zilongwang/ReadingBank huggingface dataset:
Schedule Course Main Topics Signature Assignment Other Assignments Summer EDL 630 Using Data to Focus Instructional Improvement (Qualitative & Quantitative) Exploring Root Causes in Data Identifying Goals & Objectives Identifying Action Plan Target Group Improvement Plan Community of Practice Notes Action Research Peer Review EDL 650 Principles of Effective Professional Dev. Evaluating Professional Development Principles of Adult Learning Collecting & Analyzing Data Hard & Soft Data SMART Goals Student Achievement via Staff Development Professional Development Portfolio Plan Personal Professional Learning Plan Module Discussions PD Planning Tool Reflections EDL 680 Theory of Action School Branding Theory of Action School Branding Memo to Principal School Memo for TGIP Fall EDL 610 Personal & Public Victories Leadership Habits: Personal Responsibility, What’s Important, Put First Things First, Maturity Concepts, Common Ground, Communication, Sharpening Your Saw, Collaboration & Coaching Culture of Achievement Leadership Platform Restorative Practices Leadership Platform Reflections Poster Creation/Museum Walk Summary of Pillar Reflections Evidence of Participation EDL 640 Understanding & Defining Culture School Community Relations, Politics Community Equity Audit Community Involvement Communication: Internal and External Publics Cultural Knowledge (poverty, trauma, victimization) Media Relation & Communication in Writing Managing Cultural Dynamics Trough Collaboration Adapting to Diversity Community Relations Case Study Quizzes Reflections Readings EDL 660 Field Work Various Assignments EDL 680 Shadowing Reflection Paper Spring EDL 600 School Law (Special Education, Employees, Discrimination, Liability) School Finance LCFF/LCAP School Boards Unions School Budget Development Various Interviews Student Presentations Attendance at School Board Meetings Reflections EDL 652 Instructional Leadership (Supervision, Evaluation & Documentation) Creating a Transformational Culture Effective Teaching Data Gathering Techniques Understanding Contracts in Evaluations Clinical Supervision Cycle Pre-Observation Conference Data Collections EDL 655 Ethical Decision-Making & Frameworks Controversial Situations Leadership Voice & Presence Decision Traps Internal Belief Systems Platform Belief Statement Resumes Personal Code of Ethics Program Reflection Self-Assessment Performance Tasks EDL 680 Shadowing Reflection Paper
Comparative assessment of shortlisted applicants Name Comparative assessment against the selection criteria (taking into account application, interview, referee comments and other selection tools) Suitable applicants ranked in order of merit Ranking Name A principal position requires a person to be four-year trained and hold a current VIT registration from the . Details are available on the An individual appointed to a principal position in a special setting must hold an approved special education qualification. VIT No. 4 Year trained Special education qualification (if applicable) ______________ □ Yes □ No □ Yes □ No ______________ □ Yes □ No □ Yes □ No ______________ □ Yes □ No □ Yes □ No ______________ □ Yes □ No □ Yes □ No Suitability for employment The selection panel is satisfied that suitable applicants who are not existing ongoing Teaching Service employees are fit and proper persons and suitable for child-connected work. Inquiries were undertaken by [insert name of Secretary’s nominee who made the inquiries} Panel signatures (Any actual, potential or perceived Conflict of Interest has been declared to the panel and entered on the Declaration – Conflict of Interest form in eduPay) Position Name Gender Merit Trained Chairperson Signature: ________________________________________________________ Full Name: ________________________________________________________ Date: ___ / ___ / ______ Male Female Yes No
M.S.Ed. Principal/Supervisor Assessment System Transition Points Unit Assessments Principal Assessments 1. Admission Letters of recommendation Essay- 2.75 GPA 2. Admission to Practicum 3.0 GPA Lesson plans Unit plans Clinical Supervision Technology assessment Course assessments Case Studies Assessment 2- Case Studies (EDL 532) Assessment 3- Curriculum Development and Planning Project (EDL 536) Assessment 6- Ideal School Project (EDL 504) Assessment 7- Community Involvement Project (EDL 533) Assessment 8- Peer Coaching Project (EDL 569) 3. Program Completion Comprehensive exams Capstone projects Professional Development Plans Supervised Internships Case Studies Assessment 1- State mandated exam Assessment 4- Internship Evaluation (EDL 588/589) Assessment 5- State Report Card Standardized Test Analysis (EDL 606) 4. Post- Graduate Assessment Exit Survey Employer Survey Candidate Survey Post Master’s Supervisor Endorsement Assessment System Transition Points Unit Assessments Principal Assessments 1. Admission Letters of recommendation Essay- 2.75 GPA
2. Admission to Practicum 3.0 GPA Lesson plans Unit plans Clinical Supervision Technology assessment Course assessments Case Studies Assessment 2- Case Studies (EDL 569) Assessment 3- Long-term Staff Development Project (EDL 593) Assessment 5- Clinical Supervision (EDL 569) Assessment 6- Curriculum Development and Planning (EDL 536) Assessment 7- Supervision/Observation Project (EDL 593) Assessment 8- Instruction Design Project (EDL 536) 3. Program Completion Comprehensive exams Capstone projects Professional Development Plans Supervised Internships Case Studies Assessment 1- Comprehensive Exam (EDL 582) Assessment 4- Practicum Evaluation (EDL 582) 4. Post- Graduate Assessment Exit Survey Employer Survey Candidate Survey
