zilongwang/ReadingBank huggingface dataset:
Notes: SECTION II REQUIREMENTS SUMMARY Comprehensive Monitoring Plan Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION All parties have agreed to the programmatic and budget plan and understand their roles and responsibilities Grant development and approval stage
Formal Compliance Monitoring Plan adopted and distributed to all parties Grant establishment or renewal stage Budget Data Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Approved yearly grant budget and /SMS budget pages (if applicable) (check for consistency with terms of grant and application) Summer:
SMS personnel budget reports (if applicable) (check for consistency with program plan) Summer: Time & Effort documentation: semi-annual time certification or ongoing PAR forms (check for completeness) Jan. June Supplemental pay forms along with the necessary documentation to support the events (e.g., agendas, student sign in sheets, etc.). (Check for presence and completeness) After each event / program is approved Expenditures (Non-Personnel) Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION
If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Match documentation for expenditures (check for compliance) Quarterly: Match documentation for time & effort (check for presence and compliance) Quarterly: Record Retention Risk of
If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Review Record Retention Checklist (check for record presence, completeness, and compliance with policy) EOY and before monitoring & audit visits / Transfer of GPM or Principal Audit Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Review outside monitoring reports, agreed corrective action plan, and progress in achieving compliance Quarterly:
Expenditures (Contracted/Purchased Services and/or Materials) BINDER TAB 3 Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE (Check for presence and / or compliance) MONITORING FREQUENCY Not Met Met N/A COMMENTS Resolutions & contracts with supporting documentation, e.g. quotes, bids, background clearances, if applicable As proposed and processed LCAs with supporting documentation, e.g. quotes, background clearances, if applicable As proposed and processed Equipment test (random selection or recent purchases; check for presence; review deletions and transfers for compliance). Results to be recorded on the Google Sheet located on the Google Drive. The data will need to be transferred to the Google Sheet in January for sample tests conducted the first half of the year, and in June for sample tests conducted in the second half of the year. Sep. – Jan. Feb. – June Advantage Appropriation Report for: Title I basic instruction, Title I PD, Title I Parent Involvement, School Intervention Funds (check for expenditures over or under budget). Print prior to PDE Monitoring and place in the binder. Before monitoring
Travel documents (SEH-194 / 195, conference descriptions, turnaround plans, etc. if applicable) As proposed and processed Record Retention Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE (Check for presence and compliance) MONITORING FREQUENCY Not Met Met N/A COMMENTS Year-end closeout conversation discussing records retention (check for record presence, completeness and compliance with policy) EOY and before monitoring & audit visits / Transfer of Principal
STRESS TOLERANCE – Maintains effective performance when under pressure, confronted with opposition or criticism, and/or when the situation is dangerous. Assignment may include varied or heavy workload, including new tasks that may need to be learned. Assignments may involve working with members of the public and other who may be upset. Remains composed and focused on the task at hand in the presence of obvious stressors. Understands that rudeness or opposition is not typically personal attacks. Continues to make good decisions under urgent circumstances or when in danger. Soothes others who are more adversely affected by stress. MECHANICAL APTITUDE – Accurately predicts the impact of forces on objects and assesses the behavior of other physical phenomena (e.g., volume, weight, velocity). Readily learns work involving the application of mechanical principles. Maintain a safe work environment by ensuring objects in it are stable, tools and equipment are properly used. Recognizes the impact of an earthquake on objects in the work environment and them to avoid possible damage or destruction and potential to cause injury. Uses tools properly to accomplish work correctly and safely. Recognizes the effects of various actions on objects and performs only those actions that will accomplish intended result and will not cause property damage or injury. TEAMWORK – Interacts effectively with others to achieve mutual objectives; readily offers assistance to others to facilitate their goal accomplishment. Employee works well as a member of a team with different people that have different and perspectives. Employee willingly offers and request help. Understands the importance of being willing to offer and request help as needed. Offers and accepts suggestions. Attempts to identify problems with workflow that will prevent the team from accomplishing goals. Attempts to provide constructive criticism and feedback to team members to improve overall work of the team. FOLLOW ORAL DIRECTIONS– Performs work accurately as directed orally. Performs work accurately as directed orally. Asks pertinent questions for clarification of work assigned orally. Completes work correctly when instructions were given orally.
Section 1: Background 1.1 Full name of program Start typing here... 1.2 Rationale for the proposal Provide the rationale for the deletion of this program including any resource implications. Start typing here... 1.3 Statistics for the last five years When considering this proposal APEAC will examine load figures for the past five years. This information can be found in the University’s Program Performance Reports. This report can be found on the Planning and Performance Reporting website at . Attach the relevant program report/s 1.4 Proposed timeline The program will be (or was) last offered to newly commencing students in... <semester & year> It should be (or has been) ‘taught out’ by the end of... <semester & year> Effective date of the deletion (this date should be the one at which no further enrolments will be made for the program) <dd Month YYYY> Section 2: Program details 2.1 Combined or double degrees that will be affected by the deletion Start typing here... 2.2 Replacement program(s) Provide details if this program has been, or will be, replaced by a new program(s). Start typing here...
