zilongwang/ReadingBank huggingface dataset:
The ability to deal confidently and sensitively with a wide range of people including teaching and support staff and parents/carers and other agencies Application Interview References Excellent administrative and organisational skills, including the ability to manage own time and prioritise work to meet demanding deadlines. Application Interview References Ability to respond flexibly and creatively to new challenges and opportunities. Application Interview References Criteria Essential Desirable Method of Assessment Personal skills, qualities and attitudes Display emotional self-awareness and self control Interview Demonstrate commitment to the College Mission, equal opportunities, customer care and quality assurance Application Interview Display empathy, be positive and friendly Interview Possess high standards and be conscientious Application Interview Display energy and enthusiasm Interview Display trustworthiness and the ability to build bonds References Possess excellent communication skills Application Interview References Be a team player and a team builder Application References Demonstrate a commitment to the process of continuous review and improvement Application Interview Date: May 2018
Milestones (That were planned to be commenced or delivered in the reporting period) Activity Project measures Total number of projected outputs (Cumulative total to date) Total number of actual outputs (Cumulative total to date) Milestone Commencement Date Milestone Completion Date Progress or what was delivered Comments (Provide comments on variations, if any, between projections and actuals including where you have exceeded your projected outputs. Provide detail on any changes of approach you will be taking or have taken to ensure the activity is/was met). Planned Actual Planned Actual
Is there anything else you would like to raise in this report? Checklist Attached? Will you be seeking a variation and/or an extension to this project? Yes No If yes, please attach an outline of the variation request Updated Schedule B – Project Measures Ensure you update Schedule B – Project Measures (from Grant Agreement) and provide it as an attachment in Excel format. Communication Ensure you provide copies of media coverage, publications and materials produced as an attachment. Media coverage Brochures Publications Photos Other Other attachments Provide any other attachments that are relevant to your project. Financial reports Ensure you use the Financial Reporting Spreadsheet and provide as an attachment. Spreadsheet
Section 2: Grounds for Requesting an Internal Review A request for an internal review may be made on limited grounds, listed below. Please confirm the grounds upon which you are making your request by marking the relevant box: That there were procedural irregularities in the arrangements for the meeting with the Executive Dean or his/her deputy or conduct of the Progress Committee (including alleged administrative error) of such a nature as to cause reasonable doubt as to whether the outcome might have been different had they not occurred. That there was evidence of extenuating circumstances which could not reasonably have been made available to the Executive Dean or his/her deputy or Progress Committee, of such a nature as to cause reasonable doubt as to whether the result might have been different had they not occurred. Please explain your grounds for appeal: Depending on the grounds stated above, please explain: The procedural irregularity that you think has occurred; The new evidence that is now available and the reasons why these were not previously submitted. Please state the outcome you are seeking:
Progress Dialogue Meeting of JPI MYBL Joint Transnational Call 2015 Projects “Extended Working Life and its Interaction with Health, Wellbeing and beyond“ Agenda 14th February 2018, 14:00 - 18:00 CET BELSPO – Belgian Federal Science Policy Office Avenue Louise 231, 1050 Brussels, Belgium Participants: Coordinators of funded projects, stakeholders of projects, SAB & SOAB board members/colleagues, funders of JTC 2015 projects, JPI MYBL secretariat/J-AGE II coordinator Surname Name Organization Project / Function Angermann Annette JPI MYBL / J-AGE II, VDI/VDE-IT (DE) WP 2 Implementation / Call Secretariat JTC 2015 Barslund Mikkel CEPS - Centre for European Policy Studies (BE) Coordinator of project FACTAGE Beem Edvard ZonMw - The Netherlands Organisation for Health Research and Development (NL) JPI MYBL, Chair / GA Member / Funder of JTC 2015 projects Burström Bo Karolinska Institutet (SE) Project THRIVE Carrino Ludovico King’s College London (UK) Project WORKLONG Flores Manuel OECD Stakeholder of project WORKLONG Glaser Bettina Federal Ministry of Science, Research and Economy – BMWFW (AT) Funder of JTC 2015 projects Hammarberg Tove Steering Committee Member / GA Member MYBL, FORTE - Swedish Research Council for Health, Working Life and Welfare (SE) Funder of JTC 2015 projects & WP 2 of II Hammerschmid Anna DIW Berlin - Deutsches Institut für Wirtschaftsforschung (DE) Project LONGLIVES Koivusilta Mira JPI MYBL / J-AGE II, THL (FI) WP 4 Elaboration of
