zilongwang/ReadingBank huggingface dataset:
Competency Framework for Professorship Role at NUI Galway Academic Excellence Leadership Excellence Organisational Excellence Excellence in Research The Professor is a leader in his / her field and contributes to the direction and development of his / her discipline and body of knowledge through planning and leading research of outstanding quality. S/he leads others to make the most effective contribution to their discipline and encourages cross discipline research collaboration. Personal Effectiveness The Professor is passionate and enthusiastic about the discipline/school and is committed to making his / her best personal contribution through employing excellent planning and organising, communication and decision making skills in order to achieve ambitious goals for their discipline/school and to meet the changing demands of the Professorship role. Thinking Strategically The Professor is responsible for developing and implementing a strategic approach to the development of the discipline/school. S/he is aware of the wider environment, has the ability to think strategically and to devise and implement changes in line with their strategy. Excellence in Teaching The Professor oversees the development of, and participates in, delivering teaching programmes which engage and inspire students at all levels and ensures a strong focus on quality teaching and on the continuous review and development of teaching skills and methodologies in the discipline. Leading and Managing Others The Professor is responsible for the delivery of the work programme by getting the best out of others. S/he ensures that good administrative procedures are in place, that work is organised fairly, that there is a highly engaged work environment, and that time is given generously to developing staff. Collegiate and Community Contribution The Professor values and works to instil a collegiate approach not only within his / her discipline / school and the University, but across the wider external community. S/he actively seeks to build effectively functioning teams and networks. S/he is approachable, collaborative, and values the contribution of others.
Add additional rows as needed ASSESSMENT Please complete the matrix to provide a description of the program assessments to be used, as relevant to the program being proposed, and how the faculty will collect, analyze and use the data from the assessments used. (Per 23 Illinois Administrative Code, Part 25, Section 25.120(a)(3)) Assessment Describe how faculty will collect data from the assessment. Describe how faculty will analyze data from the assessment. Describe how faculty will utilize data from the assessment. Add additional rows as needed STANDARDS In order to be considered for approval, a recognized institution shall propose a preparation program that meets the required standards. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(1)(A-E)) Please complete the matrix to describe how the program meets: the state content standards set forth in 23 Illinois Administrative Code, Part 27, Section 27.120 the Standards for All Illinois Teachers(IPTS) set forth in 23 Illinois Administrative Code, Part 24. the Social and Emotional Learning Standards(SEL) set forth in 23 Illinois Administrative Code 555 Appendix A. the national standards if applicable as set forth in the SPA and Standards pdf located at The CAEP 2013 Accreditation Standards posted at (no later amendments to or editions of these standards are incorporated). Standards Course Title State Content Standards Part 27 IPTS SEL National Standards Ex: XXXX-1234 (Delete Example) 27.100 (a)(1)(G) 24.130(a)(1)(D) Goal 1: Learning Standard C 2.4, 2.1, 3.5
CRITERIA Please complete the matrix to describe the criteria for admission to the program including the required grade point average for entry into the program, retention in the program and exit from the program. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(2)) Admission Retention Exit GPA: Example: ACT: Composite score of 22+ with writing score 16 (Delete example) Example: Score 39/50 on each disposition evaluation. (Delete example) Example: Score 80/100 on clinical evaluation by university supervisor and cooperating teacher. (Delete example) Add additional rows as needed FACULTY Please complete the matrix to identify the faculty members with the primary responsibility for preparing professional educators in the program and their qualifications for their positions. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(4)) Please list faculty with terminal degrees first. Name Degree Title Area of Expertise PK -12 Teaching Experience (Total Years & Grade Level) Expected Courses To Teach Add additional rows as needed COURSE OF STUDY Please complete the matrix to describe the required courses in the course of study. Include the proportion of coursework offered by distance learning or video conferencing technology. (Per 23 Illinois Administrative Code, Part 25, Section 25.120(a)(5-6) Course Title/Name Credit Hours Traditional Face-to-Face (Use X) Online Only (Use X) Blended (% Online) Other Modes of Delivery (if applicable) Course Description (Suggested 2-3 sentences) Example: EDU 230 Methods of Teaching Mathematics (Delete example) 3 50/50 Required for any Illinois Endorsement in the Middle Grades, this course will provide practicing teachers with further knowledge and understanding of the unique intellectual, social, emotional, physical, and developmental characteristics and needs of the young adolescent. Teachers will develop middle school lessons to be shared with their peers in this course and used with their middle school students in the future. Add additional rows as needed Total Credit Hours
