zilongwang/ReadingBank huggingface dataset:
Problem Punishment (What not to do) Related Consequence Transformative Idea Problem lining up -Disappointment -Shaming, lost points -Practice lining up Be positive, help the students to be successful and take joy in their success Turning in assignment late -Public embarrassment -Asking for an excuse -Loss of points Project-driven work and meaningful assignments will reduce the tendency for students to neglect assignments Frequent talking out of turn -Writing lines -Negative recognitions -Loss of opportunity to talk. -Problem-solve solutions to fix problem -Loss of opportunity to take part in activity The of side-talk is usually related to to how engaging the work is and whether the teacher has created a culture of listening (Ch. 6) Group cannot refrain from conflict that leads to poor performance -Hovering over the group -Splitting them up -Shaming them 1st intervention -- clarify task, confirm understanding 2nd intervention -- clarify need to resolve conflict – confirm commitment to conflict-free effort 3rd intervention -- loss of opportunity to take part in activity, potentially needing to reflect on solutions for future efforts, and/or need to complete work on own time. Clear directions, assessing the quality of group participation, and inductive lesson designs will ensure more students are engaged more of the time Tapping pencils on desks -Public negative recognition -Spending time after class -Have students put everything down and have hands free while listening Meet students’ basic need for power. Create engaging lessons. Develop a culture of listening Cheating -Public humiliation -No credit for work. Teachers project the expectation that to cheat is to lose out, and that they have faith that no one will cheat will usually have little cheating Cell -Public humiliation -Angry power struggle -Confiscate phone for a time It is best to set an expectation in the year that there is no reason to have a cell phone out. Zero tolerance early will save a lot of pain later Going to bathroom -Publicly questioning why the student needs to go -Questioning the students’ intentions. -Some set amount of bathroom visits per quarter Student uses their limited number of passes as they see fit, and when the passes are used up the student is out of privileges to go. Help the students make wise use of the privilege Table 7.3 Examples of Consequences, Punishments and Transformative Ideas for Problem Behaviors More Reflections Do you want your expectations and social contract to come mostly from you or from your students? Why?
7. In groups, fill in the following chart with teacher practices. When you are done, compare your answers with the rest of the class. Positive Negative Healthy and Effective Natural positive consequences for good choices 1. 2. 3. Natural and logical consequences for poor choices 1. 2. 3. Unhealthy and Ineffective Extrinsic rewards 1. 2. 3. Punishments 1. 2. 3 Notes Notes/Reflections
Rate your organization on how it views the following work life balance options. Place an X in the column that best describes your organization’s view. Work / Life Balance Topic We don’t this We’re thinking about this We offer a limited version We’re putting a full version in place now We offer a strong package Flexible Work Hours Telecommuting Unlimited vacation time Job sharing Sabbaticals Part time benefit package Time to do Community involvement Other In what areas could the organization do better? What specifically could you do to help improve these areas? What’s preventing your organization from being more focused on work life balance issues? Re-evaluate your incentive plans to ensure that both quantitative and qualitative criteria are included Incentive Plan What is measured quantitatively? What is measured qualitatively? How could you do a better job with this measurement? How could you do a better job with this measurement? How could you do a better job with this measurement? How could you do a better job with this measurement? Conduct a Recognition Evaluation on two recognition programs and note how they could be improved Recognition: ____________________________
Reflection 9-8 Reflect on the following passage from the book Transformative Classroom Management. Do you agree with the conclusion? Why or why not? MATCHING PEDAGOGICAL AND MANAGERIAL STYLES “Can I be a 2-Style manager and a 1-Style instructor, or be a 1-Style manager but rely mostly on instruction?” It is possible to mix and match practices from different orientations into one’s class. But there is a cost to having incoherence and/or a lack of integrity in your methods. The pedagogy described in this chapter will promote the shift within students from passive consumers to active learners. Empowering students with pedagogy that puts them in control of their learning and validates their judgment and ability will foster their capacity to be successful within a self-responsible 1-Style classroom structure. However, it will also likely make them less willing to blindly follow directions without seeing their value. It is also important to note that if one wants to use a 1-Style management approach but insists on teaching with a heavily teacher-directed style, they will send mixed messages that will ultimately undermine their ability to bring about management goals. Achieving a 1-Style classroom will require a substantial commitment to creating a self-responsible, empowered, needs-satisfied group of students. Incorporating both pedagogical and managerial strategies that promote these goals will act synergistically to bring about a more effective 1-Style classroom more quickly. Activities Discuss your answers to Chapter Reflection 11-b within your group. Teachers who do ___________ pedagogically have fewer classroom management problems. Incorporate your thinking regarding the relationships between instruction, assessment, and classroom management and discipline into your Classroom Management Plan or Classroom Improvement Plan. It may be helpful to include answers to item #2 in addition to the following questions: What do you do instructionally to meet students’ academic What do you do instructionally to prevent students from needing to act out? How does your assessment promote the goals of your management? How do you allow for variable styles, cultures and circumstances in meeting the diverse needs of your students (e.g., ELLs, students with special needs, and advanced learners)?