14:00 – 14:20 Welcome and introduction to meetings purpose as well as short introduction round of participants (Annette Angermann / VDI/VDE-IT) 14:20 – 15:00 Progress & highlights and impact of projects work Questions by call secretariat and MYBL boards & answers from projects discussion with projects 15:00 – 16:00 Involvement of stakeholders explanation of different instruments, ways and timelines of stakeholders involvement into projects work stated in the progress dialogue forms (Annette) presentation of stakeholders views/perspective on stakeholder involvement in projects in general and in JTC 2015 projects particularly: What is their role? How did the cooperation go? When did they get involved? etc. (each project stakeholder is invited to present approx. 8 min., max. 5 slides) suggestions to projects what could ease stakeholders involvement early in the projects work? questions and answers of boards and projects overall discussion 16:00 – 16:15 Coffee Break 16:15 – 17:15 Continued discussion regarding stakeholders involvement and outreach strategic ways of connecting the projects and results to various contexts 17:15 – 17:30 Feedback via forms regarding: added value of JPI MYBL funding to the projects, raising awareness and improving JPI MYBL Calls, general suggestions for improvement (incl. networking meetings of funded projects, collaboration with other (funded) projects) 17:30 – 18:00 Wrap-up of meeting and AOB 18:00 End of meeting Coffee breaks during the meeting as needed otherwise after two hours at 16:00 CET. Contact 1st Call Secretariat of JPI MYBL: JPI MYBL / J-AGE II: Annette Angermann, Phone: +49 30 3100788-499, E-Mail:
Research, collect and record information Outcomes and Assessment Standards Making assessment judgements Minimum standard for a pass/notes Assessment Standard 1.3 Researching, collecting and recording information in an organised way Candidates will use at least one relevant research method to collect information from at least three different sources. Relevant research methods can include, for example: literature review fieldwork interviews/surveys questionnaires any other appropriate research method Candidates will provide evidence of recording information they have collected in a way which is organised and clear. Provide clear, organised notes on a minimum of three different sources, including e.g.; interviews speeches survey results commentaries textbooks biographical Works Provide evidence of recording information you have collected NB/ Forms of recording information can include, for example: linear notes spider diagrams grid systems sound files Evidence of organisation can include, for example: headings and sub-headings numbering key words abbreviations and symbols short sentences points grouped together labelling sequencing mind-maps
Deliverables for November 15th meeting -Provide Pete with our simulation results and lab results -Discuss proposed changes to our schematic and layout with Pete based on simulations and lab test results November 15th-16th -Implement changes to our schematic based on our test results -Implement changes to our layout based on our test results -Order final ECG board November 22nd-Thansgiving Day -No meeting planned -may schedule a check-in meeting at the start of this week or the following week November 29th meeting -Have a populated final ECG board -Have lab test results and simulation results to discuss with Pete -Discuss the results -Troubleshoot any problems, non-ideal results or errors with Pete Week of Design Day -Finish any preparations on our ECG board for design day Design Day -Present finished product Important Parts to be Used Part OPA2333 Manufacturer Texas Instruments Quiescent Current 50 uA Supply Voltage (Vs) 7 Vmax Input Voltage Range -0.3V to 0.3V Part OPA2333 Manufacturer Texas Instruments Quiescent Current 17 uA Supply Voltage (Vs) 1.8V to 5.5V Input Voltage Range -0.1V to 0.1V
Summary of Achievements (max. 10 pages) This section of the report should focus on the achievements of the Centre from the start date of the award up to the date of the report submission (Phase 1). It will be incumbent on the Centre to convince the international review panel that the Centre is truly operating as a Centre and has achieved more through the Research Centre with regard to academic collaboration, industry partnership and operating as a collective, than it would have done if a number of individual awards had been made (i.e. the added value and synergy enabled by a Centre award). This section should address the following, but is not limited to: How has the international competitiveness of the Centre increased as a result of the Centre award? How has the international ranking of the Centre improved relative to the global competitors in its field? How has the Centre established its international standing or niche area? How has the Centre provided economic impacts for Ireland e.g. how has the Centre increased industry and commercial investment in R&D? Attracted large Foreign Direct Investments in corporate R&D laboratories? Describe commercialisation and technology transfer achievements. How has the Centre leveraged funding from NE-NC sources? Describe achievements relating to Education and Public Engagement. How has the Centre influenced national and/or international policy? Describe how the Centre has benefitted from collaborating with other SFI Research Centres and any other international or national centres (e.g. NSF Centres, Fraunhofer, EI Tech Centres etc.).
lower-case letters not mixed within words. capitalization, bold etc. Y1 2014 Expectations: Y2 2014 Expectations: Y3 2014 Expectations: Y4 2014 Expectations: Y5 2014 Expectations: Y6 2014 Expectations: Pupils should be taught to: Sit correctly at a table, holding a pencil comfortably and correctly. Begin to form lowercase letters in the correct direction, starting and finishing in the right place. Form capital letters. Form digits 0-9. Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these. Form lowercase letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters. Use spacing between words that reflects the size of the letters. • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. • Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. • Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch Write legibly, fluently and with increasing speed by: • Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • Choosing the writing implement that is best suited for a task Write legibly, fluently and with increasing speed by: • Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • Choosing the writing implement that is best suited for a task.