Please complete the matrix to describe how the program meets the coursework requirements in the following areas: Leadership Designing professional development to meet teaching and learning needs. Building school culture that focuses on student learning. Using assessments to improve student learning and foster school improvement. Building collaboration with teachers and stakeholders. (Per 23 Illinois Administrative Code, Part 25, Section 25.32 (d)) (Per Section 21B-25(2)(E) of the School Code [105 ILCS 5/21B-25(2)(E)]) Leadership, to address: Course Title Knowledge of leadership frameworks and models of shared governance. Understanding teacher evaluation models and training. Ability to hold self and others accountable for results. Ability to lead teams in setting goals and achieving results. Ex: XXX 123 X X Add additional rows as needed Designing professional development to meet teaching and learning needs, to include: Course Title Understanding, applying and evaluating the specific needs of new teachers for induction and mentoring. Ability to coach teachers and staff. Ability to understand, apply and evaluate models of effective professional development. Ability to observe instruction and provide coaching, mentoring or professional development feedback to teachers. Ex: XXX 123 X Add additional rows as needed Building school culture that focuses on student learning, to address: Course Title Understanding diverse learners (including students with Individualized Education Programs, English language learners, students who are underrepresented in the school population and other at-risk students) and their families and communities. Ability to analyze and interpret data around school culture, working and learning conditions, and climate. Understanding the impact of instructional models and practices on improving learning, as well as the culture and climate of the school and classrooms. Ability to understand and apply to the learning environment the Illinois Social and Emotional Learning Standards set forth at 23 Ill. Adm. Code 555.Appendix A. Ex: XXX 123 X X
Unit code Unit title Credits Level Sem PgCert in M.I. (Image Interpretation) PgCert in M.I. (Magnetic Resonance Imaging) PgCert in M.I. (Computed Tomography) PgDip Medical Imaging MSc Medical Imaging HR Computed Tomography 30 M (7) 1 C O O HR Clinical Computed Tomography 30 M (7) 2 C O O HR Magnetic Resonance Imaging 30 M (7) 1 C O O HR Clinical Magnetic Resonance Imaging 30 M (7) 2 C O O HR Principles of Reporting 30 M (7) 1 C O O HR Medical Image Reporting 30 M (7) 2 C O O HR Developing Practice 30 M (7) 1 O O HR Current Topics in Radiography 30 M (7) 2 O O Undertaking A Systematic Review 30 M (7) 1 or 2 C1 C1 Research in Health and Social Care 30 M (7) 1 or 2 C1 C1 Module from School of Health CPD Framework 30 M (7) 1or 2 O O Dissertation 60 M (7) 1 or 2 C2 C2 Systematic Review 60 M (7) 1or 2 C2 C2 Work Based Project 60 M (7) 1or 2 C2 C2 O = optional C = core module C1= only 1can be studied C2= only 1can be studied Teaching Learning and Assessment The modules and courses nested within the programme offer you the capacity to acknowledge and build upon the knowledge and skills you may have acquired through previous learning experiences including those in the work place. As you undertake your chosen pathway or undertake the modules of your choice you will be given the opportunity to develop theoretical understanding, advance your knowledge and critical thinking and to develop a range of skills appropriate and competencies appropriate to your professional/employment field, which will enable you to function more effectively in your workplace.
Session 3 Combining research and clinical practice in Radiotherapy Chair: Floortje Brus and Maddalena Rossi 13.30 – 13.50 How to get ideas and start your own research project? Hans Paul van der Laan (Researcher, UMCG, Groningen, The Netherlands) 13.50 – 14.10 SRS single fraction on multiple metastasis with BrainLab Elements Planning System using a TrueBeam sTx: how to ensure a high quality treatment delivery. Luca Capone (RT Technologist, UPMC San Pietro, Rome, Italy) 14.10 – 14.30 Abdominal SBRT in voluntary expiration, a feasibility study Sophie Perryck (RT Technologist, USZ, Zurich, Switzerland) 14.30 – 15.00 Custom care for palliative patients; Care, efficiency and research combined by a dedicated team Marcella Cramer, Illona Steinvoort (RT Technologists, Erasmus MC Cancer Institute, Rotterdam, The Netherlands) 15.00 – 15.30 Joint session with ROG (Location: University building!) Guest speaker: Florian Lordick (Radiation oncologist, University Cancer Center Leipzig, Germany, Secretary EORTC GI Group) 15.30 – 16.00 Tea break (University building) Session 4 16.00 – 18.00 hrs, Delineation Project RTQA Chair: Michal Walczak and Bruno Speleers 16.00 – 16.20 EORTC RTQA Delineation Project: Improving volume definition of OAR within the EORTC Lungtech trial Maddalena Rossi (Research Technologist, NKI, Amsterdam, The Netherlands) 16.20 – 18.00 Delineation Workshop: EORTC 1308 ROAM - Meningioma trial Bring your laptop!! or Departmental tour USZ
Documents Income Eligibility √ EITC/TANF Eligibility √ Copy of Eligibility (AFI) √ Proof of Earned Income Net Worth $10,000< Earned Income Verification of √ Citizenship √ Age √ NM Resident Best Practice √ Current ID √ SS Card Forms Application Participation Agreement Account Open Letter Self-Advocacy Portfolio Financial Education √ Completion Certificate Asset Plan Withdrawal Request Action Contact Log Copy of First Deposit Quarterly Savings Statements and Match Account Report (14) Referral to Financial Education Coaching Documents Proof of Asset Purchase
11th April (Daytime activity) Newquay Airport Newquay Airport Thursday (daytime activity) 12th April Weapon Handling / Shooting. Army Reserve Centre Weapon Handling / Shooting Army Reserve Centre G Thursday 12th April First Aid C/I Boon First Aid C/I Boon G Monday 16th April Thursday 19th April
Complete and hand-signed federal form OF-612 submitted (see detailed instructions under "Applying"); Supplemental document specifically addressing how the candidate meets each of the Education/Experience requirements, each of the Evaluation Factors submitted; Ability to obtain a SECRET level security clearance (NOTE: Dual citizens may be asked to renounce second-country citizenship); Ability to obtain a Department of State medical clearance; Satisfactory verification of academic credentials. EVALUATION FACTORS (Used to determine the competitive ranking of qualified applicants in comparison to other applicants. The factors are listed in priority order from highest to least.) Factor #1 Demonstrated experience with Federal acquisition and assistance policies, practices and procedures, preferably in contracts and grants relating to implementation of foreign assistance activities. Factor #2 Experience with developing or managing Indefinite Quantity Contracts (IQCs), particularly those incorporating grants under contract, in support of crisis or political transition programs overseas. Factor #3 Demonstrated competency and experience working in personal services contracting. Factor #4 Demonstrated communications, writing, and analytical skills. Factor #5 Demonstrated ability to consistently and independently perform in a complex and high-pressure environment. BASIS OF RATING: Applicants who clearly meet the Education/Experience Requirements and Selection Factors will be further evaluated based on scoring of the Evaluation Factor responses. Those applicants determined to be competitively ranked may also be evaluated on interview performance and satisfactory professional reference checks. In the event that a candidate has fully demonstrated his/her qualifications and there are no other competitive applicants, OTI reserves the right to forego the interview process. Applicants are required to address each of the Evaluation Factors on a separate sheet describing specifically and accurately what experience, training, education and/or awards they have received that are relevant to each factor. Be sure to include your name and the announcement number at the top of each additional page. Failure to specifically address the Selection and/or Evaluation Factors may result in your not receiving credit for all of your pertinent experience, education, training and/or awards. The Applicant Rating System is as Follows: Evaluation Factors have been assigned the following points: Factor #1 – 20 Factor #2 – 20 Factor #3 – 10
