both fields in sync is a safe bet for . Only use one CN. If you have multiple RADIUS servers, either use the same certificate for all of them is no need for the name to match the DNS name of the machine it is running on), or generate multiple certificates, each with CN/subjectAltName:DNS. server name not a wildcard name ( "*.someidp.tld") Some supplicants exhibit behaviour when attempting to parse incoming certificates with a wildcard.
length of public key Minimum: 1024 Bit Recommended: 2048 Bit or higher Server certificates with a length of the public key 1024 bit are considered invalid by some recent operating systems. The continued use of 1024 bit length keys is not recommended, because several operating systems and browser vendors already have a deprecation policy for this key length. While the deprecation in browser-based scenarios does not have an immediate impact on EAP server usage, it is possible that system libraries and operating system APIs will over time penalise the use of short key lengths. or new certificates, 2048 bit or more is recommended Extension: Extended Key Usage TLS Web Server Authentication Even though the certificate is used for EAP purposes, some popular operating systems require the certificate extension "TLS Web Server Authentication" (OID: 1.3.6.1.5.5.7.3.1) to be present.
Information to be provided to The following information will have been provided to during step 1 of the joining process: Information item Description/Comment SSID Confirm “eduroam” or eduroam-domain.name if overlapping coverage. Wireless Encryption/Authentication Confirm WPA2-AES (i.e. IEEE authentication) only configured for eduroam Map of eduroam coverage Link to institution’s eduroam coverage map (likely same as wireless coverage map) Observed eduroam overlap Confirm whether there is eduroam coverage overlap with another institution Anticipated ‘incidental’ authentication If the institution’s eduroam coverage includes a regular commute path for students, then they will likely connect ‘incidentally’ as they commute through the institution’s eduroam coverage area. Per-Campus Information: (for the case of public institutions, where the administering organisation provides identity management, wireless infrastructure, eduroam infrastructure for a number of institutions, the term ‘campus’ may be interpreted as individual institution). Campus name formal name, including ‘The’ if appropriate Campus address Street, City, State, Postcode Campus location Latitude and Longitude Campus contact Full name, email address, phone, mobile (for SMS notification). Per-Campus SSID If not specified, ‘institutional’ SSID is assumed Per-Campus Wireless Encryption If not specified, ‘institutional’ wireless encryption is assumed Network Access
INSTITUTIONAL LEARNING OUTCOMES ASSESSMENT SCHEDULE ILO 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Who is in charge? Written Communication: Westmont Graduates write effectively in various contexts x Sarah Skripsky (English), Lead Assessment Specialist for Written Communication Tatiana Nazarenko, Dean of Curriculum and Educational Effectiveness Christian Understanding, Practices and Affections: Westmont graduates will demonstrate literacy in biblical and orthodox Christian Westmont graduates will demonstrate faithfulness in Christian service x Telford Work (Religious Studies), Lead Assessment Specialist for CUPA Assessment Team: Russ Howell (Mathematics), Maurice Lee (Religious Studies), Tim Wilson (Student Life). Tatiana Nazarenko, DCCE Competence in Oral Communication: Westmont graduates will effectively communicate orally in various contexts x Deborah Dunn (Communication Studies), Oral Communication Task Chair Task Force: Steve Julio (Biology), Edd Noell (Economics & Business), Sarah Skripsky (English) Tatiana Nazarenko, DCCE General Education Committee Critical Thinking: Westmont graduates will be able to accurately evaluate the strength of evidence in support of a claim and apply critical thinking creatively to problem solving. x Jim Taylor (Philosophy), Lead Assessment Specialist for Critical Thinking Assessment Team: Rick Pointer (History), Randy VanderMey (English), Stephen Contakes (Chemistry), Jane Wilson (Education), Angela D'Amour (Student Life) Tatiana Nazarenko, DCCE Information Literacy: Westmont graduates will be able to identify, evaluate and integrate sources effectively and ethically in various contexts. x Riley (Instructional and Research Services Librarian), Lead Assessment Specialist for Information Literacy Assessment Team: Stephen Contakes (Chemistry), Omedi Ochieng (Communication Studies), Jana Mayfield Mullen (Library)