Three basic principles to keep in mind at all times High expectations secure good progress Accurate assessment enables robust data analysis Age and prior attainment advise the expectations we have of pupil achievement. Early Years Foundation Stage (EYFS) For recording purposes: Emerging = 1; expected = 2; exceeding = 3 The following is an extract from the Subsidiary Guidance for inspectors (April 2013). This is currently the only national guidance on progress in the EYFS. This may help deciding a judgement about progress for your cohort. Attainment on entry to nursery at age three Most children are likely to be working within the ‘Development Matters’ band for 30–50 months, having shown competence in the preceding band for 22–36 months. This may be referred to as the age-related expectation at the beginning of nursery. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 22–36 month band. Attainment on entry to reception at age four Most children are likely to demonstrate some of the skills, knowledge and understanding described by the development statements in the ‘Development Matters’ band for 40–60+ months, in addition to those in the preceding band for 30–50 months. This may be referred to as the age-related expectation at the beginning of reception. Attainment on entry is likely to be below age-related expectations where a substantial proportion of children in a school do not demonstrate competence in the 30–50 month band. The statutory early learning goals establish national expectations for most children to reach by the end of Reception Year. Judging progress in the Early Years Foundation Stage Where children make progress from age-related expectations at the beginning of nursery, to age-related expectations at the beginning of reception and the end of reception (where levels of development can be compared with Early Years Foundation Stage Profile national figures) this is likely to represent expected progress during the Early Years Foundation Stage. Note that these bands overlap and children will not necessarily progress sequentially through each statement within them. For take account of how children learn their development in relation to their starting points and capabilities together with the proportions that make and exceed the progress expected. Primary Schools
Accurately measuring progress for individuals and cohorts from one year to the next and also cumulative progress over time remains quite difficult because the measures are relatively coarse (usually measured in sub-levels of progress or points). Some schools are experimenting with refining teacher assessments further and this is touched on below. Leaders are telling us that being able to analyse end of key stage and internal tracking data quickly and efficiently, is helping them to fine tune provision to ensure that more pupils make good progress over time and that, as a result, gaps are narrowing for pupil premium and SEND pupils. All schools are encouraged to regularly review progress and attainment throughout the year. Three points of assessment (autumn, spring and summer) may be sufficient but, where rapid improvement is being sought, six points of assessment (terms 1-6) may be more appropriate. The choice is yours. This document does not recommend any particular tracking system or analysis tool – schools are free to choose whichever system or tool suits them best or may even prefer to create their own. Three basic principles to keep in mind at all times: 1. High expectations are key to securing good progress 2. Accurate assessment is essential if data analysis is to have any value 3. Age and prior attainment are useful starting points when developing expectations of pupil progress. EYFS - guidance provided by Foundation Years team: Reception Year outcomes - Defining a Good Level of Development (GLD): From 2013, children are defined as having reached a GLD at the end of the EYFS if they achieve at least the expected level in: the ELGs in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and; the ELGs in the specific areas of mathematics and literacy In total there are 12 ELGs within the GLD Remember: Children are judged to be either at an emerging, expected or exceeding level of development in relation to the Early Learning Goals. Point scores are awarded as follows: Emerging = 1; expected = 2; exceeding = 3
of Arts and Sciences Articulation Representatives September 2017 Community, Culture and Global Studies Biology Chemistry Psychology Computer Science, Mathematics, Physics and Statistics History and Sociology Earth, Environmental and Geographic Sciences Economics, Philosophy and Political Science Dept. Head: Susan Frohlick A267 Local 78525 Dept. Head: Michael Deyholos S156 Local 78541 Dept. Head: Gino DiLabio F357 Local 78617 Dept. Head: Paul Davies A322 Local 78727 Dept. Head: John Braun S388 Local 78032 Dept. Head: Catherine Higgs A314 Local 79978 Dept. Head: Ed Hornibrook S398 Local 78059 Dept. Head: Andrew Irvine A266 Local 79704 David Geary Anthropology A272 Local 78165 Matthew Nelson Biology S160 Local 79683 Tamara Freeman Chemistry S210 Local 78223 Linda Hatt Psychology A332 Local 79323 Wayne Broughton Mathematics S106 Local 79531 Paramjit Gill Statistics S112 Local 79534 James Hull History A247 Local 79414 Ian Walker Fresh Water Science F339 Local 79559 Julien Picault Economics A253 Local 79227 Margo Tamez Indigenous Studies A269 Local 79837 Richard Plunkett Medical and Molecular Biology S163 Local 79650 Ramon Lawrence Data Science ASC 349 Local 79390 Peter Urmetzer Sociology A308 Local 78709 Ian Walker Environmental Sciences F339 Local 79559 Giovanni Grandi Philosophy A230 Local 78605 Donna Senese Geography A252 Local 79372 Murray Neuman Physics S256 Local 79515 John Greenough Earth Sciences/Geology S216 Local 79520 Jim Rochlin Political Science A256 Local 79388 Ilya Parkins Gender & Women’s Studies A258 Local 79625 Bowen Hui Computer Science SCI 257 Local 79353