Standing, admission with advanced standing is permitted for this course. The maximum amount of exemption that any one applicant could be awarded is exemption from the requirement to complete any core modules (see below). Modules Students will complete 10 modules to include a minimum of 5 core modules and up to 5 elective modules from the lists below and the required formative module. Core modules for non-Zoo and Wildlife students Applied Research Skills Applied statistics and SPSS Describing and Interpreting Clinical Data Digital Literacy for Vets Evidence Based Veterinary Medicine Practical Veterinary Education Core modules for Zoo and Wildlife students Conservation Biology (MSc WAH) Ecosystem Health (MSc WAH) Evaluation of the Health and Welfare of Captive Wild Animals (MSc WAH) Health and Welfare of Captive Wild Animals (MSc WAH) Impact of Diseases on Populations (MSc WAH) Interventions for Wildlife (MSc WAH) Research module (MSc WAH) Required Formative module Scientific writing Elective modules Advanced General Veterinary Surgery Advanced Large Animal Medicine And Critical Care Anaesthesia and Analgesia Research Review Basic Small Animal Echocardiography Biophysics, Equipment and Monitoring Bovine Health Management Journal Club Cardiology Book Club Clinical Pathology Rounds Clinical Pharmacology Comparative Ophthalmology – Book Club Comparative Ophthalmology – Practical Assessment 1 Comparative Ophthalmology – Practical Assessment 2 Comparative Ophthalmology Journal Club Critical Literature Review In Anaesthesia Critical Literature Review in Large Animal Medicine Critical Literature Review In Large Animal Surgery Critical Literature Review In Oncology Critical Literature Review In Veterinary Clinical Pathology CSF Cytology Rounds Detection, Surveillance and Emerging Diseases (MSc WAH) Diagnostic Imaging Case Rounds Diagnostic Imaging Journal Club ECG Interpretation Equine Cytology Rounds Equine Ophthalmology Feline Cardiology
4 Programme Schedule: Certificate in Mobile Technologies Name of Provider National College of Ireland Programme Title (i.e. named award) Certificate in Mobile Technologies Award Title (HETAC named award) Certificate in Mobile Technologies Stage Exit Award Title Modes of Delivery (FT/PT/ACCS/BLENDED/OC etc.) FT, PT, Blended, Block, ACCS Award Class Award NQF Level Award EQF Level Stage Stage NQF Level Stage EQF Level Stage Credit (ECTS) Date Effective ISCED Subject Code Minor 9 7 Award 9 7 35 September 2014 R e f Module Title Semest er Module ECTS Credit Number Total Student Effort Allocation of Marks Status (M/E) NQF Level Total Hours Contact Hours Independent Learning CA % Project % Exam % Total % Mobile Applications Development I 1 M 9 10 250 52 198 60 40 0 100 Mobile Architecture and Security 1 M 9 10 250 52 198 0 50 50 100 Advanced Client Side Development 2 M 9 5 125 26 99 60 40 0 100 Usability 2 M 9 5 125 26 99 0 50 50 100 Mobile Applications Development II 2 M 9 5 125 26 99 60 40 0 100 Special Regulations: 13
1.10 Introduction to Child Health and Wellbeing 2 M 6 10 250.00 36.00 214.00 40 60 100.00 1.11 Argument and Critique 2 M 6 5 125.00 24.00 101.00 100 0 100.00 Special Regulations: None
C7 Formalise assessment matrix and include an indication of when assessment will take place A revised and more detailed assessment schedule has been provided which clearly identifies assessment dates for each element of for each module, and the spread across the blocks. The repeat strategy is also included. Recommendations Responses R1 Move ethics module to earlier stage not appropriate as a final module This module has been replaced as described above, and is now in Stage 2 instead of Stage 3. R2 More innovative approaches to assessment should be investigated and adopted Further innovation in assessment will be part of the programme team’s brief in light of the initial running of the programme. R3 Current issues in industrial relations - rewrite learning outcomes to reflect contemporary nature of modules Completed. R4 Clarify use of terminology in HRM in the Corporate framework module Terminology around assessment in the module HRM in the Corporate Framework has been clarified R5 Resourcing and Talent Planning module delete learning outcome 4 The programme team re-considered this issue and decided to retain but properly assess this LO. Details are shown in the revised module. R6 Statistics for HR – reword mid semester exam also include HR sources of data Statistics for HR has been re-developed as a new module called Analytics for HR and has been moved to stage 3. R7 Continuous assessment should be considered for modules with terminal exams only e.g. business law and organisational behaviour. The recommendations of the panel have been considered and it has been decided to assess both the Essentials of Business Law and Organisational Behaviour by way of 100% exam given the overall assessment burden on the student R8 Finance – templates should be developed for students as a reference guide and working tool Module and Finance and Economics in Stage 2 of the programme have been redeveloped for a new 10 credit module called The Economic and financial Environment of Business thus reducing hours and assessment burden in stage 2 of programme. R9 Strategic HR - assessment details needed Now included. R10 Eliminate duplication in diversity and change management to create space for additional content e.g. current issues in HRM and HRIS This recommendation has been accommodated through the revision to the ethics module outlined above. R11 External industry, guest speaker engagement should be articulated in future submissions, benchmarking against other providers and graduate profiles/destinations. Guest speakers will be drawn to deliver lectures and on-line material where possible – this will be included in future documentation.
