zilongwang/ReadingBank huggingface dataset:
Outcomes: 33% of respondents were released without charge while 48% of respondents were arrested and charged with an offence. 11% were released pending further enquiry and 8% preferred not to say. This is a sizeable compared with 2015 (36%). Topline Results Q1 What part of Scotland do you live in? % 2016 2015 Strathclyde 33.3 32.3 Lothian and Borders 15.9 9.7 Dumfries and Galloway 4.8 - Fife 4.8 - Central 14.3 29.0 Tayside 4.8 - Grampian 12.7 19.4 Highlands & Islands 9.5 9.7 Outside Scotland - - Q2 While you were in the police station do you remember being given a booklet that explained your rights whilst in police custody? This is called the “Letter of Rights”. % 2016 2015 Yes 82.5 83.9 No 7.9 9.7 I don’t remember 9.5 6.5 Q3 How satisfied were you with the length of time you had to wait between requesting advice from a solicitor and getting advice from the SLAB solicitor over the phone? Very satisfied Satisfied Neither satisfied or dissatisfied Dissatisfied Very dissatisfied Don’t know/can’t remember 2016 36.5 44.4 3.2 7.9 4.8 3.2 2015 58.1 19.4 9.7 6.5 - 6.5 Q4 Approximately how long do you think you had to wait between requesting advice from a solicitor and speaking to a solicitor? % 2016 2015 30 minutes or less 60.3 64.5 Between 30 minutes to 1 hour 14.3 16.1 Over 1 hour 25.4 19.4 Q5a Please tell us whether you or disagree with these statements about the SLAB solicitor you spoke to on the telephone: The solicitor listened to me Strongly agree Tend to Neither agree nor disagree Tend to disagree Strongly disagree Don’t know/not relevant
MINUTES: Supply Chain Management Forum Meeting 31 March 2016, Auditorium Hall, Provincial Office AGENDA ITEM DISCUSSION RESOLUTION AND TIME FRAME 1. 1.1. Opening and Welcome Ms Ramakgoakgoa MP welcomed everyone on behalf of the Chief Director Mr Masehla M. She also emphasized the importance of interaction as the SCM forum. Ramakgoakgoa MP 1.2. Roll call and apologies Attendance register was circulated. There were no apologies received. Institutions were encouraged that in future the apologies should be sent in writing All 2. Agenda : 2.1. Sole Supplier situation Presentation was made regarding the processes to follow in acquiring of Sole Supplier situation approval. It was indicated and clarified that Sole Supplier situation cannot be approved at the institutional level but at Provincial Office. Ms Ramakgoakgoa 2.2. Centralized Suppliers Database Lengthy discussion about CSD was made and the following issues were clarified: Who should be the secondary and Primary user Questions were asked regarding processes on utilization of the system such as Search tool, verification of At least two people from Demand Management (preferably according to the size of the institution. General clarifications were made by the Presenter and also indicated that the Provincial Treasury is available for any assistance needed even at the district level regarding the CSD. Treasury (Ms Rakubu B)
Development and implementation of adequate administrative procedures relating to the advertising, invitation, opening, registering and recording of bids. Disqualification of bidders who are inherent risks such as those who were found guilty of fraud or who failed to comply with previous government contracts. Elimination of prospective contractors who have conflict of interests in specific tenders by implementing a system in terms whereof bidders are obliged to disclose any form of conflict they possibly may have. Risk management should therefore form part of the business plan for the acquisitioning of all goods and services. 5.2 INSURANCE (a) Any of the following, or a combination thereof, should be applied to protect the interests of the municipality in the procurement process: That insurance is taken out in deserving cases. That risk management programmes are established. That liquidated damage clauses be included in contracts where applicable. (b) Suitable arrangements should also be made to ensure that insurance related excesses do not cause the failure of emerging small and micro enterprises. GUARANTEES (a) Performance guarantees should be commensurate with the degree of contractual risk to which THLM are exposed. (b) In cases of large and complex contracts, it is advisable to call for bid guarantees to circumvent the submission of irresponsible bids. (c) Performance guarantees should spread the cost of the risk of failure between the contracting parties and should be set at such a level that all THLM costs relating to such failure are likely to be recovered. (d) It would be prudent to make adequate provision in all engineering and construction works contracts to ensure that monies are available to rectify defects. (e) Performance bonds in engineering and construction works contracts should be waived in low value, low risk contracts or where a third party carries the risk of failure in an acceptable manner.
