zilongwang/ReadingBank huggingface dataset:
FHEQ level: 6 Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules Knowledge / Understanding: Benchmarks FHEQ Descriptors QAA Benchmark Statements: Sociology (amended to encompass broader social science ~ QAA Soc) QAA Benchmark Statements: Social Policy & Administration (QAA SPA) By the end of this level of this programme the students will be able to demonstrate for a threshold pass: A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which at, or informed by, the forefront of defined aspects of a discipline (FHEQ) specifically demonstrated by (QAA) Describe and examine a range of key concepts and theoretical approaches within Social Science (QAA Soc). Primary: Lectures Seminar Supervision Academic Tutorials Secondary/Supplementary: Independent Study Guided Reading Guided Academic Activity A1 ILO1 Dissertation Portfolio Practical: Presentation Essay Timed Assignment Practical: Simulation Report Student Conference All core
Truro & Penwith College Semester 2 SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT 2017-18 105 Gillian Rowe None SUMMARY OF MODULE CONTENT This module allows students the opportunity to explore the professional arena for social scientists. It considers what it means to be a professional in the broader context of the social science / social care arena and it requires students to analyse their own career trajectory in terms of future needs. Lecture 36 Seminar 6 Tutorial 12 Guided Independent Study 146 Practice time-limited assignment (formative) Preparation for time-limited assignment. Guided reading and preparation for practical simulation. Practice simulation (formative) 200 C1 Essay 100% Total = 100% ALO 3 & 4 1 Investigation 100% Total = 100% ALO 1 & 2 Gillian Rowe Annie Ostapenko-Denton Baldock, J. and Mitton, L. (2011) Social Policy, London: Taylor Francis.
SUMMARY OF MODULE CONTENT This module will focus on psychological notions of identity and juxtapose these to the broader context of communication and communities of practice. It will consider how the changing face of society, with its inherent changes in how and where communication happens, impacts the individuals’ identity and their place in the communities of practice. Lecture 36 Seminar 6 Tutorial 12 Guided Independent Study 146 Formative submission of assignment. Guided reading, independent study, study groups based on cognate discipline. 200 C1 Report Total = 100% ALO 1 & 2 1 Subject specialism presentation Total = 100% ALO 3 & 4 Linda Caudell Annie Ostapenko-Denton Bourdieu, P. (1976) Outline of a Theory of Practice, Nice. R. (trs.), Cambridge: Cambridge University Press. Bourdieu, P. (1984) Distinction, Routledge: London. Bourdieu, P. (1990) The Logic of Practice, Cambridge: Polity Press. Bourdieu, P. (1998) Acts of Resistance: Against the New Myths of our Time, Cambridge: Polity Press. Brewer, M. and Hewstone, M. (2004) Self and Social Identity (Perspectives on Social Psychology), Oxford: Blackwell.
Nordic perspectives of Fukushima: Where are we now and where do we go? Joint NKS-R and NKS-B Seminar, Stockholm, 12-13 January 2016 Program for 12/1-2016: 12:00 – 13:00 Registration 13:00 – 13:10 Intro: Torbjörn Wahlborg (Vattenfall), Mats Persson (SSM) and Sigurður M. Magnússon (IRSA/NKS) 13:10 – 13:40 Invited no. 1: Lyn Bevington (IAEA) on the IAEA Fukushima report and its implications for nuclear safety and emergency preparedness (“chair”: Sigurður M. Magnússon) 13:40 – 14:40 Session I: Risk and preparedness (Chair: Tarja Ikäheimonen, STUK) Florian Gering (BfS) – Updated emergency planning zones in Germany and the importance of release source term Andrew Wallin Caldwell (Lloyd's Register Consulting) on the NKS-R activity L3PSA (Addressing off-site consequence criteria using Level 3 PSA) Mark Dowdall (NRPA) on the NKS-B NORCON activity (Nordic Nuclear Accident Consequence Analysis) Questions and discussion on Session I 14:40 – 15:10 Coffee 15:10 – 16:10 Session II: Which is our tsunami? (Chair: Patrick Isaksson, SSM) Juhani Hyvärinen (LUT) on Nordic ”tsunamis” and defense-in-depth strengths and deficiencies Jan-Erik Holmberg (Riskpilot) on the NKS-R activity MODIG (Modelling of digital I&C) Ludovic Fulop (VTT) on the NKS-R activity ADdGROUND (Modelling as a tool to augment ground motion data in regions of diffuse seismicity) Questions and discussion on Session II
SECTION C: Course Structure Please use the template for the level of the course (undergraduate or postgraduate taught), and delete the other table. Undergraduate provision Year 1 Component No. Full Module Code Module Title Compulsory / Core / Optional NQF Level Credits Year 2 Component No. Full Module Code Module Title Compulsory / Core / Optional NQF Level Credits Year 3 Component No. Full Module Code Module Title Compulsory / Core / Optional NQF Level Credits Additional Notes on Module Choices (if applicable)