Develop strategies to recruit non-traditional students and expand placement Assist in identifying additional work-based learning Student Leadership/Career and Technical Student Organization (CTSO) Assist in developing and judging leadership/CTSO competitive skill Sponsor student organization Conduct leadership development Assist students with career Evaluate student Assist in student competency Provide sponsorship opportunities and support for students to attend Staff Development Invite CTE instructors to participate in industry professional development Provide instructors with retraining/back-to-industry and summer opportunities for technical Review professional development Support staff attendance at Conduct workplace Community/Public Relations Promote the CTE program to employers, communities, and the Assist in recognizing outstanding students, teachers, and community Assist in developing a marketing Resources Provide tours and field trips, job shadowing experiences and Leverage community resources and facilitate community Provide input on program budget, facilities and equipment Legislation Advocate for CTE programs with Arrange tours of CTE programs for Involve legislators in CTE program Support local millage to enhance CTE Responsibilities of the Career and Technical Education Instructor The duties of CTE instructor include: Facilitate meeting Recommend potential Program Advisory Committee members to the CTE/school Provide a CTE program overview to Program Advisory Committee members Inform committee members of program Notify committee members of future
Progression in Written Addition Stage 1 Children are taught that addition is the combining of two or more amounts. They begin by counting all of the items in the groups, then move on to counting on from the largest amount. Children are encouraged to develop a mental image of the size of numbers. They learn to think about addition as combining amounts in practical, real life situations. They begin to record addition number sentences such as 2 + 4 = 6 and 8 = 3 + 5 and 3 + 2 + 4 = 9 Stage 2 Children move on to using Base 10 equipment to support their developing understanding of addition. 11 + 5 = 16 11 cubes are lined up (1 ten and 1 unit/one). 5 cubes are added to the line of 11 giving a total of 16. If possible, use two different colours of base 10 equipment so that the initial amounts can still be seen. Stage 3 Children will begin to represent their calculations on a number line in different ways. Number lines are a hugely useful tool and are a good representation of the way children think when they are working mentally. They can be used for areas such as time where the formal methods are not as reliable and can also be used for larger numbers and decimals. Stage 4 This is an intermediate stage before Stage 5. It is designed to reinforce the ideas of place value and breaks the process down for those children who may not be quite ready. Stage 5 This is the final stage of the method, and should be continued to be used for all written addition calculations. The example top left would be ‘said’ as follows: 5 + 8 = 13, put 3 down and carry the 10 20 + 40 + 10 that was carried over = 70 (7 written in the tens column) 600 + 0 = 600 (6 written in the hundreds column) Children will be expected to use this method for adding numbers with more than 3 digits, numbers involving decimals and adding any number of amounts together. Children should not be made to go onto the next stage if: they are not ready. they are not confident. Children should be encouraged to consider if a mental calculation would be appropriate before using written methods.
Impact Focused – ThinkForward is impact-focused, constantly reviewing and improving its approach to make sure we provide the best services for young people and working environment for its staff ThinkForward is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and post holders to share this commitment. ThinkForward is committed to equality of opportunity for all staff and applications from individuals are encouraged regardless of age, disability, sex, gender reassignment, sexual orientation, pregnancy and maternity, race, religion or belief and marriage and civil partnerships.
EYFS: Mathematics Shape, Space and Measure: 40 – 60 months Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Can describe their relative position such as ‘behind’ or ‘next to’. Orders two or three items by length or height. Orders two items by weight or capacity. Uses familiar objects and common shapes to create and recreate patterns and build models. Uses everyday language related to time. Beginning to use everyday language related to money. Orders and sequences familiar events Measures short periods of time in simple ways Expected Exceeding Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Children estimate, measure, weigh and compare and order objects and talk about properties, position and time. Measurement Geometry – properties of shapes compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) recognise and know the value of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. Geometry – position and direction describe position, direction and movement, including whole, half, quarter and three-quarter turns. National Curriculum 2014 Year 1 M
SPECIAL REQUIREMENTS Willingness to work outside ‘normal’ office hours E AF/I Full driving licence with business insurance and full exclusive use of own vehicle E AF/I Willingness to undertake further training and development as necessary, in order to enhance service delivery E AF/I Ability to undertake home visits and transport people to appointments (this may involve carrying small children and carrying/fitting car seat and climbing stairs) E AF/I EQUAL OPPORTUNITIES An awareness and understanding of the need to develop services to meet the needs of a diverse and multi-cultural community E AF/I