ALL CONTRACTS ABOVE R100 000 FOR THE PERIOD 02 JANUARY 2018 TO 31 MARCH 2018 DATE NO: COMPANY NAME DESCRIPTION AMOUNT AWARDED WHITE WOMAN % BLACK WOMAN OWNERSHIP % DISABLED OWNERSHIP % BBBEE STATUS LEVEL 2018/01/04 0001028350 LICT PTY LTD Tirelo Business Improvement to Lesedi Customer Care R 572 919.72 0 0 0 1 2018/01/18 30/2017 Magic Engineers(Pty)Ltd Construction of Sportsfield at Heidelberg Ext 4 R20 500 000.00 0 0 0 1 2018/01/22 0001028411 Super Patch Sales and Marketing Supply and Delivery of asphalt cold mix R 106 248.00 0 50 0 1 2018/01/24 0001028446 Conlog Supply and Delivery of PLC meters without communication wire R 173 354.10 0 0 0 2 2018/01/24 09/2018 Legal Services Panel for all the companies who met the functionality requirements Legal Services on an As and When required basis On the prescribed rates for legal services. 2018/01/26 0001028456 Ukholo Dezinz and Suplize Supply and Delivery of Circuit Breakers R 169 513.55 0 0 0 1 201/02/01 0001028463 Cochrane Projects Supply, Delivery and Installation of the Clearview invisible wall at Shalimar Ridge community hall R 112 255.26 49 1 0 2 2018/02/02 0001028465 Kwinyabols Construction Supply & Delivery of coldmix asphalt and patching of potholes R 176 472.00 0 0 0 1 2018/02/08 32/2017 Magic Engineers(Pty)Ltd Construction of Roads and Stormwater to in Obed Nkosi Township R26 743 145.96 0 0 0 1 2018/02/08 22/2017 (0001028649) Nale Technologies Supply and Delivery of Computers and ICT Equipment as per specifications R 709 714.68 0 0 0 1 2018/02/08 26/2017 Mgcobi Tecino JV Construction of a Call Centre in an Existing Building R1 210 935.83 0 0 0 1
19/08/2016 0001025711 UNI014 Universal Knowledge Software Asset Verification at Nine(9) Functional Libraries in Lesedi R148 067.76 Not Yet Paid 0 0 0 2 09/09/2016 0001025832 5882 Masakhane Industries Supply and Delivery of Two Piece Overalls R113 750.89 Not Yet Paid 0 0 0 1 13/09/2016 00001025839 2333 Aberdare Supply and Delivery of 10mm Airdact Cu Cable R109 234.80 Not Yet Paid 0 0 0 2
REMITTED ABROAD ZAR= ZAR= ZAR= ZAR= ZAR= ZAR= 2. Adjustments for rate of exchange variations during the contract period will be calculated by using the average monthly exchange rates as issued by your commercial bank for the periods indicated hereunder: (Proof from bank required) AVERAGE MONTHLY EXCHANGE RATES FOR THE PERIOD: DATE DOCUMENTATION MUST BE SUBMITTED TO THIS OFFICE DATE FROM WHICH NEW CALCULATED PRICES WILL BECOME EFFECTIVE DATE UNTIL WHICH NEW CALCULATED PRICE WILL BE EFFECTIVE
Value for money. Term contracts for repetitive requirements. Streamlined procedures and control measures. Establishing trained and competent SCM officials. Effective use of procurement stages. Discount for payments. The regular management of cash flow. Determine the net present value of each project. Make use of economies of scale. Determine total cost of ownership (TCO). The TCO is used for decisions on ownership of assets. All costs applicable to ownership should be included in any analysis where decisions should be made on the options of owning a capability or the contracting for the supply of the service. The cost of ownership should be projected over several years to obtain a balanced result about the actual costs and the influence of the decision on future budgets. The optimum method to satisfy the needs must be evaluated by the following dimensions to determine the optimum method: Equity Measures of equity would monitor the extent to which the municipality has achieved and been able to maintain an equitable supply of comparable services across race groups, regions, and urban and rural areas. Efficiency Measures of efficiency seek to reflect how productively resources are translated into service delivery. Economy Measures of economy look at the cost of inputs, and mode of production to evaluate whether it is cost-effective. Effectiveness
SCM430: Logistics/Supply Chain Management Capstone Supply Chain Management Improvement Proposal Section Description Week Completed Title page "Supply Chain Management Improvement Proposal" Name of Organization Student Name Course Code Submittal Date Week 1 1. Company Profile Introduce the company you have chosen for this project. Include a level-setting summary of the company that you have chosen to use as the subject of your Key Assignment. Week 1 2. Supply Chain Management Flows Describe the 3 flows within supply chain management in the organization you have selected: Information Financial Product or service Week 1 3. Organizations and Functions Describe and discuss the various organizations and functions within the supply chain. Week 2 4. Third-Party Logistics (3PL) Explain how 3PL services are used in your company and how these could be used to improve the supply chain for the subject company. Week 2 5. Relationships and Strategies Describe supply chain relationships, strategies, performance measures and risk management. Include recommendations in these areas for the company you have chosen. Week 3 6. Measurement and Management Describe how supply chain performance is measured, presenting the various measures used in each organization or function. Week 4 7. Global Supply Chain Describe international trade and the supply chain role in globalization as it applies to the organization you have selected. Share the company's current process. Provide recommendations for the company you have chosen. Week 4 8. Summary and Recommendations Present a summary of your findings and a case for sustainable supply chains. Provide overall recommendations for improvement to the company you have chosen for your Key Assignment. Week 5 Reference Section All references are provided in APA format. Ongoing; Due in Week 5