obtaining and submitting a Withdrawal Form. To request by phone, call the Customer Service Center at 1-855-529-ABLE (2253). To make the request online, go to , click on “My Account,” then “Asset Manager,” and then “Make a Withdrawal.” To use the paper Withdrawal Form, download it from the website or request it by calling the Customer Service Center. Additionally, to make a Non-qualified Withdrawal from your Checking Account Option, you may write a check, use an ATM, or use your debit card. Tax Consequences Generally the earnings portion of a Non-qualified Withdrawal will be subject to federal income taxes at the ordinary income tax rate of the Account Owner and an additional federal tax of 10%. Additionally, Account Owners who are Pennsylvania taxpayers will be subject to state income taxes. The Program will issue to the Account Owner a Form 1099-QA for the withdrawal that will specify the principal and earnings portions of the total withdrawal. In the event of a return of Excess Contributions (see Part 2.B.2.), the Form 1099-QA will be issued to the contributor. There are a number of exceptions to the federal 10% penalty. They are: • Withdrawals paid to the estate of an Account Owner on or after the Account Owner’s death; • Withdrawals paid to an heir or legatee of the Account Owner on or after the Account Owner’s death; • Withdrawals paid as any part of a claim filed against the Account Owner or the Account by a state under a state Medicaid (Medical Assistance) plan; • Earnings on contributions returned because they would have exceeded the Annual Contributions Limit; • Earnings on contributions returned because they would have exceeded the total Account Balance Limit; or • Earnings on contributions to additional purported ABLE accounts withdrawn by the due date (including extensions) of the Account Owner’s tax return for the year in which the relevant contributions were made. 5. Withdrawal upon Termination a. General The Pennsylvania Enabling law specifies that the Department may close an account without being directed to do so by the Account Owner or Authorized Individual if necessary to comply with
Lunch Poster session II The contribution of the participants of the 10. International Summer School in International Scientific Conference - Interdisciplinary Context of Early Intervention and the Early Child Development 22.09.2016 – Thursday Joint session of the participants the 10th International Summer School and the International Scientific Conference “Interdisciplinary Context of Early Intervention and the Early Child Development” Lecture Irella Bogut, PhD - vice dean for science, Faculty of Education in Osijek, Croatia Lunch Lecture Prof. Zdenka Kolar Begović- vice dean for international relations, Faculty of Education in Osijek, Croatia Nektarios Stellakis, Ph.D - "Citizens' reaction to refugee issue in Greece: Positive responses and concerns" 23.09.2016 – Friday Joint session of the participants the 10th International Summer School and the International Scientific Conference “Interdisciplinary Context of Early Intervention and the Early Child Development” Study visit 09.00-11.00 Special Schools Complex – Early Development Support Complex in Warsaw, 44 Białobrzeska St.. Study visit 13.00-15.00 Integrated Preschool no 209 in Warsaw, 26 Sienna St 9.30-11.30 24.09.2016 – Saturday Summary of the Summer School II (theoretical and practical part) Evaluation, Comments of participants and closing remarks Lecturers Prof. Adam Frączek Chairperson of the Prof. dr hab. Adam S. Frączek - Professor of social, developmental psychology. Member of the Academia Europaea, titular
Workshop Options Workshops actually running in each session will depend on registrations for each one. Please choose a first and second choice for each session as not all workshops will run in both sessions. Session 1 (11:00 – 12:00) Session 2 (12:05 – 1:05) Workshop A Teaching writing with EAL/D learners: the value of a well-designed “joint construction” phase. – Dr Jennifer Alford √ √ Workshop B Differentiation for EAL/D students in the secondary classroom – Going beyond the Band-Aid treatment. – Amanda Handy √ √ Workshop C Co-teaching for Differentiation – Sacha Carney and Katie Pacey √ √ Workshop D Catering for the Gifted Learner in the English Classroom – Emily Dunleavy √ √ Workshop E Pushing the limits - How to cater for Gifted, Highly Capable and Twice Exceptional students in the English classroom (A year 10 English test case) – Erin Clare √ √ Workshop F Differentiation and Comprehension – A Practical Way for the Classroom – Narelle McBride √ √ Workshop G Fair does not mean equal – designing inclusive teaching and assessment so all students can demonstrate their learning - Dr Jennie Duke √ Workshop H Pedagogy of hope – moving English teaching beyond high expectations. - Dr Jennie Duke √
Acknowledgement Funding recipients are expected to acknowledge the Victorian Government’s support. Funding recipients must liaise with the departmental program area to coordinate any announcements related to this funding. Funding recipients may be required to contribute information on activity outcomes for use in program evaluation or in the department’s communication materials.