You have no serious health problems and have a regular menstrual cycle. You used the IUD in the past but were not pleased with the heavy bleeding and cramping. Shows the client how to take the ECPs Tells client the menstrual period is likely to be within one week before or after the normal expected date. Provides the client information about contraceptive methods and either provides the method or refers the client to a place where contraceptive methods are available. Role Play Scenario 5 ECPs Scenario 5—Client Information Sheet ECPs Scenario 5—Observer Information Sheet Client Description You have about ECPs from friends and think you might need it, but you are scared to take them because you think they might make you infertile and that it might not be safe because you smoke. You had unprotected sex last night (you were not expecting to have sex with your new boyfriend and did not have any contraceptive protection nearby). Your last menstrual period ended 5 days ago and was normal. You are a smoker and have herpes but no other health problems. You have been pregnant once before and had an abortion and are scared of having another one. You are interested in learning more about ongoing contraception. Offer this information only when the provider asks relevant questions: You think that you might have an STD. Make note of whether the provider performs these case-specific tasks: Asks client why he/she has come to you or what makes him/her think he/she needs ECPs. Asks client what she has heard about ECPs. Tells client about ECPs (how they work, effectiveness, possible side effects). Uses open-ended and probing questions appropriately Listens carefully to client (paraphrase and reflect) Explains what will during visit Asks all of the screening questions Shows the client how to take the ECPs Tells client the menstrual period is likely to be within one week before or after the normal expected date. Discusses contraceptive options Ensures client understanding and corrects misunderstandings
Robert’s Rules 7 Review, correction, adoption of minutes Robert’s Rules 8 Record of all motions adopted; significant discussion or information recorded Robert’s Rules 9 Minutes signed by clerk Robert’s Rules 10 Date, place, and time of next meeting PERIODIC ACTIONS (Recording of the following actions is required if and when they occur.) list page number where item occurs in minutes G-3.0202a 11 Report of presbytery commissioner(s) 12 Authorization of Lord’s Supper G-3.0201b 13 Authorization of Baptisms G-3.0201c 14 Approve/Record Changes in Membership G-3.0104 15 Elect Clerk of the Session G-3.0102c 16 Record actions re: judicial matters G-3.0205 17 Elect treasurer G-1.0502 18 Call Congregational meeting SESSION MEETINGS CHECKLIST, CONTINUED Person submitting record book, please fill in date of each meeting and list page number(s) for each item. If an item extends more than 1 page only list first page. DATE OF MEETING REQUIRED AT LEAST ANNUALLY list page number where item occurs in minutes G-3.0108 19 Review of session minutes by presbytery Corrective action taken, if required G-3.0202f 20 Annual Statistical Report G-3.0113 3.0205 21 Adopt Annual Budget G-3.0113 3.0205 22 Provide for full financial review by accountant or committee G-3.0202a 23 Election of Presbytery commissioner(s) G-3.0201c 24 Review membership rolls
Topics for short talks Presenting a BP Award to a 14 year old Guide. Introducing the Guest Speaker at the District AGM. Presenting a 5 year Long Service Award to a Leader. Welcoming parents and guests, which include the local Mayor, to the District AGM. Thanking the retiring Support Group President who has been in the role for 5 years and has done an excellent job. Welcoming the new committee to the District Support Group after the elections at the District AGM. Saying a few at an Olave Baden Powell Award ceremony – you did not present the award – her original Guide Leader did the honours. Saying a few at a Unit Promise Ceremony. Lots of new parents in attendance. Thanking the guest speaker at the Region AGM. Thanking the local Rotary Club for their building work on the Guide hall. You have been invited to their meeting for the occasion. Presenting a 45 year Long Service Award to the retiring Junior Guide Leader. Presenting a Girl Guides Australia Adult Leadership Award to the Senior Guide Leader.
How to go from this to this Plant your feet – stand firmly – it shows confidence Prepare to make 1-3 good points Eye Contact – make a gentle sweep of the audience – it builds connection fast Project your voice – aim for the back row and use your breathing – it helps you project without straining Breathe – take a deep breath so you do not pass out Speak Normally – be deliberate and carefully say your words so you are better understood Pause for Effect – pause to let a point settle in – it creates an impact Expression – match your facial expression with your message – the audience loves that Hands – keep your hands visible to the audience – it builds trust Strong Points – plan your points end with one that is clear
Legal country as it may be the first time that your audience has heard one. For example – “We say this to show respect to Aboriginal people whose ancestors have been here for hundreds of thousands of years and are the traditional owners of this land.” Introduce yourself and where you work in Legal Aid NSW. Talk about your job. ‘We are talking about rights at work today – so my work is… My employer or boss is the NSW Government. Like all workers I have rights about how many hours I work and how much pay I get ―we will talk more about these things later’. Please turn your phones off or on silent. Please ask a question if you don’t understand anything. I can’t answer questions about your own legal problems today but I can tell you where you can get help. Now we would like to find out something about you. Find out about participants I have given you some red and green cards. I am going to read out 4 questions. Please hold up a green tick for ‘yes’ and a red cross for ‘no’. It’s OK to do nothing if you don’t know. I have a job/am getting paid to do work in Australia I have a friend or family member who is getting paid to do work in Australia I would like get a job in Australia one day I would like to know about the laws about my rights when I get a job in Australia Red and green Cross cards activity. Respond to the answers. Ask questions. 5 minutes for next 2 Aid and FWO 1:40-1:45 Introduce Legal Aid If you look at your handout you will this photo of where I work at Legal Aid. PowerPoint and Handout
Week / Day / Date / Location Unit/s Code Topic / Content & (Element (E) and/or Performance Criteria (PC) covered Delivery Method Key Learning & Assessment Materials & Resources Hours Refers to each session of training/assessment students must complete. E.g. a timetabled self-directed study, workplace training and assessment List the Unit Code & Title or cluster of units delivered in the session List all key topics and content to be delivered and highlight E or PC covered as adapted from the Assessment Tool Mapping For example: Communicating about children’s health needs (E1) Confidentiality of individual health needs (E1, PC2) Select for each session: Online Workplace Self-directed Study Structured Work Placement Face-to-Face – Classroom, Lab, Workshop On overview of key learning and when assessment Tasks are used/completed in each session. For example: Activity (pg. 101) Presentation Practical Assessment Task 1 List all materials and resources required for each session. (detail on location or simulation resources as listed in Training Package must be in the TAS) For example: ABC Workbook Access to Moodle Expected student learning time to complete learning and assessment activities TERM 1 Monday Date Tuesday Date Wednesday Date Thursday Date Monday Date Tuesday Date Wednesday Date Thursday Date Monday Date Tuesday Date
Rev Paul Wilson KCC Highways Friday 24 July 2015: Day 8 Session 8 10:00 Franciscan International Study Centre Giles Lane Canterbury CT2 7NA 10:00 Matter 7 – Strategic Site Allocations – Strategic omission sites MHP Partnership Pentland Properties and Crest Strategic Projects Councillor Michael Dixey O W Presland Mrs Roche & Mrs Ashenden Thanet International Ltd Gerald Eve LLP Eton College Mr Little Canterbury Society David O’Keefe Week 3 - Tuesday 28 July 2015: Day 9
Kent County Council (Education) Highways England South East Water Sturry Parish Council Hollamby Estates Crab & Winkle Wednesday 29 July 2015: Day 10 Session 10 10:00 Franciscan International Study Centre Giles Lane Canterbury CT2 7NA Session 11 11:45 10:00 Matter 6 – Natural Environment Strategy 11:45 Matter 4 – Economic and Commercial Development Strategy Canterbury City Council Natural England Dover District Council Thanet District Council Devine Homes Strand Lucchesi Buchan Corinthian Land Ltd Mr & Mrs R Gaskell Home Builders Federation CPRE Kent Canterbury Society Newmaquinn Ltd Canterbury City Council CPRE Kent Alliance of Canterbury Residents’ Associations A R Pierce JDI, MPJ, IVD & MJR Baker
Dabbl is much, much more than just a penny for your thoughts. Bugzilla Credentials for Dabble login : pw: Dabbl456 ( capital D, lowercase “l” – it’s not 1 ) I have created a new folder on our Google Drive. “ Dabbl_Production”. Please review the documents from the Company that we will be working with on this Project and read an instructions in Please make sure you get familiar with Bug Reporting Techniques, which QA Manager is listing. Do not forget Screenshots to be attached in a Bug Entry. There are several Tabs in Dabbl Main Table: Q&A – here you are welcome to ask Dabbl Staff anything regarding an APP. Suggestions – please feel free to voice out any thoughts regarding an improvement of an APP Android and iOS Test Results Tab – this is where we would be doing verifications, just like for Lomotif Interruption Tests Tab (due Monday, July 16) – follow instructions and perform Interruption Tests for current versions in the new table. Please check how APP behaves at a low battery. I added more columns into this table ( click on Interruption Tests Tab) You may use this document for your Testing as guidance. Create your own copy, download on YOUR Computer, add or modify the existing document as much as you like and need.
login : pw: Dabbl456 ( capital D, lowercase “l” – it’s not 1 ) I have created a new folder on our Google Drive. “ Dabbl_Production”. Please review the documents from the Company that we will be working with on this Project and read an instructions in Please make sure you get familiar with Bug Reporting Techniques, which QA Manager is listing. Do not forget Screenshots to be attached in a Bug Entry. There are several Tabs in Dabbl Main Table: Q&A – here you are welcome to ask Dabbl Staff anything regarding an APP. Suggestions – please feel free to voice out any thoughts regarding an improvement of an APP Android and iOS Test Results Tab – this is where we would be doing verifications, just like for Lomotif Interruption Tests Tab (due Monday, July 16) – follow instructions and perform Interruption Tests for current versions in the new table. -Natalia Session 8 Homework to use) 6/28/2018 Session 8 Class Activity with adb commands is now posted in Complete Document is posted : 2. Please go through Interview Questions Session 8 and answer questions: ## 125 -133
Phone, PC or MAC). DO NOT WORK ON IT on Google Drive – have your own copy . Expand each line to make sure all text is visible. c) Test Suit ( Scenario # 1) – Test it and fill out the results on your doc. Link to shared folder on Google Drive : again download your own copy – do not work on this doc in Google Drive. Link to Bugzilla , Lomotif Project ( DO NOT FILE ANY BUGS) login: ( case sensitive) password: welcome ( case sensitive) when you logged in , click "browse" then select lomotif_sept20_online
See you on Thursday, Nov 17th Dear Students, Please follow the instructions before proceeding with Session5 Homework. Below is a link to my shared folder on Google Drive where all documents are going to be posted: ( after c ) read first Test Reference Matrix for both Android and iOS users (chose a tab to select). Like I have explained before our Session – please fill out the test results (see instructions inside the document). Please be as neat as possible.
will not pay out any of their earnings to stockholders that have high earnings and low growth potential will return more cash to stockholders. Firms that have high earnings and high growth potential will return more cash to stockholders. None of the above Session 1: Post class test solutions f. All of the above. All of the listed are corporate finance decisions, since they all require financial resources. The one that comes closest to not making it is the accounting reevaluation because it really is cosmetic. The only reason I include it is because you have to pay the accountants to do this cosmetic restatement. c. That the firm is funded with primarily equity and pays little out to its stockholders. If you are a firm that derives your value from growth assets, you cannot afford debt (since you don’t have much in existing assets & cash flows) and you need all your cash to go back into the firm to generate future growth (and thus cannot return cash to stockholders). e. Firms should take investments that earn returns greater than the risk adjusted hurdle rate. It is not enough that the investments are profitable & increase growth or that they earn more than the risk free rate. The projects earning the highest returns may not be good enough, if they are very risky. e. Debt in the same currency that your cash are in. Using the cheapest debt, the longest term debt or the shortest term debt may not make sense if the debt is not matched up to the cash flows on the assets. Mismatching debt to assets increases default risk. c. Firms that have high earnings and low growth potential will return more cash to stockholders. It is a combination of having lots of earnings (cash flows) and not that much to invest those cash flows in that creates the opportunity to return more cash.
Slide 20: 1 - How Can a Scoping Review Inform Disability and Rehabilitation Research? Provides an organized summary of extant literature Provides a bases for dissemination of methods, findings, and conclusions Demonstrates the breadth and depth of description, research, advancements, and needs in the subject area Slide 21: 2 - How Can a Scoping Review Inform Disability and Rehabilitation Research? Guide in the development and adoption of policy in the subject area Provide for a full systematic review and analysis Refine the nature of specific issues Slide 22: Primary Consumer Audience for a Scoping Review New and Senior Researchers looking to identify research needs Graduate and Undergraduate Students in training Clinicians looking for guidance on available research Patients/Consumers searching for latest information or research Slide 23: Scoping Review: Strengths Identifies gaps in research and knowledge Provides starting point for the size and sources of literature Provide for full systematic review Less resource intensive than other types of review Can focus on how terms are used in the literature Can identify basic issues, documents, or directives that guide in developing or evaluating policy and practice Slide 24: Scoping Review: Weaknesses Scoping studies are always a ‘rapid response’ Focus can be wide and shallow and not supportive of extended ‘what works’ reviews Can result in a limited or unsystematic review Does not necessarily appraise the quality of evidence Does not synthesize results Scoping Reviews are “indicative and suggestive rather than definitive and prescriptive” (p.10) (Anderson et al., 2008) Slide 25: Examples of Scoping Reviews Slide 26: Example 1 Workplace Accommodations for People with Mental Illness: A Scoping Review (McDowell & Fossey, 2015) Slide 27: Workplace Accommodations for People with Mental Illness
Please take some pictures : CAMERA – Portrait 4:3 layout : 5 FRONT CAMERA – Landscape 16:9 layout : 5 BACK CAMERA – Portrait 4:3 layout : 5 BACK CAMERA – Landscape 16:9 layout : 5 PANORAMA photo : 2 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Android Samsung Tap on Camera Icon Tap a Setting Wheel, Select Photo Icon and Select desired option. Complete required task ( below) Repeat #2 for Video.
Social Media was described in a “Who? What? When? Where? Why?” Type of Presentation. After each venue was explained, delegations developed Facebook Statuses, Tweets and Blogging Moments that explained their experience thus far. An easy-to-understand, and informative resource was created to support this Session. Highlights Successes: Warm welcome; motivated people; friendship; dance breaks; session agendas; emphasis on social media; sharing stories; positive attitudes; saying ‘hi’ with a open heart; videos; Challenges: Communication barriers (i.e. translating); food options; few rest breaks; many PowerPoint Presentations; not enough icebreakers. Action Plan: Talk Slower; Ask if People Understand the Instructions; Make Sessions Interactive; Incorporate Icebreakers meeting new people. By changing the young people’s mentality we will have an exceptional future, as we are the future leaders of nations.” – Team Paraguay Action Considerations Identify how you can use the World Café Protocol at either a Meeting or a Youth Summit, but with different open-ended questions, that encourages collaboration and active learning. Create a “Sharing Plan” of how you will write and share your experiences and insights with your family, friends, classmates, Special Olympics Programs, and the world! Check to see if you are an active follower of Special Olympics (and Special Olympics Project UNIFY®) on Facebook, Twitter and WordPress. Review the Video Conferencing Options in the Resource given, and think of how you can use that to stay connected with your new friends and collaborate with colleagues back in your home community, regardless of physical geographic location. Personal Reflection It can take just one story to change a mindset, to change an attitude and to change a person. Why is sharing our experiences through Social Media important to you?
with the reading comprehension indicators of the IPG Lesson Review 10 This section will provide an opportunity for participants to read the lesson that will be modeled in the video clip Session 4: The Student Profile PPT, slide 5 Handouts: GK_D3_Tug-o-War.PDF and Annotate 40 This section will provide an opportunity for participants to watch a lesson video and annotate a print copy of the lesson to indicate adaptations, adoptions, and omissions Session 4: Watch and Annotate slide 6-7 Handouts: GK_D3_Tug-o-War.PDF Debrief 20 This section will help participants identify the manner in which the materials support the IPG, the extent to which the model teacher adhered to the lesson, and how the adaptations, adoptions, and omissions do or don’t support quality. Session 1: Debrief slides 8 Handouts: GK_D3_Tug-o-War.PDF MVI 0027 (Tug of War read aloud) Another Example (if time permits) 30 This section will provide an opportunity for participants to watch a lesson video and annotate a print copy of the lesson to indicate adaptations, adoptions, and omissions, with a follow-up debrief regarding elements of quality. Session 4: Watch and Annotate slide 9 Handouts: G2_D2_NewYear.PDF MVI_0045 (Chinese New Year
to my Shared Media Folder on Google Drive and…… please download the following subfolders in Media Folder : Android Users : Audio Media, Special Media and test_media_5x iOS : Audio Media, Special Media and test_media_6S here the link to my Google Drive : Note for iOS Users: on some devices it is possible that not ALL test_media_6S files would be downloaded to your device, because of unsupported formats. Please use your own media files and those that were able to download from Media Files Folder. Should be no issues with Android OS. Scenario 1, continue with Scenario 2 and 3. In case are bugs found please write step by step instructions how to reproduce it. DO NOT FILE INTO BUGZILLA.
FRONT CAMERA – any layout- Record 2 ( 1 min) videos in 720P mode . FRONT CAMERA – any layout- Record 2 ( 1 min) videos in 1080P mode . Please take some pictures : FRONT CAMERA – Portrait 4:3 layout : 10 FRONT CAMERA – Landscape 16:9 layout : 10 BACK CAMERA – Portrait 4:3 layout : 10 BACK CAMERA – Landscape 16:9 layout : 10 PANORAMA : 4 Tap a Setting Wheel, Select Photo Icon and Select desired option. Complete required task ( below) Repeat #2 for Video.
next Tuesday , Dec 6. ( this task ONLY). Other tasks – due this coming Thursday, Dec 1st Be creative : Pretend it’s your own App, you can implement any functionality . The only rule : A( Audio1), B(Audio2), C(Audio3) Using all information from Test Types and Industry Standards for Mobile App Testing, write as many test cases as possible. Use slides from this and previous sessions for details. Have in mind “expected results” when writing test cases. Due this Thursday , Dec 1st iOS and Android : Test Scenario ( iOS and Android) – 10 and 11
learn more about CWE – COMMON WEAKNESS ENUMERATION : https://cwe.mitre.org/about/ more about Device Accessibility https://www.w3.org/TR/WCAG20/ Have a nice weekend , -Natalia
FRONT CAMERA – any layout- Record 2 ( 1 min) videos in 720P mode . FRONT CAMERA – any layout- Record 2 ( 1 min) videos in 1080P mode . Please take some pictures : FRONT CAMERA – Portrait 4:3 layout : 10 CAMERA – Landscape 16:9 layout : 10 BACK CAMERA – Portrait 4:3 layout : 10 BACK CAMERA – Landscape 16:9 layout : 10 PANORAMA photo : 4 Tap a Setting Wheel, Select Photo Icon and Select desired option. Complete required task ( below) Repeat #2 for Video.
the cells should only contain pass, fail, n/a entries. No other text. If you need to comment , use function “comment” it will stick to the cell and I will see a flag. PASS – if no problem Fail – if playback is corrupted N/A – if you were unable to create an original format on your device. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Please READ: you will find plenty of Bugs while working on Lomotif. Although I understand an urge and excitement in finding them , we do have a Bug Tracking Database where all previous finding are documented. I will be providing a link and credentials later We will need to perform a regression test on these first ( access to Bugzilla will be given later) and then we will be filing a new ones. 0. TASK 1 Download MSQRD or another name is “Masquerade” app from Google Play Store or APP Store Create 1 Image File Create 1 File Play around with stickers , other available options ( have fun with it :) 4. Save and playback
Role: Lecturer in (Football Academies) E/D A I T Qualifications: 1 Maths & English GCSE Level 4 or above – or equivalent E X 2 Sport based degree E X 3 PGCE and/or full Teaching Qualification D X 4 FA Coach Level 1 and/or 2 D X Experience and Skills 5 Experience of delivering sport qualifications L 1 to 3 in both college and/or football settings E X X 6 Experience of working with sport students from L1 to 3 including teaching, developing formative and summative assessment methods and applying them successfully across a range of levels E X X 7 Experience of managing resources E X 9 Experience of developing interactive teaching and learning resources for a Sport curriculum using a range of ILT D X 10 Clear verbal communication skills with peers, learners, parents and other key stakeholders E X X 11 Clear and accurate written communication skills including report writing for learners/parents, college quality documentation E X Personal Attributes: 12 Able to establish and maintain effective working relationships with colleagues E X X 13 Self-motivated with the ability to enthuse and engage learners E X X 14 Commitment to own continuous professional development and to improve standards of teaching and learning E X Equality of opportunity 15 A commitment to uphold and promote Equality of Opportunity E X X KEY: E Essential D Desirable A Assessed by Application Form I Assessed by Interview T Assessed by Test
If yes please give details Disability Discrimination The Disability Discrimination Act protects people with disabilities from unlawful discrimination. We actively encourage applications from people with disabilities. Do you have a disability which is relevant to your application If yes please give details We will try to provide access, equipment or practical support to ensure that people with disabilities can compete on equal terms with non-disabled people Do we need to make any special arrangements in order for you to attend the interview If yes please give details Health Numbers of days sickness absence in last 2 years Numbers of occasions of sickness in last 2 years
Sessional Conference/ Travel Grant Reimbursement Form This form is to be completed by the Sessional Lecturer approved by the UBC Faculty Association to claim reimbursement for conference expenses (travel, accommodation, conference registration and meals (UBC per diem). Please complete this form and submit to your Departmental Administrator together with all receipts, conference program and approved Application Form. (See over for further instructions) First Name: Last Name: Employee ID: Email: Tel: Faculty/Dept.: Conference Name (A copy of the Conference Program documenting your participation must be included with this form): Conference Name: Location: Date(s): Title of Paper: Expenses & Receipts (Please list expenses and attach original receipts. Itemize expenses on a separate sheet if necessary) Expenses are to be reimbursed to: Myself (please attach a Travel Requisition with only the top portion completed) Department account (please attach a JV with credit line information completed AND a copy of the ledger indicating the charges to be reimbursed) Item Expense Category (select a category) Cost $ $ $ $ $ $ Total Claim Amount: $ Member Signature Date: Head/Director Name Head/Director Signature Date: Dept. Contact Name Tel: Note: Reimbursement must be claimed as soon as possible the conference has taken place and no later than February 28 of the year following the approval. January 2019
LIST REFERENCES AND/OR LEGISLATORS WHO KNOW ABOUT YOUR WORK AND/OR TRAINING Name Address Phone Number ( ) - ( ) - ( ) - PLEASE DESCRIBE YOUR INTEREST IN WORKING FOR THE LEGISLATURE CHAMBER PREFERENCE Senate No Preference IN WHICH CAPACITY ARE YOU MOST INTERESTED IN SERVING THE 65TH LEGISLATIVE SESSION Non Partisan Support Republican Office Democrat Office PLEASE SPECIFY DESIRED POSITIONS LEGISLATIVE EXPERIENCE (YEAR AND POSITION) ADDITIONAL SKILLS AND/OR INFORMATION THAT COULD HELP YOU QUALIFY FOR THIS POSITION With my signature below (typed or written), I certify that all information on this and all attached pages is true, correct and complete to the best of my knowledge and contains no willful falsifications or misrepresentations. I authorize all former employers to release job-related information they may have about me and I release all persons or companies from any liability or responsibility for providing such information. Signature: Date:
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(What do you want the audience to Please indicate 2 or 3 learning objectives, being as specific as possible. What are the session “take-aways” and how will attendees think differently about the topic?) 1. 2. 3. RELEVANCE TO GRANTMAKERS: (How will your session add value to grantmakers? Briefly respond – a few sentences per question.) 1. Why would other funders in aging-related issues be interested in this session? 2. How will the session explicate grantmaking strategy and identify lessons learned and replicability/applicability for other funders? 3. How is the specific issue or strategy in your session situated in a broader body of work or knowledge? How does it connect to other work being done on this issue, or how does it represent a change? SESSION SPEAKER (S)/MODERATOR Please limit speakers (including the moderator) to four individuals SPEAKER #1 NAME: TITLE: FOUNDATION/ORGANIZATION: DESCRIPTION OF SPEAKER WILL BRING: HAS SPEAKER #1 SPOKEN AT THE CONFERENCE IN THE LAST TWO YEARS?
offer your child the chance to be involved in developmental activities. Tiny Talk Tiny Talk is a Baby Signing Class for parents/carers and their babies or toddlers. The Centre, Verney Close Thursday 10.00-11.00 (Toddlers) 11.15-12.15 (Babies) 077030 04503 Booking is essential Young Parents Group A group for parents,25 and under. A place to meet other parents of a similar in age. We work closely with health visitors, CAB and connexions, we support with housing and benefits, education and employment, as well as providing a fun and stimulating environment for your child, supporting their transition in to nursery or school. Subject to change Thursday 10.00-11.30 Phone Liza for venue details. 01280 821467 First Aid If you're a parent or grandparent, learning first aid will give you confidence to save a life when it really counts. The session covers a whole range of different conditions and techniques – from knowing how to put a child or infant in the recovery position if they are unresponsive but breathing, to giving cardiopulmonary resuscitation (CPR) if they’re not. It will also cover different conditions, from dealing with a choking child or baby, to recognising the signs of illness and much more. Buckingham Children’s Centre Saturday 18th November 10.00-12.00 Booking is essential, as places are limited – is a charge of £12 per person Call Liza on, 01280 821467 Steeple Claydon PACEY Childminding Group – an engaging session for local childminders and children in their care. Winslow Centre Monday 9.30-11.00 (Fortnightly) Drop in – £2 per group Developmental Reviews A chance to catch up with your Health Visitor and discuss your child’s development. Steeple Claydon Children’s Centre Monday 9.30-12.30 Invite from the Health Visiting Team
Session Outcomes What do we want participants to be able to do as a result of this session? How will we know that they are able to do this? In this session principals will: Define quality and fidelity of implementation as general constructs. Articulate key relevant to fidelity of implementation with CKLA and will be able to recognize what is not required for fidelity. Recognize quality of implementation of CKLA and find evidence of quality practice within the implementation of CKLA (by the use and discussion of video). In-session activities Session Overview Section Time Overview Prepared Resources Facilitator Preparation Defining fidelity of CKLA implementation 15 This section will prepare participants to consider definitions of fidelity of implementation. Session 3: Quality of Implementation - slides _4 - _9_ Handouts: Implementation Checklist Watch and annotate a CKLA lesson with a focus on exposure/dosage 20 This section will provide an opportunity for participants to watch a lesson video and annotate a print copy of the lesson to indicate adaptations, adoptions, and omissions. Session 3: Quality of Implementation - slides 10_ - 13 Handouts: New Year (lesson plan) MVI_0045 (Chinese New Year read-aloud):
Quality in CKLA implementation 20 This section will prepare participants to consider quality of implementation and allow participants to re-watch the same lesson with this different lens. Session 3: Quality of Implementation - slides 14_ - 17 Handouts: CCSS Instructional Practice Guideline Evidence Scripting Sheet _blank MVI_0045 (Chinese New Year A structured protocol for determining focus and analyzing the evidence 30 This section will engage participants in a protocol to prepare their focus for inquiry before watching another example lesson and for focusing their analysis afterward. Session 3: Quality of Implementation - slides 18_ - 23 Handouts: Evidence Scripting Sheet_example Evidence Scripting sheet_blank Tug of War (lesson) MVI 0027 (Tug of War read aloud) Another example (as time permits) 30 This section (if time permits) will provide participants with another video example to apply the structured protocol for focus, evidence, and analysis. Session 3: Quality of Implementation - slides __ - __ Handouts: Evidence Scripting Sheet_blank Session Roadmap Section 1: Defining fidelity of CKLA implementation Time: __ [15 minutes] In this section, you will prepare participants to move towards the concept of quality implementation by connecting to the ideas of the article read in the previous session. Materials used (in slides)
5.04 Building on a solid base of retention, can we do better? An innovative model based on Tinto's seminal research Cherylyn Cameron, Bow Valley College; Lynn Connell, Bow Valley College Room 208 In this interactive seminar, participants will about an innovative initiative to promote learner success. A group of committed faculty and staff from divergent departments at Bow Valley College came together to discover innovative ways to improve the learner experience and retention. After a review of the seminal literature, Tinto’s theory and research on persistence and attainment in higher education was selected to guide the work. Participants will explore the theory, how it was adapted, and some of the innovations used to enhance learner achievement. Working in small groups, participants will consider how the model may serve their own institutions. CoP: Integrated Academic and Professional Advising // Orientation, Transition, Retention SAS Competencies: Student Advising, Support and Advocacy // Student Learning and Development 5.05 The Culture of Sex: Building a Future of Sex Positive Education on Campus Katie Calcaterra, Nipissing University Room 211 As we respond to themes of sexuality and sexual violence on our campuses we need to better understand the culture of sex that exists among students. This will help in gauging the strategies we implement and the effectiveness of any education and/or intervention. Through the implementation of a flipped classroom approach, join your colleagues in an open discussion about the culture of sex that exists on campuses in Canada. Topics discussed will include trends and student issues relating to sex, social media, dating, and relationships. The goal of this conference session will be to continue the dialogue around approaches to sex and relationship education on college and university campuses leaving you inspired to develop or contribute to purposeful educational initiatives and messaging. CoP: College Perspective // Orientation, Transition, Retention // Student Conduct // Student Health & Wellness SAS Competencies: Emotional and Interpersonal Intelligence // Equity, Diversity and Inclusion // Student Learning and Development 5.06 Locally sourced: In-house professional development to increase campus student support capacity Nona Robinson, Trent University; Stephanie Muehlethaler, Trent University Room 203
Do you the only way to halt this process is to impose a global progressive tax on wealth, & if so why? Russia and Central Asia Is Russia going to regain a position as a major geopolitical power? Russia has been a power in one way or another at least since at least the 15th century. The country is one of the main nodes of the Orthodox religion, which it shares with the other Slavic people and Greece. Russia has for several centuries been an empire, expanding and contracting periodically. It reached a zenith in its power in the Soviet era, dominating Eurasia from East Germany to the Pacific. Obviously, its geographic domain has shrunk since then but is still massive. From a geopolitical point of view Russia has always sought to establish buffers around its core running from St Petersburg to the Black Sea and East to the Urals. Its buffers have been Ukraine, Belarus and Moldova in the West, the Caucasus region in the near South and Central Asia to the south of the Steppes. The loss of all these buffer states with the collapse of the Soviet Union has left Russia feeling vulnerable. Since 2000 when Putin came to power, Russia has been actively rebuilding its buffers: It has effectively neutered Moldova, a very poor anyway, by encouraging the independence of Transnistria.
scores, one for a child at high risk, one for a child at moderate risk, and one for a child at low risk. The approach to families with children at different risk levels should be different. Obviously, the parents of children at high risk need to understand the severity of the problem, but it is just important that the parents of children at low risk not be burdened with undue worry about a problem unlikely to affect their infant. By incorporating these stakeholders into the change process at this point, accepting change in their workflow will not be as difficult. There will be excitement rather than resistance as they know what and how change is coming. At this point, it will be possible to identify nurses and neonatologists to serve as clinical champions to help those less involved in the process understand how to use the risk score clinically. Once the CDSS is developed, the system must be tested prior to implementation, to determine where improvements or changes need to be made. Among other methods of evaluation, a successful user acceptance test will be critical to the successful deployment and adoption of the CDSS. Any errors or failures of the CDSS must be identified during the testing period, triaged and fully documented, and eventually remediated. Otherwise, end-user adoption may not follow which will invariably result in an overall project failure. Implementation. One advantage of involving stakeholders and end-users in the creation of the CDSS is providing them with a sense of ownership. Clinical champions and super users will be critical at this phase, who will serve as ambassadors of the new CDSS. They should be available and ready to assist end-users when needed, particularly at the time when the CDSS will be utilized the most. Staff surveys initially may not be helpful but after implementation could provide crucial feedback about issues and needs for improvement. During the first few weeks after rollout, the project team members must be available to answer questions and help interpretation of the results. During the initial deployment stage, allowing end-users and other
Google translate Context of key words (surrounding paragraph) for faster evaluation. 5 years and counting Bookmarks (G) Favourites (MS) Quick Access (MS) Quick reference to commonly used websites & folders Video to MP3 converter Save on data, practice listening on public transport https://www.onlinevideoconverter.com/mp3-converter Book summaries/ Audio Books Textbooks not so much, business more so. YouTube, Audible, Librivox Wikipedia Considered non-academic, though some studies disagree of crowds), a start – keywords, names, references Processes & Strategies 3R’s Referencing, Report Writing, Research Content & Language Integrated Learning (CLIL) Learn a skill that will help at university – Report formatting in Word, Excel, Referencing (Word, EndNote), MS Office (Project), Google Apps, LinkedIn/Lynda, University subscriptions e.g. Adobe suite, MOOC Visual Images Does it lend itself to an image e.g. thermometer for adverbs of frequency, hourglass for essay structure. Multiple Intelligences Puzzles MENSA – Mathematical. Multiple Intelligences Levels/Options Blooms Revised Taxonomy. L1 – Remembering, Understanding L2 Analysing, Applying L3 Evaluating, Creating Robert Puffett reinventenglish@gmail.com www.reinventenglish.com au.linkedin.com/in/robertpuffett Twitter: @ReinventEnglish Facebook.com/reinventenglish
EXERCISE: Revenue Stream Analysis Type of Revenue: ____________________________________________________ □ Primary Stream □ Secondary Stream □ Other/Unknown $$ of Current Annual Revenue: ____________ % of Current Annual Revenue: _____________ Type: □ Earned □ Contributed Unrestricted □ Contributed Restricted Source: □ Individuals □ Governments □ Organizational □ Other _________________ STABILITY RATING (rate 1-4 on each) ____ Flexibility: How flexible is this revenue stream? On average, how easily can we use it at our discretion to maximize our impact? If we change our mind about program design or a particular strategy, do we need to “run it by” these funders first? 1 = not at all flexible; most sources in this stream monitor precisely how their funds are spent 2 = not very flexible; most sources in this stream are only interested in funding a particular program or activity, but be open to potential shifts in our program direction 3 = somewhat flexible; most sources in this stream be interested in funding a particular program or activity, but we have a fair amount of discretion in how we use it toward those ends 4 = very flexible; we have significant discretion as to how to use funds to further our work ____ Repeatability: Is this a revenue stream that we can expect to on as a regular stream of annual revenue? Are we relatively certain that we will continue to have consistent access to this type of revenue for the foreseeable future? 1 = not at all repeatable; this revenue stream is very sporadic and unpredictable – a “windfall” 2 = not very repeatable; this revenue stream is currently somewhat unsteady but has the potential to be more regular for our organization
Notes: EXERCISE: Revenue Stream Analysis Type of Revenue: ____________________________________________________ □ Primary Stream □ Secondary Stream □ Other/Unknown $$ of Current Annual Revenue: ____________ % of Current Annual Revenue: _____________ Type: □ Earned □ Contributed Unrestricted □ Contributed Restricted Source: □ Individuals □ Governments □ Organizational □ Other _________________ STABILITY RATING (rate 1-4 on each)