about how he and Randy are handling issues and if they are running Steering Committee meetings effectively. They want to be sure participants are getting value out of these meetings and assure that it’s worth the 3 hours dedicated each month. If they feel valued as a participant, and having an impact on the goals of SIM. Survey will be forth coming, going out electronically, responses are anonymous. Dr. Flanigan said they are representative of constituency and bring concerns to the table and taking answer back to those they represent. Wants it to be a collaborative effort, got the right people at the table, to achieve best outcomes of the grant. Randy and Dr. Flanigan will ask that Steering committee members to complete an online survey, providing feedback on the Steering Committee meetings. 4-Maine SIM Strategic Framework Review Document: Maine State Innovation Model Status at a Glance Randy said he wanted to reorient team on the Strategic Framework of SIM. Six major pillars of
SIM, he organized workstreams/objectives as they aligned with the pillars, though some apply to several of the pillars. Included a weighting of importance of the objective overall to the SIM triple aim goals. Also, weighting important in calculating risk log. Randy explained that the weighting was vetted to three major players of SIM, and the State and that 5 was the heighest weight, with 1 being the lowest. Randy said regardless how weight ends up, this is the framework used to dictate SIM discussions. Demonstrates at a glance how SIM is structured and used to help develop SIM metrics. Will add a key to the colors. Discussion: It was stated that may have been confusion at Subcommittees will discuss weightings for their different objectives and offer comments to Randy and Dr. Flanigan. Steering Committee members are invited to offer comments as well.
5-Maine SIM Risk/Issue Log Review Overview SIM Risk/Issue Log and describe how it will be used by SIM Governance moving forward Randy: A lot of risk is identified at the subcommittee level, or identified by partners. The Risk Log is going to be an ongoing centerpiece for SIM discussion. Organized from highest to lowest risk. Randy used Risk #21 to demonstrate how to interprete the Log; gives name, then what impact it will have on SIM objectives, gives if/then hypothesis, Accountability target (column not populated yet), Item owner, status of the risk, creator of the risk, weighted priority, probability, and impact, priority calc., details. Want Steering Committee to address the highly prioritized risks. It was asked how the Steering Committee could impact Risk #5 since it’s an issue between MaineCare and the AG’s office. Dr. Flanigan said on some Subcommittees will continue discuss mitigation of the risks pertaining to their work streams and will seek guidance of the Steering Committee where appropriate.
Clothing I Syllabus Class Topic / Activity 8/18 Course Intro / Class Introductions Sewing Notions & Tools Week 1-2 Measuring Figure Types & Pattern size 8/22-8/26 - Measuring tools & Sewing Math Complete Measurements Worksheet Demonstration: How to take body measurements (L1) -Complete Measurements Chart (Act 1-1) –Complete Lesson 1 questions (Act 1-3) - Measurements Vocabulary --“Find your size” Activity (quiz grade) --Complete Measurements Notes (quiz grade) DUE August 26th -CLASS NOTEBOOK / 3 ring binder (W/8 DIVIDERS) Week 2-3 8/29-9/2 - Measurements Test Hand Sewing (L22) Act 22-3 -Complete Hand Sewing Stitches (4 samples & -Complete Hand Sewing Vocabulary Week 3 –Complete 2 Closure Samples (L 43) & Notes 9/6-9/9 - Complete self-evaluation Act 22-3 Week 4 -Complete hand sewing craft . 9/12-9/16 - Hand Sewing & Closures Test RECYCLE T-SHIRT AND TOTE/SNAP BAG FABRIC & NOTIONs Due Sept 26th! Week 5 The Sewing Machine L- 11 - 9/19-9/26 -Complete Machine Parts ID Act 11-1 for 1 machines – 500 or 400 series -Complete paper practice sheets (Act 11-4 & 5 others) Machine Threading & filling the bobbin. -Complete 2 paper/ 1 fabric practice sheets with thread (back stitching & seam guidelines & pivoting) -Prepare for seam samples Week 6 -Practical quiz- Machine Parts & Threading the machine. 9/27-10/3 Machine seam samples-(L 14) 1.-standard 2. -ziz-zag 3. Gathering 4. Top stitching 5. Edge-stitching Prep recycled t-shirt bag
Plan, as required by FTA Circular 4702.1A. Title VI Complaint Procedures ND Record of Title VI Investigations, Complaints, and Lawsuits ND Notice to Beneficiaries of Protection Under Title VI ND Annual Title VI Certification and Assurance ND Environmental Justice Analysis of Construction Projects AC For all future construction projects requiring a Categorical Exclusion (CE), METRO was advised to complete a FTA CE Checklist per FTA Circular 4702.1A, IV, 8. For all future construction projects requiring an Environmental Assessment (EA), or Environmental Impact Statement/Report (EIS/EIR), METRO was advised to include all six elements required by FTA Circular 4702.1A, IV, 8. Submit Title VI Program AC METRO was advised to develop its next Title VI Program Submittal per FTA Circular 4702.1A, IV, 7, which includes METRO was advised to create a summary of its public outreach and involvement activities to minority and communities
Click on the Process Monitor link Click Refresh until Run Status and Distribution Status displays Success and Posted Navigate back to the Budget Definition page to submit the new Budget Summary Navigation: Supplier Contracts > Budgeting > Budget Definition The Budget Definition page will display. the Business Unit, or Contract ID
SCNA Junior Rep Trial Dates + Training For players who wish to play Junior Rep for SCNA in 2019 DATE TIME 2018 Junior Rep Trials Thursday 25 October 6 – 7.30 U11 & U12 trials For those born in 2007, 2008 & 2009 Sunday 28 October 9.30 – 11 U11 & U12 trials For those born in 2007, 2008 & 2009 Thursday 1st November 6 - 7.30 U13 – U15 Those born in 2004, 2005 & 2006 Sunday 4 November 9.30 – 11 U13 – U15 Those born in 2004, 2005 and 2006 Thursday 8 November 6 – 7.30 Call back trial – IF NEEDED Players will be advised if they are to attend Junior Rep Training Thursday 15 November 6 – 7.30 Squad Training – all age groups Thursday 22 November 6 – 7.30 Squad Training – all age groups Thursday 29 November 6 – 7.30 Squad Training – all age groups 2019 Junior Rep Squad Training Thursday 14 February 6 – 7.30 Squad Training – all age groups Thursday 21 February 6 – 7.30 Squad Training – all age groups Thursday 28 February 6 – 7.30 Squad Training – all age groups Thursday 7 March 6 – 7.30 Squad Training – all age groups Junior Rep Team Training Thursday 14 March 6 – 7.30 Team Training – all age groups
Senior Rep – uniform, manager responsibilities 25 August 2013 Janine Kirk Re-ordered to have like information for both programs together rather than duplicating for both programs. Additional clarity given to court time, sourcing players, decision around selections 27 August 2013 Janine Kirk Further re-ordering, updates to Codes of Behaviour, inclusion of a bullying policy January/ February 2014 Janine Kirk Updates resulting from consultation and restructuring of document. 9 May 2014 Paula Sharp Junior Rep Coordinator 2014 Amended 4.1 to clarify at training clarification 9 May 2014 9 May 2014 Amended 4.2 to include bus travel policy as discussed at SCNA meeting. 13/06/2017 13/06/17 Full review Consultation Date Who consulted with Position within the Association August 2013 Zoe Cawdron Mandy Winter Karen Duck Acting Coaching Co-ordinator SCNA Executive Member SCNA Executive Member September 2013 SCNA Executive SCNA Executive November 2013 Charlie McDermott Paul Fournier League Player State League 2013/2014 Coach December 2013 Robyn Strangward Georgianna Duggan Community member Community member 9 May 2014 SCNA executive 8/08/17 SCNA Executive meeting attendance
Reminder: National NATS Server Email Officers who have access (President/District Governor)-Vice President does not May not send non-NATS sponsored event information through server Announcements may be posted on Contact Web-Master, Cheryl Greene with exact wording of announcement Financial Changes (from Fall) Timing of award checks to NATS winners (District and Regional) Date of audition-dispersement Consideration of contributions from our chapter to NSA Contributing to SC students who go to NSA is our way to support the NSA. Reassess contributions on a yearly basis based on budget NATS EVENTS 16 and 17, 2018-MID-ATLANTIC REGIONAL AUDITIONS-LIBERTY UNIVERSITY, LYNCHBURG, VIRGINIA Student Auditions-Application deadline: Friday, March 2, 2018 Important Information Tentative Schedule Friday, March 16-College/Grad Saturday, March 17-High School Must attend both days if taking students Rankings Top singer in each category sings at Honors Recital Split categories Top 5 advance to youtube NSA screening Honor Recital Requirement-must be present to advance JUNE 22-26-NATIONAL CONVENTION/NSA-LAS VEGAS, NV SC Member Presenters Lori Hicks Deanna McBroom V. Announcements VI. Adjournment
Permissible & Impermissible Questions/Inquiries Subject Permissible Impermissible Age Can only make inquires related to the minimum age requirements, if hiring a minor Cannot ask an applicant to state their age and/or date of birth Cannot inquire how old an applicant is Cannot use terms such “younger” or “older” Birthplace None Cannot make any inquiry regarding national origin Citizenship Can only make inquires of whether or not if hired, would they be able to show proof of authorization to work in the U.S -If asked of one applicant, must be asked of all applicants -For verifying authorization after being hired, applicants must be allowed to choose from any of the approved forms of proof available on the I-9 form Cannot ask if someone has a green card Cannot request an applicant’s date of citizenship Cannot request proof of citizenship or work authorization before hiring (done after offer) Cannot inquire about a spouse or parent’s birthplace Convictions and Arrests Can inquire about convictions for acts of dishonesty or breach of trust if there is a clear job-related reason for obtaining the information -If of one applicant, must be asked of all applicants -This is often dealt with through a comprehensive background check or conviction self-disclosure form that would ask about any crime convictions Cannot ask about any arrests (arrests are different from convictions and are not required to be disclosed) Disability (impairment that substantially limits a major life activity; a record of such, or is regarded as having such an impairment) Can only on an applicant’s ability to perform required job duties and not the disability itself Can ask an applicant if they think they would be able to perform the essential functions of the job with or without accommodation -If accommodation is requested because of a disability, call HR/AA for specifics Applicants with disabilities can be tested in the pre-offer stage -If asked of one applicant, must be asked of all applicants Cannot ask if applicant has a disability or inquiry as to the nature of their disability, medical examinations, or any information Cannot ask if applicant has ever been hospitalized, formerly used or been addicted to illegal drugs or alcohol, treated for mental illness, or filed worker’s compensation claim Cannot impose an accommodation upon a candidate that has not specifically asked for one
21d. If YES, when: R The reviewer calculates the number of days between the notification date to the SCO and the remediation action date. The reviewer chooses the appropriate time from the drop down. Mark NA if no remediation action was necessary, or if no remediation action was taken by the SCO. Bulletin 00-10-06, Supports Coordination Services Bulletin 00-10-13, Supports Coordination Training Waiver Requirements 21e. Remediation by exception. R Remediation CAN BE completed by exception, meaning there is no way to remediate the non-compliance due to SC no longer being employed at the SCO. Mark YES if remediation by exception applies. Mark NA if no remediation was required or another remediation action was selected. ODP Bulletin 00-10-06, Supports Coordination Services Bulletin 00-10-13, Supports Coordination Training Waiver Requirements 21f. Remediation action outstanding - referred to appropriate staff for follow up. R Mark YES if referred for appropriate follow-up as a result of no remediation action within 90 days of notification of the review findings. Utilize the comment to record follow-up action. Mark NA if the issue was remediated or if no remediation was required. Bulletin 00-10-06, Supports Coordination Services Bulletin 00-10-13, Supports Coordination Training Waiver Requirements RECORD REVIEW – DESK REVIEW
Adventure Artistic Authenticity Beauty Knowledgeable Being known Belonging Benevolence Building Caring Change Character Commitment Communication Community Compassion Competence Concern Creativity Depth Devotion Directness Diversity Duty Efficiency Emotion Enthusiasm Entrepreneur ship Evangelism Excellence Exploration Family Finances Flexibility Focus Follow through Freedom Friendship Frugality Fun Generosity Gentleness Governance Harmony Healing Health Heritage Honesty Honor Hospitality Identity Influence Inspiration Integration Integrity Intimacy Investment Knowledge Leadership Legacy Lifelong learning Love Marriage Mastery Meaning Motivation Movement Nature New challenges Nurture Opportunity Policy Perfection Passionate pursuit Peace Planning Practicality Precision Principles Progress Purpose Rationality Reaching out Recognition Reflection Relationship Renewal Responsibility Romance Sacrifice Security Service Sincerity Spiritual life Spontaneity Stability Starting things Stewardship Strategy Strength Success Team Thoughtfulness Travel Volunteering Issues Worship Add more Add more Add more Narrow your (B) list by listing your top five core values in order of priority below: What roles do you love or hate? You have many responsibilities where you are accountable and are called on to play many roles. These are areas that impact your life and goals. List your important personal and work life responsibilities. Indicate to what degree you love or hate each. Mark an X for your answer. What is the % of time you give to each of your most important roles % of Time Roles and Responsibilities. You may also include major activities I STRONGLEY Love Hate 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Meeting with your coach should be weekly or biweekly. Plan to spend minutes for each coaching visit. For maximum benefit, plan 15–30 minutes after every coaching visit to reflect on what you discussed and what you plan to do. Question Answer: Be as specific. How much time per week will you invest in your strengths development? When? Set a weekly rhyme. State week days and time. Who will support you or coach you in fulfilling your plan? When or how are you going to meet? How do I prioritize my coaching roles? As your coach, I can play many roles. In the table below I have listed four common coaching roles. Consider your personality, needs and coaching objectives. Prioritize the roles you want me to play from 1–4. (1 most important – 4 least important) Priority 1 - 4 Role Accountability source: To act in a way that encourages specific behavior toward the fulfillment of agreed upon objectives and or commitments Advisor: To provide or find educated opinions on specific matters or answers to specific questions or to recommend an appropriate course of action
Who are the important people in your Important people share or at least appreciate your vision. They are likely to collaborate with you or at least support you in moving forward to fulfill your vision. List important people and why they could support your dream. Share your vision and record their response. Important people Why are they likely to support your vision? Their response
Note: This form must be completed electronically, with the exception of signatures. Graduate Catalog of Record: EAST TENNESSEE STATE UNIVERSITY SCHOOL OF GRADUATE STUDIES Program of Study/Committee Assignment Form POST-MASTER’S Ed.D. DEGREE PROGRAMS Name: ID #: Department: Educational Leadership and Policy Analysis Degree: Ed.D. Major In: Educational Leadership Concentration: School Leadership* * Note: This concentration DOES NOT lead to a Beginning Administrator Endorsement (K-12). EDUCATIONAL LEADERSHIP CORE REQUIREMENTS Course Number Title of Course Semester Credit Hours Semester Completed (include anticipated completions) ELPA 6450 Leadership Studies 3 ELPA 6810 Theories of Administration 3 ELPA 6581 Internship in Educational Leadership 3 ELPA 7810 Educational Statistics 3 ELPA 7812 Qualitative Research in Education 3 ELPA 7811 OR ELPA 7814 Quantitative Research in Education OR Advanced Qualitative Research in Education 3 ELPA 7813 Research in Educational Leadership 3 TOTAL 21 GUIDED ELECTIVES IN EDUCATIONAL LEADERSHIP (minimum of 15 semester hours) Course Number Title of Course Semester Credit Hours Semester Completed (include anticipated completions) FOUNDATIONS OF EDUCATION (minimum of 6 semester hours) Course Number Title of Course Grade Semester Credit Hours Semester Completed (include anticipated completions) EDFN 6730 Historical and Philosophical Foundations of Education 3 TOTAL RESEARCH, EVALUATION, STATISTICS, TECHNOLOGY (minimum of 6 semester hours)
accessible 24/365. News, talk, drama, children’s and music programming exactly as people see it in their own countries. Available for download and live stream. Insta-Class Ready-to-use “instant” multi-media language lessons produced by SCOLA language experts from around the world. Multi-genre lessons for classroom and individual use are based on actual foreign content and include video clips, transcripts, translations, quizzes and vocabulary lists. Specialized Word Video Search A searchable collection of over 150,000 specialized foreign language words. Users are able to view a video containing the words, listen to an audible pronunciation and hear the words spoken in context. Foreign Text A global newsstand of newspapers, magazines and books. Searchable, unabridged publications that present news, sports, entertainment, political commentary and more. International Radio Foreign radio broadcasts featuring SCOLA exclusives: Afghan Women’s Radio and rare Mayan dialects. news, talk shows, music and more in 40+ languages. On-the-Street Videos Compelling videos from around the world produced exclusively for SCOLA. Designed to present the native language as it is spoken informally among friends and neighbors. Family and cultural celebrations, weddings, sports, parades and interviews on intriguing topics. The Library System Website at: and click on: SCOLA Learning Objects Interactive self-contained language lessons geared toward independent study. Lessons provide instructive assessment and feedback from a socio-cultural perspective. People and Places An original snapshot gallery of SCOLA friends from around the world and the places they live. Thousands of vibrant pictures to browse, download and display for any educational purpose. Savoir Vivre A global adventure in culture. Travel the world, discover its people and explore new lifestyles. Country Overview Videos Unique travelogue-style videos from every corner of the globe produced exclusively for SCOLA and narrated by native speakers. Mobile Apps Most SCOLA services are available via the SCOLA app.
& Sequence Course Name: Accounting I TSDS PEIMS Code: Course Credit: Course Requirements: Prerequisites: Recommended Prerequisites: Principles of Business, Marketing, and Finance. Course Description: NOTE: This is a suggested and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. For 0.5 credit courses, schedule is calculated out of 88/90 days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, and Brief Description # of Class Periods* (assumes 45-minute periods) minutes per unit TEKS Covered Knowledge and skills (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) demonstrate effective oral and written communication skills; (C) demonstrate an understanding of integrity and strong work ethic; (D) demonstrate attention to detail in completed assignments; and trial
Unit 14: Bullet and Tool Mark Impressions In this unit, students will evaluates bullet and tool mark impressions in a simulated criminal investigation. In brief presentations, students will explain the individual characteristics of tool marks, describe the mechanism of modern firearms, describe the composition and method of analysis for gunshot residue and primer residue, discuss the characteristics of bullet and cartridge cases, and explain the type of information available through the National Integrated Ballistics Information Network. 15 Periods 675 Minutes (15) The student evaluates bullet and tool mark impressions in a criminal investigation. The student is expected to: (A) explain the individual characteristics of tool marks; (B) describe the mechanism of modern firearms; (C) recognize characteristics of bullet and cartridge cases; (D) describe the composition and method of analysis for gunshot residue and primer residue; and
this unit, students will demonstrate critical thinking skills, identify system constraints, and make fact-based decisions. The culminating activity will have students use rational thinking to develop or improve a product. (F) use an engineering notebook and portfolio to record the final design, construction, and manipulation of finished projects. Unit 7: Solve Engineering Design Problems Engineering Design and Problem Solving reinforces and integrates skills learned in previous mathematics and science courses. This unit emphasizes solving problems, moving from well-defined toward more open-ended, with application. In this unit, students will use a variety of technologies to design components and develop prototypes. The culminating activity will have students use multiple software applications for concept presentation. (8) The student applies concepts of engineering to specific problems. The student is expected to: (A) use a variety of technologies to design components; (B) use tools, laboratory equipment, and precision measuring instruments to develop prototypes; (C) research applications of different types of drafting and design software; and (D) use multiple software applications for concept presentations. Unit 8: Product Design Processes and Techniques The Science, Technology, Engineering, and Mathematics (STEM) Career Cluster focuses on planning, managing, and providing scientific research and professional and technical services, including laboratory and testing services, and research and development services. In this unit, students will interpret engineering drawings and identify areas where quality, reliability, and safety (9) The student designs products using appropriate design processes and techniques. The student is expected to: (A) interpret engineering drawings; (B) identify areas where quality, reliability, and safety can be designed into a product; (C) improve a product design to meet a specified need; (D) produce engineering drawings to industry standards; and (E) describe potential patents and the patenting process.
distribution of assets at death. The student is expected to identify how wills and trusts support the distribution of assets after death. (2) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (14) The student applies mathematical process standards to demonstrate an understanding of charitable giving. The student is expected to demonstrate an understanding of the value and benefits of charitable giving. (15) The student applies mathematical process standards to demonstrate an understanding of the budgeting process. The student is expected to: (A) create a comprehensive balanced personal budget, including fixed and variable expenses, college savings, emergency savings, and retirement savings;
Scope & Sequence Course Name: TSDS PEIMS Code: Course Credit: Course Requirements: Prerequisites: Course Description: NOTE: This is a suggested and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unite TEKS Covered Knowledge and skills
SCI 100 – Meteorology: Chapter 6 Focus Questions and Topics to Study Describe the main aspects of air pressure (also as atmospheric or barometric pressure). What are isobars and what are common units on a surface weather map? On an upper-level (chart) map, is cold air aloft generally associated with low or high pressure? What about warm air aloft? List the three main forces that affect the horizontal movement of air (hence, the wind). What is the name of the that initially sets the air in motion, hence, causes the wind to blow? What does a steep (or strong) pressure gradient mean?
Unit 14: Anthropology and Forensic Science In this unit students will learn to identify the major bones of the skeletal system as well as how to differentiate between human and animal bones. Students will participate in “hands on” activities to identify the major bones of the human skeletal system and compare composition and structure of human bones with other animals. Students will also participate in class discussions and presentations that describe the techniques used to excavate bones from a crime scene, explain the characteristics of the human skeletal system indicative of specific gender, racial origin, and approximate range of age and height, and explain the role of dental records in identification of human remains. (16) The student explores principles of anthropology relevant to forensic science. The student is expected to: (A) identify the major bones of the human skeletal system; (B) compare composition and structure of human bones with other animals; (C) describe the techniques used to excavate bones from a crime scene; (D) explain the characteristics of the human skeletal system indicative of specific gender, racial origin, and approximate range of age and height; and (E) explain the role of dental records in identification of remains. Unit 15: Decomposition of the Human Body Calculating time and cause of death is vital for some crime scene investigations. Students in this unit will learn the science behind body (17) The student calculates the time and cause of death in relationship to decomposition of the human body. The student is expected to:
Scope & Sequence Course Name: TSDS PEIMS Code: Course Credit: Course Requirements: . Prerequisites: Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Number of Periods Total Number of Minutes Number of Hours *Schedule calculations based on 175/180 calendar days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total Minutes per Unit TEKS Covered (c) Knowledge and skills
(D) analyze and evaluate the use of less-than-lethal use of force; and (E) analyze and evaluate the use of deadly force. Unit 4: Conflict-Management, Crisis Situations, and Control In this unit, students will explore and discuss the importance of using interpersonal communication techniques to resolve conflicts and reduce anger. Students will also examine the techniques used to manage crisis situations and maintain public safety, and demonstrate crisis negotiations to promote the safety of individuals and the general public as well as effective communication techniques in a simulated crisis negotiation. Students will participate in a simulated scenario as a crisis negotiation team member, examine hostage safety considerations during a simulated crisis negotiation, and differentiate between public safety and individual rights during crisis negotiation. Students will also research, analyze, and evaluate crowd control methods. Students will discuss and explain the deployment of less-than-lethal and chemical crowd control measures and identify the need assessment of crowd management, including officer safety, surveillance, protection of life, 15 periods 675 minutes (5) The student recognizes the importance of using interpersonal communication techniques to resolve conflicts and reduce anger. The student is expected to: (A) examine interpersonal communication techniques used in law enforcement; (B) distinguish between passive, passive-aggressive, aggressive, and assertive behavior; (C) discuss strategies for dealing with difficult people; and (D) examine factors that contribute to a person's hostility. (6) The student examines the techniques used to manage crisis situations and maintain public safety. The student is expected to: (A) demonstrate crisis negotiations to promote the safety of individuals and the general public; (B) participate in a simulated scenario as a crisis negotiation team member;
15 Periods 675 Minutes 2. The student develops a supervised agriculture experience program. The student is expected to: (C) participate in leadership opportunities to create a well-rounded experience program; and (D) produce and participate in a local program of activities using a strategic planning process. Unit 3: Anatomy and Physiology of Livestock Students will the anatomy and physiological systems/functions related to livestock. Students will identify and describe the musculoskeletal, cardiovascular, digestive, circulatory, and reproductive systems of livestock including ruminant, non-ruminant, and poultry species. 15 Periods 675 Minutes 5. The student explains anatomy and physiology related to nutrition, reproduction, health, and management of livestock species. The student is expected to: (A) explain the skeletal, muscular, respiratory, reproductive, and circulatory systems of animals 6. The student determines nutritional requirements of ruminant and animals, including poultry. The student is expected to: (A) describe the digestive systems of ruminant and non-ruminant animals
15 Periods 675 Minutes 6. The student determines nutritional requirements of ruminant and animals, including poultry. The student is expected to: (B) identify sources of nutrients and classes of feed; (C) identify vitamins, minerals, and feed additives; (D) formulate rations; and (E) discuss feeding practices and feed quality issues 9. The student knows the factors impacting commodity prices and costs. The student is expected to: (B) formulate rations based on least-cost factors Unit 5: Genetics and Reproduction of Livestock Students will learn about genes and how they affect important traits such as growth, reproduction, disease resistance, and behavior. This unit contains lessons on reproductive topics such as conception, gestation and fetal development, and partruition. Students will conduct experiments pertaining to principles of genetics theories including labs to support Mendelian inheritance. 15 Periods 675 Minutes 3. The student demonstrates technical skills relating to the interrelated human, scientific, and technological dimensions of animal systems. The student is expected to: (B) the principles of livestock breeding and nutrition to predict the impact of current advances in genetics 7. The student explains animal genetics and reproduction. The student is expected to: (A) describe the reproductive systems of various livestock; (B) explain the use of genetics in animal agriculture such as Expected Progeny Differences (EPDs), phenotype, and genotype; (C) identify systems of animal breeding; (E) design and conduct experiments to support known principles of genetics
Extended Learning Experience In this unit, students explain societal impacts within the education and training career cluster. This unit culminates with students locating potential job opportunities aligning with the portfolio developed in this course. (3) The student explains societal impacts within the education and training career cluster. The student is expected to: (B) predict the Education and Training Career Cluster job market by using information from sources such as labor market information, technology, and societal or economic trends.
Chromosome may be in a circular shape called a plasmid No organized organelles except for ribosomes (for making protein) Smaller than eukaryotic cells Oldest known form of life Eukaryotic Cells Organized nucleus & Organized organelles (in membrane) Two Plant vs. Animals PLANT Cells 1) Only plant cells contain chloroplasts 2) LARGE central vacuole & contain a cell wall ANIMAL Only animal cells contain lysosomes & Animal cells have centrioles Organelles Structure & Function - You must know all the organelles and their function. Refer to page 279 & 281 in your text The Microscope (Section 7.2 & 508 – 510 in text) TRANSMISSION LIGHT MICROSCOPE TRANSMISSION ELECTRON MICROSCOPE (TEM) SCANNING ELECTRON MICROSCOPE (SEM) GREATEST MAGNIFICATION 1 000 100 000 (to 1 million) 20 000 IMAGE PRODUCED BY light passing through the material electrons passing through the material electrons reflected from the material FOCUSING DONE BY ground glass lenses electromagnets electromagnets IMAGE PRODUCED ON retina in the eye/monitor monitor monitor QUALITY OF IMAGE PRODUCED colour, internal structure, low resolving power black & white, internal structure, high resolving power black & white, three-dimensional, surface detail, high resolving power ADVANTAGES colour image, living material can be viewed very magnification, details of internal structure great magnification, images can be easily understood DISADVANTAGES low magnification, image material must be dead image difficult to interpret material must be dried (dead)
B C B D C A B NR1: 2.34 NR2: 0.60 NR3: 224 NR4: 10 PARTII: M A P N I Q O F B K E L J H D PART III: 14.8 m/s2 785 m 66.2%
Scope & Sequence Course Name: TSDS PEIMS Code: Course Credit: Course Requirements: Grades 11 and 12. Prerequisites: Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unite TEKS Covered Knowledge and skills (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) identify career development and entrepreneurship opportunities in the field of veterinary science; (B) demonstrate competencies related to resources, information, interpersonal skills, and systems of operation in veterinary science; (C) demonstrate knowledge of personal and occupational health and safety practices in the workplace; (D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;