Program/Provider Name: Contact Number: License/Registration #: Address: City: County: Zip: Email: Licensed Capacity: Program Type Current Enrollment: Program Improvement Plan (PIP) Start Date: Published Check Level: Quality Measure Area for Improvement Goal Program Improvement Strategy Person Responsible Start & End Date Resources Needed Progress/ Checkpoints
Seminar for agricultural advisors and enviromental experts Program 15-16st November, 2016 Hotel “Dorpat” seminar room “Krause”, Tartu, Estonia Tuesday, 15.11.2016. hotel “Dorpat”, seminar room “Krause” 12:00-13:00 Lunch, hotel “Dorpat”, Tartu 13:00 – 14:30 New EU-legislation affects use of nitrogen in agriculture – Ivan Brendstrup, Farmer Focus Manager, BASF 14:30 – 15:00 Coffee break 15:00 – 16:30 Danish legislation and use of N-inhibitores in Agriculture - Ivan Brendstrup, Farmer Focus Manager, BASF 16:30-17:00 Discussion Wendsday, 16.11.2016 hotel “Dorpat”, seminar room “Krause” 9:00 – 11:15 Role of soil biota in arable ecosystem – Merrit Shankiy, Estonian University of Life Sciences 11:15 – 11:45 Coffee break 11:45 – 12:30 Greenhouse gas emissions from agricultural fields – Jordi Escuer, Estonian University of Life Sciences 12:30 – 13:30 Lunch, hotel “Dorpat” 13:30 – 15:00 Does humus exists? Importance of soil organic matter – Alar Astover, Estonian University of Life Sciences 15:00 – 15:15 Coffee break 15:15 – 16:30 Nitrogen cycling in agricultural soil – from basic processes to applied examples – Alar Astover, Estonian University of Life Sciences Seminar is organized in the framework of project “GreenAgri”CB272 and partly financed by the Central-Baltic Programme 2014-2020 and Union “Farmers Parliament”.
WELCOME TO VISION 2020, A TRANSFORMATION OF ETAQ’s PROFESSIONAL LEARNING PROGRAM The new Senior Assessment and Tertiary Entrance system in Queensland presents us with formidable challenges. We need to be prepared and knowledgeable as leaders in and out of our classrooms. ETAQ has a clear vision for professional learning underpinned by a commitment to: principles of quality English pedagogy and assessment; strong text knowledge; and robust communities of practice. OUR PARTNERSHIP WITH QCAA ETAQ and QCAA have consulted closely in the development of our unique professional learning program for 2018. Together, we aim to support Queensland teachers as we undertake crucial knowledge-building and planning in 2018. EVENTS Date Event Indicative Cost 17 March March Seminar: Text List Crash Course & AGM $60 28 April Quality Assessment Intensive - whole day $150 19 & 20 May Unit 3 Masterclass – two days Day 1: English + Literature Day 2: English + EALD + Essentials $150 one day $250 two day retreat 18 August State Conference As per 2017 20/21 October Unit 4 Masterclass – two days Day 1: English + Literature Day 2: English + EALD + Essentials $150 one day $250 two day retreat TBA Beginning Teachers’ Day $45 REGIONAL SUPPORT ETAQ is committed to providing opportunities for our regional branches and members. In consultation with representatives outside Brisbane, we can support a combination of travelling speakers and recorded sessions with local facilitators. Many thanks to our sponsor for helping us make this happen.
Name: University ID Number : Address: Phone: Email : Program Plan I Anticipated Graduation Date: Advisor: Elizabeth Shaunessy-Dedrick Endorsement Courses Credit Hours USF Advisor Completes Grade Term Offered Fall Spring Summer Year EGI 5051 Nature and Needs of the Gifted 3 Even Years EGI 6415 Consultation, Counseling & Guidance for Gifted Students 3 Odd Years EGI 5307 Theory and Development of Creativity 3 Odd Years EGI 6936 Seminar in Special Populations of Gifted Students. 3 Odd Years EGI 6232 Adv. Educational Strategies for Gifted Students. 3 Even Years ____________________________________________ ________________________________________ Student signature (electronic) Date Coordinator of Gifted Program Date __________________________________________________ Department Chair Date It is not guaranteed that courses will be offered by the University at these times; however, efforts will be made to keep the student on track for timely completion of the coursework. Please provide an electronic signature and email the form with to Beth Baker at
DIVISION: _____________________________________________ SEMESTER: ____________________________________________ Program/Department: _____________________________________ Instructions: This form should be used to document operating plans or substantial changes in operating plans for each academic or student services program or department to which faculty members are regularly assigned, in accordance with Article IX.B of the Agreement. (Please attach additional documentation to this form as needed, indicating in the selection box to “see Attachment __".) Fiscally responsible operating plans promote excellence in education and support stewardship, and shall consist of: Program/department assessment, review and analysis of student success, effectiveness and vitality: Program/Department action/improvement plans:
OAR: Chapter 581, Division 015 Funding Sources: The 2015 Legislature increased funding for Early Intervention/Early Childhood Special Education (EI/ESCE) by $4 million. This increase in funding will help address growth in enrollments in EI/ECSE that are likely to follow from the expansion of developmental screening. EI/ECSE enrollments will need to be monitored to see if the $4 million investment is sufficient to cover this growth. Arising out of the 2015 Legislative Session, a Budget Note directs the Department of Education to use $500,000 General Fund from the Early Intervention/Early Childhood Special Education (EI/ECSE) budget to support two to four communities in developing pathways from screening to services to make it easier for families to receive services the screening identifies. Use of this funding is aligned with best practices for how EI/ECSE programs should address the needs of children and their families who do not meet the legal requirements for eligibility and connect them to other services and supports. The Budget Note also directs the Early Learning Council to report on the progress and outcomes of this work to the appropriate legislative committee and include any recommendations for the 2017 legislative session. Child Care Financial Assistance Teen Parents Financial assistance is provided to parenting teens who are working toward a high school diploma or General Education Diploma. School districts and non-profit programs that participate in the Teen Parent/Child Development Program must be licensed and follow Teen Parent/Child Development Standards developed by the Department of Education. Most of the child care offered is for infants and toddlers; a certificate option is available for children that age out of the school or non-profit based child care. Income eligibility is at or below 185 percent of FPL. Implementation Date: 1991 OAR: Chapter 414, Division 150 Parents in Substance Abuse Programs Financial assistance is provided to parents in both residential and out-patient alcohol and drug abuse programs. The substance abuse program must be approved by the Department of Human Services and children from infant through age 12 are eligible for subsidies or up to age 18 for a child with special needs. Income eligibility is at or below 185 percent of FPL. Implementation Date: 1991 OAR: Chapter 414, Division 150 Migrant and Seasonal Farm Workers Financial assistance is provided to migrant and seasonal farm worker families in agricultural that is seasonal crop or crop related. Families that transition from migrant to seasonal status are eligible for two additional years of financial assistance to help them transition to more stable employment. The
15:30 NARC Video 15:40 Questionnaire & Filling Workshop Feedback Form COMSTECH Secretariat 15:50 Participants to Discuss for OIC Regional Genebank(s). Home Message Dr. Abdul Ghafoor, Director 17:00 Tea/Refreshment & Asr Prayer 17:30 Closing Ceremony COMSTECH 6th Floor 18:00 Workshop End
Treating co-occurring stress disorder and substance use disorders: A look into the science, treatment outcomes and promising practices Jean Costello (157) Use of a top down cognitive remediation strategy in patients with affective disorders: Preliminary results and implications for use in addictions Margaret McKinnon (144) Kirsten Marchand (71) Cost-effectiveness of hydromorphone for severe opioid disorder: findings from the SALONME randomized clinical trial Nick Bansback (72) Nursing therapeutic relationship and its role on patients’ daily attendance and street opioid use among patients receiving injectable opioid agonist treatment at Crosstown Clinic Scott Harrison (76) & Kim Corace (128) 3:30-4:00 Break – British Columbia Foyer 4:00-5:00 Columbia Waddington Vancouver Gabriola Galiano S21: Tim Stockwell S22: Cognitive Strategies to Support Recovery Acceptance and commitment Therapy in Addiction Medicine Vincent Lam (98) Comfort Plan: an innovative tool to manage distress and crisis in patients with substance use and mental health problems Louise Overington (101) Heather Fulton This could be my last change: Therapeutic optimism in a substance use disorder randomized controlled trial Kaitlyn Jaffe (164) S23: Workshop: An Atypical Opioid Overdose: Emerging Trends and Complexities (Nursing) Atypical Opioid Overdose: Emerging trends and complexities Ellery Cleveland (205) S24: Other Addictions Chronic cocaine alters impulsive choice differentially depending upon pre-existing basal impulsive choice levels: implications for the etiology of cocaine addiction Eliott Gardner (60) Treating GHB withdrawal with high-dose Baclofen: a case report Mark McLean (138) Connection of PWUD at supervised consumption services to Pathways of Care – Are we meeting the needs of crystal methamphetamine users? Arash Kaur Dhaliwal (139) S25: Panel: Publishing Guidelines for Authors: an Introduction; Sponsored by the Canadian Journal of Addictions CJA Publishing Guidelines for Authors: An Introduction Nady el-Guebaly (202) David Crockford Bernard Le Foll Parabhdeep Lail 5:30-8:30 Optional Social event – Bill Reid Gallery of Northwest Coast Art – separate fee – limited space SATURDAY OCTOBER 27, 2018 – Focus: Issues of Indigenous Peoples and Addictions 7:30 CSAM-SMCA Annual General Meeting - British ballroom 7:45 INSITE Tour
MS Nutrition COURSE FSN 581 Grad Seminar in Food, Science, and Nutrition COURSE FSN 528 Biochemical and Molecular Aspects of Human Metabolism COURSE FSN 529 Metabolic Molecular Aspects of Vitamins COURSE FSN 530 Metabolic and Molecular Aspects of Minerals COURSE FSN 581 Nutrition Research Seminar COURSE FSN 599 Thesis SLO 1: Explain and apply fundamental principles of nutrition science I/D/M SLO 2: Describe, analyze, interpret and apply fundamental scientific concepts I D D D M SLO 3 Apply scientific method in thesis I/D M SLO 4 Justify the choice of research design and analysis techniques of research data I/D M SLO 5 Defend interpretation of nutrition research data I D D D D M SLO 6 Present and defend orally thesis research I D D D D M SLO 7: Model collegial behavior working in research teams I D/M SLO 8: Compare, contrast, and debate fundamental theories and principles of leadership, ethics and values related to nutrition science. I/D/M Appendix C