Campus____________________________________________ District_____________________________________________
A2_4b Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Assessments created or selected by teachers Aligned Percent 55 822 A2_4b Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Assessments created or selected by teachers Strongly Aligned Percent 822 A2_4c Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics textbooks used in your school Not At All Aligned Percent 4 3-5 804 A2_4c Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics textbooks used in your school Somewhat Aligned Percent 23 804 A2_4c Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics textbooks used in your school Aligned Percent 804 A2_4c Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics textbooks used in your school Strongly Aligned Percent 26 804 A2_4d Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics curriculum selected or developed by your district Not At All Aligned Percent 1 1-2 821 A2_4d Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics curriculum selected or developed by your district Somewhat Aligned Percent 17 821 A2_4d Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics curriculum selected or developed by your district Aligned Percent 52 821 A2_4d Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Mathematics curriculum selected or developed by your district Strongly Aligned Percent 30 821 A2_4e Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Professional development activities that teachers have or will participate in this school year Not At All Aligned Percent 2 1-3 810 A2_4e Please indicate the degree to which you think the following district or school resources are aligned to the 2011 Mathematics Curriculum Framework. Professional development activities that teachers have or will participate in this school year Somewhat Aligned Percent 23 810 25 25 32
Competency 5: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. Date Activity Description Time Total Hours 0 Competency 6: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. Date Activity Description Time Total Hours 0
___________________________________________________________________________ Student’s Signature (Indicating Responsibility for the above) (Date) ___________________________________________________________________________ Chair, Department of Education’s Signature (Date) ___________________________________________________________________________ Advisor’s Signature (Date) __________________________________________________________________________ Chair, Department of Education’s Signature (Date) ___________________________________________________________________________ Advisor’s Signature (Date)
Fran and Tracy presented on 5 State Study. Maryland, Delaware, WV, SC, Texas and maybe Oklahoma will be participating. This study will look at peopled leaving institutions and seeing what jobs they are getting. This will be an ongoing process over many years. Fran talked about security in adult facilities. Keep central office notified of events happening in your institution. It is no longer allowable to bring food to inmate aides. Special permission can be obtained but otherwise it is not allowed. Need to meet with your staff to go over security measures. Tools security is also very important. Emphasis should be given to the manner in which inmate aides are treated, remember they are not peers but inmates. If an inmate is injured in a vocational program, please let central office know. Steve Hoskinson was introduced. He is the new Information Technology Specialist in OIEP. Meeting was adjourned . December 9, 2008 – All principals Participants: Patricia Lucas – OIEP Jacob Green – OIEP Lori Loomis – Lakin Correctional Bill Ball – Davis Stuart Dan Gardner – Burlington Center Joe Michael – Donald R. Kuhn Greg Curry – Denmar Correctional Matt Kittle – Youth Academy Robert Buckland – Beckley Center John Marra – Board of Child Care Kent Moreno – Potomac Center Rhonda Mahan – OIEP J. P. Tenney – Elkins Mountain Jeanette Donohew – Northern Regional Jail & Correctional Facility Fran Warsing – OIEP Bill DesRochers – Barboursville School Lisa Hoskins – Pressley Ridge & White Oak Kathryn Toler – Mt. Olive Correctional Karen Boone – Pruntytown Correctional Judy Burkle – St. Marys Correctional Row Harman – Anthony Correctional Kenneth Holbrook – Huttonsville Correctional Katherine Blankenship- WV Industrial Home for Youth Keith James – OIEP Gary Wingrove – OIEP Duane Maxey – OIEP Kari Rice – OIEP Dewayne Duncan - OIEP
Educational Services, Tamworth Operational Directorate PRINCIPALS AS THE TEACHER ACCREDITATION AUTHORITY FOR PROFICIENT ACCREDITATION A session is now available in MyPL for Principals and school leadership teams to engage with the course: Principals as Proficient Teacher Accreditation Authority (TAA) A professional learning opportunity has been designed to support newly appointed and relieving principals in their role as Teacher Accreditation Authority (TAA) for teachers seeking and maintaining accreditation at Proficient teacher level. The course can be accessed on-line through MyPL or delivered in a workshop by Teacher Quality Advisors. The course aims to develop an understanding of the procedures for Proficient Teacher (PT) accreditation in relation to the decisions made by principals as TAA. The presentation is also useful for existing principals and school leadership teams to revisit key aspects of the accreditation process and develop systems to support accreditation in their school. To access this professional