zilongwang/ReadingBank huggingface dataset:
Program Enhancement Checklist Program: _________________________ Steps (#’s correspond to Program Enhancement Start-Up Steps) Guide for Program Enhancement Steps Option Choice Completed Not Completed N/A Complete a Long Program Outcomes List using a Curriculum Map. Option 1 – Course-Outcomes Map (Ex: HVAC) - Option 2 – Program-Course-Outcomes Map (Ex: Computer Science) Option 3 – Program-Outcomes-Course Map (Ex: Radio & TV Broadcasting) 1.2 Choose 3 program outcomes to add to the Short List. Place outcomes on the Program - Student Learning Outcomes Alignment (SLOA) Form under “Program Outcomes” (Refer to the Long List / Short List - Systematic Assessment Process) - - 2.1 Decide in which courses the program outcomes will be assessed. Place the chosen courses and faculty on the Program - Student Learning Outcomes Alignment (SLOA) Form under “Faculty & Courses.” (Refer to the Core Curriculum Course Management Spreadsheet if you have Core Curriculum courses) - - 3. Complete the Core Curriculum Course Management Spreadsheet if you have courses in the Core Curriculum. The Core Curriculum Course Management Spreadsheet can be found in Taskstream’s Resources area. - 4.1 Assign core outcomes to the program outcomes. Place the chosen core outcomes on the Program - Student Learning Outcomes Alignment (SLOA) Form under “Core Outcomes.” (Refer to the Core Curriculum Course Management Spreadsheet and Core SLOA Form if you have Core Curriculum courses) - - 4.2 Complete the Program Student Learning Outcomes Alignment Forms. Complete the remaining areas of the Program Student Learning Outcomes Alignment Forms. - - 5.1 Start compiling an Assessment Package for LOA Use rubrics, Assessment Guideline Form, & Student Learning Outcome Alignment Forms All items are Continuous – Every Continuous – Every -
Program Execution Approach <Template> Document Information Document Title: Program Execution Approach Prepared By: <Program Manager> Document Create Date: <date> Document Version No: Draft Version 0.1 Document Version Date: <date> Last Reviewed Date: Next Review Date: Document URL: <Link to eNtrust> The latest version of this document is stored electronically. Any printed copy is an uncontrolled copy for reference or training purpose only. Distribution List SN Distribute to Issue Date Issued by Remarks 1 <date> First Release Version History Date Status (draft, approved, sign off) Author Change Description 0.1 <date> Draft Initial Draft Approval Approved for submission to NTL Program Sponsor, given by Date Approval by NTL Program Sponsor Date
12h30-12h50 Presentation 7:Nokwanda Sihlali ( Land and Accountability, Resercher) Topic: Securing women’s rights to communal and customary land 12h50-13h00 Program Director Remarks Allocation of Commissions 13h00-14h00 Lunch Break 14h00-16h30 Session 3: Commissions Commission 1 Topic Women’s land rights and rural development Venue: Facilitator: Rapporteur: Scribe: Commission 2 Topic Economic Opportunities for Women and Youth Venue: Facilitator: Rapporteur: Scribe: Commission 3 Topic Access to land , challenges and solutions(Legalities, between different spheres of government) Venue: Facilitator: Rapporteur: Scribe: Commission 4 Topic Partnerships and access to resources to advance land reform Venue: Facilitator: Rapporteur: Scribe: Commission 5 Topic Community structures- cooperatives and role of Small business in acceleration of access to land and development by communities Venue: Facilitator: Rapporteur: Scribe: Commission 6 Venue:
2:00 Your Parents Will Come Back (Tus padres volverán). Pablo Martínez Pessi. (Doc.) Uruguay. 2015. 81min. 3:30 Great Rivers of the Great Homeland (Ríos de la Patria Grande). Joaquín Polo. (Doc.) Argentina. 2016. 58min. Introduced by Prof. Moira Fradinger (Yale) 5:00 Young Cuban Filmmakers’ Showcase at LIFFY II (Introduction by Celia Rodríguez Tejuca) The Fisherman (El pescador). Ana A. Alpízar. (Fiction) 2016. 14 min. Tilín tilín Cuba. Violena Ampudia. (Fiction) 2016. 3min. An Instant (Un instante) Marta María Borrás. (Fiction) 2016. 15min. The Half of this Story(De esta historia la mitad). Deymi D'Atri. (Fiction) 21 min. Eyes Half Shut. Deymi D'Atri. (Doc.) 28 min. Against the Wind (En contra del viento). Lenia Sainiut. 27 min. Q&A with Ana Alpízar and Deymi D'Atri 7:30 Closing Night Film Nadie nos mira (Nobody is Watching). (LGBTQ) Julia Solomonoff. (Fiction) Argentina/USA. 2017. 102min Introduced by Prof. Moira Fradinger (Yale). Q&A Julia Solomonoff (director) Closing Reception (WHC room 108) All films have English subtitles. Free and open to the public.
Common factor. Greatest common factor (GCF). Dirichlet's Box Principle. Winter Geometric shapes - triangle, quadrilateral parallelogram, rectangle, rhombus, square. Sum and difference of segments. Spring Simple fractions. Decimals. Addition, subtraction, multiplication and division of simple fractions and decimals. Infinite periodic decimals. Addition, subtraction, multiplication and division of infinite periodic decimals. 6 Autumn Exponentiation. Percentage. Rational numbers. Real axis. Winter Negative numbers. Sets. Union of sets. Intersection of sets. Combinatorics. Combinations, permutations. Spring Circle. Circumference. Area of circle. Proportions. Polynomials. Addition, subtraction and multiplication of polynomials. 7 Autumn Short multiplication formulas. Factoring. Winter Linear equations. Venn diagrams. Verbal problems – making up a math model, solving the equations. Spring Congruent triangles. Linear inequalities. 8 Autumn Irrational numbers. Square root. Converting irrational expressions. Diophantine linear equations. Winter Midsegment of a triangle. Centroid of a triangle. Quadratic equations. Equations, which are reduced to quadratic equations. Graph of a linear function. Direct and inverse variation. Spring Parallelogram. Rectangle. Rhombus. Square. Circle – arcs and central angles; inscribed angles; angles whose sides intersect a circle. Circumcircle and incircle of a triangle. Inscribed and circumscribed polygons. Systems of linear equations and inequalities. 9 Autumn Irrational equations. Winter Systems of quadratic equations. Similar triangles. Spring Vieta's formulas. Pythagorean theorem.
2017 Program of Activities *Open to the community – contact provided for details Date Activity Location/ Organisation 1 November *Tackling Prickly Pests Forum Launch of Cactus Month Launch of Cacti Management Manual Information & demonstration forum Henley Brook / Swan View DPIRD / City of Swan / Shire of Mundaring Contact: Glen Coupar 0438905125 30 October – 3 November Pilbara Islands Cactus Survey & Control Pilbara Mesquite Management Committee / Parks and Wildlife Service / DPIRD 3 November Cacti Biocontrol Agent Distribution Survey Cactoblastis and cochineal spread Scadden & Salmon Gums DPIRD / Esperance Weed Action Group / North Mallee Farm Improvement Group 4 November Opuntia monacantha control trial Oldfield River DPIRD / Southern Biosecurity Group 5 November *Cactus Display, Bridgetown Garden Fair Identification and control information Live cactus plant display DPIRD Contact: Julie Webber 0427428031 15 November Opuntia engelmannii survey & control Lake Jilakin Shire of Kulin / DPIRD 23-24 November Kununurra Township Cactus Survey DPIRD tbc Cactus Awareness Weekend Markets Busselton / Margaret River Dunsborough areas DPIRD tbc Cactus disposal and identification Merredin community newsletter DPIRD tbc Field review of cactus spray outcomes Lyndon LCDC November Facebook & newspaper article Awareness information & update on local action Esperance Weed Action Group November Cactoblastis release Drooping tree pear sites Northampton DPIRD November Media Article – Jingemarra Station Cactus Removal update Meekatharra Rangelands Biosecurity Association November Cactus awareness with local government Gascoyne / Murchison / Meekatharra DPIRD November Awareness material at local venues Education material on display at community venues and social media sites in Ravensthorpe, Munglinup and Hopetoun Southern Biosecurity Group November Local cactus awareness activities Throughout Western Australia DPIRD
School Enrollment/Registration Registration Process for Grades 9 – 12 McCormick High School (MHS) Registration is held on a designated day prior to the 1st day of school for each grade level. If a student is transferring to MHS at the beginning of the school year from a previous school, a copy of the student’s birth certificate, social security card, and state-issued immunization record is needed. A copy of the student’s transcript is also needed. If a student is transferring after the beginning of the school year, a withdrawal form from the student’s previous school is needed. Grading Scale Grading Scale for Grades 1 – 12 A 90 – 100 B 80 – 89 C 70– 79 D 60 – 69 F 59 or below The following letter grades are used for related-arts classes at McCormick Elementary: S Satisfactory U Unsatisfactory N Needs Improvement Conduct Scale for Grades 1 – 12 Students receive a conduct grade each nine weeks. E Exceptional N Needs Improvement S Satisfactory U Unsatisfactory Attendance Policy South Carolina requires all children between the ages of 5 and 17 to attend a public or private school or kindergarten. The McCormick County School Board expects children to attend school regularly. Regular attendance is necessary if students are to make the desired and expected academic and social progress. Absences and Tardies For students in grades 9 – 12 and middle school students enrolled in high school courses, attendance is kept by class periods. Students must meet the required number of hours for each period to earn academic credit for that course. Below is the number of days that can be missed before losing credit:
PROGRAM OF STUDY TEMPLATE, Continued Name: Career Cluster: ________________________________ Career Cluster Pathway: __________________________________ POSTSECONDARY EDUCATION OPTIONS Technical Certification (Instruction provided through certified training and/or testing centers) Apprenticeship Opportunities (To learn more, visit the Department of Labor & Industries’ web site) 2-yr or ATA Degree (Find specific colleges at www.checkoutacollege.com) 4-yr Degree of Adv Training (Find specific colleges at the Higher Education Coordinating Board) SAMPLE Occupations Related To This Pathway
RESULTS OF PROGRAM OUTCOMES AY 2014- 2017 Nursing Program Outcomes (Master, PMC, Post Licensure and Pre-Licensure) Area MSN/PMC Cohort Expected Level of Achievement 2016-2017 Certification Exam Pass Rates Annual certification pass rates will be at or above national means. The program’s 3 year mean pass rate will be > or equal to the national mean 87% 89% 88% 83% NA Program Completion Rates 90% of FNP FT graduates will complete the program within 2 years, PT within 3 years, Certification with in 2 years 100% 55 100% 42 100% 49 100% 38 100% 48 Graduate Satisfaction 90% of graduating students surveyed will strongly agree or agree that they were satisfied with their educational experience in the nursing program in the exit (ES) and 1 year post graduation (PG) surveys N=52 ES 95% all SLO: >90% N=39 PG 97% all SLO >90% N=31 ES 74% all SLO: >90% N=42 PG 97% all SLO >90% N=52 ES 100% all SLO: >90% Pending N=35 100% all SLO >90% N = 36 100% of objectives met >90% Employer Satisfaction 90% of employers surveyed will strongly agree or agree that they are satisfied with the graduates educational preparation for entry level FNP 100% >90% 100% >90% 100% >90% 100% >90% 100% satisfaction at >90% Job Placement Rates 93% 95.2% 86% 93% 94% (34/36) two continue in pt as RN
Area Pre-Licensure/Post-Licensure BSN Cohort Expected Level of Achievement 2015-16 ATI RN Comprehensive Predictor: probability of passing the NCLEX-RN All Pre-licensure students taking the ATI RN Comprehensive Predictor will score 91% or higher. 100% 100% 100% 100% 100% NCLEX-RN Exam Pass Rates Pre- NCLEX Annual NCLEX program pass rate will be > or equal 95%. The program’s 3 year mean pass rate will be > or equal to the national mean 97.6% 100% 93% 100% 100% Program Completion Rates 90% of Pre-licensure graduates will complete the program within 2 years once admitted to the major 80% of Post-licensure FT graduates will complete within 1.5 of program length Pre 100% Post 76% Pre 91.6% Post 74% Pre 95% Post 76% Pre 100% Post 83.5% Pre 100% Post 82% Graduate Satisfaction 90% of graduating students surveyed will strongly agree or agree that they were satisfied with their educational experience in the nursing program Pre 100% Post 99% Pre 100% Post 97.5% Pre 100% Post 98% Pre 100% Post 97.5% Pre 100% Post 100% Employer Satisfaction 90% of employers surveyed will strongly agree or agree that they are satisfied with the graduates educational preparation for entry level RN positions, BSN Nurse positions Pre 100% Post 100% Pre 100% Post 100% Pre 100% Post 100% Pre 100% Post 100% Pre 100% Post 100% Job Placement Rates 90% of graduates who seek employment within 6 months to 12 months of graduating will be employed as a registered nurse Pre 98% Post 97% Pre 100% Post 100% Pre 98% Post 100% Pre 100% Post 100% Pre 100% Post 100%
mode Head Office. Main resources and equipment PowerPoints from previous training Training Room (seats up to 15) Induction requirements NA Assessment requirements NA Language, literacy and numeracy (LLN) requirements of the program Some of the learners have attained formal qualifications, however, around 30% of this team left school early and have not completed a senior school certificate. As they are inexperienced learners there may be some LLN issues to consider in your planning. It is suggested the sessions and resources for this group be simple, at least initially, until a full review of the learners has been undertaken. Special needs One participant, Jeremy White uses a wheelchair. Melanie Purton has some visual impairment and copes well with larger text and audio wherever possible. Learning Program – Plan & Timeline SESSION & DATE TOPIC (Unit grouping name) REFERENCE TO PROGRAM (i.e. Performance Criteria, Skill, Knowledge component) RESOURCES REQUIRED Module 1 Dates to be determined Customer Service 1.BSBCUS301B Deliver and monitor a service to customers 2.BSBCMM301B Process customer complaints Identify customer needs Deliver a service Monitor and report service delivery Respond to complaints Refer complaints Exercise judgement See unit guides for further information on skills and knowledge. Session Plans, PowerPoint presentations, classroom activities
FACULTY Please complete the matrix to identify the faculty members with the primary responsibility for preparing professional educators in the program and their qualifications for their positions. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(4)) Please list faculty with terminal degrees first. Name Degree Title Area of Expertise PK -12 Teaching Experience (Total Years & Grade Level) Expected Courses To Teach Add additional rows as needed COURSE OF STUDY Please complete the matrix to describe the required courses in the course of study. Include the proportion of coursework offered by distance learning or video conferencing technology. (Per 23 Illinois Administrative Code, Part 25, Section 25.60(c)(5) Course Title/Name Credit Hours Traditional Face-to-Face (Use X) Online Only (Use X) Blended (% Online) Other Modes of Delivery (if applicable) Course Description (Suggested 2-3 sentences) Example: EDU 230 Methods of Teaching Mathematics (Delete example) 3 50/50 Required for any Illinois Endorsement in the Middle Grades, this course will provide practicing teachers with further knowledge and understanding of the unique intellectual, social, emotional, physical, and developmental characteristics and needs of the young adolescent. Teachers will develop middle school lessons to be shared with their peers in this course and used with their middle school students in the future. Add additional rows as needed Total Credit Hours
Please complete the matrix to describe how candidates will acquire knowledge of content and skills equivalent to the content and skills in the following areas: Instructional Planning Instructional strategies set forth in Section 25.25(b), including those meeting the criteria for instruction relative to: special education; reading; and English language learning Classroom Management; The assessment of students; and Use of data to drive instruction. (Section 21B-50(b)(1) of the School Code); (Per 23 Illinois Administrative Code, Part 25, Section 25.60(c)(5)) Content & Skills Course Title (Previously described in Course of Study Matrix above) Instructional Planning Instructional Strategies Classroom Management Assessment Data to drive instruction Special Education Reading English Language learning Ex: XXX 123 X X X Add additional rows as needed Preservice Field Experience Describe the field experiences in which candidates will participate before the beginning their first year of residency. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(5)(C)) Describe the criteria for the institution’s or entity’s determination of candidates’ readiness for the teaching assignment. Include with the description a copy of the preservice assessment of candidate performance. (Per 23 Illinois Administrative Code, Part 25, Section 25.60 (c)(5)(D))
of at Pamela Shockley-Zalabak, Chancellor Peg Bacon, Provost and Executive Vice Chancellor for Academic Affairs Brian Burnett, Vice Chancellor for Administration and Finance Ramaswami Dandapani, PhD, Dean of the College of Engineering and Applied Science Thomas Christensen, PhD, Dean of the College of Letters, Arts and Sciences , Executive Director of Facilities Services Mariness Falcon, Architect, Facilities Services Updated – June 2012 Pamela Shockley-Zalabak, Chancellor Brian Burnett, PhD, Vice Chancellor of Administration and Finance Ramaswami Dandapani, PhD, Dean of the College of Engineering and Applied Science Thomas Christensen, PhD, Dean of the College of Letters, Arts and Sciences Gary Reynolds, Executive Director of Facilities Services Updated – May 2015 Pamela Shockley-Zalabak, Chancellor Susan Szpyrka, Vice Chancellor of Administration and Finance Ramaswami Dandapani, PhD, Dean of the College of Engineering and Applied Science Peter Braza, PhD, Dean of the College of Letters, Arts and Sciences Gary Reynolds, Assistant Vice Chancellor for Administration Carolyn Fox, Director of Design and University Architect Executive Summary Project Description The objectives of this Program Plan in Phase 1 is to improve the energy efficiency of the research and office wing of the existing Engineering and Applied Science (EAS) building and to reallocate space within the research area. The plan provides new more energy efficient chillers and cooling towers, including replacing a CFC chiller, a new better insulated roof, extension of the existing direct digital control (DDC) system to improve heating and cooling efficiencies, improvements to the heating and cooling systems and some minor refurbishment of public spaces and offices. In Phase 2, the rest of the building will be renovated to provide safety and ADA improvements as well as improvements in classrooms and research labs. The Program Plan proposes that approximately 20,000 gross square feet (gsf) be upgraded and renovated for the College of Engineering and Applied Science and the College of Letters, Arts and Sciences in Phase One. Phase Two would renovate and upgrade the rest of the 74,022 gsf of the EAS building. Strategic Connection This program plan directly supports the university’s 2012-2020 Strategic Plan as it supports a number of the guiding principles, values and goals. The renovation of the Engineering and Applied Sciences building is also identified in the 2012 Master Plan.
If a Student Organization wishes to appeal a policy violation, the organization must express their desire to appeal to the Assistant Director of Sykes Union within (1) week of being notified of the violation. The Assistant Director of Sykes Union will then schedule a meeting with the Student Organization and (1) representative from SGA, (1) representative from Student Leadership and Involvement, and the Director of Sykes Union (or designee). QUESTIONS Leadership Consultants WHERE TO GO PHONE 610-436- Advisor Questions Student Leadership & Involvement X2117 238 Sykes Union Charlie Warner cwarner@wcupa.edu Alcohol/Drug Information Wellness Center X3276 Commonwealth Hall Mary Jane Rogan mrogan@wcupa.edu Alumni Programs Office of Alumni Relations X2813 Budget/SSI Account Information 202 Carter Drive Diane Everett deverett@wcupa.edu SSI Business Office 259 Sykes Union X2356 Club/Organization Directory Student Leadership & Involvement X2117 238 Sykes Union Charlie Warner cwarner@wcupa.edu Sport Clubs Office of Campus Recreation X6928 Student Recreation Center Sports Equipment Office of Campus Recreation Student Recreation Center X6928 Student Union Sykes Union Information Desk Sabrina Rightmer srightmer@wcupa.edu X2984 Food Service ARAMARK Food Service X2730
DDO DTO STO CLIENT DTA Exp. management A Initiation B A % $ Approval C Procurement Plan (in sync with BOM and Work Plan) Sl. Items Qty. as per Date for PO Qty. as per Date of Date of Date of PC 1 200 50 200 60 600 Staff Deployment Sl. No. Name of the resource Overall Responsibility Activities to be carried out Timelines A Finance expert Study of existing system 3 C C D Budget approval 3 Items & Tax Rates Items Quantity Rate per unit Total amount Nature of tax Tax rate Tax amount total Grand RFP
Course Title Field Experience Description (Suggested 2-3 sentences) Clock Hours Expected Learning Outcome (Suggested 3-5 sentences) Ex: XXX 123 Add additional rows as needed Describe the criteria and measures taken to ensure candidates gain experience in diverse settings and with students with varying demographic characteristics. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(A)) Describe the measures taken to ensure the candidates gain experience with technology relevant to the profession. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(B)) Describe the program’s requirements for faculty supervision of the field experience and clinical practice. (Per 23 Illinois Administrative Code, Part 25, Section 25.120 (a)(5)(C)) ASSESSMENT Please complete the matrix to provide a description of the program assessments to be used, as relevant to the program being proposed, and how the faculty will collect, analyze and use the data from the assessments used. (Per 23 Illinois Administrative Code, Part 25, Section 25.120(a)(3)) Assessment Describe how faculty will collect data from the assessment. Describe how faculty will analyze data from the assessment. Describe how faculty will utilize data from the assessment. Add additional rows as needed
Please provide a brief narrative of intervention logics (theory of change)–how TA contributes to the Financial Sector development and how each component complements each other to achieve the intended impacts. FIRST’s M&E Officer will work with TTL/TL to strengthen the results chain if needed. Example: OUTPUTS OUTCOMES IMPACTS Mobile Money Regulations drafted Mobile Money Regulations enacted, allowing service providers enter the payment markets Non-bank payment service providers licensed Increased access points Increased ownership of transaction accounts Increased financial inclusion Mobile Money solutions developed Mobile Money solution adopted Interoperability established RESULTS FRAMEWORK Results Indicators Baselines Targets Data Sources or Collection Methodology Value Time Value Time Impacts [Narrative of financial development objectives] [Indicator 1] [Indicator 2] … Outcomes Pillar 1: [title/objective] Outcome 1: Outcome 2: … [Indicator 1] [Indicator 2] … Pillar 2: [title/objective] Outcome 1: Outcome 2: … [Indicator 1] [Indicator 2] … Outputs Pillar 1: [title/objective] Deliverable 1: Deliverable 2: … [Indicator 1] [Indicator 2] … Pillar 2: [title/objective] Deliverable 1: Deliverable 2: … [Indicator 1] [Indicator 2] …
TESDA-OP-CO-01-F20 (Rev.No.00-03/08/17) LIST OF TRAINERS Program: Name of Institution/Company: Name Position Nature of Appointment Educational Attainment No. of Years of Teaching Experience No. of Years of Industry Experience Relevant to the Qualification (with Certificate of Employment), if applicable Trainer’s Qualification NTTC* Number Validity Note: For NTR Title of Trainers Training or other licenses/certificates Columns 1-8 to be filled out by Institution/Company Continue in additional sheet Submitted by: TVI/Company Representative Date: Attested by: TVI/Head Representative Date: Inspected by: PO UTPRAS Focal Person Date: Expert Date:
TESDA-OP-CO-01-F21 (Rev.No.00-03/08/17) LIST OF NON-TEACHING STAFF Program: Name of Institution: Name Position Nature of Appointment Educational Attainment Experience Related to Position Note: Columns 1-5 to be filled out by Institution Continue in additional sheet Submitted by: TVI Representative Date: Attested by: TVI Head Date: Inspected by: PO UTPRAS Focal Person Date: Expert Date:
What program changes would help you improve service to students? What program changes would help increase overall program performance? Please share any other comments, suggestions or recommendations. Thank you for your responses! We look forward to meeting you during the Program Review. Adult Basic and Literacy Education (ABLE) Local Program On-Site Review Non-Instructional and Volunteer Staff Survey The State ABLE Office thanks you in advance for your time and effort in completing this feedback survey. The candid answers you give to the following questions will be used along with other information to make suggestions for program improvements. Please be assured that all information will be treated confidentially and will be include in the program report only as part of a summary. This survey is also available online at . Program Name: _____________________________________________ Site Name: ___________________________ Staff Name (Optional):________________________________________ Date: _________/_________/_________ Regarding the classroom(s): Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
Appendices Appendix A: Interview Questions for Program Administrator …………………………………. 19 Documents Referenced for Appendix A ………………………………………………………. 28 Appendix B: Interview Questions for President or School Superintendent …………………….. Appendix: Interview Questions for President or School Superintendent.....………………….. 31 Appendix C: Interview Questions for Administrative Staff……………………………………… 32 Appendix D: Interview Questions for Collaborative Partners ………………………………….. 35 Appendix E: Interview Questions for Teachers .......…………………………………………….. 37 Appendix F: Interview Questions for Students …………………………….…..………………. 41 Appendix G: Facilities and Classrooms Observation Guide ……………………………………. 44 Appendix H: Instructional Observation Guide……………………………………………….... 47 Appendix I: Student Files Checklist ………….……………...……………………...…………… 50 Appendix J: On-Site Program Review Worksheet for Determining Scores.................................. 52 Appendix K: Suggested Actions Worksheet..……...…………................................................... 53
Documents Referenced Use of OAE approved assessments Implementation of OAE assessment procedures according to Adult Learner Assessment Policies and Procedures Manual Records of appropriate post-testing procedures and forms Student records for current assessment information Training records What methods and techniques does the Program employ for student recognition? Documents Referenced Sample certificates Retention plan Articles, newsletters Displays National Adult Education Honor Society documentation In what way is the Program meeting the educational needs of all the adults in the counties that your adult education Program covers? Documents Referenced Site maps What documentation can you provide that demonstrates your efforts to serve all segments of the community?
Student Active Passive Engaged Disengaged Inquiring Ignoring Describe how the technology is being used for instruction. Not in use during time of observation Available Instructional Technology Instructional Environment Facility / Access available Interactive board Internet Resources LCD Projector Portable devices Software Applications Computer Lab / Stations Other Is the sign-in sheet compliant? If marked “somewhat” or “no” provide more detail: Yes Somewhat No N/A Is student recognition visible in the classroom? If marked “somewhat” or “no” provide more detail: Continuous Program Improvement Considerations Positive Observations: Possible Actions and/or Follow-up Monitoring:
Erik J. Molenaar (JCLOS, UiT the Arctic University of Norway and NILOS, Utrecht University), Five-plus-Five process on high seas fishing in the central Arctic Ocean David Cassuto (Elisabeth Haub School of Law at Pace University, United States), Fish, Suffering and Climate Change Angela Lee and Pierre Cloutier de Repentigny (University of Ottawa, Faculty of Law), Farming the Sea, a False Solution to a Real Problem: Critical Reflections on Canada’s Aquaculture Regulation Irene Vanja Dahl (JCLOS, UiT, the Arctic University of Norway), Legal Mechanisms and Climate Change Impacts on Aquaculture 12.00-13.00 Lunch
Marina S. Snellings Jacob Nicholas Snider Chloe Elizabeth Snider Olivia D. Snyder Ricky Son Thomas Spaventa Kelly E. Speare Christopher M. Spencer Amanda C. Srsic Gregory Benjamin Stahr Kristina Marielle Stanson Veronica Mary Stark Chelsea E. Steele Mihaela Stefanescu Eva Janet Stein Aaron Daniel Stevens Alyssa P. Stewart Lydia Stewart Martha Gayle Stone Kevin Blaisdell Straughn Gordon Clark Stroud Charles Douglas Stutesman Sana Tariq Victoria Isabelle Taylor Tessa Mandy Taylor Hartley Sanders Tempest Benjamin Albert Theye Kara G. Thio Natalie Sato Thom Christopher Stewart Thomas Marian Thomas Michelle Marie Thompson Allison Miles Tilley Jennifer Tran Nga Tran Jackson Bohannon Trotman Galen K. Tsun Adam Turner Nivedita Umasankar Kalpana Devi Vallabhaneni Bryan S. Vodicka Jazmine Zachia Hettie Walker Terrance W. Walker Kathleen Diegan Wallace Brett M. Walters Marshall Ward Claire A. Wardius Leslie Warren Cameron Blake Waters Alexa Michelle Waters Olivia Corinne Wayne Alexander R. Webb Trent L. Wei Mary Katherine Weinel Jacob Ryan Weiss Erika Mayfield Wesonga Jordan R. White Rebecca H. White Kristin A. Wiley Melanie Katherine Williams Taylor Rose Wilson Elizabeth Marie Windsor Morgan Elizabeth Winslow Brooke N. Wolford Jenna Leigh Wood Tabitha Faye Woodlief Lauren Rebecca Wooten Bryant Hampton Wooten Ryan Scott Wordsworth Albert Francis Wu Xin Wu Mary K. Wurzelmann Sophia Qing Xie Limin Xu Xingjian Yan Stephanie Yang Julia Edenfield York Everett Glenn Young Karen Yuan Nicole Zalles Jessie Weikang Zhang Zhe Zhou Emily Joyce Zimmerman Randa Zoubairi Taylor J. Zuber Sarah Anne Zuber Emily Frykman Zuehlke
Eggplant Mario Submitted by Richard Granja—USM Appetizer Ingredients: Prep: Amount: Red pepper rough chop 2lb-2oz Green pepper rough chop 1lb Vine ripen tomatoes core & chop 1lb-6oz Roma tomato sliced thick 3lb Eggplant 6lb Arugula 4cups Whole fresh garlic peeled 6lb Shallots sliced 6oz Unsalted butter * 1/4lb-2tbs Parmesan cheese shredded 2cups Large eggs 6 Fresh Mozzarella Curd 2lb Olive oil blend 3oz Extra Virgin Olive oil 1/2oz White Balsamic Vinegar 1oz 4c Brand plain crumbs* 2cups Bob’s Red mill brand all-purpose flour* 1cup Water 3gal Ice crush 2qt Spices: Cayenne Pepper* granulated 1/4tsp Garlic* granulated 4tbs Onion* dried 3tbs Oregano granulated 3tsp Pink sea salt granulated 1tsp-2tsp Iodized salt granulated 1/8cup Black pepper granulated 2tsp Black pepper fresh cracked pinch to taste Basil Dried 3tsp Equipment: Large sheet pan Medium and Large skillets Small, Medium and Large mixing bowls Blender Plastic wrap
Session Plan Day 1 (19 Nov): Plenary Sessions Day 2 & 3 (20,21 Nov): Parallel Sessions Exhibition: All Days (19,20 &21 Nov) Sheikh Rashid Hall F Exhibit Hall Day 1 AM 1 Opening Ceremony Keynote Address 10:AM to 10:45 AM) Poster Presentations AM 2 Opening Session “Predict, Prevent and Protect- The Technology Powered Future of Food Safety” (10:45 AM to 12:30 AM) PM1 Symposium 1 Powering Food Safety with Technology and Data Driven Tools – Where are We Today (2:00 PM -4:00 PM) PM2 Lecture 1: “New Codex Standards for Food Hygiene and other Updates from the World health Organisation” (4:30 PM-5:00 PM) Late Bringing ‘Agile’ to Food Safety (5:15 PM -7:00 PM) Sheikh Rashid Hall A Sheikh Rashid Hall C Abu Dhabi Hall B Abu Dhabi Hall A Day 2 AM 1 Food Additives Workshop 8:30 AM to 11:00 AM Social Media and Risk Communication – Challenges 8:30 M to 10:00 AM (Symposium in Arabic) Is the Future of Microbial Aspects of Food Safety in the ‘DNA’? How will DNA technologies help Predict, Prevent and Protect against Foodborne diseases and Food Fraud (8:30 AM- 11:00 AM Student and Education Symposium 8:30 AM – 10:00 AM AM 2 SMART Technology Solutions (11:30 AM to 1:00 PM) Food Safety- Vision Expo2020 (10:30 AM- 1:00 PM) IAFP Symposium on Advancements in Microbiological Risk Assessment and Risk Management (11:30 am- 1:00 pm) Student and Education Symposium The Global Food Imperative for Education (10:30 AM to 12:00 PM) Even
PM1 IAFP Symposium on Process and Shelf-life Validation – Technology, Trends and Tools (2:00 pm-4:00 pm) PM2 ‘Egg’xactly (4: 30 pm- 5:30 pm) Sheikh Rashid Hall B Sheikh Rashid Hall C Abu Dhabi Hall B Exhibit Hall Day 3 AM 1 The FAO/WHO Food Control System Assessment Tool (8:30 am-10:30 am) Pesticide Residues and Chemical Hazards (8:30 am-10:30 am) Symposia on Applied Nutrition- Trends, Innovation and Technologies that Can Change the Way School Children Eat (8:30 AM- 10:30 AM) AM 2 Arab /European Workshop on Food Safety Risk Assessment (11:00 AM to 1:00 PM) Advancements in Microbiological Testing (11 AM to 1:00 PM) Data Analytical and Predictive Tools in Food Safety Risk Assessment and Nutrition –I (11:00 am- 1:00 pm)) PM1 Arab /European Workshop on Food Safety Risk Assessment (2:00 AM to 4:00 PM) Pre-Requisites for Food Safety – Advancements in Techniques Used for Construction, Cleaning and Disinfection and Pest Management (2:00 PM- 4:00 PM) Data Analytical and Predictive Tools in Food Safety Risk Assessment and Nutrition- II (2:00 PM- 4:00 PM)
Preliminary Research Findings: Exploring the experience of inpatients with severe alcohol use disorder on a managed alcohol program (MAP) at St. Paul’s Hospital Eric Eligh (134) Working collaboratively to increase HCV testing and treatment amongst people who inject drugs Sandi Mitchell (184) Clinical & Community Partnerships in the Opioid Crisis: a rural response Kate Hodgson (192) Implementation of Injectable Opioid Agonist Therapy in a primary care integrated care health centre Terry Hobot & Marie Sproule (172) 12:00-1:30 Lunch Networking area for residents & medical students British Ballroom 1:30-3:30 S16: PTSD & Addictions Post-Traumatic stress disorder as a predictor of residential treatment dropout: Findings from a large cohort of patients from the Homewood Health Addiction Medicine Services Sabina Kaur Syan (145) Evidence-based practices for treating concurrent trauma and addiction: lessons learned and early treatment outcomes from incorporating group Hollam Sutander (147) A brief introduction into the science behind the co-occurrence of post-traumatic stress disorder and substance use disorders: an overview of leading hypotheses that may explain PTSD-SUD Columbia
controlled trial Kaitlyn Jaffe (164) S23: Workshop: An Atypical Opioid Overdose: Emerging Trends and Complexities (Nursing) Tim Gauthier, Ellery Cleveland (205) Vancouver S24: Newer detoxification protocols for alcohol or opioid dependence in medically compromised, hospitalized patients Peter Chan (55) Gabriola S25: An Introduction for Authors: Publishing Guidelines for the Canadian Journal of Addictions Nady el-Guebaly (202), David Crockford, Bernard Le Foll, Parabhdeep Lail Galiano 5:30-8:30 Optional Social event ( separate fee): Bill Reid Gallery of Northwestern Coastal Art Bill Reid Gallery Saturday, October 27, 2018 – Issues of Indigenous Peoples and Addictions 7:30 CSAM-SMCA Annual General Meeting Vancouver 7:45 INSITE Tour leaves 9:00-10:30 Welcome – Conference Committee Co-Chairs: Paul Sobey & Jennifer Brasch Elder Syexwaliya (Ann) Whonnock Firewater: How Alcohol is Killing My People 9and Yours) Harold Johnston, MD Columbia
CSAM-SMCA 2018 Vancouver Thursday, October 25, 2018 - Celebrating 30 years of CSAM-SMCA 8:30 Welcome: Paul Sobey and Jenn Brasch, Conference Co-Chairs Columbia 8:45-10:00 The Public Health Impacts of Legalization of Cannabis in the United States: Lessons for Canada Rosalie Pacula, MD (196) Columbia 10:00-10:30 Break British Columbia foyer 10:30-12:00 30 Years of CSAM-SMCA Melanie Willows SMART Therapy Tom Horvath Columbia 12:00-13:00 Lunch Dessert & Coffee with Poster session British Ballroom Saturna 1:30-3:00 S1: Fellows’ Symposium: Advocacy and Translational Research in Addiction Medicine Part I Effecting change: stories of advocacy, policy work and translational research in addiction medicine. Panel discussion with: Rosalie Pacula, Cheyenne Johnson, Kim Corace, Christy Sutherland and Paxton Bach, Moderator (186) Columbia S2: Opioid Agonist Therapy with a Focus on Methadone Exploring the appropriateness of Benzodiazepines in a Methadone Maintenance Treatment Waddington
The evaluation of alcohol withdrawal using the CIWA-Ar, a validated and standardized, scale: the contribution of clinical nursing judgement/L’évaluation du sevrage d’alcool à l’aide du CIWA-Ar, une échelle validée et normalisée: la contribution du jugement Clinique infirmier Emilie Lizotte-Chin (75) S12: Emerging Nursing Practice in Addiction Care Addiction Assessment Nurse in St. Paul’s Hospital Emergency Department Emma Garrod & Jennifer Funo (169) Implementing Rapid, Low-barrier access to Opiate Agonist Treatment using a shared care model – downtown Eastside connections Leila Gold & Jacey Larochelle (119) Lessons learned: Saskatchewan Regulatory Framework Process to enable registered Nurse and Nurse Practitioner harm Reduction practices Leland Sommer & Donna Cooke (167) Waddington S13: New Addictions Credentialing Processes: the Royal College and CCFP Nady el-Guebaly (201), Peter Selby. Ron Wyman Vancouver S14: Workshop: Acceptance and Commitment Therapy (ACT) Larisa Eibsich (118) Denman S15: Nursing Innovations in Addictions Care Delivery Galiano
We’d like to thank the following individuals for their support: Carolina Andrade Patience Babatunde Warner Bair (III), Patrick Barton Elene Bouhoutsos Madhu Chakranarayan Lou Cruz BhagyaShree Dixit, Lory Galloway Troy Giambernardi Marisol Hall, Joann Hochstein Susie Hsieh Shaunte Hulett Kathy Hughes, Milton Kandeh Shalini Kapoor Josie Kesler, Ted Kesler, Scott Liebling Aurora Lugo Dario Martinez Ghassem Mozaffari Reddy Nagavelli Tien Nguyen Claire Phillips, Jack Phillips Thelma Quijano Venus Ravanmehr Sudha Rani, Elizabeth A Regan Sharon Stefan Preeti Singh Hui Tan, Gholam Toutounchi Todd Thomas, Leslie Wang Yiheng Wang Clay White
energy conservation, alternative or renewable sources of energy, and conservation of natural resources. DRIVER EDUCATION CURRICULUM SCOPE AND SEQUENCE MODULE ONE LICENSING RESPONSIBILITIES The student will demonstrate an understanding of signs, signals and pavement markings, licensing procedures, right-of-way rules, and other responsibilities associated with the driving privilege. (Related SOL: DE.1, DE.6) Topic 1 Driver Education Program Goals Upon completion of Topic 1 Driver Education Program Goals, students will know the core program goals for the classroom phase, in-car instruction, Parent-Teen Presentation, and be introduced to the Virginia Driver’s Manual. Topic 2 Juvenile Licensing Laws Upon completion of Topic 2 Juvenile Licensing Laws, students will know the juvenile licensing laws governing the requirements for Graduated Driver Licensing, identification cards, organ donation, provisional licensing, and knowledge testing by the Department of Motor Vehicles, Juvenile Licensing Ceremony, license suspension and revocation, and school attendance. Topic 3 Teen Crashes and Risks Upon completion of Topic 3 Teen Crashes and Risks, students will know teen crashes and risks, including the comparison of US and Virginia Crash Statistics, Top Five Causes of Virginia Crashes, Teen Crash Risk, Teen Overrepresentation in Driver Crashes, Driving Risks caused by the Teen brain, Novice to Experienced Driver Behaviors, and Risk Reduction Techniques. Topic 4 Right of Way Upon completion of Topic 4 Right-of-Way, students will know right-of-way rules, including identifying controlled and uncontrolled intersections, determining who has the right-of-way at T-Intersections, paved and unpaved roadways, roads crossing roads of varying sizes, entering and exiting controlled-access highways, private roadways and driveways, traffic circles, crosswalks, and what to do when encountering a funeral processions, military convoys, stationary emergency vehicle, mail or trash vehicle, vehicle with flashing lights, and school busses. Topic 5 Signals, Signs, and Pavement Markings Upon completion of Topic 5 Signals, Signs, and Pavement Markings, students will know what information signals, signs, and pavement markings communicate to drivers, and how to respond to this communication to maintain a safe, smooth, orderly flow of traffic. MODULE TWO – PREPARING TO OPERATE A VEHICLE The student will demonstrate an understanding of basic vehicle operating procedures; know that
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1700 Course Day Ends 1730 President’s Reception & Open Posters **Everyone Welcome** Grande Place Tuesday Oct 6th, 2015 TIME PRESENTATION SPEAKER LOCATION 0700 Registration and Exhibits Grande Place 0700 Research & Scientific Program Committee Meeting Lauzon 0700 Education Committee Meeting Sillery 0730 Advocacy Committee Meeting Duchesnay 0730 Credentials Committee Meeting Orleans 0845 Session Q: Research Symposium: Enhancing Mental Health Care through Technology: International Innovations Chair: Dr. Kathleen Pajer Portneuf/St Foy Session R: Academic Perspectives: Teaching Child & Adolescent Psychiatry in an Electronic Age Chair: Dr. Chetana Kulkarni Co-Presenters: Katherine M. Boydell, Antonio Pignatiello, Peter Braunberger, John Teshima, Michelle Toner-Calmusky Montmorency/Courville Session S: Workshop: Managing 'Big Fears' in Little Kids with Evidence-based CBT Chair: Dr. Suneeta Monga Co-Presenters: Diane Benoit, Brittany N. Rosenbloom Kent/Palais Session T: Special Interest Study Group: DBT for Adolescents: Towards a National Community of Practice Co-Chairs: Dr. Marjorie Robb, Dr. Khrista Boylan Co-Presenter: Laurence Katz St. Louis 1015 Early Lunch Provided for General Assembly 1045 General Assembly Scientific Awards Member-in-Training Travel Awards Kent/Palais 1205 Keynote: Towards Long-Term Recovery in Early Psychosis: Novel Social Media and Mobile Based Interventions for Young People Dr. Mario Alvarez-Jimenez Kent/Palais 1315 Question Period 1330 Conference Ends – have a safe journey home! WiFi
If you have a recent resume or curriculum vita, please include a copy with this application This is a very physically strenuous and emotionally stressful program, involving a great deal of walking at places that are both physically and emotional demanding. Please list any physical or emotional problems for which you have been, or are currently being treated. Upon acceptance to the program you will be required to send a statement, completed by your physician, attesting to your ability to participate fully in this physically and emotionally strenuous seminar. All those accepted for this Seminar are expected to participate in the entire program. There will be no time off for individual sightseeing or private excursions. You may extend the trip through our travel agent at your own expense. Details will be given to those accepted to the program. Participants who do not adhere to the staff’s instructions and/or who willfully disregard the safety of the group will be told to leave the program. Participants who cannot keep up with the group due to physical limitations will be told to leave the program. Please do not apply if you are unable to walk without assistance for several hours
Factor Current Process Recommended Changes Benefits Programs Supply/Demand Data Supply and labor market demand information is required. However, there is no guidance on what type of data is required or tools/resources for providing evidence of need. Recommend following established Applied Baccalaureate degree criteria for supply and demand data. Guidelines will add links to free tools and contact information for regional Employment Security Dept. economists. The BAS supply/demand criteria is well-vetted and stipulates the kinds of evidence required for specific circumstances (established occupations vs. emerging occupations. Prof/Tech I-BEST Program Credits Total number of credits are listed on approval form Recommend colleges add additional information if certificates or degrees exceed a specific credit threshold. Certificates over 75 credits Degrees over 110 credits would require rationale. Program cost and length for students have been considered. Rationale for additional credits outside the typical range can be documented. Acad.Trans. Prof/Tech BAS certs. Program Pathway The structure of the program, including options, certificates, entry and exit points, and award types is provided in a free-flowing narrative. Recommend a schematic or flow chart diagram be used to show the structure of the program. A template with instructions on how to build the diagram will be provided. Examples and links to technical assistance will be included in guidance. A schematic diagram of a program pathway is clearer and simpler to follow than a narrative. The same diagram could be used in college publications about the program. All programs Clinical and Work-based Learning Placements If applicable, an initial assessment of opportunities for work-based learning/clinical sites must be documented. If applicable, the college must state if the placements are Required by an accrediting or certifying body. Required by the college. Optional for students. It required, the college must provide the number of annual placements needed by the proposed program and provide letters of agreement from all placement employers. Concerns about placements are addressed at the beginning of the approval process. Reduces objections by colleges offering similar programs that also require student placements. Prof/Tech
Case study – John Fitzgerald Kennedy Year 12 History Extension 9 weeks (13.5 hours) plus optional later revision tasks This document references the © for and on behalf of the Crown in right of the State of New South Wales. Description of unit Students investigate changing interpretations of the Presidency of John Fitzgerald Kennedy over time. Through close study of the enduring mythology surrounding JFK and his leadership during two major foreign crises, students comprehend the vast variation in historical perspectives on JFK’s leadership, personal qualities and impact on the United States. Students focus on the impact of the historian’s relationship to their subject, on the influence of new evidence and on historian’s context on the construction of history. They progress from teacher-directed learning into a student-directed approach that sees them constructing their own understanding of JFK histories. Focus questions How does the historian’s relationship with their subject influence the construction of history? How does the discovery of new evidence influence the construction of history? How do the events and politics of the historian’s own context impact on the construction of history?