techniques of analysis and enquiry within a discipline; Conceptual understanding to enable them to (a) devise and sustain arguments and/or solve problems, using ideas and techniques, some of which are at the forefront of a discipline; (b) describe and comment upon particular aspects of current research or equivalent advanced scholarship in the discipline; An appreciation of the uncertainty, ambiguity and limits of knowledge; The ability to manage their own learning and to make use of scholarly reviews and primary sources; Students will be able to: Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and
ELECTIVE MODULES: tick those Award Learning Outcomes the module contributes to through its assessed learning outcomes. Insert rows and columns as required. Elective Modules Award Learning Outcomes contributed to (for more information see Section 8) Compensation Y/N Assessment Element(s) and weightings [use KIS definition] E1 - exam E2 - clinical exam T1 - test C1 - coursework A1 - generic assessment P1 - practical Knowledge & understanding Cognitive & intellectual skills Key & transferable skills Employment related skills Practical skills 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Level 4 Level 4 LOs Level 5 Level 5 LOs Level 6 Level 6 LOs Confirmed Award LOs
Colonization and identity politics in the Pacific from the 18th century to the contemporary period / Colonisation, diasporas autochtones et politiques identitaires dans le Pacifique du XVIIIème siècle à nos jours Venue/ Lieu: Salle René Coty, Le Havre University 15h: Corinne David-Ives (Université Rennes 2), “Ataï’s return to New Caledonia: reconciliation politics and the embarrassing legacy of colonial anthropology” 15h25: Gaëtan Deso (Université de Montpellier 3), « Est-il possible de parler d’artistes contemporains « autochtones » en Polynésie française à l’ère des Néo-polynésiens ? » 15h50: Tom Aitken (New Zealand), “Is the phrase ‘national identity’ ‘a euphemism for continuing colonization’? Reflections on New Zealand history” 16h15: discussion Indigenous artistic expression from the Pacific, expressions of dissent and postcolonial visions / Les expressions artistiques autochtones du Pacifique : contestation, et visions postcoloniales Venue / Lieu: salle Olympe, Le Havre University 15h: Dominique Smith (Université du Havre), “Tracey Moffat – Photography – The Art of Landscapes / Townscapes / Portraits” 15h25: Nelly Gillet, (Institut Universitaire de Technologie d’Angoulême), “Mapping the world with works of art: music, painting, photography, moko and engines in James George’s Hummingbird” 15h50: Grégory Albisson (Université de Grenoble III), “Dealing with Māori Street Gangs – an Ironic History” 16h15: discussion 16h30: coffee break / pause café 17h: bus to Rouen / transport par car à Rouen 18h30: private view of the Pacifique(S) Contemporain exhibition in the presence of His Excellency Ambassador Kember from New Zealand / vernissage de l’exposition Pacifique(S) Contemporain en présence de Son Excellence l’Ambassadeur de Venue / lieu: Les Grandes Galeries, l’ESADHaR, Rouen 20h30: dinner (conference buffet dinner at the gallery) / repas de conférence (buffet à la galerie) 22h30: bus back to Le Havre (arrival 23h30) / retour en car au Havre (arrivée 23h30)
Monday Tuesday Wednesday Thursday 15 Jan – 5 Feb Stay & Play 10-11.30am, Suitable for all ages under 5yrs 9th Jan: No session, staff training. 15th Jan: New Year! 22nd Jan: Superheroes! *BUGGY FITNESS – COURSE. £2 per session 9th Jan – 23rd Jan 30th Jan – 13th Feb. TO BOOK: Emma Freeman: 07801203550 10 Jan-7 Feb Music & Imagination Rhymes, songs, puppets & craft 10-11.30am Suitable for 1-5 years (younger siblings are welcome) The Health Visitor will visit some sessions – dates and updates will be posted on our Facebook Page. 11 Jan-8 Feb Bumps & Babies Welcoming group suitable for those with babies & pre-walkers Until 8 Feb, 10-11.30am *Baby Massage: 5 week courses commence 11 Jan, 22nd Feb, 19th April. £50/course *Pilates: Suitable for Pre and Post Natal. Babies and Toddlers welcome. £6.50/class FOR MORE INFORMATION OR TO BOOK PLEASE CONTACT: 07870 833016
Monday Tuesday Wednesday Thursday 29 Jan – 5 Feb Stay & Play 10-11.30am Suitable for all ages under 5yrs 29th Jan: Space 5th Feb: Frosty Fun! 12th Feb: Half Term – No Session. See you again on 19th Feb. Relaxation Event Run by Saveria Upcraft – Clinical Hypnotherapist & Energy Healer *£5 – all proceeds go to the Family Centre* Please contact Saveria for more information: 07720 438684 saveria.freedom@gmail.com *BUGGY FITNESS £2 per session 30th Jan – 13 Feb Until 7 Feb Music & Imagination Rhymes, songs, puppets & craft 10-11.30am Suitable for all under 5 years – younger siblings welcome. 07 – FEB: FREE TASTER SESSION! Movement & Music The Health Visitor will visit some sessions – dates and updates will be posted on our Facebook Page. Back on 21 Feb with Get Messy! – A group for all under 5’s with activities and play that is especially designed to promote young children’s sensory development. Until 8 Feb Bumps & Babies 10-11.30am Welcoming group suitable for those with babies & pre-walkers *Baby Massage: 5 week courses commence 11 Jan, 22nd Feb, 19th April £50/course *Pilates: Suitable for Pre and Post Natal. Babies and Toddlers welcome. £6.50/class FOR MORE INFORMATION OR TO BOOK PLEASE CONTACT: 07870 833016
Please complete the table below for your Board / Trustees/ Volunteer Management Committee: Name and Surname ID Number Disabled/ Not Disabled Race Telephone number, email address and physical address Chairperson Deputy/Vice Chairperson Secretary Treasurer Additional Members I ……………………………………………………………………… (Chairperson), hereby certify that this is the elected board as per Annual General Meeting held on …………………………………………………………… (date) Signature: …………………………………………………… Date: ….………………………………
Transport Expenditure Transport-includes petrol, maintenance, insurance, traveling and accommodation (conferences, workshops etc.) Acco Sub Total Programme/ Project Expenditure Programme costs Marketing and advertising Refreshments Sub Total Bank and Other Costs Audit Costs Banking Costs Fund Raising Other Sub Total Other expenses (Please specify) Sub Total Total funds Please indicate /specify the resources if using own finances Item Amount Total All organisations applying for funding please complete Schedule 2: Bank Bas Maintenance Form. (Please provide original document)
PROGRAM MANAGEMENT/PROJECT MANAGEMENT SERVICES PERFORMANCE WORK STATEMENT TEMPLATE [INSERT TITLE AND ACTIVITY] NOTE TO YOUR CUSTOMERS: THIS TEMPLATE MUST BE TAILORED FOR YOUR AGENCY BY INCLUDING YOUR UNIQUE REQUIREMENTS, QUANTITIES FOR WORKLOAD, SPECIFIC SURVEILLANCE TECHNIQUES, ETC. ANY QUESTIONS REGARDING INFORMATION NEEDED FOR THIS TEMPLATE SHOULD BE ADDRESSED WITH YOUR ASSIGNED ACQUISITION TEAM. ITALICS REFLECT PORTIONS OF THE DOCUMENT THAT NEED TO BE TAILORED ACCORDING TO YOUR EFFORT. OTHER SECTIONS CAN BE USED AT YOUR DISCRETION AS NECESSARY UNLESS YOUR AGENCY HAS OTHER STANDARD LANGUAGE OR SECTIONS FOR INSERTION. PLEASE READ ALL PARAGRAPHS AND CONFIRM THAT THEY ARE PERTINENT TO YOUR EFFORT. INTRODUCTION The __________ [INSERT COMMAND’S NAME] is procuring program management/project management services in support of _________ [INSERT PROGRAM/DEPARTMENT/PROGRAM OFFICE]. The government intends to contract for these services utilizing a ___________ [INSERT TYPE OF CONTRACT VEHICLE]. Mission The mission of __________[INSERT COMMAND’S NAME] is to _________[INSERT MISSION]. Background The ____________ [INSERT PROGRAM/DEPARTMENT] office includes _____________ [INSERT APPLICABLE SYSTEMS, PROGRAMS, AND OTHER RESPONSIBILITIES]. The _______________ [INSERT PROGRAM/DEPARTMENT] office supports the following programs: [Identify all applicable programs] Scope The scope of this effort is to provide __________[INSERT SCOPE] to support the _________[ INSERT APPLICABLE SYSTEMS, PROGRAMS, OTHER RESPONSIBILITIES]. 2. GENERAL REQUIREMENTS 2.1 Non-Personal Services
Classify hardware components, their functions and relationships. Explain concepts fundamental to server-side technologies. Differentiate between client-server and stand-alone applications. Explain the concepts of client-server technology. Compare various server-side technologies such as their strengths and weaknesses. Elements of Software Development Demonstrate problem solving and troubleshooting techniques. Discover and document a problem. Determine a problem’s possible causes. Use known information for problem solving. Use reference materials for problem solving. Apply gathered information to the problem. Formulate possible solutions to the problem. Determine software requirements. Collaborate with client to determine needs and wants. Determine the technical requirements describing what a system solution from 2.B.01 is to do. Create software design. Develop a competitive analysis to identify current trends with regard to problem stated from 2.B.01. Design program logic using graphical techniques such as flow charts or storyboards. Design program logic using pseudocode techniques. Determine the technical design describing how a system solution from section 2.B.02 is to work/function. Demonstrate software implementation. Describe and classify various search engine optimization techniques. Produce internal documentation. Determine programs based on design document from section 2.B.03. Demonstrate use of Extensible Hypertext Markup Language (XHTML) validation. Perform software testing. Identify various software testing techniques. Determine the technical tests to be performed based on a “what” document defined in section 2.B.02. Determine browser compatibility issues and user accessibility standards. Evaluate a program based on test plan. Create user software documentation. Determine how the user is to utilize a system solution that has been implemented from section 2.B.04. Publish and maintain software. Provide feedback to the development process. Demonstrate methods used to maintain software. Assess release management. Compare and contrast revision control and version control. List the responsibilities of website hosting.
2018-2019 Post-Secondary Career Technical Education Programs Ansonia O´Brien THS Bridgeport Bullard-Havens THS Bristol Bristol TEC Danbury Abbott THS Danielson Ellis THS Groton Grasso THS Hamden Whitney THS Hartford CT Aero Tech Aviation Hartford Prince THS Manchester Cheney THS Meriden Wilcox THS Middletown Vinal THS Milford Platt THS New Britain Goodwin THS Norwich Norwich THS Stamford Wright THS Stratford Stratford Aviation Torrington Wolcott THS Waterbury Kaynor THS Willimantic Windham THS Total Career Cluster/Pathways 5 Career Clusters Number of Career Clusters 0 0 5 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 7 8 Career Pathways Number of Career Pathways 0 0 6 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 8 & – 1 Heating, Ventilation & Air Conditioning (HVAC) 1 & – 1 Culinary Arts 1 – 1 Electronics Technology 1 – 2 Precision Machining Technology 1 Welding & Metal Fabrication 1 & – 2 Automotive Technology 1 Aviation Maintenance Technician 2
Metrics Collection and Action Plans Explanation: Identify the Post Implementation Review-related performance measures associated with the Program. See the eHHR PIR Plan for additional metrics. Notice there are two metrics tables here; one to demonstrate overall metrics and one to show specific Business Objectives supported for the Program. Performance Measure Green Yellow Red Level of Program Effectiveness Total Number of Business Objectives Met Total Number of Business Objectives Not Met Total Number of Business Objectives Yet to be Measured Total Number of Business Objectives Met is trending well. Action: do nothing Total Number of Business Objectives Met is stagnant. Action: develop monitoring and mitigation action plans; if necessary, invoke action plans Total Number of Business Objectives Not Met is more than Total Number of Objectives Met. Action: launch initiatives to acquire to determine problems. Metric # What to Measure Business Objective Description How to Measure It (Formula) Success Criteria 1 Online Renewals (Also reference Metric #22 and # 25 – Migration) CHART5 ITSP1 ITSP3 BRD8 BRD5 BRD6 Deliver high-quality customer-focused services through the Customer Portal. Number of renewals that are conducted via the Customer Portal divided by the Number of Renewals received in one year. Achieve 40% of total renewals online by the end of 2015 as compared to the “AS IS” baseline. 2 Self-Directed Applications CHART5 ITSP1 ITSP3 BRD5 BRD6 BRD8 BRD10 The percentage of total applicants entering application data is expected to increase over time. Total Number of Self-Directed Applications divided by the Total Number of Applications. Self-directed applications should be 20% of the total after 12 months and grow by 50% per year until 75% is reached, as compared to the “AS IS” baseline.
Appendix A1 Example of a Comprehensive Program Assessment Plan MS Nutrition Template originally created by Mary Pederson and San Luis Obispo faculty. Appendix A2 Example of a Curriculum Mapping Matrix 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 516 Population, Health and Epidemiology 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 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
As in “a” above, a cogent argument will be needed to justify a request for additional space requiring additional financial resources. Written support from the responsible administrator will strengthen this request. Include a report written in consultation with the campus librarian which indicates any necessary library resources not available through the CSU library system. Indicate the commitment of the campus to purchase these additional resources. Indicate additional academic technology, equipment, or specialized materials that will be (1) needed to implement the program and (2) needed during the first two years after initiation. Indicate the source of funds and priority to secure these resource needs. Self-Support Programs Confirm that the proposed program will not be offered at places or times likely to supplant or limit existing state-support programs. In order to meet this requirement, self-support programs are generally offered in the evenings or on weekends. They can also be offered at off-site facilities with approvals from the appropriate off-site administrator. Explain how state-support funding is either unavailable or inappropriate. Simply stating state-support funds are not available is not sufficient. Compelling evidence, such as a statement from the responsible administrator or other forms of documentation), is needed. An example of inappropriate use of state general fund appropriations would include courses or programs delivered primarily out of state. Explain how the program is different, in one or more of the following ways, from state-supported campus offerings operating on campus: Primarily designed for career enrichment or retraining Program location is significantly removed from state-supported campus facilities The program client group receives educational or other services at a cost beyond what could be reasonably provided under state support. For self-support programs, please provide information on the per-unit cost to students and the total cost to complete the program (in addition to the required cost recovery budget elements listed in the checklist found earlier in this document).
computer labs (including iPads, other tablets, smartphones, software simulations, etc.), distance learning technology, digital production equipment, etc. Additional Support Resources Required Note: If additional support resources will be needed to implement and maintain the program, a statement by the responsible administrator(s) should be attached to the proposal assuring that such resources will be provided. Describe additional faculty or staff support positions needed to implement the proposed program. If new positions will be needed to offer this program, provide a cogent argument why the position is needed. Justify the reasons, which might include accreditation requirements, retirements, specialized skills, etc. The support from the responsible administrator will be a key factor in determining the strength of the argument. Describe the amount of additional lecture and/or laboratory space required to initiate and to sustain the program over the next five years. Indicate any additional special facilities that will be required. If the space is under construction, what is the projected occupancy date? If the space is planned, indicate campus-wide priority of the facility, capital outlay program priority, and projected date of occupancy. Major capital outlay construction projects are those projects whose total cost is $610,000 or more (as adjusted pursuant to Cal. Pub. Cont. Code §§ 10705(a); 10105 and 10108). As in “a” above, a cogent argument will be needed to justify a request for additional space requiring additional financial resources. Written support from the responsible administrator will strengthen this request. Include a report written in consultation with the campus librarian which indicates any necessary library resources not available through the CSU library system. Indicate the commitment of the campus to purchase these additional resources. Indicate additional academic technology, equipment, or specialized materials that will be (1) needed to implement the program and (2) needed during the first two years after initiation. Indicate the source of funds and priority to secure these resource needs. Self-Support Programs Confirm that the proposed program will not be offered at places or times likely to supplant or limit existing state-support programs.
Anne Daugård: +45 61 33 55 14 Head Judge Søren Jeppesen tlf. +45 2974 1950 Head Judge/IPO Morten Jensen tlf. +45 2099 4826 Gruppeledere/Team Leaders Tlf Spor/tracking Arne Bank Jørgen Knudsen +45 26621909 Rundering/Search John Sørensen +45 23363221 Rapport/Messenger Ejvind Grønne +45 41839671 Skydd/Nordic Protection Carsten Nielsen +45 20308580 IPO Jeanette Lundsgaard +45 26465569 Felt/Article Search Jens Henrik Kristensen +45 23313475
Program lørdag Spor Rundering Rapport Skydd IPO 8.30 G1 Udkørsel 7.00 G1 Lydighed 7.15 Udkørsel 7.15 Udkørsel 7.15 Udkørsel 9.00 G1 Spor 7.45 G2 Lydighed 8.00 Spor 8.00 Spor 8.00 Spor 10.00 G2 Udkørsel 8.00 G1 Udkørsel 15.45 Lydighed 10.00 Rundering 14.00-14.30 IPO BC træning Finland 10.30 G2 Spor 8.30 G3 Lydighed 14.00 Felt 14.30-15.00 IPO BC træning Sverige 11.30 G1 Lydighed 9.00 G1 Rundering 16.30-17.00 IPO BC træning Norge 12.15 G3 Udkørsel 9.45 G2/G3 Udkørsel 17.00-17.30 IPO BC træning Danmark 12.45 G3 Spor 10.30 G2 Rundering 13.00 13.00
Programme Saturday Tracking Search Messenger Nordic Protection IPO 8.30 G1 Departure 7.00 G1 Obedience 7.15 Departure 7.15 Departure 7.15 Departure 9.00 G1 Tracking 7.45 G2 Obedience 8.00 Messenger 8.00 Tracking 8.00 Tracking 10.00 G2 Departure 8.00 G1 Departure 15.45 Obedience 10.00 Search 14.00-14.30 IPO BC training Finland 10.30 G2 Spor 8.30 G3 Obedience 14.00 Article Search 14.30-15.00 IPO BC training Sverige 11.30 G1 Obedience 9.00 G1 Search 16.30-17.00 IPO BC training Norge 12.15 G3 Departure 9.45 G2/G3 Departure 17.00-17.30 IPO BC training Denmark 12.45 G3 Tracking 10.30 G2 Search
13.00 G2 Obedience 13.00 G3 Search 15.00 G3 Obedience Programme Sunday Tracking Search Messenger Nordic Protection IPO 7.15 G1 Departure 6.30 G1/2 Departure 7.00 Departure 9.30 Obedience 7.00 Obedience 8.00 G2 Departure 7.00 G1 Article Search 8.00 Messenger /forrest 13.45 Test dog 10.30 Test dog 8.30 G1 Article Search 7.45 G2 Article Search 13.30 Article Search 14.00 Nordic protection 11.00 Group C 9.15 G2 Article Search 8.00 G1 Search 9.30 G1 Tracking 9.00 G3 Udkørsel 9.45 G3 Departure 10.00 G2 Search 10.30 G2 Tracking 10.00 G3 Article Search
College of San Mateo Program Review Assessment Rubric Student Services Program Name: Program Review Section Institutional Expectations Does Not Meet Meets Program Description & Mission Statement Program description inaccurately describes program or is insufficiently linked to the College Mission. Program description accurately describes the program and is linked to the College Mission statement Results of Previous Program Review Results of previous plan Changes in Program Student Success/Equity Update on long term plans Results of previous plan is incomplete or insufficiently documented, no information on how success/equity gaps were addressed, or no plans are provided. Results of previous plan include changes implemented and how success/equity gaps were addressed. Update on plans was provided. Assessment & Program Analysis and Trends Data Review Identify and address opportunity gaps Program efficiency SLOs/SAOs reflect full cycle of assessment Evidence not cited or analysis unclear. No clear conclusions are drawn and/or efforts to close opportunity gaps are not addressed. SLO/SAO results are not used to inform program development. The program has reviewed trend data and honestly assessed program strengths and weaknesses. Conclusions drawn are clear and evidence-based and reflect an in depth discussion within the program with specific examples cited. Efforts to close opportunity gaps are addressed and SLO/SAO results informs program development and a full-cycle of program assessment is evident. Planning & Goal Setting Actions, outcomes and timelines of goals Student success and equity Professional development No goals set, goals are not based on evidence or goals do not align with the College Mission. Goals are clearly related to the mission of the program and of the College. Goals are clearly stated, a time frame is provided, and assignment of responsibility is evident. Goals are linked to concerns identified in previous sections. Staffing No evidence or analysis is provided to justify staffing requests. Requests for new or replacement positions are based on evidence and analysis provided in other sections. Resource Request Equipment &Technology Facilities Other No evidence or analysis is provided to justify resource requests. Requests for resources are based on evidence and analysis provided in other sections.
students who received degrees in the past five years, and earlier graduates who have gained positions of significance within or without the academic discipline of the program. List of major professional activities sponsored by the department in the last five years, e.g. special colloquia, conferences, seminars, workshops; Comparative data for relative departments at peer institutions with a selection from other SUNY comprehensives and non-SUNY institutions. III. Site Visit: Review Team The charge of the external review team is to evaluate the overall state of the department/program and to assess its future needs. Where appropriate, the review team will make suggestions for improvement. As part of the site visit, the team will assess the accuracy of the self-study; interview faculty and students, both to understand their perspectives on the department and assess the state of their morale; examine facilities; review student work; discuss with administrators the unit’s role in fulfilling the overall mission of the institution, and ascertain the institution’s commitment to the department’s programs and its financial, physical, and personnel resources. The key questions posed for the self-study will provide the basis for the evaluation team’s review. The deans’ office will ensure access to a college catalog as well as other material the reviewers may require in order to evaluate the program. The unit being reviewed will send the external reviewers in electronic format: (1) the self-study, (2) vitae of the program’s full-time faculty, (3) syllabi (core courses; others as requested), (4) assessment reports; (5) Appendix B Guide for Reviewers; and other items as requested. Electronic copies of vitae for the external reviewers, self-studies and executive summaries should also be sent to the Dean’s secretary. Selection and Composition of the Evaluation Team The Chair will solicit possible external reviewers (i.e., ask for availability and vitae) from people in the discipline. "...[E]xternal review teams should consist of not less than two (2) persons who have no academic, professional or other significant relationship to full-time faculty in the program/department, no previous significant or formal affiliation with the institution, AND WHO COME FROM ACADEMIC OR PROFESSIONAL INSTITUTIONS BELONGING TO A PEER OR ASPIRATIONAL PEER GROUP (EQUIVALENT TO BEING IN THE SAME CARNEGIE CLASS AND HAVING SIMILAR PROGRAM
PROGRAM REVIEW UPDATE PROGRAM NAME This update will be used to direct college-wide decision-making. Update regularly (at least yearly, or more often, as program needs change) and send to your Dean (copying to the Program Review Coordinator). Deadline is the end of January If you completed a program review self-study report after 2012, then the goals you listed at the end of that report may be included in the tables below. Feel free to modify, add, or delete, based on your program’s current needs, making sure to get as much collaborative input as possible. Note: Some goals may fit in multiple categories, so choose the one that applies best. The undersigned faculty in the _______________Program have read and have had the opportunity to provide feedback on this update, dated __________[date]: ___________________________ [please print names] ________________________ __________________________ _________________________ __________________________ _________________________ PROGRAM OVERVIEW & MISSION Program Goals (click on text below for options, add goals as necessary) Planned Action (s) Person(s) Responsible Priority ranking of program goals Rationale for above goals (and priority ranking), as relevant: Limit 100 words. ASSESSMENT Assessment Goals (click on text below for drop-down options, add goals as necessary) Planned Action Person(s) Responsible Priority ranking of assessment goals
First year Fall Winter Spring 646: Advanced Practice I (5) 630: Advanced Research Methods for Social Work Practice (5) 650: Advanced Field Practicum I (3) Elective (5) 647: Advanced Practice II (5) 651: Advanced Field Practicum II (3) 610: Advanced Social Policy & Services (5) 648: Advanced Practice III (5) 652: Advanced Field Practicum III (4) Elective (5) Total units: 18 Total units: 13 Total units: 14 Total credit hours required: 45 Full-time Advanced-Standing Program of Study (for students starting in 2016) First year Fall Spring 6260: Advanced Human Behavior and the Social Environment (3) 6360: Advanced Research in Social Work(3) 6460: Advanced Social Work Practice I (3) Elective(3) 6560: Advanced Field Practicum I (3) 6160: Advanced Policy in Social Work (3) 6470: Advanced Social Work Practice II (3) 6590: Culminating Social Work Project(3) Elective (3) 6570: Advanced Field Practicum II (3) Total units: 15 Total units: 15 Total semester units required: 30
Cycling through Landscapes of Castille: 8 days/ 7 nights A cycling journey into unexplored Spain. A peaceful journey to discover the raw natural beauty of rural Spain, from the high plateau of Castile into the province of Guadalajara. Day 1 Individual arrival to Ayllón, Segovia, on the foothills of the Guadarrama Mountains. A chance to relax and explore the medieval town center full of Noble mansions from the 15th-17th centuries, and its palace and elegant main square and town hall. Day 2: Bicycle handover and adjustment. Spectacular first route cycling amongst a vast oak woodland, discovering the red stone villages, to visit the medieval town of Riaza. 53km. Day 3: Today's cycle takes you through another landscape altogether. From the red earth of the northern foothills of the Guadarrama mountains, you will first climb up to the La Quesera mountain pass and enter the little known province of Guadalajara. Mountainous landscapes, wildlife and woodland will accompany you all the way as you discover this isolated area. 39km. Day 4: Today you will descend from the mountains into the more fertile valleys of Guadalajara. You will see striking changes in the geology along the way from the black slate of the mountains to the red clay, conglomerate and sandstone of the valleys. 36km. Day 5: Today you move further into the fertile plains of Guadalajara, towards the valley of the Henares River. The red earth, aromatic plants, open landscapes, olive groves and almond groves, small vegetable plots and table mountains characterise this section of the journey. 39km. Day 6: This is a very beautiful section of the journey. Most of today's cycling is off the main roads and along tracks instead. The highlight will by cycling along the course of the river Dulce and into the River Dulce Natural Park. You will cross several beautiful and peaceful villages on the banks of the river before you reach another highlight: the Historic town of Sigüenza. 43km. Day 7: A circular Route around Sigüenza, exploring this beautiful area on your last day. 38km. Day 8 Return home or extend your stay in Madrid. What´s included? 7 nights’ accommodation in charming small rural hotels with breakfast included. Luggage transfers between hotels. Detailed maps with your trail clearly marked.
FRIDAY 8:00 start, Friday 22nd APRIL “Ring Two” Entry Fee: $3 Judge: TBA LED BRED CLASSES LED AUSTRALIAN SADDLE PONY ‐ REGISTERED 1047 Stallion or Colt 1048 Mare or Filly 1049 Gelding 1050 CHAMPION LED AUSTRALIAN SADDLE PONY AND RESERVE LED RIDING PONY – REGISTERED 1051 Stallion or Colt 1052 Mare or Filly 1053 Gelding 1054 CHAMPION LED RIDING PONY AND RESERVE LED WELSH PONIES 1055 Stallion or Colt 1056 Mare or Filly 1057 Gelding 1058 CHAMPION LED WELSH PONY AND RESERVE LED PART BRED WELSH
The County of Cumberland ASH Branch would like to thank our show sponsors. We value every sponsor and ask our members to thank and support our sponsors. ADAMS LIVESTOCK ALL PETS PANTRY ANNE BRAIDWOOD AUSTRALIAN SHOW RIBBONS BAXTER FOOTWEAR BRUCE FLOOD CAMELOT HORSE RUGS CARRINGTON ROAD STOCKFEEDS CATCHLIGHT PHOTOGRAPHY CEVA ANIMAL HEALTH CO-ORDINATED LANDSCAPES P/L COUNTY OF CUMBERLAND ASH BRANCH G & M ELECTRICAL GLADIATOR FLOATS GLEN LEE ASH STUD GOODWOOD SADDLERY GROVERS COUNTRY CLOTHING IMPRESSA HORSE PRODUCTS JACI AND ANDREW NORRIS LONE PINE ASH STUD MATTHEWS SADDLERY MICHELLE FITZGERALD PSYCHOTHERAPY, COUNSELLING & CONSULTING SERVICES MILES MECHANICS TYRES & MORE MUSTAD SADDLERY REVA FLINT AND VICKI MASCORD RIVONA HORSE SUPPLIES & ACCESSORIES SECRETDOWNS ASH STUD STANCE EQUITEC THE BEST FAMILY THE CRAWLEY FAMILY THE OSBORNE FAMILY THE PENDLEBURY FAMILY TOP RAIL EQUINE TUFF ROCK VAUGHANS HAY SUPPLIES WENDY TAPLIN WOONONA PETFOOD & PRODUCE WYONG CREEK PRODUCE YVONNE LEE MEMORIAL SATURDAY – RING 1 COMMENCING AT 8AM JUDGE: ROBERT CAMERON F1 MILES MECHANICS TYRES AND MORE YEARLING FUTURITY Judges from Rings 1 & 2 F2 ADAMS LIVESTOCK 2 YEAR OLD FUTURITY Judges from Rings 1 & 2 F3 THE OSBORNE FAMILY 3 YEAR OLD FUTURITY - LED SECTION Commencing at the completion of F3 Led (approximately 10 am) 101 CCASH Ridden 3 years and under (Subscriptions) 1st $20 2nd $10 Sponsored by CCASH 102 Hack 2 years 1st $20 Sponsored by Glen Lee ASH Stud 103 Hack 3 years Filly 1st $20 Sponsored by Glen Lee ASH Stud 104 Hack 3 years Colt/Gelding 1st $20 Sponsored by Glen Lee ASH Stud 105 Working 3 years Filly 1st $20 Sponsored by Glen Lee ASH Stud 106 Working 3 years Colt/Gelding 1st $20 Sponsored by Glen Lee ASH Stud 107 Champion Ridden Horse 3 years and under Sponsored by Tuff Rock Reserve Champion Ridden Horse 3 Year and under Sponsored by Baxter Footwear - - - LUNCH BREAK - - - Challenge pattern now open for riders to complete their hack section pattern. The Hack Section will close at 3pm. C1 JUNIOR CHALLENGE Rider Under 13 years Hack Section Pattern H 6 C2 JUVENILE CHALLENGE Rider 13 & under 18 Years Hack Section Pattern H 9
Reserve Champion Working Horse over 15 hands Sponsored by Baxter Footwear 311 CCASH working n/e 15 hands (Subscription) 1st $20 2nd $10 Sponsored by CCASH 312 Novice working n/e 15 hands Sponsored by Gladiator Floats ($10) 313 Working Stallion n/e 15 hands Sponsored by Gladiator Floats ($10) 314 Working Mare n/e 15 hands Sponsored by Gladiator Floats ($10) 315 Working Gelding n/e 15 hands Sponsored by Gladiator Floats ($10) 316 Champion Reserve working horse n/e 15 hands Sponsored by Co-Ordinated Landscapes Reserve Champion Working Horse n/e 15 hands Sponsored by Baxter Footwear 318 BOYD FLINT MEMORIAL – SUPREME RIDDEN EXHIBIT SPONSORED BY REVA FLINT, VICKI MASCORD, JACI NORRIS RUG SPONSORED BY CAMELOT HORSE RUGS CATCHLIGHT PHOTOGRAPHY (VOUCHER)
A3 A4 A5 A6 A7 A8 B Cognitive and Intellectual Skills Programme Intended Learning Outcomes (ILOs) On Achieving Level 6 On Achieving Level 5 On Achieving Level 4 B1 B2 B3 B4 C Skills for Life and Work Programme Intended Learning Outcomes (ILOs) On Achieving Level 6 On Achieving Level 5 On Achieving Level 4 C1 Autonomous learning (including time management) that shows the exercise of initiative and personal responsibility and enables in complex and unpredictable contexts. Autonomous learning (including time management) as would be necessary for employment requiring the exercise of personal responsibility and decision-making such that significant responsibility within organisations could be assumed. Autonomous learning (including time management) as would be necessary for employment requiring the exercise of personal responsibility. C2 Team working skills necessary to flourish in the global workplace with an ability both to work in and lead teams effectively. Team work as would be necessary for employment requiring the exercise of personal responsibility and decision-making for effective work with others such that significant responsibility within Team work as would be necessary for employment requiring the exercise of personal responsibility for effective work with others.
List the learning outcomes for the program. Graduates of the program will: This cycle, we are asking all units to report on an outcome that focuses on or includes written communication. Identify this outcome. Part III. Assessment of Student Learning Outcomes DUE DATE FOR ITEMS 1-3: January 15, 2013 Choose one outcome related to written communication to report on during the 2012-13 academic year. Describe the primary instrument you will use to assess that outcome. The primary instrument should be a direct measure that includes immediate evaluation of student performance such as a test, paper, project, etc. You may want to choose an embedded senior assignment since the goal is to obtain evidence of program outcomes, not course outcomes. You may use indirect measures in addition to the primary instrument. Indirect measures are less immediate but relevant evidence of student learning. Indirect measures include student reports on what they learned, graduate school admissions, job placement, etc. For each instrument, identify how the instrument will be evaluated, who will do this and when. For each indirect or direct measure, specify the benchmark or expectation for satisfactory performance. One suggestion for giving this information is to provide the rubric that will be used with specifics as to what level of competency is expected from the students. This rubric can be sent as an attachment by email when this report is submitted. State the student learning outcome you will assess:
New services and processes implemented (phase 1) Final future state approved, training and tooling for new jobs, IT (perhaps) Jul-Aug 2017 Information Technology Projects/Initiatives which could include CRM Queuing system Telephony system Communication system Knowledge database Possibly others Integrations to current systems IST Intake Complete for all phase 1 IT Project/Initiatives Scope, guiding principles, future state of services and processes (phase 1) Nov/Dec 2017 Phase 1 Requirements Defined (per IT project/initiative) IST Intake TBD, depending on IT projects/initiatives defined for phase 1 Phase 1 Solutions Defined (per IT project/initiative) Requirements, RFP (possibly) TBD, depending on IT projects/initiatives defined for phase 1 Phase 1 Solutions Implemented (per IT project/initiative) Solution Defined Aug 2017 Organizational Structure initiative Kick off with internal staff (within GSO, RO, and SSO) Sept-Oct 2016 Organizational structure of new unit defined Reporting hierarchy Job descriptions Future state of services and processes Dec 2016 – Mar 2017 Map people to job descriptions Organizational structure Mar 2017 Staff Relations Approval Organizational structure, job descriptions Apr 2017 Job notices and communications Staff Relations approval Apr – May 2017 Recruitment (if required) Job notice and communications May - Jun 2017 Training and tooling Staff relations approval, recruitment Apr - Jul 2017 One-Stop Phase 1 Live One-Stop Phase One Live Org structure initiative, IT that is part of phase Sept 2017
___________________________________________________________________ Signature: _______________________________________ Date: ________________ Revision History Change Made By Date Change Made Details of Change Change Reviewed/ Approved by Date change reviewed/ approved
delivered provide benefit to people using it, and/or to the business and achieve the program vision? Overall Success of Outcome (click one checkbox below): All Expectations Were Met and/or Exceeded Not all Expectations Were Met, But Still May Be (explain how, who, and when below) Some Expectations Will Not Be Met (explain impact below) Did Not Meet Any Expectations Comments (if applicable): Success of Process Did the process followed to deliver the products/ services work well? (oversight of program components, management of resources, budget, schedule, benefits, teams, change, transition to operations, procurement, et cetera) Criteria Expected Result(s) Actual Result(s) Variance & Explanation Action(s) to address Variances (if applicable) Overall Success of Process (click one checkbox below): All Expectations Were Met and/or Exceeded Not all Expectations Were Met, But Still May Be (explain how, who, and when below) Some Expectations Will Not Be Met (explain impact below) Did Not Meet Any Expectations Comments (if applicable):
Speech-Language Pathology Program STEPHEN F. AUSTIN STATE UNIVERSITY DEPARTMENT OF HUMAN SERVICES The Program Speech-Language Pathology is one of several majors offered in the Department of Human Services. The program offers undergraduate and graduate degrees which meet the requirements for state licensure and national certification in speech-language pathology. The Stanley Speech and Hearing Clinic is located in the Human Services building where students participate in a supervised clinical practicum. Students are provided with a practical hands-on approach to training as they perform on-site hearing evaluations and work with clients of all ages to assess, diagnose and treat various communication disorders. Externship sites are also available where students have the opportunity to work with a variety of individuals across the life span in nursing homes, hospitals, state schools, public schools, and home health agencies. Since 1992, the master’s degree program has been accredited by the American Speech-Language-Hearing Association (ASHA). Speech-Language Pathology Degrees The Bachelor of Science degree Communication Sciences and Disorders is a pre-professional degree in preparation for graduate studies in Speech-Language Pathology. The undergraduate curriculum includes a free-standing major with no minor field requirements. The Master of Science degree in Speech-Language Pathology is the minimum requirement for independent professional practice in the field. Students who are awarded the M.S. degree must meet all academic and clinical practicum requirements for ASHA certification and licensure. Career Opportunities and Potential The employment outlook for speech-language pathologists continues to be excellent. The U.S. Bureau of Labor statistics predicts a 10 percent increase in the number of available jobs between 2006 and 2016. Speech-language pathology majors may choose from a large number of available positions in schools, hospitals, nursing homes, clinics, rehabilitation settings and private practices with an annual starting salary of $50,000 to $82,000 after being awarded the M.S. degree. According to the U.S. Bureau of Labor Statistics in 2012, the national average salary is $55, 000 in a school setting and $70,000 in a medical setting. A Master’s degree is required for licensure and for the American Speech Language Hearing Association’s Certificate of Clinical Competence in Speech Language Pathology.