International Human Resource Management 1 E 8 5 100 46 54 40 60 International Services Marketing 1 E 8 5 100 45 55 40 60 International Leisure Services Management 1 E 8 5 100 45 55 40 60 Name of Provider Griffith College Programme Title Bachelor of Arts (Honours) in International Hospitality Management Award Title Bachelor of Arts (Honours) Stage Exit Award Title None Modes of Delivery (FT/PT): FT / PT / ACCS / Blended Award Class Award NFQ level Award EQF level Stage Stage NFQ Level Stage EQF Level Stage Credits Date Effective ISCED Subject Code Major 8 6 3 8 6 60 Sept. 2015 3452 Module Title Semester Module ECTS Credits Total Student Effort Module (hours) Allocation of Marks (from the module assessment strategy) Status NFQ Level Total Hours Contact Hours Hours Independent Work C.A. % Proj. % Prac. % Final. % Hospitality Industry Project 2 M 8 10 200 50 150 30 50 20
Business Communications 2 M 6 5 100 46 54 100 Small Business Development 1 and 2 M 6 10 200 70 130 100 Name of Provider Griffith College Programme Title Higher Certificate in Business Award Title Higher Certificate in Business Stage Exit Award Title Higher Certificate in Business Modes of Delivery (FT/PT): FT Award Class Award NFQ level Award EQF level Stage Stage NFQ Level Stage EQF Level Stage Credits Date Effective ISCED Subject Code Major 6 5 2 6 5 60 Sept. 2015 340 Module Title Semester Module ECTS Credits Total Student Effort Module (hours) Allocation of Marks (from the module assessment strategy) Status NFQ Level Total Hours Contact Hours Hours Independent Work C.A. % Proj. % Prac. % Final. % Introduction to Business Law 1 M 6 5 100 46 54 40 60 Financial Accounting 1 and 2 M 6 10 200 92 108 20 80
3.4 C2PC VDX The PROGNOS system shall be able to take in system data messages that are in Command and Control Personal Computer (C2PC) VDX format. Derived Constraint Demo, Test. The verification for this can occur at the implementation stage that is not in our scope and not covered by our Vee model. This requires at least prototype of PROGNOS KEM is developed. A test plan is needed that will layout the testing of KEM with external systems that use C2PC VDX data message. However, it can also be verified by using a scenario walkthrough with systems that use C2PC VDX as a message standard. Scenario/Operation Concept 3.5 USMTF The PROGNOS system shall be able to take in system data messages that are in United States Message Text Form (USMTF) format. Derived Constraint Demo, Test. The scenario walkthrough demonstrate verification of the need for USMTF data message format for PROGNOS interface. Scenario/Operation Concept 3.6 VMF The PROGNOS system shall be able to take in system data messages that are in Variable Message Format (VMF) format. Derived Constraint Demo, Test. The verification for this can occur at the implementation stage that is not in our scope and not covered by our Vee model. This requires at least prototype of PROGNOS KEM is developed. A test plan is needed that will layout the testing of KEM with external systems that use VMF data message. However, it can also be verified by using a scenario walkthrough and simulation with systems that use VMF as a message standard to show feasibility of data exchange with PROGNOS Scenario/Operation Concept
KEM. 3.9 XHTML The Knowledge Exchange module shall enable data input with the XHTML IAW the W3C's XHTML1.1 - XHTML dated 31 May 2001. Derived Constraint Demo, Test. The verification for this can occur at the implementation stage that is not in our scope and not covered by our Vee model. This requires at least prototype of PROGNOS KEM is developed. A test plan is needed that will layout the testing of KEM with external systems that use XHTML data message in accordance with the W3C's XHTML1.1 - Module-based XHTML dated 31 May 2001. However, it can also be verified by using a scenario walkthrough and simulation with systems that use XHTML as a message standard to show feasibility of data exchange with PROGNOS KEM. DISA "Net-Enabled Command Capability (NECC) 3.10 HTML The Knowledge Exchange module shall enable data input with the Hypertext Markup Language (HTML) IAW the W3C's HTML 4.01 Specification dated 24 December 1999. Derived Constraint Demo, Test. The verification for this can occur at the implementation stage that is not in our scope and not covered by our Vee model. This requires at least prototype of PROGNOS KEM is developed. A test plan is needed that will layout the testing of KEM with external systems that use HTML data message in accordance with the W3C's HTML 4.01 Specification dated 24 December 1999. However, it can also be verified by using a scenario walkthrough and simulation DISA "Net-Enabled Command Capability (NECC)
PM2 ‘Egg’xactly (4: 30 pm- 5:30 pm) Sheikh Rashid Hall B Sheikh Rashid Hall C Abu Dhabi Hall B Exhibit Hall Day 3 AM 1 The FAO/WHO Food Control System Assessment Tool (8:30 am-10:30 am) Pesticide Residues and Chemical Hazards (8:30 am-10:30 am) Symposia on Applied Nutrition- Trends, Innovation and Technologies that Can Change the Way School Children Eat (8:30 AM- 10:30 AM) AM 2 Arab /European Workshop on Food Safety Risk Assessment (11:00 AM to 1:00 PM) Advancements in Microbiological Testing (11 AM to 1:00 PM) Data Analytical and Predictive Tools in Food Safety Risk Assessment and Nutrition –I (11:00 am- 1:00 pm)) PM1 Arab /European Workshop on Food Safety Risk Assessment (2:00 AM to 4:00 PM) Pre-Requisites for Food Safety – Advancements in Techniques Used for Construction, Cleaning and Disinfection and Pest Management (2:00 PM- 4:00 PM) Data Analytical and Predictive Tools in Food Safety Risk Assessment and Nutrition- II (2:00 PM- 4:00 PM)