SLO 3 Apply scientific method in thesis I/D M SLO 4 Justify the choice of research design and analysis techniques of research data I/D M SLO 5 Defend interpretation of nutrition research data I D D D D M SLO 6 Present and defend orally thesis research I D D D D M SLO 7: Model collegial behavior working in research teams I D/M SLO 8: Compare, contrast, and debate fundamental theories and principles of leadership, ethics and values related to nutrition science. I/D/M Appendix B1 Sample Comprehensive Program Assessment Plan MA in Reading (assessment of SLOs in core courses of the major) a b c d e f g h i j k ILOs PLOs SLOs Course where SLO is assessed Assessment activity (signature assignment) used to measure each SLO Assessment tool used to measure outcome success Assessment schedule – how often SLOs will be assessed How assessment data will be reported as evidence SLO performance criteria have been met Designated personnel to collect, analyze, and interpret student learning outcome data for the program Student learning outcome data schedule Closing the loop strategies ILO 1: Thinking and Reasoning: Think critically and creatively; apply analytical and quantitative reasoning to address complex challenges and everyday problems PLO 1: Graduates will apply theory and research results to promote a culture of literacy in diverse families and community. SLO 1: Students will design and implement a research based assessment and intervention strategy to address TED 664 Assessment and intervention design and project 5 point rubric measuring all aspects of effective literacy project design End of every even numbered year % of all students scoring at a 4 or 5 on design project College assessment coordinator and designated program faculty Every other year Assessment committee analysis, share with faculty, develop appropriate strategies based on identified
8. Please provide a duplicated count if available. Number of duplicated individuals or [ ] Duplicated count not available 9. What are the age groups mainly targeted by this program? (Check all that apply) 1 Children - Age 0-15 2 TAY - Age 16-25 3 Adults - Age 26-59 4 Seniors - Age 60+ 5 No main group(s) – targets all ages equally 10. What are the race/ethnicities mainly targeted by this program? (Check all that apply) 1 Hispanic/Latino 2 White 3 Black/African American 4 Asian 5 American Indian, Native American, Alaskan Native 6 Native Hawaiian, Pacific Islander 7 Other 8 No main group(s) – targets all equally 11. Are materials and program activities provided in languages other than English? (Please check one box) 1 Yes – most of them 2 Yes – some of them 3 Materials and activities are in English only 12. What special groups are mainly served by this program?
Professional Corps only: If following the timekeeping practices of its profession, certifies that members have completed the minimum required hours, excluding sick and vacation days, and have written approval on file from CNCS If using an Electronic Timekeeping System, program: Provides written policy is in effect establishing the use of electronic timekeeping system as system of record Uses a secure, verifiable electronic signature system that identifies and authenticates a particular person as the source of the electronic signature Uses a signature system that indicates signatory’s approval of the information contained in the electronic message. Verifies that no changes may be made once appropriate electronic signatures have been applied unless there is a clear, auditable record of the revision Member Performance Evaluations The performance evaluation requirements are listed in (c) the V. E. Criteria N/A Missing Non- compliant Compliant Notes End of Term Performance Evaluation Form, that verifies whether: Member has completed the required number of hours Member has satisfactorily completed assignments, tasks, and projects Member has met other performance criteria that were clearly communicated at the beginning of the term of service Verification of Previous Term of Service Form OR documentation process to verify a member is eligible to serve if he/she previously served National Service Criminal History Checks The NSCHC requirements are listed in and . Criteria N/A Missing Non- compliant Compliant Notes NSCHC Consent and Verification Form, that includes:
020 Foreign Exchange Teachers Separate account into which school districts may transfer state funded teacher positions to cover a contract for an international faculty exchange teacher. 021 Military Differential Pay Funding for state funded public school employee military differential pay. Employees called to active military duty, whose military basic pay is less than the pay they received in the public schools, receive the difference in pay while on active military duty. 024 Disadvantaged Student Supplemental Funding Supplemental funding to address the capacity needs of school districts to meet the needs of disadvantaged students. The funds may only be used to: Provide instructional positions or instructional support positions and/or professional development Provide intensive in-school and/or after school remediation; Purchase diagnostic software and progress-monitoring tools; Provide funds for teacher bonuses and supplements. 025 Indian Gaming Carryover funding from the Indian Gaming Education Revenue Fund, generated by the Class III games on Indian Lands. These funds can be used for teachers, teacher assistants, instructional materials and textbooks. Since 2013-14, these funds were directed by legislation to go to the School Technology Fund. 027 Teacher Assistants Funding for salaries and benefits for teacher assistants in Kindergarten through third grade. 029 Behavioral Support Funding for Assaulting and Violent Children programs which provide appropriate educational programs to students under the age of 18 who suffer from emotional, mental, or neurological disabilities accompanied by violent or assaulting behavior. School districts request funds for specific students and funds are provided based on need. 030 Digital Learning Funds for school districts to deliver educator professional development related to Home Base systems. The Home Base related training must be focused on using digital and other instructional technologies to provide high-quality, integrated digital teaching and learning to all students, and acquiring quality digital content to enhance instruction.
Program Outcome Results Status: Draft Outcome Number: Program Outcome 1 Student Learning Outcome: Students will be able to… Long Description Student Learning Outcome: Annual Report - Begin Month: 7/1/2013 Annual Report - End Month: 6/30/2014 Progress: Ongoing Program: Institution Individual Completing Form: Assessment Results :
Measure Room for Improvement Emerging Developed Alignment with university mission and strategic plan Program has no mission, or, mission is not at all aligned with the university mission and strategic plan Program mission is somewhat aligned with the university mission and strategic plan Program mission is well-aligned with the university mission and strategic plan; many of the goals and the objectives of the strategic plan are manifest in the program Program quality, distinctiveness, and recognition Program lacks examples of recognition for quality; is not uniquely distinct Program has some examples of recognition for quality, and has distinct elements Program has many examples of recognition for quality and is clearly unique and distinct Learning outcomes and assessment Program has not articulated clear program learning outcomes Program has learning outcomes but has not yet defined assessment or has not acquired assessment data Program has learning outcomes, a plan for assessment, has gathered data, and has used the data to improve the program Program relevance (curricular updates, graduate placement, employment prospects) Program has not been updated in past 5 years; does not have data or failed to place graduates; and is not aligned with employment projections Program has had some curricular updates; has some data on graduate placement; and has some alignment with employment projections Program has many innovative curricular updates, data showing excellent graduate placement, and is well aligned with employment projections Faculty excellence (teaching and research) Program has no evidence or examples of faculty excellence Program has some evidence, examples of faculty excellence Program has many examples of faculty excellence Capacity for growth and enhancement Program is unable to justify need for growth or enhancement Program has some reasons justifying need or opportunity to grow program Program has ample reasons why program should have resources to grow or enhance Program enrollment and graduation (Note: all programs saw increase in graduation in 11-12) Enrollment and graduation are trending downward Enrollment and graduation are stable Enrollment and graduation are trending upward
Table 2: Actual Course: Teaching Methods, Assessment Methods, and Assessment Results Instructions: Pick one course per each program outcome and provide teaching method; for the same course, provide the assessment method and the assessment results. Program Objectives Course (where the program objectives were taught) Assignments (to measure learning objectives of the program objectives) Assessment Method of the Learning Objective In the space below provide examples of how the outcomes results were used to initiate change in the program:
Overview of the OTP Extranet System The OTP Extranet automated data processing website (the OTP Extranet system) helps the Division of Pharmacologic Therapies (DPT)—part of the Substance and Mental Health Services Administration’s (SAMHSA’s) Center for Substance Abuse Treatment (CSAT)—achieve its goal of processing the certification of SAMHSA’s opioid treatment programs (OTPs) through automated submissions and approval queues among facility, state, and federal staff. The site also supports the automated processing of provider requests for treating specific patients in a manner divergent from guidelines for opioid therapies (patient exception requests). The OTP Extranet system greatly increases the accuracy and ease with which CSAT is able to monitor and facilitate OTP compliance with federal regulations. OTP Extranet System Features Several features of the OTP Extranet system help CSAT fulfill its OTP compliance requirements in a timely manner. These features include Automated letter generation, Online submission of SAMHSA forms (“SMA forms”) approved by the Office of Management and Budget (OMB) to collect information necessary for program certifications and determinations of permissible exceptions to treating individual patients in accordance with federal opioid treatment standards, and Identification of impending accreditation and certification expirations. Types of User Accounts in the OTP Extranet System Currently there are four types of user accounts in the OTP Extranet system that are available to OTP personnel. Each is role specific, with a unique combination of user permissions: Counselor user account—intended for non-physician OTP staff whose job duties support the OTP’s submission of patient exception requests; Program Physician user account—intended for Medical Directors and other clinicians authorized to sign and submit the OTP’s patient exception requests; Program Director user account—intended solely for the OTP’s Program Director; and Program Sponsor user account—intended solely for the OTP’s Program Sponsor. Users should note that the names of these four OTP Extranet system accounts do not always reflect the job title or position name held by the account holder at the OTP. For example, “Counselor” account holders do not have to have a job title of “counselor” at the OTP; rather, all non-physician staff who support the OTP’s submission of patient exception requests (e.g., filling
Required: No Repeatable: No Controlled Vocabulary: None Field Name: Authors Internal Metadata Name: dc.contributor.author Instructions: Enter the name(s) of the individual(s) credited with the creation of the resource, for attribution purposes. Please type in First Name, Last Name. Please separate multiple authors with the "pipe" symbol. For example (Smith, Mary | Jones, John) Required: No Repeatable: Yes Controlled Vocabulary: None Field Name: Primary License Internal Metadata Name: dcterms.license Instructions: Select the license that applies to the work as a whole. Most resources will be CC BY (the default choice) according to grant requirements. Required: Yes Repeatable: No Controlled Vocabulary: Yes - you must choose one primary license from the dropdown menu. Field Name: Additional licenses Internal Metadata Name: taaccct.license.secondary Instructions: If third-party resources in the work are offered under a different license from the primary license, indicate that here. Note that commercial, copyrighted works cannot be uploaded to the repository. If you have more than one license separate them with the pipe symbol (i.e. CC-BY | CC BY-SA | CC BY-ND) Required: No Repeatable: Yes
Appendix A Learning Resources Collection Field Names, Metadata Names and Descriptions Appendix B Program Support Materials Collection Field Names, Metadata Names and Descriptions Appendix C List of NAICS Codes Appendix D List of SOC Codes Appendix E List of CIP Codes This work is licensed under a . This workforce solution was created through a cooperative agreement between the U.S. Department of Labor's Employment and Training Administration and the California State University-Multimedia Educational Resource for Learning and Online Teaching (MERLOT).