Application for EMT Accreditation APPLICATION Date Type of Application (check one): Initial Accreditation – EMT Program Reaccreditation – EMT Program A. Institutional Data Official name of institution Mailing ADDRESS 1 Address 2 City State Zip Telephone Fax On-site administrator’s e-mail address (This individual will receive all related correspondence from OEMS)
Application for EMT-Paramedic Accreditation APPLICATION Date Type of Application (check one): Initial Grant of Accreditation – Paramedic Program Institutional Data Official name of institution Mailing ADDRESS 1 Address 2 City Telephone Fax On-site administrator’s e-mail address (This individual will receive all related correspondence from OEMS) E-mail address Web site address Physical Address (if different from above) City Name and title of cEO or COO Name and title of on-site administrator A
Accelerated BA to MA English Accelerated BA to MA Geography Integrated BFA to MFA Interior Architecture Accelerated BS to MS Information Systems to Information Technology and Management Accelerated BS to MS Parks and Recreation Management (effective Fall 2017 pending UCC approval) Accelerated BS to PhD Physics to Nanoscience (U869 and G356) Accelerated BS to MS Women’s and Gender Studies (effective Fall 2017) Document History Adopted: September 2004 Revised: March 2011 Revised: January 2014
Institutional Assessment Progress Reports DRAFT DIVISION OF ACADEMIC AFFAIRS DUE JUNE 15, 2014 Academic Programs (UG) Department Mission Mission Learning Goals / Outcomes Curriculum Mapping 3 - 5 year Assessment Plan Identified at 2 Outcomes to be Assessed Used at least 2 methods (one direct) Learning Opportunities Identified Assessment Tools Assessed Learning Outcomes Assessed Learning Outcomes Results Analysis Used Results Shared Results CPA Community Studies and Civic Engagement x x x x x Criminal Justice x x x x x x x x x x Forensic Studies x x x x x x Government and Public Policy x x x x x x x Health Systems x x x x x x x x x x Humans Services x x x x x x Studies x x x x x x Academic Programs (Grad) Department Mission Mission Learning Outcomes Curriculum Mapping 3 - 5 year Assessment Plan Identified Outcome to be Assessed Used at 2 methods (one direct) Learning Opportunities Identified Assessment Tools Assessed Learning Oucomes Assessed Learning Oucomes Results Analysis Used Results Shared Results CPA Criminal Justice x x x x x x x x Forensic Science - High Technology Crime x Global Affairs and Human Security x x x x x x x Health Systems x x x x x x x x x x x
Non-Academic Programs Mission Learning Outcomes Identified Outcome to be Assessed Learning Opportunities Identified Assessment Tools Assessed Learning Oucomes Assessed Learning Oucomes Results Analysis Used Results Shared Results Office of Academic Foundation Fall 2013 Spring 2014 Fall 2013 Year & Transition Seminar Learning Communities Foundation Studies--Math Foundation Studies--Writ Advising/Orientation Percentage:
DIVISION OF ACADEMIC AFFAIRS DUE JUNE 15, 2014 Academic Programs (UG) Department Mission Mission Learning Goals / Outcomes Curriculum Mapping 3 - 5 year Assessment Plan Identified 2 Outcomes to be Assessed Used at least 2 methods (one direct) Learning Opportunities Identified Assessment Assessed Learning Outcomes Assessed Learning Outcomes Results Analysis Used Results Shared Results MSB Business Administration x x x x x x x x x x x Information Systems and Technology Management x x x x x x x x x x x Percentage: Academic Programs (Grad) Department Mission Mission Learning Outcomes Curriculum Mapping 3 - 5 year Assessment Plan Identified 2 Outcomes to be Assessed Used at least 2 methods (one direct) Learning Opportunities Identified Assessment Tools Assessed Learning Oucomes Assessed Learning Oucomes Results Analysis Used Results Shared Results MSB Accounting and Business Advisory Services x x x x x x x x x x x Business Administration (UB/Towson MBA) x x x x x x x x x x x Business - Finance x x x x x x x x x x x Global Leadership Innovation Management and Technology Commercialization x x Nonprofit Management and Social Entrepreneurship (w/CPA) x x x Taxation x Certificate Programs Accounting Fundamentals x Business Fundamentals x