Contact us John Butera, Commissioner 207-621-5095, mdol@maine.gov Richard Freund, Deputy Commissioner 207-621-5095, mdol@maine.gov Employer Services of the Office of the Commissioner Laura Hudson, Director of Communications and Marketing 207-621-5009, Like Us on Facebook, Maine Department of Labor Follow us on Twitter, @maine_labor Maine Department of Labor Organizational Chart Under the Office of the Commissioner, employer services include the State Workforce Board (SWB) (Josh Howe) and Richard Freund, Deputy Commissioner and Director of Communications and Marketing (Laura Hudson) Also under the Office of the Commissioner is the Bureau of Rehabilitation Services (Karen Fraser) which includes Employment Services for People with Disabilities, Independent Living Services and Employer Services. Employer Services under the Office of the Commissioner also includes the Bureau of Labor Standards, (Daniel Bolduc) which entails Workplace Safety, Wage and Hour and Research and Statistics. Employer services of the Bureau of Unemployment Compensation (John Feeney) includes unemployment benefits, unemployment taxes and program integrity and fraud prevention. Employer services also include the Center for Workforce Research and Information (Lance Libby) - which provides data collection, research analysis and Labor Market Information. The Bureau of Employment Services (Edward Upham) includes CareerCenters, Training and Maine JobLink. Also included as employer services includes the Maine Labor Relations Board (Marc Ayotte) and Maine Unemployment Insurance Commission (Jennifer Duddy), Jean Roy and Joseph Klaus
Learners share thoughts about familiar events and characters in different ways. Enjoyment and choice I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b Enjoyment and choice I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c Set-up an interesting book collection, themed or from the children’s own suggestions in a cosy environment Introduce 21st Century texts e.g.. oral stories, spoken word through puppets, film, audio CDs, talk bags, T.V programmes, environmental print activities Discussion activities around the selected texts:- talk about front cover, back cover, text, illustrations Use mind-maps to elicit information and details discovered in the texts Introduce different mediums that the children can express their views through: - e.g. paint, chalk, white/coloured paper/ sugar paper, card etc. Introduce a variety of singing rhymes and songs to encourage participation Develop Co-operative Learning opportunities to share personal likes/dislikes Use Circle Time activities to discuss likes and dislikes Create displays of the children’s and associated adults’ favourite books - Paired Reading with older pupils / Story time ERIC – quiet reading for enjoyment World Book Day / Book Swap / Bookbug Book Studies Set up a book shop role play area Library visits Lending Library set up in class / homework (ORT Stage 1) Listening Lab Mark Making / Writing area With support, I can choose stories and other texts to watch, read or listen to, and can share my likes and dislikes. With support, I can play with patterns and sounds. With support, I can listen to learn new things. I like sharing my ideas with my friends. I enjoy listening to stories.
Stage 2- Number Line Remember to always put the biggest number first and add on the smaller number. Stage 2- Number line Remember to always take the smaller number away from the bigger number. Stage 3- Hundreds, Tens and Ones The lines represent Tens (T) and the dots represent Units (O). How many dots make a line?
University of Glasgow Economic And Social History ABB University of Glasgow Economics ABB University of Glasgow English Language ABB University of Glasgow English Literature ABB University of Glasgow Film & Television Studies ABB University of Glasgow French ABB University of Glasgow Gaelic ABB University of Glasgow Geography ABB Please ensure you use correct UCAS code for social science / arts University of Glasgow German ABB University of Glasgow Greek ABB University of Glasgow Hispanic Studies ABB University of Glasgow History ABB University of Glasgow History of Art ABB University of Glasgow Italian ABB
University of Glasgow Scottish History ABB University of Glasgow Scottish Literature ABB University of Glasgow Sociology ABB University of Glasgow Spanish ABB University of Glasgow Theatre Studies ABB University of Glasgow Theology & Religious Studies ABB University of Glasgow Religious and philosophical education ABB National 5 Maths external exam will be required at a B grade. University of Glasgow Accountancy & Finance AAA Higher Maths units required
Stirling University BA Journalism Studies BBB Stirling University BA Law BBB Stirling University BA Management BBB Stirling University BA Philosophy BBB Stirling University BA Politics / BA International Politics BBB Stirling University BA PPE (Politics Philosophy and Economics) BBB Stirling University BA Psychology BBB Stirling University BA Sociology BBB Stirling University BA Social Policy BBB Stirling University BA Criminology & Sociology BBB Stirling University BA Religion (joint honours) BBB Stirling University BA Marketing / BA Retail Marketing BBB Stirling University BA Sports Studies BBB
University of Glasgow Molecular and Cellular Biology (with Biotechnology) ABB University of Glasgow Molecular and Cellular Biology (with Plant Science) ABB University of Glasgow Neuroscience ABB University of Glasgow Parasitology ABB University of Glasgow Pharmacology ABB University of Glasgow Psychology ABB Students will require higher maths units and must apply with the science UCAS code. University of Glasgow Physiology ABB University of Glasgow Physiology and Sports Science ABB University of Glasgow Physiology, Sports Science and Nutrition ABB University of Glasgow Virology ABB University of Glasgow Zoology ABB
University of Strathclyde Biochemistry & Immunology / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive University of Strathclyde Biochemistry & Microbiology / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive University of Strathclyde Biochemistry & Pharmacology / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive University of Strathclyde Biomedical Science / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive University of Strathclyde Immunology & Microbiology / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive University of Strathclyde Immunology & Pharmacology / BSc (Honours) Completion of SWAP programme, an AAA profile, assessed units average of 70% highly competitive