learning Principals should: - advise Directors, PSNSW of their intention to participate in this professional learning - (CTR click) to enrol in the MyPL@edu session at and access the recorded Adobe Connect session. - engage with the Adobe Connect recorded session, download documents contained in the FILES pod and complete the three workshop activity sheets as described throughout the presentation. - email the completed worksheets to to ensure 'completed' status is recorded against your participation in the session. Please contact a Teacher Quality Advisor to arrange a face to face workshop or for more information. Additional support for Principals as TAA is available through the Teacher Quality Team. Induction and the Develop a deep understanding of the to provide quality school-based induction for beginning teachers. Promote a culture of self-reflection and collaborative practice aligned to the . Teacher Quality Team Teacher Quality Advisors: Jean Scott Adamstown 4904 3936 Krystal Bevin Adamstown 4904 3960 Amanda Cooper Armidale 6776 4143 Jessica Meyers Coffs Harbour 6656 6615 (under recruitment) Forster 6591 7620 John Stewart Goonellabah 6623 5950 Ruth Perris Maitland 4931 3519 (under recruitment) Tamworth 6755 5011 Professional Standards and Accreditation Officers: (under recruitment) Adamstown 4904 3013 Alison Chawner Goonellabah 6623 5929 Leanne Browne Tamworth 7655 5019 Learning Teaching and Leading Coordinator Julie Shelton Forster Office 6591 7620
Jo Parmenter will notify you by email with a derived grade for each external standard requested so you can make your on-line application. Accommodating Te Kura students for end of year exams Te Kura is not an exam centre and therefore non-dual Te Kura students entering for end of year exams need to be able to sit these at a secondary school within their community. As part of the registration process, students may approach you as their local secondary school, asking for your permission to sit their end of year exams at your exam centre. If you can accommodate our student(s), please Check the Registration Summary list they should bring with them detailing all their planned entries in external standards with Te Kura; Complete and sign the pink 2016 Exam Centre Permission form for end of year exam students; Keep a copy of the ‘pink form’ for your records; Follow the instructions for the return of the completed ‘pink form’ to Te Kura who will then enter the student in the standards agreed, noting your provider number as the exam centre. Please note: Te Kura has set up their own MCAT venues for non-dual students. Te Kura thanks you for accommodating our students for their end of year exams. Useful Dates Practice (mock) exams 29 August 2016 – 2 September 2016 MCAT exam for Te Kura students 13 September 2016 Portfolio due dates to Te Kura: Scholarship PE 11 October 2016
Student Growth Rubric Rating Each Student Growth Element (3.5, 5.5 & 8.3) must be rated. Any student growth score of “1” will result in an inquiry. Student Growth Impact Rating (Enter scores from 3.5, 5.5, and 8.3) Student Growth Impact Rating Scale Student Growth Elements Score Based on Rubric (1, 2, 3, or 4) Low Average High 3 - 5 6 – 9 10 – 12 Criterion 3.5 Criterion 5.5 Student Growth Inquiry Needed? Criterion 8.3 A “Low” overall student growth score or any student growth element score of “1” will result in an inquiry. (WAC 392-191A-100) Total Yes No Final Summative Rating It is my judgment that during the evaluation period covered in this report, the administrator’s/principal’s overall performance has been: Preliminary Summative Rating Unsatisfactory Basic Proficient Distinguished Student Growth Rating Low Average High NOTE: A Distinguished preliminary summative rating with a LOW student growth score will result in a final summative rating of Proficient. This is the only time a summative evaluation rating will change. Final Summative Evaluation Rating Unsatisfactory Basic Proficient Distinguished Evaluator Comments: Both signatures required. Signing of this instrument acknowledges participation in but not necessarily concurrence with the evaluation. (Attach principal comments if desired.) Evaluator Signature: Date: Employee Signature: Date:
List of Abbreviations COAG – Council of Australian Governments FRS – Food Regulation Secretariat FRSC – Food Regulation Standing Committee FSANZ – Food Standards Australia New Zealand ISC – Implementation Sub-Committee Ministerial Council – Australia and New Zealand Food Regulation Ministerial Council OBPR – Office of Best Practice Regulation RIS – Regulation Impact Statement the FSANZ Act – Food Standards Australia New Zealand Act 1991 the Treaty – Agreement between the Government of Australia and the Government of New Zealand concerning a joint Food Standards System WTO – World Trade Organization INTRODUCTION Statement of Purpose ‘The Australia and New Zealand Food Regulation Ministerial Council Principles and Protocols for the Development of Food Regulation Policy Guidelines’ document was first endorsed by the predecessor of the Australia and New Zealand Food Regulation Ministerial Council (Ministerial Council) at its meeting in May 2002. The aim of this document is to clarify the scope of food regulation policy guidelines, the process for their development, and the roles of the policy departments and regulatory agencies involved in the development of food policy guidelines. At the time of endorsement it was agreed by Ministers that this document is a work in progress. The document may be reviewed as experience and knowledge of the processes that contribute to good policy development accumulate or change.
PERFORMANCE IMPROVEMENT PLAN (PIP) Employee name Managers name Role title Role title School/Department Date Performance issue/concern Detail specific area where performance standards have not been met. Examples should be provided. Expected improvement actions/performance Detail what actions need to be taken/outcomes need to be delivered to achieve the standard expected & timescales set. Support & dependencies Detail what support will be provided & if any dependencies Due date 1
PIP PROGRESS – SUMMARY Perf. Date of Progress Detail the status of the progress made at the review meeting i.e. [Satisfactory improvement, partial improvement] or [ Insufficient/No improvement] Next Action Required Due Date 1 Outcome: ………………….. 2 Outcome: ………………….. 3 Outcome: ………………….. MANAGERS ASSESSMENT /OUTCOME OF PIP
1 The learner will know how to monitor and care for the well-being of animals The learner must know: Assessment Requirements Evidence Location 1.a Ways to promote the health and well-being of animals Learners should describe how to promote the health and well-being of animals. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b Ways to minimise any stress or injury Learners should describe how to minimise any stress or injury. 1.c Own responsibility under health and safety and animal welfare legislation Learners should state own responsibility under health and safety and animal welfare legislation. 1.d Why animals need exercise Learners should state why animals need exercise. 1.e How the type and amount of exercise varies between different species and different animals Learners should state how the type and amount of exercise varies between different species and different animals.
Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. animals. 3.c The hygiene requirements for feeding and watering of animals Learners should state the hygiene requirements for feeding and watering of animals. 3.d Own responsibility for safe and effective animal handling under relevant legislation and codes of practice Learners should state own responsibility for safe and effective animal handling under relevant legislation and codes of practice. 3.e Why waste should be disposed of in a safe manner and place Learners should state why waste should be disposed of in a safe manner and place. Final Tutor Feedback (Strengths and Areas for Improvement):
Price stability means that inflation should be kept as low as possible. The costs of inflation are discussed in the section of inflation. When prices remain largely stable, and there is not rapid inflation or deflation. Price stability is not necessarily the same as zero inflation, but instead a steady level of low-moderate inflation is often regarded as ideal. Inflation is usually defined as a sustained rise in the general level of prices. Stable prices are crucial for business confidence, facilitations contracts and enabling the exchange rate system to function smoothly, in contrast, persistently rising prices cause problems for most sectors of economy. Price stability has become the primary objective of most governments that wish to secure long-term growth and full employment. Economists no longer believe that tolerating higher rates of inflation can lead to higher employment or output over the longer term. 2. To maintain a high level of employment and a low level of unemployment The pursuit of full employment (or the combating of unemployment) should be an obvious objective of economic policy; full employment is a condition of the national economy, where all or nearly all persons willing and able to work at the prevailing wages and working conditions are able to do so. Full employment does not mean that everybody of working age is employed, as in and dynamic economy some unemployment is unavoidable. Foe example, there will always be individual moving in and out of employments, as they charge from one job to another, and there will always be seasonal, technological and overseas factors that cause fluctuations in the jobs available in different sectors. Problem arise, however, when there are large number of unemployed for long period of time; as a large pool of unemployed labour represents wasted resources. It also has many costs, not just in terms of loss of output but also in terms of human suffering and loss of dignity. All governments record the number of workers without a job, although the precise way this is measured changes from time to time. 3. To encourage economic growth The pursuit of economic growth requires no further explanation. An expansion of national production and income is a prerequisite for job creation, improved living standards and economic development. An along-term objective of all governments is to achieve steady increases in productive capacity. Governments measure economic growth by the annual the rate of output, and the commonly used measure of economic output is GDP- Gross (total) Domestic (home) product