But, first, given the alleviating effect of the division of labour in place, the particular society in question would really have to contribute extraordinarily much in order for such individual effects to threaten. This might happen, given the world as it is, but notice that the same idea of division of labour could then be taken to the global level to counteract this tendency. This no doubt raises the question of global morality, i.e., what our duties are to societies that we are not members of. We will say more about the problem of global morality and the role institutions, hence institutional consequentialism can play in it, at the end of the paper. Second, the destructive influence of high societal contributions would have to affect the relevant projects and commitments of people. The fact that as a result of high societal contributions individual members would have to give up certain luxuries of life in order to help suffering others elsewhere, could hardly be persuasive. Finally, third, we do not find the idea of social practices being constitutive of one’s individual personality plausible. This is after all a distinctively communitarian thought that is subject to the criticism that people can reflect upon and decide about their aims, projects and commitments in life (Kymlicka 2002). Given the good moral reasons in support of the consequentialist cause, it might therefore well be the case that, instead of experiencing the results of high societal contributions as destructive of their personal life, people would see them as more in line with their new, reformed personality (that, though, does not have to be so reformed as to also conform to consequentialism when applied to their actions directly). However, having said all this, one problem is still looming. It could be pointed out that we have not paid adequate attention to the difference between maintaining (running) and setting up (or even just reforming) an institution. Bailey (1997: 149) identifies two sources of the difference between their respective demands. One, institutional reform typically requires political reform which in turn needs political activism to make sure that the reforms take place. Two, even after the reforms are enacted (e.g. as law), expenditures are needed to get
Spring 2017 Projects: 1 2011-12 Beginning Postsecondary Students Longitudinal Study (BSP:12) 2 2017 WGOH Survey 3 ACCESS Enrollment and transfer data for the year 2015/2016 4 ACCJC 2017 Annual Report 5 ACE Project MOU Data part B 6 Grade comparison data for Fall 2016 7 Alisal Student Profile 8 Bright Futures 9 Climate –SP2017 10 College Leavers 11 CORE Competencies Survey 2017 12 Cost Effectiveness 13 DE -Per subject (Section count) 14 Distance Ed Report- Success/Retention- By discipline GRAPHS (Part II) 15 Support Program 16 Enrollment Management Metrics- Baseline 17 size (Section Count) 18 Environmental Scan - TERM TO BE DEFINED 19 Gainful Employment Disclosures 20 High School Longitudinal Study of 2009 (HSLS:09) 21 HS Follow up study- Part I (Entry) 22 HSI Baseline (part I) 23 ( April )- Winter 2017 24 Labor Market –SP2017 25 Number of former El Puente students 2015-2016 , - 26 Scorecard Review 2017 27 Section & Enrollment Counts - Part II 28 STEM MESA Majors 29 Strong Workforce 30 Student Equity Plan metrics Data support 31 Test Validation correlation with GRADES 32 Tracking Academic Support -Tutoring and grades relation
772 Horizon Drive, Grand Junction, CO 81506 FEBRUARY 19, 2013 Campus Administration Lipner Director Dean Blair Director of Education Leslie Barlow Associate Director of Education Pam Waterman Director of Career Services Shelby Maloney Acting Director Career Services Cary Marone Career Services Advisor Toni Garmong Director Financial Services Sharon Cowan Financial Services Representative J.R Hamm Financial Services Representative Carole Earnshaw Admissions Representative Ed Feinberg Admissions Representative Alecia Dembowski Admissions Representative George Huisman Enrollment Coordinator Sandra Sheppard Community Outreach Representative Jennifer Berrie Registrar Sue Eglet Business Office Manager Sara Peterson Learning Resource Supervisor Zack Merrick IT Technician Sharon Fuller Reception R. Bruno Eachus Reception Program Supervisors Leslie Barlow Business & Administrative Technology Health Information Technician Jennifer Prather Dental Technology Adam Burke Medical Assisting Mark Faudree Automotive Technology Kathy Reid Massage Therapy Faculty James Benton Diana Boydstun Madelina Brown Scott Burger Sandra Craig Scott Foster John Hailey Christie Halladay Angela Harless Clint Harrison Dr. Karl Kunstadter Beverley McClure Jennifer McDaniel Todd McDaniel Ruth Mitchell Richard Reno Christie Robson David Sanchez Dawanna Kaley Stroh Linda Votruba OWNERSHIP: Technical Trades Institute, a Colorado Corporation
ACTION – Teaching and learning through inquiry STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS How will students acquire, understand, and transfer new knowledge? How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners? Day ___ Date Indicate Instructional Delivery Minutes Cognitive Level(s) Description of the Differentiated Instruction, embedded 21st Century Skills, and Supporting Resources (Learning Experiences and Teaching Strategies) Formative Assessment(s) Evidence of Mastery ☐ Intro/Activate/Engage ☐ Direct Instruction ☐ Guided Practice ☐ Independent Practice ☐ Other ____________ ☐ Summary/Closure Select as many of the delivery methods as you will use during one lesson. You will repeat this portion of the process on a separate row for each lesson in the unit. Enter the length of each activity or the lesson ☐ 6 Create ☐ 5 Evaluate ☐ 4 Analyze ☐ 3 Apply ☐ 2 Understand ☐ 1 Remember Select the cognitive level(s) for the activities in this lesson. Select only the that apply per lesson. A lesson might stretch over multiple days. Intro/Activate/Engage: How will you inform the students of the lesson objectives they will learn today? How will you create interest to capture the attention of the students and activate prior knowledge? How will you indicate student expectations? Direct Instruction - Modeling & Methodology What will you use to visually and verbally equip the students to help them experience or process the key ideas and explore the issues/topics of the specific content? Which resources aligned to cognitive levels will you use? How will you differentiate instruction? How will you provide instructive feedback to improve student thinking? Guided Practice – Checking for Understanding How will you provide differentiated opportunities (intervention/enrichment) for students to rethink and revise understandings when working as an individual or as a member of a group? Which resources aligned to cognitive levels will you use? How will you provide instructive feedback to improve student thinking? Independent Practice: How will you provide numerous opportunities for students to independently research and explain concepts, principles, and processes by putting it into their own words, teaching others, and explaining their reasoning? Formative Assessments: Which formal and informal tasks will be used for and ongoing data collection in determining strengths and/or potential gaps/ misconceptions in student learning? What will be used for the criteria? Evidence of Mastery: Which ongoing forms of evidence will be collected to determine student progress? Resources:
2.a A course of action to deal with an injury sustained during violence reduction skills training Learners should plan a course of action to deal with an injury sustained during violence reduction skills training The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Own reasons for planning this course of action Learners should give own reasons for planning this course of action 2.c Forms and/or documents that must be completed when an injury is sustained during violence reduction skills training Learners should outline forms and/or documents that must be completed when an injury is sustained during violence reduction skills training 2.d The information that must be obtained for reporting purposes when an injury has been sustained during violence reduction skills training Learners should explain the information that must be obtained for reporting purposes when an injury has been sustained during violence reduction skills training 3 The learner will be able to collect and present evidence where compensation has been sought in relation an injury obtained during violence reduction skills training The learner must be able to: Assessment Requirements Evidence Location
3.a Monitor own progress and take prompt action to address any problems which may arise The following assessment method must be used in the assessment of this standard: Observation of learner practical ability Additionally, the following assessment methods may be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Review the efficiency and effectiveness of own practice taking into account relevant theories and feedback of others 3.c Apply the results of these reflections and development activities to improve own performance and practice 4 The learner will be able to keep a reflective learning log The learner must be able to: Assessment Requirements Evidence Location 4.a Record learning events in own portfolio The following assessment method must be assessment of this standard:
Distance K=...…………………. km Station of origin: City/Town of ……………………… Transport to: City/Town of ……………………… train station sea harbour river harbour power plant Train powered by: electricity diesel oil bio-diesel other ................................................. Inland river transportation (flatboats) Distance K=...…………………. km Load of the boat Q=...…………metric tons River harbour of origin: City/Town of ……………………… Transport to: City/Town of ……………………… sea harbour power plant Boats powered by: fossil diesel oil bio-diesel other ................................................. International sea or transportation Distance K=...…………………. km Sea Harbour of origin: From City/Town of ……………………… Transfer to: Destination port area Contract type Free-on-Board (FOB) Cost Insurance Freight (CIF)
Harbour of departure sea harbour river harbour City/Town: …………………………… Country : ……………………………... Contract type Free-on-Board (FOB) Cost Insurance Freight (CIF) Capacity of the whole ship used (whether this be a full or partial load) Nominal capacity Q = Panamax: 70 000 metric tonnes Supramax: 55 000 metric tonnes Handysize: 35 000 metric tonnes Small ships: 3 000 metric tonnes Other (specify)………………. metric tonnes Backhaul Please provide evidence that backhaul was applied for the journey: Always Sometimes, (please explain) Never Approx. distance to destination port: Number of days at sea : S=...………………………….. sea miles D=...………………………….. days TOTAL energy consumption for the sea transport L=...…………………metric tonnes/day L x D=...……………metric tonnes total Type of fuel used by vessel heavy fuel oil medium diesel oil light diesel bio-diesel other, specify Heating value (GJ/ton) H=...………………… H=...………………… H=...………………… H=...………………… H=...………………… PART 3 – Storage, handling and Description of any storage, handling or trans-shipment Quantity of biomass handled at the different storage, handling and locations Energy data Justification for the approach followed and the values provided
Date and DD/MM/YYYY, …………………………….……………… . Name of the Certification decision maker ………………………………………………………….…… I certify that the data gathered in this form has been checked and validated in compliance with SBP Standard #5 and SBP certification procedures. Signature
2 - This will you to the ‘Supplier Pre-Login’ page, in the ‘New to Portal’ box select ‘Register’. 3 – You will then be brought to the Registration There are now five steps to complete; complete each step with the necessary information as requested. The first step describes the process of registering as a supplier on The Chest Portal. Once you have read the description select ‘Continue’
Once you have clicked on “Update account and login” you will then be returned back to the main log in screen. Accessing and Applying For Opportunities Step 1 – Once you have logged on To The Chest you will be brought to the ‘Home page’ as shown below. To search for current opportunities choose ‘Find Opportunities’ as indicated.
Step 7 – A further e-mail will also be sent which will provide a link ‘Supplier Home’ which will direct you to your homepage (if already logged on to The Chest, if not you will be asked to log into the portal) Step 8 – This will then bring you to your supplier/login homepage. To navigate to the opportunity select ‘My activities’ similar to the example shown below. Step 9 - On the left hand side of the ‘My Activities Page’ click the tick the box under buyer and then select ‘Update’ as shown below. Step 10 – Find the opportunity which you have expressed an interest in and it should be listed on the screen below
Step 23 – You are now ready to submit your tender application. It is recommended that you have a final check of the tender documents before they are submitted. Once you are ready to submit, click on ‘Submit Response’. It is critical that you do not forget to complete this final step and click on the Submit Response button, otherwise the Council will not receive your submission. Step 24 – The system will ask you to confirm if you are sure you want to submit your response. If you are happy to proceed click on ‘Submit Response’ as shown otherwise click on Cancel.
This will then bring you to your ‘Company profile’ page (Screenshot 1) where you can edit or change any of the following details. Company Information Description Workgroups Contacts All Addresses Screenshot 1 Company Information In this Section you will are able to change your ‘Company Information’ To do this, select ‘Edit’ as shown below. Add the information you require and select ‘Update Company details’ as shown in the screenshot below.
PROGRESS REPORT Day Work Habit 1: Work Habit 2: 1 2 3 4 5 Total # of faces = ___________________ _____________________
X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas. Mathematics X Social Studies 7. The use of tools of social science inquiry. Science X Health/Physical Education 2. Principles and practices of physical and mental health. Fine Arts Enduring Life Skill(s) X Perseverance X Integrity X Problem Solving Courage Compassion Tolerance Respect X Goal Setting Lesson Measurable Learning Objectives: The student will apply two time management techniques and two organizational techniques necessary for task completion. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. The student will work as a class to develop a weekly time-management schedule based on Betty’s Busy Week, applying at least two time management techniques. Lesson Preparation Essential Questions: How can I manage my time? Engagement (Hook): Read Betty’s Busy Week. As students, “How can she manage her time with so many activities to complete?” Procedures Instructor Procedures/Instructional Strategies: 1. Counselor introduces the concept of time management: a. Scheduled tasks/activities that we have to do (e.g. get out of bed, eat, go to school). b. Unscheduled tasks/activities that we have to do (e.g., chores, homework). c. Tasks/activities that we want to do (e.g., play, watch TV, go to the park). “Trying to fit all of those tasks/activities into a week can be a challenge. Today, we Student Involvement/Instructional Activities: 1. Students listen.
Unit #1 Title: The Successful Student Lesson Title: Picturing the Successful Student Lesson #: 1 of 4 Grade Level: 6 Length of Lesson: 45 min. Missouri Comprehensive Guidance and Counseling Big Idea: AD.4 Applying Skills Needed for Educational Achievement Grade Level Expectations (GLEs): AD.4.A.06: Develop and practice study skills and test-taking strategies specific to each academic area and identify available resources. AD.4.B.06: Develop and practice a self-management system to promote academic success. American School Counselor Association (ASCA) National Standard: Academic Development A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Materials (include activity sheets and/ or supporting resources) Markers and tape Handout “Characteristics/Qualities of a Successful Student” (1 for each student group) Show Me Standards: Performance Goals (check one or more that apply and identify relevant process standards) X Goal 1: Gather, analyze and apply information and ideas 1. Develop questions and ideas to initiate and refine research. 5. Comprehend and evaluate written, visual and oral presentations and works. 6. Discover and evaluate patterns and relationships in information, ideas and structures 8. Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation. X Goal 2: Communicate effectively within and beyond the classroom 1. Plan and make written, oral and visual presentations for a variety of purposes and audiences 2. Review and revise communications to improve accuracy and clarity 3. Exchange information, questions and ideas while recognizing the perspectives of others X Goal 3: Recognize and problems 1. Identify problems and define their scope and elements 2. Develop and apply strategies based on ways others have prevented or solved problems 3. Develop and apply strategies based on one’s own experience in preventing or solving problems 7. Evaluate the extent to which a strategy addresses the problem
The student will identify at least two new activities and interests to explore. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. Work Sample and Performance Task: Students will complete the first and second sections of the Activity Sheet “New Things To Learn and Explore.” Students will then identify the Career Path(s) that will link them to careers using the link between those activities and interests. Lesson Preparation Essential Questions: How are your strengths, interests, and future career connected? Engagement (Hook): Hold up your hand if you have done a “connect the dots” activity. When connecting the dots what did you discover? Let’s think about Christopher Columbus, the famous explorer. What kinds of interests/activities do you think he had/liked to do? What career path do you think Christopher Columbus followed? His interests/activities led him to be an explorer. Today, each of you is going to be an explorer. Procedures Instructor Procedures/Instructional Strategies: 1. Begin by using the “hook.” Ask: What is an explorer? What will you do as an explorer? 2. Ask students to reflect on last year’s discussion of their strengths and interests. 3. Counselor will ask for a volunteer to explain what an “interest” is, and what an “activity” is. Counselor will ask, “How is an activity different from an interest?” Explain that an interest is something you like to do or you want to more about, for example: “I’m interested in reading.” “I’m interested in building things.”Explain that an activity is something that you participate in at school, Student Involvement/Instructional Activities: 1. Students will offer suggestions about what interests/activities they think Christopher Columbus might have had (e.g. maps, boats, traveling to new places). Volunteer definitions of “Explorer” Volunteer descriptions of activities they will do as an explorer. 2. Students volunteer meaning/examples of strengths/interests. 3. Students volunteer to answer and invite others to volunteer.