MPES SWEMP Conference Program Nov.20th Topics Principal Hall Room 1 Room 2 Room 3 7:30 9:00 Registration 9:00 10:40 Plenary Session 1 10:40 11:10 Coffee Break 11:10 12:50 Plenary Session 2 13:00 14:30 Lunch 14:30 16:10 Blasting and Fragmentation Rock Mechanics and Geotechnical Applications Emissions and Spontaneous Combustion 16:10 16:40 Coffee Break 16:40 18:30 Maintenance and Production Management for Mines and Mining Systems Rock Mechanics and Geotechnical Applications; Mine Development Emerging monitoring and measurement technologies 18:30 20:30 Welcome Cocktail Nov.21st Topics Room 1 Room 2 Room 3 Room 4 9:00 10:30 Plenary Session 3 10:30 11:00 Coffee Break 11:00 13:00 Plenary Session 4 13:00 14:30 Lunch 14:30 16:10 Maintenance and Production Management for Mines and Mining Systems Research & Development to Improve Health and Safety in Mines; Management of Mining and Hazardous Waste and Waste Stabilization Mineral Processing and Tailings Treatment, Recycle, Disposal 16:35 17:00 Coffee Break 17:00 18:40 Economic and Financial Risk Assessments; Mineral Processing Design, Planning and Optimization of Surface and Underground Mines Water and Effluents: Treatment and Management Mineral Processing and Tailings Treatment, Recycle, Disposal; Risk and Environmental Impact Assessment 18:40 19:30 Committee Meeting 19:30 22:00 Conference Dinner Nov.22nd Topics Room 1 Room 2 Room 3 Room 4 9:00 10:40 Mining Equipment Selection and Innovative Materials Handling Systems and Equipment Design, Planning and Optimization of Surface and Underground Mines; Mining Equipment Selection and Innovative Materials Handling Systems and Equipment Mineral Processing and Tailings Treatment, Recycle, Disposal; Waste Disposal 10:40 11:10 Coffee Break 11:10 13:15 Mining Equipment Selection and Innovative Materials Handling Systems and Equipment; Design, Planning and Optimization of Surface and Underground Mines TBA TBA 13:00 14:30 Lunch 14:30 15:30 Closing Ceremony 15:30 17:00 Goodbye Cocktail
Ear - organ of hearing and balance Auditory and vestibular system Organization of the retina, primary visual pathway and primary visual cortex Perception of colours, shapes, depth and movement; and the organization of the associative visual fields of the cerebral cortex PRACTICAL WORK Physiology of sensation E Motor system LECTURES General structure of the motor systems Role of the motor cortex in voluntary movements SEMINARES Spinal motor mechanisms and reflexes Role of the descending pathways from the brainstem in maintaining posture and muscle tone; spinal shock Motor functions of the cerebellum Motor functions of the basal ganglia The hypothalamus controls the endocrine and the autonomic nervous system F General brain functions LECTURES Development of the CNS and processes of development reorganization and plasticity Stages of wakefulness and sleep; Sleep Medicine Physiology of intracranial pressure and cerebral circulation The structure of neurotransmitter systems and reticular formation SEMINARS General brain function: ascending activating system, EEG, alertness levels and levels of consciousness Neurobiology of biological rhythms and motivational states Neurobiology of emotion and sexuality Neurobiology of attention and association functions of the prefrontal and posterior parietal cortex Anatomy and psychology of learning and memory Cellular mechanisms of learning and memory • LECTURES: Lecture program for the academic year 2016/2017 Lecture Topic Hours Lecturer P-1 Introductory lecture 1 Đogaš P-2 Neuron is a basic structural-functional unit of the CNS 2 Đogaš P-3 CNS research methods 2 Grković Development of the CNS and processes of development reorganization and plasticity P-4 Peripheral nervous system and 1 Grković the spinal cord
PANEL SESSION SIX 10:30 a.m. - 12:15 p.m. 6A ECSA World Panel II Chair: Martin Holland (ECSA New Zealand) Discussant: Léonce Bekemans (ECSA Belgium) The Euro in the Europe-Latin America Trade Luis Arnoldo Rubio Rios (Universidad Estatal a Distancia (UNED), Costa Rica) The Influence of the European Community Jurisprudence in the Main Courts of the Latin American Systems of Integration: An Exploratory Study Orlando Mejía Herrera (Universidad Nacional Autónoma, Nicaragua) European Studies in the Philippines: Looking Back and Challenges Ahead Marissa Maricosa A. Paderon (Manila University) EU Perceptions in the Philippines Manuel III Reyes Enverga (Manila University) Glayds Mokhawa (University of Botswana) Constellation A 6B Innovation, Learning, and Change in Public Policy Chair: David Coen (University College, London) Discussant: Bentley Allan (Johns Hopkins University) Constellation B Bottom-up Europeanization. The Dynamics of Policy Convergence in the Struggle against Paedophilia Laurie Boussaguet (University of Rouen and Sciences Po Paris) Chameleon Pluralism with Polity Colors: Examining the Impact of Member States’ Polity Structure on the European Commission Interest Group Overlap, Across Policy Domain David Coen (University College London) Alexander Katsaitis (School of Public Policy UCL) Programmatic Elites and the Europeanization of Public Health Policy Scott Greer (University of Michigan) Heather Elliott (University of Michigan) Why the EU Does Not Learn: Cases from the Eurozone Crisis Claudio Radaelli (University of Exeter) Claire Dunlop (University of Exeter) Jonathan Kamkhaji (University of Exeter) 6C National Parliaments in the European Union Chair: Wolfgang Wessels (Cologne University) Discussant: Desmond Dinan (George Mason University) Constellation C Brussels Calling!? National Parliamentarians’ Participation in Inter-parliamentary Committee Meetings