University of Strathclyde Electrical and Mechanical Engineering BEng Hons AAA profile. Pass all units, with 70% in maths Highly competitive. UCAS interview may be required. University of Strathclyde Electronic and Electrical Engineering BEng Hons AAA profile. Pass all units, with 70% in maths Highly competitive. UCAS interview may be required. University of Strathclyde Mechanical Engineering BEng Hons Engineering Academy preferred route highly competitive University of Strathclyde Mechanical Engineering with International Study BEng Hons Engineering Academy preferred route highly competitive University of Strathclyde Naval Architecture and Marine Engineering BEng Hons Engineering Academy preferred route highly competitive University of Strathclyde Naval Architecture with High Performance Marine Vehicles BEng Hons Engineering Academy preferred route highly competitive University of Strathclyde Naval Architecture with Ocean Engineering BEng Hons Engineering Academy preferred route highly competitive University of Strathclyde Product Design and Innovation BSc Hons AAA profile. Pass all maths units with 70% and above. highly competitive University of Strathclyde Product Design Engineering BEng Hons AAA profile. Pass all maths units with 70% and above. highly competitive University of Strathclyde Production Engineering and Management BEng Hons AAA profile. Pass all maths units with 70% and above. highly competitive University of Strathclyde Prosthetics and Orthotics BSc Hons students will require a very strong personal statement – AAA profile highly competitive University of Strathclyde Sports Engineering BEng Hons AAA profile. Pass all maths units with 70% and above. highly competitive
12. Current School 13. Current Major(s)/Field(s) of Study 14. How many years of your current academic program will you have completed by May 2017? One 15. Enrollment Date: Month Two Three Year Four 16. Prior academic degree/s High School Diploma 17. Prior academic major(s)/fields of study: BA BS MD PhD/DrPH MPH MA Other (specify) 18. While the final countries for 2017 have not yet been finalized, they will likely include the five listed here (and possibly additional locations). Please indicate your preference for location by ranking them on a scale of 1-5. (1=1st choice; 2=2nd choice; 3=3rd choice, etc. If no preference, check the “no preference” row. Cameroon The Dominican Republic Kazakhstan Kenya Kyrgyzstan Swaziland No preference 19. Language proficiency. Please list languages in addition to English and indicate your level of spoken and written proficiency. (e.g., fluent, conversant, intermediate, beginning) Language 1 Spoken: Written: Language 2 Spoken: Written: Language 3 Spoken: Written: 20. Describe prior research experience, if any. 21. Describe prior global health experience, if any.
Progression in Use of the Bar Model – Written by the Primary Support Team – January 2015 The bar model was introduced in Singapore in the 1980s alongside an increased emphasis on problem solving in the curriculum. A new curriculum was devised based heavily on the Cockcroft report (1982) and ‘Agenda in Action’ (1989) – with the latter being an American report. It fits a maths mastery model, which involves spending more time on a topic. This allows students opportunities to explore maths in-depth. Such a concept has also been stressed by Jane Jones; lead HMI for mathematics, when she talks about ‘milking the maths.’ The purpose of this document is to illustrate progression within the bar model and is the Oxfordshire maths team’s attempt to show where it could fit within the new national curriculum. It could become part of a school’s calculation policy. Please note that use of the bar model is not statutory and is designed to help children visualise maths problems, rather than do the maths for them. We have drawn heavily on various NCETM resources in order to write this document. What does the bar model look like?
Level Description Examples Possible Interventions NON-REFERRAL (To be dealt with in the classroom) Behaviors that are a onetime incident or a minor infraction that does not hurt or violate the right of others Gum chewing No homework Incomplete class work Talking in class Off-task Running Scribbling on paper Annoying others Lying Cheating Inappropriate language Cuss words Dress code Reward/Point system Change seat Think Time Use of intervention techniques such as “Stop and Think” Redirect behavior Create another activity Follow PBIS suggested interventions Inform student of rule violated Describe expected behavior Debrief child and re-teach appropriate school wide matrix Homework Club Loss of recess time If behavior persists, consider the following: Talk with staff such as counselor, psychologist, administrator, or other teachers to consider development of a pre-correction intervention. ATTEND SST. La Paloma Academy Progression of Discipline NON-REFERRAL- LEVEL 1
La Paloma Academy Progression of Discipline DISCRETIONARY – LEVEL 2 Level Description Examples Possible Interventions DISCRETIONARY Behaviors that are multiple offenses. Some elements of harm or threats present. As the danger of threat or harm increases, then this would increase the need to refer to the office Disruptive name calling or language Constant disruptions Property damage Stealing Tantrums Conflict (physical or verbal) Disruptive Disrespectful Spitting Talking back Defiance or refusing to do what is asked Biting, with no mark Walking away Cheating Cusswords Change seat Buddy teacher Think Time Use of intervention techniques such as “Stop and Think” Inform parents Redirect behavior Create another activity Inform student of rule violated Describe expected behavior Debrief child and re-teach appropriate behavioral matrix Lunch detention Daily progress note After School Detention If behavior persists, consider the following: Complete Discipline Referral Form Review returned referral form for consequences and anticipated follow-up Talk with staff such as counselor, psychologist, administrator, or other teachers to consider development of a pre-correction intervention. ATTEND SST.