Job List Mini Poster JOBS IN THE WORLD OF WORK Review the list of jobs below, and select at least 5 that match your preferences. Teacher Nurse Custodian Server Attorney Construction Worker Doctor Singer Secretary Computer Programmer Veterinarian Physical Therapist Mechanic Gas Station Attendant Psychologist Nursing Home Worker Banker Farmer Firefighter Chef Meteorologist Dancer Carpenter Hairstylist Television Announcer Artist Biologist Astronaut
Procedures Instructor Procedures/Instructional Strategies: 1. On chart paper, draw two outlines of a human body. Label one positive and one negative. Give students sticky notes. Have students write positive and negative characteristics/attributes about themselves on the sticky notes and stick on the appropriate chart paper. Discuss. 2. Handout the “Self-concept Checklist” worksheet. One area that will be impacted entering high school is your self-concept. Meeting new friends, experiencing peer pressure, trying to “fit in” are all issues 9th graders may go through. Explain that the self-concept checklist will help increase their self-concept. Allow students time to complete the checklist. Discuss responses and or collect them after the class period for formative evaluation. 3. After discussing possible responses, explain to the students that there are ways to improve their self-concept as well as maintain it. Allow them time to complete the “Improving Your Self-Concept” worksheet. Discuss and or collect for formative evaluation. 4. Ask students what they are most looking forward to doing in high school. Discuss responses. Ask students if they are aware of all the opportunities available to them in their new school community. Direct students to the “Clubs/Organization List”. Let them know about all the different opportunities they have to be involved. Discuss the benefits of more friends (new friends), sense of belonging, school pride, learning new things, taking risks, organizing time and responsibilities and increased positive self-concept. Ask students to check or circle clubs they may Student Involvement/Instructional Activities: 1. Students write characteristics on the sticky notes and place on the appropriate human body outline. 2. Students complete the self-concept checklist. Discuss what indicates positive or negative self-concepts. 3. Students will complete the “Improving Your Self-Concept” worksheet. Discuss ways for developing or maintaining a positive self-concept. 4. Students respond to questions Discuss benefits to joining Checkmark or circle they may be interested in joining.
Lesson Measurable Learning Objectives: The student will use a puppet to demonstrate at least one friendship skill. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. Students will demonstrate friendship skills by using the puppets. Lesson Preparation Essential Questions: What does a quality relationship look like and how is it maintained? Engagement (Hook): Begin the lesson by using two puppets to illustrate inappropriate ways of interacting with others, such as, shoving, shouting, pushing, and not sharing. Ask students if they would like to play with these “friends,” and if not, why not? Procedures Instructor Procedures/Instructional Strategies: 1. Using the puppets, ask students: What are some ways that we show others that we want to be their friend? 2. Write responses on the board. 3. Ahead of time, make a puppet using the paper bag, yarn, and markers. Give each student a bag and yarn. Students get out their markers and glue (for the yarn) to complete the puppets. 4. The instructor divides the students into pairs and gives them the following situations to act out with their partner. Name your puppet and introduce your puppet to your partner’s puppet. Tell your partner puppet something you like to do. Tell your partner about your family. Make up your own idea. Student Involvement/Instructional Activities: 1. Students respond with answers such as, we share, listen, keep secrets, no fighting, and kind to each other. 2. Students review the responses. 3. Students use the brown paper lunch bags to make puppets to practice friendship skills. 4. Students practice friendship skills with their partner’s puppet. Teacher Follow-Up Activities The teacher encourages students to use appropriate friendship skills at all times.
Lesson Measurable Learning Objectives: The student will contribute at least one idea to his/her small group related to compromise using the STAR problem solving model. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE. Assessment can be question answer, performance activity, etc. In a classroom discussion, students identify how mutual respect and compromise in relationships is important. Lesson Preparation Essential Questions: Why do we need to have friends? Engagement (Hook): In a prearranged role-play with the classroom teacher, the counselor loudly and irately complains about someone taking a favorite pen out of the office without permission. Ask the class: What should be done to resolve the situation using respect and compromise? Procedures Instructor Procedures/Instructional Strategies: 1. Introduce what it means to compromise. 2. What are the words or actions someone would need to use in order to compromise respectfully? 3. Introduce the steps of compromise to students using the STAR method of problem solving. a. Stop – Identify the situation or problem to compromise that needs to be solved. b. Think – Think about the choices or options to solve the situation or problem. c. Act – Decide how you are going to compromise. d. Review – Review the final compromise to the situation. Student Involvement/Instructional Activities: 1. Students share ideas. Examples: Compromising means to give and take in a situation. Each person involved may have to give up the way they think it should be and accept someone else’s ideas. 2. Students ideas. Words – Please, thank you, excuse me… Actions – Smile, nice tone of voice, appropriate body language. 3. Students will review the of compromise.