28. The Bisset Corporation uses Raw Material A in a manufacturing process. Information as to balances on hand, purchases, and requisitions of Raw Material A is given in the following table. Raw Material A Date Transaction Number of Units Unit Price Balance of Units Jan. 1 Beginning balance 100 $1.40 100 Jan. 24 Purchased 300 $1.55 400 Feb. 8 Issued 80 320 Mar. 16 Issued 140 180 Jun. 11 Purchased 150 $1.62 330 Aug. 18 Issued 130 200 Sep. 6 Issued 110 90 Oct. 15 Purchased 150 $1.70 240 Dec. 29 Issued 140 100 If a perpetual inventory record of Raw Material A is maintained on a FIFO basis, 200 units on hand on August 18 will consist of: A. 100 units @ $1.40, 80 units @ $1.55 and 20 units @ $1.62. B. 100 units @ $1.55 and 100 units @ $1.62. C. 150 units @ $1.62 and 50 units @ $1.55. D. 200 units @ $1.55. 29. The Benchley Company uses metal grates when assembling appliances. Information as to balances on hand, purchases, and requisitions of the grates is given in the following table. Date Transaction Number of Units Unit Price Balance of Units Jan. 1 Beginning balance 150 $2.80 150 Jan. 24 Purchased 450 $3.10 600 Feb. 8 Issued 120 480 Mar. 16 Issued 210 270 Jun. 11 Purchased 225 $3.24 495 Aug. 18 Issued 195 300 Sep. 6 Issued 165 135 Oct. 15 Purchased 225 $3.40 360 Dec. 29 Issued 210 150 If a perpetual inventory record of the metal grates is maintained on a FIFO basis, what costs are assigned to the 150 units in ending inventory? A. 150 units @ $3.40 B. 15 units @ $3.40 and 135 units @ $3.24. C. 150 units @ $2.80. D. 15 units @ $3.40 and 135 units @ $2.80. 30. The inventory method which results in the prices paid for earliest purchases assigned to cost of goods sold is: A. First-in, first-out. B. Last-in, first-out. C. Last-in, last-out. D. Moving average.
Journal grading rubric for 6-Weeks grade: Grade- 60 70 80 90 100 Daily entries: -6 6+ 15+ 20+ ALL Notes (pages of) -5 6+ 8+ 10+ 12+ Weekly articles -3 3 4 5 6 Semester Project Students will present a semester project showcasing a topic of interest and how it can be related to any aspect of the course. Students will pick a topic they are passionate about (ex. Harry Potter, art, horses, football) and create a presentation with visual to explain to the class how this topic can be related to some avenue of law enforcement. Example- the World of Harry Potter vs Our World Student presented 5 ways that the world of Harry Potter was similar to ours. These points included government (how laws are created and enforced), school (how laws are taught), law enforcement response (how they respond and sanctions), corrections (prison v Azkaban), and regulations (actual laws). Example- Hockey vs Law Enforcement Student presented corrections (penalty box v prison), regulations (rules), enforcement (referee vs police), players charged with crimes, legal issues surrounding hockey. Students will submit two updates showing forward progress on the project before the due date. This will allow for students so recognize any problems with their idea and allow for time to seek teacher guidance. Project presentation will consist of a 3 minute presentation in front of the class, a visual product, and demonstration of knowledge and research on the topic. Project grading rubric- each column worth up to 20 points Topic Relation Visual Verbal Creativity is a law is a law or related Sloppy Done overnight All printed/glued Little/ no talking Minimal requirements met Is about a law 2 correlations Neat poster Mostly printed No visual relation Reading directly from script Standard topic- sport/ hobby Is related to law 3 correlations Detailed Some relation Minor prep Note cards Standard topic with creative presentation/visual Is unrelated to law 4 correlations Visual supports to correlation Detailed Memorized info Unable to answer questions Attempted an elaborate idea Is an interest of student 5+ correlations Elaborate Clearly took prep Knowledgeable about topic Unexpected presentation and topic
2 The learner will know how to maintain animal accommodation The learner must know: Assessment Requirements Evidence Location 2.a The welfare requirements of animals Learners should outline a minimum of three welfare requirements of animals. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b Ways to promote the health and well-being of animals Learners should describe at least three ways of promoting the health and well-being of animals. 2.c The materials which animals need within their accommodation to maintain their health and well-being Learners should list materials which animals need within their accommodation to maintain their health and well-being. 2.d Potential hazards relating to animal accommodation Learners should list a minimum of three potential hazards relating to animal accommodation.
A) I B) II C) III D) IV E) V Ans: E Section: 2-6 Disabled: Yes Answer Locks: LOCK A, LOCK B, LOCK C, LOCK D, LOCK E 20. Over a short interval near time t = 0 the coordinate of an automobile in meters is given by x(t) = 27t – 4.0t3, where t is in seconds. At the end of 1.0 s the acceleration of the auto is: A) 27 m/s2 B) 4.0 m/s2 C) –4.0 m/s2 D) –12 m/s2 E) –24 m/s2 Ans: E Section: 2-6 21. Which of the following five coordinate versus time graphs represents the motion of an object whose speed is increasing? A) I B) II C) III D) IV E) V Ans: A Section: 2-6 Disabled: Yes Answer Locks: LOCK A, LOCK B, LOCK C, LOCK D, LOCK E
emergency response plan should be prepared in the initial planning stages. Social media accounts that require closure will provide adequate notice to customers including alternative contact points Rationale Making the decision to close a social media account should not be taken lightly but one may be closed for any number of reasonable reasons. Examples include changes in strategic direction, lack of uptake by audience, resourcing restrictions and lack of available content. Accounts should not be left abandoned as this presents an unprofessional and potentially damaging risk to the Government. If possible, accounts that can be merged or updated as an alternative to closure should do so to avoid disruption to customers, and this should be communicated clearly to the community. Implications Where it has been identified that a social media account should be closed, the existing community should be advised via the account both the reasons for closure, and options for further communication or engagement. It is also important that public records within the social media account are retained. Where social media is used primarily for marketing, for the most part information disseminated through social media platforms would constitute a low risk short term value record. However, where social media is used to engage with customers or provide services, these records will need to be managed and preserved for the length of time required to meet an agency’s evidentiary and accountability requirements. Time periods for this will vary and agencies should check the relevant retention and disposal schedule for guidance. The amount of time from closure announcement and actual deletion of the account will vary depending on the size of the established community and the strategy to migrate the advocates to alternative more appropriate channels or accounts. Two weeks is the minimum amount of time required. All social media interactions and posts will be apolitical, impartial and professional. Rationale The Queensland Public Service should maintain its impartial, apolitical, professional nature while maintaining social media accounts. Implications Accounts should avoid any statements that might be interpreted as advocating government policies, or criticising the policies of political parties or groups. There needs to be a clear distinction between an agency social media channel, and a ministerial or political channel.
Discrimination Classed as: direct indirect harassment victimisation. The law also states that the fact that the discrimination was unintentional is not a defence. Types of discrimination – protected characteristics Age Being or becoming a transsexual person Being married or in a civil partnership Being pregnant or having a child Disability Race, including colour, nationality, ethnic or national origin Religion, belief or lack of religion/belief Sex Sexual orientation Organisational obligations Equality legislation affects buildings where there is general public access, and in order to fulfil their obligations, organisations may amongst other things: install ramps for wheelchair access install door opening buttons install lifts include Braille signage fit a disabled toilet with wide access. Other Employment Acts Employment Rights Act 1996 Protects against unfair dismissal, redundancy Gives time off for parenting Enforces a minimum wage Monitors conditions for agency workers Employment Relations Act 2004 Covers union membership and industrial action
Example letter Memos Internal documents which are sent to one or more members of staff. Some staff are direct recipients while some are copied in. Short memos have been replaced by email. Government departments use memos for formal inter-departmental correspondence. Email Your organisations may also have a house style for email. Check the person you are sending the email to is the correct person. Never use capital letters throughout the email as this is seen as being aggressive and is almost like SCREAMING at the recipient. Always put the subject or topic in the subject box. Reports researched information clear structure – introduction, main body, summary main body contains the findings supported by the evidence summary of recommendation references and sources of information. Report structure
‘cloud’ drives Managing information A recognised system is needed that is understood and used by all in the organisation. Advantages of storing information electronically are space saving speed of access/retrieval may be used by many people at the same time ease of updating. Naming of the folders and files Use a recognisable name to ensure easy retrieval. Group related items in folders. Use the Windows search option if you are unable to find a file. Organisations may have controlled documents where the document file name is on the document (usually in the footer). Eg: C:\Documents\Smartscreen\Handout22.doc\Version1 Preventing loss and data security To find files quickly: name them appropriately store them correctly in folders (directories) according to content. Precautions against unexpected data loss: autosave backing-up write-protect by changing the File Properties. Individual files can be password protected to prevent opening modifying the file. Corruption Sudden power loss while files are on screen. Viruses. Protect computers with anti-virus software which, once purchased, must be updated regularly. Archiving When files are no longer in regular use they should be archived.
Procurement – obtaining required goods or services. Competitive tendering process – invites companies to quote for the supplying the goods or services to ensure value for money. Commissioning – checking that a process or project has been carried out as required. ‘... a large amount of public sector activity involves the commissioning and purchasing of goods and services. Doing so effectively requires a clear understanding of what will most appropriately address the needs or wishes of the service user, making use of market research, good planning, financial and performance management, sharing best practice and learning lessons.’ National Audit Office Monitoring The National Audit Office monitors central government. The Audit Commission monitors local public services. Budgets What are budgets? A budget is an itemised statement of finances available over a specific period. Budgets are either: Capital Operational. Capital budgets relate to planned spending on fixed assets such as equipment or machinery. Operational budgets relate to the planned income and expenditure of a specific activity over a period of time. Overall purpose of budgets To plan, monitor and control spending throughout the organisation. To manage financial resources effectively. To authorise and delegate authority for decision-making based on finance. Functions of budgets Investing in necessary equipment (capital) Ensuring sufficient resources for operation (operational) Managing cash flow Allocating resources Establishing priorities Managing financial resources effectively Authorising and delegating authority Co-ordinating and controlling activities
and a better decision-maker in real economic life choices. Teaching Approach: The teacher introduces the framework and principles of microeconomics The teaching assistant help organize the students’ homework and class presentations. At the end of the semester, the students are required to prepare a joint project about their observation of daily life economic activities by applying the economic principles learned in class in a two to three persons’ team and give a presentation in front of the class. Texts and Materials: Required Textbooks Learning materials Teaching material’ name Author Publisher Principles of Microeconomics (Sixth Edition) N. Gregory Mankiw 2014 Principles of Microeconomics (Sixth Edition) N. Gregory Mankiw South-Western Cengage learning Grading: Total score (100%)=Attendance (5%)+Homework (5%)+Project work (10%)+ exam (40%)+ Final Exam (40%) Detailed Grading Rules: Attendance: 5% one absence without cause=>note qualified for having attendance points Homework: 5% Five ranks for each homework: A-5; B-4; C-3; D-2; E-1 Average of all homework Project work: 10% =5%+3%+2% submit a short paper (1-2 pages): 5% presentation: 3% the first three best projects: 2% Midterm Exam: 40% Final Exam: 40%
Identify ways of keeping waste to a minimum in a business environment Know how to make arrangements for meetings Identify different types of meetings and their main features Identify the sources and types of information needed to arrange a meeting Describe how to arrange meetings Understand procedures for organising travel and accommodation arrangements Explain the purpose of confirming instructions and requirements for business travel and accommodation Outline the main types of business travel or accommodation arrangements that may need to be made and the procedures to follow Explain the purpose of keeping records of business travel or accommodation arrangements Understand diary management procedures Explain the purpose of using a diary system to plan activities Identify the information needed to maintain a diary system Understand the purpose of delivering effective customer service and how to do so Contrast the differences between internal and external customers in a business environment Explain why customer service should meet or exceed customer expectations Identify the purpose and ways of building positive relationships with customers Identify how customers demonstrate their own needs and expectations
Week 12 (Mar 20th, 22nd) Education Chapter 13 Exam 2 on March 20th Quiz 9 due on Mar. 25th at 11:59 pm Week 13 (Mar 27th, 29th) Capitalism, Poverty and the Economy Chapter 10 & Chapter 14 (p. 543-568) Quiz 10 due on Apr. 1st at 11:59 pm Week 14 (Mar Apr 3rd, 5th) Health, Science, and the Environment Chapter 11 & 17 (p. 674-693) Quiz 11 due on Apr. 8th at 11:59 pm Week 15 (Apr 10th, 12th) Politics, the State and, Social Movements Chapter 15 (p.577-605) & Chapter 18 Essay’s Opening paragraph due on April 12th Quiz 12 due on Apr. 15th at 11:59 pm Week 16 (Apr 17th, 19th) Conclusion / Review Exam 3 on Apr 24th Essay due on May 3rd at 11:59 pm
Week 5: Sept. 19th Social Class: Poverty - McMillan Cottom’s The Logic of Stupid Poor People - Lowrey’s Changed Life of the Poor - Mantsios Class In America Evaluation 1, Fri. Sept. 23rd Poverty discussion Wed. Sept. 21st Week 6: Sept. 26th Social Class: Economic Inequality - Hutson’s Social Darwinism Isn’t Dead - Jackson’s Inequalities - Tumin Some Principles of Stratification - Narula’s The Myth of Working Your Way Through College Week 7: Oct. 3rd Social Class: The Education System - Eitzen, Zinn, and Smith’s Educational Inequalities - Lam’s Recruitment, Resumes, Interviews - DeParle’s For Poor, Leap to College Often Ends in a Hard Fall - Broussard’s Why Poor Schools Can’t Win at Standardized Testing No class Fri. Oct. 7th Education discussion Wed. Oct. 5th Week 8: Oct. 10th Race: Institutional Racism - Barthel’s Black Men Need More Education Than White Men to Get Jobs - Pager’s Blacks and Ex-Cons Need not Apply - Metta’s I, Racist - Farley and Squires’ Fences and Neighbors - Western and Pettit’s Beyond Crime and Punishment Week 9: Oct. 17th Spring Break No readings Have a safe break – no class! Week 10: Oct. 24th Race: Thinking about Race - Delgado and Stefancic’s Critical Race Theory - Fischer Where Did Hispanics Come From? - Bouie’s Talking White - Sharp’s Cheap Scots and Disappearing Stereotypes Week 11: Oct. 24th Gender: Social Construction of Gender - Bridges Doing Gender with Wallets and Purses - Shaw and Lee’s Learning Gender - Kimmel’s Masculinity - Wade’s Five Reasons Gendered Products are a Problem - Bedera’s 2015 Dads in Ads Evaluation 2 Fri. Oct. 28th Gender discussion Wed. Oct. 26th
Grading and Transcripting: how competencies and assessments will be graded and transcripted, and how UW Flex programs will be designated on student transcripts. Transfer: how transfer will work, both in and out Student engagement and success: additional supports that help lead to student success. The relationship between UW-Extension and the UW institutions offering UW Flex programs, including suggestions for which operational roles should be housed where. The UW Flex Administrative Advisory Group, composed of Chancellors, Provosts, staff from the UW System Administration offices of the Budget and Academic and Student Affairs, and several representatives from key student support areas, is expected to make recommendations in the following areas (among others): Business and Operations A business model developed for UW Flex that will include recommendations on tuition pricing, the investment required to support the development and operational costs of participating programs, and revenue-sharing. The relationship between UW-Extension and the UW institutions offering UW Flex programs, including suggestions for which operational roles should be housed where. Market analysis to ascertain broad interest among various student populations and markets, and determine employer demand for specific program areas and disciplines to be developed through UW Flex.
Student Resource 11.1 Survey: Who Knows About… Student Name: Date: Directions: Interview your classmates to find people who fit the statements listed below. When you find someone who matches one of the statements, have that person put his or her initials in the appropriate box. You cannot have any student put his or her initials in more than two boxes on your sheet; your goal is to survey as many classmates as possible. See if you can get initials in all of the boxes. I use Twitter. I use Pinterest. I use Facebook. I use Instagram. I use Snapchat. I use Google+. I am a member of at least one active Meetup group. I have used an app on a smartphone to make a video call. I have made a video call using Skype or FaceTime. I have contributed to a blog. I post regular updates on my own blog. I have a Gmail or Hotmail account that I use daily. I use Gmail Chat on a daily basis. I use iChat on a daily basis. I have participated in online video group chats or Google Hangouts. I use a mobile device (smartphone or tablet) to go on the Internet more often than I use a laptop or desktop computer. I use LinkedIn or another professional networking site. I use Microsoft Outlook.
Teacher Resource 16.4 Bibliography: Technological Inequalities The following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful. Online “BOLD 2003: Development and the Internet.” Berkman Center for Internet & Society, Harvard Law School, (accessed June 13, 2013). Digital Divide Network, (accessed June 13, 2013). Google Public Data Explorer, World Development Indicators: Internet Users, (accessed June 13, 2013). “Internet World Stats: Usage and Population Statistics.” Miniwatts Marketing Group, (accessed June 13, 2013). Pew Internet & American Life Project. “Trend Data (Adults): Demographics of Internet Users.” Pew Internet, (accessed June 13, 2013). “Web Accessibility Initiative (WAI).” World Wide Web Consortium (W3C), (accessed June 13, 2013). “Why We Must Act Now on Universal Internet Access and the Digital Divide.” Communications Workers of America, AFL-CIO, CLC, (accessed June 13, 2013). Zager, Masha. “Broadband Access Empowers Low-Income Families.” Killer App, February 2007, (accessed June 13, 2013).
Student Resource 8.6 Reading: Making Presentations That Get Attention This presentation introduces: The purpose of presentations The use of PowerPoint presentations Tips for good presentations Making presentations is an important part of communicating with other people. You deliver presentations in school to teachers and other students. You’ll also present to people in a business context. Presentations can be delivered to just one person, to 500 in a large conference center, or to thousands of people over the web. There are many reasons to give a presentation. The most common are to inform, to educate, and to persuade. Good presenters understand that people learn differently. Some people learn best through seeing: words, or images on screen or in a book. Some people learn by hearing; still others by doing or by imagining that they’re doing through concrete examples. The best presentations try to balance what people hear, see, and experience during the presentation. This helps ensure that everyone in the room “gets” the point of the presentation. This is why good presenters add visual aids that directly support what they will say during their presentation. Visual aids should guide, enhance, and reinforce. Microsoft PowerPoint is a powerful and widely used software tool for presenting information. It is part of the Microsoft Office suite of software tools. PowerPoint uses a slideshow format. Usually, you create one slide for each major point or element in your presentation. You can shuffle the slides around and reorder them. PowerPoint can incorporate a number of types of objects, including text, charts, graphs, photos, graphics (in TIFF or JPEG format), audio, video, and other sounds. Once you’re done making your “stack” of content slides, PowerPoint makes it easy to polish and prepare for the actual presentation. We’ll learn about these steps next. Let’s review some basic tips that make for a good presentation. These are five really important things to remember. Slides do not help your audience if they are hard to read. Contrast makes type easier to read. If the venue for the presentation will be dark, choose dark backgrounds with bright text.