6.1 What are the risks that may arise from this partnership and what is your procedure for mitigating them? 6.2 What will the procedure be for assessing if this partnership has been successful? 6.3 When will a review of the progression arrangement (including a review of student progress) take place? 6.4 Any further specific information to include in the formal Legal Agreement Approval Process Once Form is Complete… Stage 1 Stage 2 Stage 3 Legal Agreement 1. Submit the completed PPF to the relevant College Approval Group for stage 1 College approval Associate Dean to submit the College approved PPF to the relevant strategy group for Stage 2 approval (cc ) International go to Global Partnerships Board Domestic (UG & PGT) go to Education Executive Group Academic Partnerships to submit the stage 2 approved PPF to the relevant group/person for stage 3 approval Joint awards; double/dual degrees; split site (multiple students); articulation and validation go to APQAG Split site (single student); progression; student exchange/study abroad and MOUs all go to the relevant person with delegated approval Academic Partnerships send the final fully approved PPF to the legal team who use the information contained within it to start drafting the legal agreement for signature by both institutions. A first draft will be sent to the College for comment before it goes to the partner.
of fraud. When Tweed attempted to escape justice in December 1875 by fleeing to and from there to , officials in , were able to identify the fugitive by using one of Nast's cartoons. Nast believed that the well-organized Irish immigrant communities in had provided the basis for 's popular support. Because of this--along with Nast's and beliefs--Nast often portrayed the Irish immigrant community, and Catholic Church leaders, in an unflattering light. Answer the questions based on the reading above and the political cartoon opposite. What is the source of the cartoon? What is the title of the cartoon? THE TAMMANY TIGER LOOSE What does the Tiger represent? THE TAMMANY HALL RING What is the message of the cartoon? TAMMANY HALL DID NOT ABIDE BY THE LAWS AND REALLY MADE UP THEIR OWN RULES; THEY WERE INVOLVED IN MANY UNETHICAL AND ILLEGAL DEALINGS Why did Thomas Nast want to expose Boss Tweed to the American public? HE WAS SICK AND TIRED OF THE ILLEGAL DEALINGS THAT WERE GOING ON IN NYC. HE ALSO WANTED TO HELP SAVE THE CITY FROM CORRUPTION. Why was Thomas Nast more successful in exposing Boss Tweed with his cartoons than an author who wrote a book? NOT EVERYONE COULD READ (THEY DIDN’T GO TO SCHOOL), BUT THEY COULD LOOK AT A CARTOON AND FIGURE OUT WHAT IT WAS SAYING. DOCUMENT 3: EXCERPT FROM THE JUNGLE, by Upton Sinclair: For they had set him to cleaning out the traps; and the family sat round and listened in wonder while he told them what that meant. It seemed that he was working in the room where the men prepared the beef for canning, and the beef had lain in vats full of chemicals, and men with great forks speared it out and dumped it into trucks, to be taken to the cooking room. When they had speared out all they could reach, they emptied the vat on the floor, and then with shovels scraped up the balance and dumped it into the truck. This floor was filthy, yet they set Antanas with his mop slopping the "pickle" into a hole that connected with a sink, where it was caught and used over again forever; and if that were not enough, there was a trap in the
WANTED AN AMMENDMENT TO THE CONSTITUTION FOR WOMEN’S SUFFRAGE. PROTESTED OUTSIDE THE WHITE HOUSE. WENT ON HUNGER STRIKES IN JAIL. INEZ MILHOLLAND WANTED AN AMMENDMENT TO THE CONSTITUTION FOR WOMEN’S SUFFRAGE. LED THE PARADE AND GAVE MANY SPEECHES. What were some methods used to achieve suffrage? PARADE, PROTEST, HUNGER STRIKES What event made it tough for the women’s suffrage movement to succeed? US JOINED WWI WHAT DO THEY STAND FOR? COMPARE/ CONTRAST NAWSA NATIONAL AMERICAN WOMEN’S SUFFRAGE ASSOCIATION LED BY: CARRIE CATT WANTED WOMEN’S SUFFRAGE STATE BY STATE WANTED AN AMMENDMENT TO THE CONSTITUTION FOR WOMEN’S SUFFRAGE NWP NATIONAL WOMEN’S PARTY LED BY: ALICE PAUL Women’s suffrage was granted to women in the 19TH AMENDMENT in 1920.