“Which ones were in her control?” Give each student a copy of “Stressed Out Sally” story and have students underline what Sally was in control of, using markers or highlighters. Discuss responsibility and taking responsibility for your actions. Discuss proper communication, talking about feelings, anger management techniques, conflict resolution, etc. Say to the students, “Let’s go back to “Stressed out Sally” and rewrite her day so tomorrow will go better.” Students will underline things Sally could control. Students contribute to discussion. Students contribute to discussion. Students will help rewrite “Stressed Out Sally” by supplying suggestions to help her day go better. Teacher Follow-Up Activities Teachers may question students when they are upset: “Is it in your control?” “What can you do about it?” “How can you cope?” Counselor reflection notes (completed after the lesson) Stressed Out Sally Written by Jennifer Boyer Sally got up late this morning because she forgot to set her alarm clock. She yelled at her mom for not getting her up on time. Since she got up so late, she was not able to eat breakfast before having to get to school. On her way out the door running to the bus, she forgot her homework on the table. Because of this, she had to stay in at recess to finish her homework. When her friend came in from recess, she was angry with Sally
Procedures Instructor Procedures/Instructional Strategies: Discuss examples of life-changing events, using the fictional character as a reference. What was out of the character’s control? What could that character control? Divide students into small groups. Give each group a piece of chart paper and a different colored marker. Give each group a life-changing situation slip. They will brainstorm ways to deal with the situation and record responses on the chart paper. Groups will begin preparing a skit to present their ideas to the remaining class members. Circulate around the room ensuring that they are all on task. Warn students when they are close to wrap-up time. Remind students that they will present their ideas during the next lesson. Student Involvement/Instructional Activities: Students listen and participate in discussion. Students get into groups to read their scenarios and to brainstorm how to handle the situations. If time allows, students may begin developing skits. Students will continue to formulate plan for coping with a life change scenario and develop a skit to illustrate their ideas. Students finish up and go back to their seats. Teacher Follow-Up Activities Remind students of the things they can – and cannot – control. Work with students to develop effective coping skills when life-changing events occur. Counselor reflection notes (completed after the lesson) Lesson 1 Materials
4. Counselor will discuss escalation and of conflict and look at the or lose-lose scenarios. Counselor will also present the idea of aggressive, passive, and assertive responses to conflict. 5. Counselor will present the Mediation Do’s and Don’ts and the Communication Pyramid. 6. Counselor will end the session letting students know that next time they will actually role-play practice mediation. 4. Students will generate various conflict scenarios and discuss appropriate responses. 5. Students will discuss the Mediation Do’s and Don’ts and look at the Communication Pyramid. 6. Students will understand that next session they will be doing an actual mediation practice session. Teacher Follow-Up Activities Students will share the Mediation Do’s and Don’ts with their teacher. Students will practice the skills learned to resolve conflicts. Counselor reflection notes (completed after the lesson) What is Conflict?
Active Listener Take RegularTime to Study Listen to Directions Assignment Notebook Read Through a Chapter Reward myself Skim for Energy Good Night’s Rest Find a Place Prepare for a Test Free Space Have the Materials Work with no Interruptions Check Over My Work Eat a Good Breakfast Work Steadily Ask for Help Take Necessary Breaks Write Neatly and Accurately Keep a Dictionary Available Assignments on Time Do Easiest First Start my Assignments Quickly
Study/Test Taking BINGO cards Cut these apart for drawing Active Listener Take Notes RegularTime to Listen to Directions Assignment Notebook Read Through a Chapter Reward myself Skim for Facts Energy Good Night’s Rest Find a Place Prepare for a Test Have the Materials Work with no Interruptions Check Over My Work Eat a Good Breakfast Work Steadily Ask for Help Take Necessary Breaks Write Neatly and Accurately Keep a Dictionary Available Assignments on Time Do Easiest First Start my Assignments Quickly