10:50-11:50 Helmut Lenzing (III) 11:50-14:00 Lunch Break Free Afternoon March 8 (Tuesday) Time Chair Talk 9:00-9:50 Claus M. Ringel Bangming Deng 10:00-10:50 Joseph Karmazyn 10:50-11:10 Coffee Break 11:10-12:00 Lutz Hille 12:00-14:00 Lunch Break 14:00-14:50 Henning Krause Ryo Takahashi 15:00-15:50 Tokuji Araya 15:50-16:10 Coffee Break 16:10-17:00 Dirk Kussin March 9 (Wednesday) Time Chair Talk 9:00-9:50 Bangming Deng Hagen Meltzer 10:00-10:50 Shiquan Ruan 10:50-11:10 Coffee Break 11:10-12:00 Henning Krause 12:00-14:00 Lunch Break Informal discussion Lecture Room: 1611, the math building Contact：Ms. Yafei Liu, Office 1512
Program/Course Outline Program: List all courses in the Program (below in Column A); Also complete a Course Syllabus for EACH course listed: Stand-Alone Course: List the subjects or units of learning to be covered: (below in Column A); Also complete a Course Syllabus for the course. Hrs. of Theory Hrs. of Lab (If applicable) Internship/ Externship Hrs. Total Contact Hrs. (B+C+D=E) (If applicable) Credit Hours: Semester or Quarter or Distance Ed Only: No. of Lessons Column A (Press “Enter” in each column below for more rows) B C D E F Subtotal Total Theory, Internship/Externship, & Lab
Program Request No Educational Foundation Program Request Date: _______________ Project Description a. Describe what you want to do and how you will do it. b. What need or opportunity will be served if this request is granted? c. Who will benefit from this program? d. What research or experience supports your request? e. How does this align with existing curriculum, priorities or strategies? f. What is your plan for obtaining matching funds or other contributions?
learning outcomes. 5. The evidence sources are appropriate to the student learning outcomes being assessed. Evidence sources are appropriate to the objective measurement of student learning outcomes and the evidence collection is sustainable. Yes Some evidence sources are appropriate and applicable to the student learning outcomes but not all. Partially No evidence is collected and/or the evidence does not seem appropriate. No Unable to determine whether the evidence source used is appropriate and/or absence of link to specific student learning outcomes. Unable to determine 6. The evidence collection approach is clearly identified including the type of measure, when it is administered, and to whom it is administered, as applicable. Evidence collection description includes the type of measures/methodology, when and to whom it is typically administered are clearly outlined. Yes Evidence collection occurs, but the measure(s), timing and/or population are not specified for each evidence source. Partially No clearly identified evidence collection approaches are in place. No 7. There are multiple evidence sources (direct, indirect, longitudinal, cross-sectional) used for each student learning outcome. Multiple evidence sources are being used for several student learning outcomes. Yes Multiple evidence sources are used for one or two student learning outcomes and/or plans are underway to add other evidence sources in the near future. Partially Multiple evidence sources are not used. Program does not seem to have plans to use multiple evidence sources. No Use of multiple evidence sources deemed not applicable to the program. This designation may require justification as to why the program cannot use multiple evidence sources. N/A 8. Students are involved in the culture of assessment. There is documentation of specific methods and processes for student involvement. Yes Reference to student involvement is generic, but not specifically described and/or no follow-up discussion on actions called for by findings. Partially No evidence of student involvement. No
Program Assistance Fund Application TRAVEL Organization Information Full Name of Organization: President’s Name: Email: Advisor’s Name: Email: # of Members: Cost Center #: Current On-Campus Account Balance: Current Off-Campus Account Balance: Applicant Information Name: Email: UTA ID #: Phone #: Referred to the Program Assistance Fund by: Travel Information Name of Conference / Seminar: Date(s): Location: Mode of Transportation (must be by airplane, bus, or train): Purpose of Trip (If presenting a paper or research, please list topic. If participating in a competition, please list the competition): Are you presenting or receiving an award at this conference? If so, what is the award / presentation? What will be the value-added benefit to the University community of this travel?
Tentative Program at a Glance Sunday 7 June 2015 Monday 8 June 2015 Tuesday 9 June 2015 Wednesday 10 June 2015 Thursday 11 June 2015 Friday 12 June 2015 9:00-10:40 Registration & Opening Parallel Session 3 Parallel Session 6 Parallel Session 9 Experience to Sydney Opera House – A multidisciplinary masterpiece in human history, from arts to science and engineering and then back to arts 10:40-11:00 Tea Break 11:00-12:40 Parallel Session 1 Parallel Session 4 Poster Session Parallel Session 10 12:40-14:00 Lunch 14:00-16:00 Registration Parallel Session 2 Parallel Session 5 Parallel Session 7 Parallel Session 11 16:00-16:20 Congress reception – Sydney Harbour Cruise Tea Break 16:20-18:00 General Assembly Parallel Session 8 SOTA Discussion 18:00- Congress Dinner (Grate Hall)
Grassroots Watershed Groups Breakout Sessions Integrated Watershed Planning to Explore the Potential for Water Quality Trading for Charles City and the Upper Cedar Watershed Kris Johnson, Ph.D., Senior Scientist, North America Freshwater Program of The Nature Conservancy Monday, March 2, 2:45 p.m.: The Nature Conservancy convened a process with Charles City to scope the potential for conservation practices to deliver water quality improvements and other benefits. We will share modeling results that highlight priority places to target activities and compare the effectiveness of alternative implementation scenarios. All In for Positive Change: Establishing a Watershed Management Authority for the Fourmile Creek Watershed Mark Land, P.E., CFM, Professional Engineer and Certified Floodplain Manager; facilitated by Robert Rice, Director, Polk County Public Works Monday, March 2, 3:20 p.m.: Watershed Management Authorities are an important tool in the effort to improve water quality and reduce flooding on a watershed basis. Learn how one authority was created and the key elements to a successful approach. The Need to Become Your Own Testplot: A Discussion of Iowa Farmers’ Soil Health Management Adoption Rates & Implications Sarah Mine, Research Analyst, Datu Research LLC Monday, March 2, 3:55 p.m.: Come explore Datu Research’s findings on soil health management and soil testing adoption among Iowa farmers, as well as what is needed in order to get farmers more upfront economic benefit for conservation agriculture practices. Watershed Management Authority Breakout Sessions Squaw Creek WMA Watershed Planning Penny Brown Huber, Executive Director, Prairie Rivers of Iowa; Jason Ulrich, Water Resource Planner, Emmons & Olivier Resources, Inc. Tuesday, March 3, 8:50 a.m.: The Squaw Creek Watershed Management Plan includes an innovative approach for meeting the Iowa Nutrient Reduction Strategy targets for nitrogen and phosphorus load reduction. A suite of recommended BMPs for the watershed was developed based on cost, nutrient reduction effectiveness and terrain suitability using the Agricultural Conservation Practice Framework (Tomer, et al) Tools. Social Indicators Assessment – WMA Perspectives & Approaches Jody Bailey, Watershed Coordinator, English River WMA; Jennifer Ryan Fencl, Environmental Services Director, East Central Iowa Council of Governments, Indian Creek WMA; Lora Friest, Executive Director, Northeast Iowa RC&D, Turkey River Watershed Management Authority Tuesday, March 3, 9:25 a.m.: Representatives from three Watershed Management Authorities will discuss surveys recently conducted to understand overall attitudes and awareness about watershed
System Office Design and Construction Program Manager College/University Assignments Program Manager College/University Jim Morgan Office (651) 201-1781 Bemidji State University Hibbing Community College Itasca Community College Mesabi Range College (Eveleth, Virginia) Metropolitan State University (Minneapolis, St. Paul) Minneapolis Community & Technical College Minnesota West C&TC (Canby, Granite Falls, Jackson, Pipestone, Worthington) Northwest Technical College Rainy River Community College Vermilion Community College Karen Huiett Office (651) 201-1599 Cell (651) 262-9354 Anoka Ramsey Community College (Cambridge, Coon Rapids) Anoka Technical College Fond du Lac Tribal & Community College Lake Superior College Minnesota State College - Southeast (Red Wing, Winona) Normandale Community College Pine Technical College South Central College (Faribault, North Mankato) Winona State University Terry Olsen Office (651) 201-1425 Central Lakes College (Brainerd, Staples) Century College Minnesota State University Moorhead Minnesota State C&TC (Detroit Lakes, Fergus Falls, Moorhead, Wadena) Northland Community & Technical College (East Grand Forks, Thief River Falls) St. Cloud State University St. Cloud Technical and Community College Saint Paul College Justine Pliska Office (651) 2011505 Justine.pliska@minnstate.edu Alexandria Technical and Community College Dakota Technical College Hennepin Technical College (Brooklyn Park, Eden Prairie) Inver Hills Community College Minnesota State University, Mankato North Hennepin Community College Ridgewater College (Hutchinson, Willmar) Riverland Community College (Albert Lea, Austin, Owatonna) Rochester Community & Technical College Southwest Minnesota State University Universities are in bold text and Colleges are in regular text. For assistance, campuses may also contact Heidi Myers (651) 201-1773 or . Revised 0/9/2017
Who will I know in this program/school/city? Mom has a coworker whose daughter attends Queen’s as a Political Science Major, I will get to know her this summer. What is one extra-curricular activity I would like to join? Enjoyed Model UN in high school, I will join QMUN or Queen’s Model Parliament (QMP). Who can I ask about their experience in this program/school/city? My physics teacher attended Queen’s, I will ask her about living in the city of Kingston and about school values. What do I expect from this program? Who can confirm these expectations? To prepare me to write the MCATs and give me a great foundation to enter med school. It should be a respectable school that will help my application. I will reach out to a Life Sci Queen’s Alumni by contacting the department assistant. What about this program excites me? I was really involved in extra-curriculars during high school and I will be surrounded by people who are just like me. Is there anything else I want to know? I am a visible minority. Is Queen’s focused on providing an inclusive and diverse school environment? What success rate do Queen’s Life Science students have when applying to med school? Does the school have a good reputation? Translate the important factors highlighted in your program research sheets into this table and score each institution on the same factors. School/Program: Queen’s U of T UBC Western Waterloo McGill V: Value (S)core (1-10) Total (S x I) Score (1-10) Total (S x I) Score (1-10) Total (S x I) Score (1-10) Total (S x I) Score (1-10) Total (S x I) Score (1-10) Total (S x I) I: Importance (1-3) V: Student Life 10 10 x 1 = 10 5 5 4 4 7 7 2 2 8 8 I: 1 V: Quality of 8 8 x 2 = 16 4 8 5 10 6 12 3 6 4 8
This is for the beginning younger player, but also serves as a continuation of U8 (age 4-6). This class still uses special balls and smaller court dimensions, but has some additional drills and games for the younger players that need a little more of a challenge. Performance I—Ages 9+: $300 summer (Program Code: P-I) For the beginner youth tennis player looking to learn the strokes, mechanics and general footwork. Performance II—Ages 9+ (with instructor approval): $300 summer (Program Code: P-II) For the intermediate youth tennis player looking to learn regular match play, along with basic and more advanced stroke play and footwork. Possible match play experience with local pools Wednesday mornings and Sunday afternoons. High Performance—Ages 9+(with instructor approval): $300 summer (Program Code: HP) Intensive drills and match play for the advanced player. Match play with other local pool/tennis clubs in the MVCT league on Wednesday mornings and Sunday afternoons. 2018 Mansion House Club Tennis Program Schedule of Events Pre-Season -Monday, May 28th 3 - 5 p.m.: Last chance for registration and meet the coaches! NEW! Adult Tennis: Thursdays (8 weeks – June 7, 14, 21, 28 and July 5, 12, 19, 26) 6:00 – 7:00 p.m. (Stroke of the Week – All Levels) 7:00 – 8:00 p.m. (Cardio Tennis – All levels) Week #1 – June 4: Afternoon classes
Attachment 4: Monitoring and Evaluation tools for Program Designing M&E for the T&D Program Designing System M&E tools are provided to support the program designing process. The following tools are available: Tools for Program Designing: T&D-M&E Form 1: Individual Profile Template D-M&E Form 1: End of Program Designing Evaluation D-M&E Form 2: Program Design Review/Quality Assurance Tool The matrix below describes the M&E process and tools What will be monitored How it will be monitored M&E tool to be used Who will be responsible for the monitoring When will the monitoring take place How will the results be used The membership of the team responsible for the development of the Program Design in relation to the experiences and expertise which individuals bring to the team. All members of the Program Designing Team are asked to provide a personal profile outlining their work experiences and qualifications. T&D-M&E Form 1: Individual Profile Template PDRD-WG During the formation of the Program Designing Team The PDRD- WG analyzes profiles to ensure that members have the relevant experience and expertise to support the program design process. Profiles are to be entered into the TDIS database of Program Designers at the Region, Division and School levels. Team Members perception of the extent they successfully completed the designing process Program Designing Team members will individually complete the End of Program Designing D-M&E Form : 1 End of Program Designing Evaluation PDRD- WG Following the completion of the Program Designing process End of Program Evaluation Forms are collated by the PDRD-WG and reviewed to identify how the processes can be improved. A summary of the results
Evaluation are included in the Program Completion Report and the recommendations are incorporated in future processes Completed Program Designs The Program Designing Team and a QA Team will review and quality assure the completed Program Designs at the region, division and school levels D- M&E Form 2: Program Design Review/ Quality Assurance Tool Program Designing Team and a QA Team at the region, division and school level At the completion of a program design The Program Design is refined based on recommendations from the review/QA. Based on the review, a decision is made regarding whether the program is to be implemented or not. Recommendations are made to improve future program designing processes and included in the Program Completion Report.
Program completion rate Program completion rate is defined as the number of students who complete the clinical phase of the program within 150% of the stated program length. The program length of the clinical phase of the program is 12 months and program completion is defined as those students graduating within 18 months of beginning the clinical phase of the program. Year Percent Completion Number of students 2012 90.0% 20 began, 18 graduated 1 dismissal for grades; 1 voluntary withdrawal 2013 84.2% 19 began, 16 graduated 3 dismissal for grades 2014 66.7% 18 began, 12 graduated 3 dismissal for grades; 3 voluntary withdrawal 2015 95.0% 20 began, 19 graduated 1 dismissal for grades 2016 68.7% 16 began, 11 graduated 3 dismissal for grades; 2 voluntary withdrawal 5 year average 81.72% 93 began, 76 graduated For more information regarding program effectiveness data visit the JRCERT website at .