OTHER CHANGES IN THE WORKPLACE During INDUSTRIALIZATION a lot of problems began in the factories. CONDITIONS were horrible and workers were paid LOW wages for long HOURS. Workers decided to unite and form LABOR UNIONS and go on STRIKE for better conditions, wages, and hours. They, after a really long fight, were finally successful. Some wage laws were passed which stated a MINIMUM wage that must be paid by employers. Workman’s COMPENSATION insurance was established which gave workers hurt on the job a cushion. SAFETY LAWS were passed to ensure worker safety on the job. Document 5:
FOR? CONTRAST NAWSA NATIONAL AMERICAN WOMEN’S SUFFRAGE ASSOCIATION LED BY: CARRIE CATT WANTED WOMEN’S SUFFRAGE STATE BY STATE WANTED AN AMMENDMENT TO THE CONSTITUTION FOR WOMEN’S SUFFRAGE NWP NATIONAL WOMEN’S PARTY LED BY: ALICE PAUL Women’s suffrage was granted to women in the 19TH AMENDMENT in 1920. Women were also fighting to make alcohol illegal. This was called the TEMPERANCE MOVEMENT. They were successful with the passage of the 18TH AMENDMENT in 1919. One of the main people involved in this movement was a woman named CARRIE NATION. She was known for going into bars with her HATCHET and chopping them up destroying everything she came across. Document 6:
Beliefs about Civil Rights RATHER THAN FIGHT DISCRIMINATION AND SEGREGATION WANTED TO BRING RACIAL INEQUALITY TO THE ATTENTION OF WHITE AMERICANS Accomplishments FOUNDED TUSKEGEE INSTITUTE FOR AFRICAN AMERICANS CREATED THE NIAGRA MOVEMENT FOUNDED THE NAACP HELPED WIN THE CASE TO OUTLAW THE GRANDFATHER CLAUSE GRADUATED FROM HARVARD
Progressive Era "historical meme" Name: Students will be assigned a specific person, such as Theodore Roosevelt, Thomas Edison, or Mark Twain or a more general perspective, such as a late 19th century immigrant, factory worker, miner, etc. then create a meme: “An (internet) meme is a cultural phenomenon that spreads from one person to another (online). …about anything that is voluntarily shared, including phrases, images, rumors and audio or video files.” --techtarget.com “An activity, concept, catchphrase or piece of media which spreads, often as mimicry, from person to person (via the internet)….an idea, behavior, or style that spreads from person to person within a culture. Some notable examples include posting a photo of people lying down in public places (called “planking”) and uploading a short video of people dancing to the Harlem Shake.” --wikipedia.com Alexander Graham Bell Andrew Carnegie Benjamin Harrison Booker T. Washington “Boss” Tweed Cary Nation Chester A. Arthur Christopher Sholes Cornelius Vanderbilt Daniel Burnham Edwin L. Drake Emma Lazarus Eugene V. Debs Florence Kelley Frederick Taylor Fredrick Law Olmstead George Eastman George M. Pullman Grover Cleveland Henry Bessemer Henry Ford Herbert Spencer Hiram Johnson Ida B. Wells J.P. Morgan Jacob Riis James A. Garfield Jane Adams Jim Crow John D. Rockefeller Joseph Pullitzer Louis Sullivan Mark Twain Mary Harris "Mother" Jones Orville and Wilbur Wright Robert LaFollette Rose Schneiderman Rutherford B. Hayes Samuel Gompers Thomas Alva Edison Tom Johnson Upton Sinclair W.E.B. Du Bois William Randolph Hearst anarchist captains of industry/robber barons/ entrepreneurs child labor (working class) immigrants (poor) labor movement/ union member (Knights of Labor, AFL, or IWW) monopolies & trusts muckraker or Progressive reformer nativists person of minority status (women, African-Americans, Mexican-Americans, native Americans, Chinese or Japanese immigrant) philanthropists political bosses proponents of Social Gospel Social Darwinist Suffragist
Women’s Suffrage Movement: Many women wanted more rights including the right to vote Elizabeth Cady Stanton and Susan B. Anthony found the National American Woman Suffrage Association (NAWSA) in 1890 to help get the right to vote for women Carrie Chapman Catt fought for women’s suffrage in many western states including Wyoming, Colorado, Idaho, and Utah Catt becomes president of NAWSA in 1900 and helps mobilize about 1 million volunteers to work for women’s right to vote A rival group called the National Women’s Party (NWP) was founded by Alice Paul in 1913 and aimed to make the women’s suffrage movement more public with protests, parades, and public demonstrations including hunger strikes Both groups efforts will pay off when the 19th amendment is passed in 1920 and granted all women in the United States the right to vote African Americans fight for change: After slavery ended there was still a lot of problems for African Americans including discrimination Booker T. Washington tried to help improve conditions through education. He was a founder of the Tuskegee Institute in Alabama Ida B. Wells was more outspoken and wrote many articles drawing attention to the violent killings in the south of black men W.E.B. Dubois took a more hands approach to fighting discrimination and helped found the National Association for the Advancement of Colored People (NAACP) NAACP worked to end discrimination and bring down the oppressive Jim Crow Laws and end segregation in the South Questions about Women and African Americans: