zilongwang/ReadingBank huggingface dataset:
Writing for a of purposes. Letters Instructions Recipes Lists Information texts messages Harry Potter texts DVDs Images from the films In this unit, pupils will learn about how writing can be done for a range of purposes. They will be reading ‘Harry Potter and the Philosophers Stone’ and will also be watching clips from the film. This will provide the focus for the varied writing activities. Pupils will learn the difference between formal and informal language and will write their own letters and messages. Using the inspiration from the book, pupils will learn how to write a recipe and how to write other forms of instructions, such as how to care for a mythical creature. The pupils will learn about persuasive techniques used in travel writing. They will write a tourist guide to Diagon Alley. Communication Through effective written work Differentiated Outcomes All Listen to and discuss a text Retrieve information Discuss different types of letters Apply letter conventions in writing Discuss and classify words Most Read and discuss a text. Explain the meaning of words in context Write a letter in role Some Discuss and classify words Support arguments with evidence Make inferences
of applicants and subsequent selection processes, some Host Locations may receive no Scholars. Submission of Nominations Nominations must be submitted through the New Colombo Plan Online website. The Department of Education and Training will provide New Colombo Plan Liaison Officers for Scholarships with instructions on how to submit nominations. The following details applicants will be requested in the online nomination form: name gender date of birth email mobile phone degree in which the nominee is enrolled academic transcript intended Host Location (where known). Applications for Scholarships Applications must be submitted through the New Colombo Plan Online website. The Department of Education and Training will contact nominated applicants by and provide instruction on how to submit the application. The application requires applicants to provide details of their proposed Scholarship Program (including the mandatory study component, and the Internship/Mentorship and language training components, where applicable) and the Host Location in which they intend to complete their Scholarship Program (an applicant cannot change their Host Location once their application has been submitted). The application form also requires applicants to respond to the four selection criteria (see ). Applicants should be aware that giving false or misleading information to the Australian Government is a serious offence under the Criminal Code Act 1995 (Cth). Applications may be disregarded, offers revoked or a Scholarship Program terminated if it is the belief of the Department of Education and Training, in consultation with the Department of Foreign Affairs and Trade, that false or misleading information has formed a component of an application. Referee Reports Applicants must provide two referee reports when submitting their application. Referee reports must be from academic supervisors or tutors, lecturers, course convenors, or workplace supervisors (including volunteer work) who should be familiar with the applicant’s recent tertiary academic and/or work performance and abilities. At least one report must be prepared by an academic referee. Applicants should exercise due consideration when selecting referees as their report may add considerable value to their application through both the shortlisting and interview assessment processes.
The College of Education and/or Temple University to use my photograph, my name, and any or all parts of the contents of my letter of acknowledgment and/or my application in soliciting contributions as well as for marketing purposes. Keep the Scholarship Committee Chair, Jason B. Bozzone, informed of my academic progress (i.e. change of program, change in full time status, etc…) or authorize the University to release information about my academic progress to the selection committee. Ensure that future generations of students in the College of Education will have the same opportunities in financial assistance by acknowledging that I have a moral and ethical, but not legal, responsibility to contribute to the Scholarship Fund after graduation and engage myself in young alumni association programs, events, and activities. I have read and fully understand the requirements of receiving this scholarship. I understand that this scholarship is intended exclusively for my financial needs related to earning a degree from the Temple University College of Education, and that I must comply with guidelines set forth in the College of Education Agreement and by the Temple University Office of Student Financial Services. I understand that my failure to uphold any of the Scholarship’s current requirements as outlined in this Recipient Agreement will result in the recall of the funds and ability to apply for further financial assistance from the Fund. __________________________ __________________________ Print Name TUID ___________________________ _______________ Signature Date