9:00 – 9:40 Introduction lecture 2: Maja Šegvić Klarić – CROATIA Gamma-irradiation for cultural heritage – could it prevent fungal growth on paper materials? 9:40 – 10:00 10:00 – 10:20 Enrique Francisco PRIETO MIRANDA – CUBA (TBD) 10:20 – 10:40 Oleksandr Buhay – UKRAINE Application of nuclear techniques for cultural heritage in Ukraine: Problems and perspectives 10:40 – 11:00 Coffee break SESSION 3: SIDE- AND POST-IRRADIATION EFFECTS STUDIES 11:00 – 11:40 Introduction lecture 3: Stefania Baccaro - ITALY Characterization of radiation processing effects in Cultural Heritage applications 11:40 – 12:00 Petya Kovacheva - BULGARIA Some side-effects of gamma-irradiation disinfestation on highly contaminated leathers and librarian materials 12:00 – 12:20 Kumarawadu Ruwan Chandima De Silva - SRI LANKA Application of Radiation Surface Modification Techniques for the Preservation of Achieved Materials in Sri Lanka 12:20 – 13:30 Lunch 13:30 – 15:00 Introduction on the working group discussions and formation of the working groups Working group on the Recommendations for safe CH components irradiation Working group on the Uniform irradiation Procedures Working group on the Analytical tools for safe irradiation of CH 15:00 – 15:30 Coffee break 17:00 – 18:30 Guided tour of the city center Wednesday, 06th June – Hall 1
11:00 – 11:20 Luis M. Ferreira - PORTUGAL Hybrid materials (gel/solid) by ionizing radiation for conservation of non-metallic inorganic historical materials 11:20 – 11:40 Maria Helena Casimiro - PORTUGAL Gels for cleaning artworks 11:40 – 12:00 Alexandra Rodrigues - PORTUGAL A case study of consolidation in Conimbriga: The House of Trident and Sword 12:00 – 13:00 Lunch 13:00 – 14:30 Working group discussions Working group on the Recommendations for safe CH components irradiation Working group on the Uniform irradiation procedures Working group on the Analytical tools for safe irradiation of CH 14:30 – 15:00 Coffee break 15:00 – 16:30 Presentations of the discussions and outcomes of the Working groups 18:00 – 19:00 Guided tour of the Cathedral and Treasury ~ 19:30 Joint Dinner (Optional at the participants’ expense) Friday, 08th June 9:00 – 10:30 Drafting the meeting report 10:30 – 11:00 Coffee break 11:00 – 12:00 Formulation of Action Plan and Recommendations Finalization and approval of the meeting report 12:00 – 12:30 Conclusions and closing remarks
Stage 4 | History Program Depth Study 4A The Vikings TOPIC: Depth Study: 4A The Vikings Stage 4 Year 8 Duration: 8 weeks Detail: 21 hours 26 lessons Historical Context of the Overview - This unit is a study of the Viking culture during the period of AD 790 – c.1066. Students will explore the way of life of the Viking societies of this period, focusing on cultural elements such as social and political structures, the role of religion and the economic foundations of the Viking people. Students will also look at the reasons for Viking expansion and the impact of the Viking invasions of England and Northern Europe. The topic will explore written evidence from primary and secondary sources as well as a range of archaeological evidence of weaponry, shipbuilding and manufacturing technology. The Depth Study will ask students to look closely at how the Viking culture is a clear example of the move from the Ancient to the Modern World as it clearly shows the effects of contact between cultures and the improvement in manufacturing and technological skills.. Key Inquiry Questions - The Highlighted Historical Skills are targeted in this unit: How did Viking society change from the end of the ancient period to the beginning of the modern age What key beliefs and values emerged from Viking culture and how did this influence their society? What were the causes and effects of contact between the Vikings and other societies during this period? Which significant people, groups and ideas from the Viking period have influenced the world today Comprehension: chronology, terms and concepts read and understand historical texts sequence historical events and periods (ACHHS205, ACHHS148) use historical terms and concepts (ACHHS206, ACHHS149) Analysis and use of sources identify the origin and purpose of primary and secondary sources (ACHHS209, ACHHS148) locate, select and use information from a range of sources as evidence (ACHHS210, ACHHS153) draw conclusions about the usefulness of sources (ACHHS211, ACHHS154) Perspectives and interpretations identify and describe different perspectives of participants in a particular historical context (ACHHS212, ACHHS155) Framing Questions - Content Question Who were the Vikings and where did they come from? What were the social structures and cultural practices of the Vikings? How influential were the Vikings on their environment and societies they came into contact with?
09:00 Keynote: Accessible Tourism: Everyone can benefit from an inclusive approach Chris Veitch, Tourism Consultant, Access New Business 09:40 Accessible Housing and the National Construction Code Kieran O’Donnell, Senior Project Officer, Australian Building Codes Board Followed by Q&A moderated by Michael Small Panel Session: Down to Practicalities Chris Veitch, Bill Forrester, and Kevin Cocks AM 10:10 A journey in inclusive tourism: Finding and providing the right information Nadia Feeney, Operations Manager, ADTW 10:30 Tea break Concurrent Session One Concurrent Session Two 11:00 Virtual Reality and accessible housing design policy within the NDIS Libby Callaway, Monash University Virtual Reality online housing tours using the “My Home Space” web platform is the subject of this presentation. Users can explore different housing scenarios, filtered by NDIS SDA design category and housing type. This approach can be applied to other settings to inform and support universal design principles. Everyone's Business: Inclusive Tourism online learning course Chris Maclean, Policy Officer Local Government NSW The tourism sector in NSW includes more than 95,000 tourism operators and businesses. This presentation will show how universal design was incorporated into the development of online course materials, and discuss the consultation process, key facts around the inclusive tourism market, and the benefits of an inclusive design approach. 11:30 Home Coming? A story of reassurance, opportunity and hope for universally designed housing in Australia Dr Penny Galbraith, Project Manager, Builder and Access Consultant Housing resides within a complex policy, statistical and compliance landscape. This presentation discusses research showing how universal design has permeated Government policy; uses ABS data to reframe ‘accessible’ housing into the mainstream; and a compliance gap analysis shows design features that might cost more, be designed out, or be Applying universal design to engagement methods to help build Inclusive Communities Dr Lisa Stafford, Queensland University of Technology This presentation will discuss and illustrate how applying universal design approach to engagement methods can help enhance the active participation of excluded voices, such as people with disabilities, in community planning processes. Such practices aim to generate collaborative analyses and solutions to building inclusive communities at the local level. Concurrent Session One Concurrent Session Two
sound legislation and public policies that address the causes of poverty and that promote economic well-being for all Rhode Islanders. Steering Committee Rev. Dr. Donald Anderson, RI State Council of Churches; Imam Farid Ansari, Muslim American Dawah Center; Toby Ayers, RI for Community & Justice; Elizabeth Burke Bryant, RI Kids Count; Rev. Marie Carpenter, American Baptist Churches RI; Channavy Chhay, Center for Southeast Asians; Marty Cooper, Community Relations Council of Jewish Alliance of Greater RI; Rabbi Alan Flam, Swearer Center for Public Service, Brown University; Rev. Betsy A. Garland, RI State Council of Churches and United Church of Christ; Jim Jahnz, Catholic Diocese of Providence; Karen Jeffreys, RI Coalition for the Homeless; Rev. Alvin Johnson, Second Free Will Baptist Church; Linda Katz, Economic Progress Institute RI; Sr. Ann Keefe, St. Michael Parish, Providence; Rabbi Sara Mack, Temple Beth El, Providence and President of RI Board of Rabbis; Rev. Michael Mageau, Open Table of Christ; Carlos Morals, Progreso Latino; Maxine Richman, Community Relations Council, Jewish Alliance of RI and JCPA National Board Member; Rev. Santiago Rodriguez, Gloria Dei Lutheran Church; Sr. Joan Rokicki, McAuley House; Andrew Schiff, RI Community Food Bank; Chontell Washington RISCC, ANTS Field Education Student; Yogatmananda, Vedanta Society of Rhode Island For more information contact: The Rhode Island Interfaith Coalition 401.421.4111 ext. 171
OS2-6 25/32 OS7-1 23/40 OS7-3 23/41 Yamada Ayaka GS9-3 5/59 Yamada Takayoshi GS8-1 14/56 Yamaguchi Akihiro GS1-3 20/44 GS1-4 20/44 GS5-4 17/49 Yamamoto Hidehiko GS8-1 14/56 Yamamoto Toru OS4-3 24/36 Yamanobe Natsuki GS8-4 14/57 Yamazaki Kazunori GS9-3 15/59 Yang Chao OS1-1 21/28 Yee Teoh Shin GS6-12 20/54 Yokoi Kakeru GS8-1 14/56 Yokoyama Kiyoko GS9-2 15/58 Yoshida Eiichi IS-3 18/27 Yoshinaga Tsunehiro OS6-1 24/38 OS6-2 24/38 Yoshitomi Yasunari OS3-2 22/33 OS3-3 22/34 OS3-4 22/34 OS3-5 22/35 Yu Chunyu GS6-4 19/51 GS6-7 19/52 Yu Jungwon GS9-4 15/59 GS9-5 15/60 [Z] Zhang Xianwen GS7-3 14/56 Zhang Tuo OS6-1 24/38 OS6-2 24/38 Zhang Weicun OS1-3 21/28 Zhang Y. OS5-3 23/37 Zhang Yuzhen OS1-3 21/28 Zhao Huailin GS6-8 19/53 GS6-9 19/53 Zheng Shunkai GS10-5 16/61 Zheng Tao GS2-3 16/45 GS2-4 16/45 Zhou Xiuzhuang OS1-5 21/29 Zhu Jihong GS6-8 19/53