Scholarships: Benjamin A. Gilman International Scholarship The Gilman International Scholarship offers scholarships for U.S citizens. The are given up to $5000, and $ 8000 more if is a critical language The applications are due in March and October. Minimum of 3 weeks in the same country for summer Freeman-Asia Freeman-Asia offers scholarship for U.S Citizens or permanent residents. The scholarship is for student who want to go study abroad in the East or Southeast Asia and who demonstrate financial need. Applications are due deadline is and October. Intelligence and National Security Studies Undergraduate and Graduate Fellowship Program Intelligence and National Security Studies Undergraduate and Graduate fellowship program offers scholarships for U.S Citizen, permanent resident or International students. UTEP undergraduate and graduate students under the Intelligence and National Security program. The deadline is July/August The Rainbow Scholarship This initiative offers scholarships to students of the LGBTQ+ community. The Rainbow scholarship is for U.S citizens, Permanent Residents and DACA Students Minimum of 4 Weeks of study abroad during summer/fall/spring Deadline November
Question (Required) As part of the application, you are required to compose and submit an essay. The essay should be no more than one page, typed with a font size no smaller than 12 point, and double-spaced on 8 ½ X 11” size paper. Include your name on the top right-hand corner of the essay. Describe how a cooperative can a culture to best serve its members. (Applicant Signature) (Date) Applicant Appraisal (Required) To the applicant: This section is required and must be completed in the format provided. If incomplete, your application will not be evaluated. The section is to be completed by a high school or college counselor or advisor, an instructor, or a work supervisor who knows you well. To the adult appraiser: You have been asked to provide information in support of this application. Please give immediate and serious attention to the following statements. When complete, please return to the applicant. If you prefer, photocopy this section and return to applicant in a sealed envelope. A letter of recommendation does not replace this section. The applicant’s choice of a educational program is: Extremely Appropriate Very Appropriate Moderately Appropriate Inappropriate The applicant’s achievements reflect his/her ability: Extremely Well Very Well Moderately Well Not Well The applicant’s ability to set realistic and attainable is: Excellent Good Fair Poor The quality of the applicants commitment to school and/or community is: Excellent Good Fair Poor The applicant is able to seek, find, and use learning resources: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates curiosity and initiative: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates good problem-solving skills, follows through, and completes tasks: Extremely Well Very Well Moderately Well Not Well The applicant’s respect for self and other is: Excellent Good Fair Poor Comments: Appraiser’s Name: Title: Organization: Phone No.: (Appraiser Signature) (Date)
Ensure the local directory for saving output is set correctly to c:\temp\ Ensure the data extract format is set to WEBUTIL Save any changes. On your computer, ensure you have a ‘Temp’ directory on c: drive. From the main menu enter ZRAEVAL Select ‘Help’ and ‘Extract Data No Key’ Select ‘Save File’ Note the file name and the directory the file is saved. Open Excel and search for the file. You will need to search “All files”. Select the ZRAEVAL file and click ‘Open’. The data will look similar to below.
-Develops and follows a plan to meet project deadlines. -Develops and follows a plan for equitably managing workload. All members actively participate and offer input in team meetings and in team deliverables. -Establishes and follows a set of constructive norms for project management: regular meetings, attendance, deadlines, and time for revision, -Establishes and follows a set of constructive to support team member interactions: defines roles, actively listens, openly shares ideas, helps members accomplish personal learning goals -Develops and follows a plan to meet project deadlines. -Elicits some participation and some contribution from members during team meetings and team deliverables, although some members may contribute more than others -Establishes and follows some constructive norms for working together: e.g., members meet at agreed upon times & share info -Establishes and follows some constructive norms for team member interactions: e.g., shares ideas, helps members accomplish personal learning goals -Has haphazard or no planning -Relies on one or two members to do most or all of the work; other members do not contribute to task completion -Develops dysfunctional norms for project management: including poor attendance of meetings, of members team communication - -
--Actively encourages members to express opposing points of view --Constructively manages and looks for ways to synthesize divergent perspectives. --Depersonalizes conflict --Gives each other constructive feedback --Has members who seem to like each other -- Seeks out external feedback --Responds constructively to external feedback, discerns essence of & reconciles divergent feedback -- Includes opportunities for members to voice dissenting ideas at specific stages -- Considers some dissenting perspectives even if team doesn’t fully explore these, and/or finds ways to manage internal disagreements (e.g., take break) to keep them from becoming divisive -May contain factions with unresolved disagreements Accepts feedback and attempts to incorporate appropriately --Unable to find resolutions for internal disagreements --Personalizes conflicts between members to the point where members cannot work together --Gives highly disparaging or personal feedback -Has members who dislike and/or avoid each other -- Dismisses or ignores external feedback
Scholarship in Practice At the completion of a Scholarship in Practice course a student will be able to: Courses must satisfy outcomes 1-4. Outcome 5 is optional. In many courses Outcome 5 is an important aspect of practice and should be highlighted in the course design and an in the application. In some SP courses such as internship or research experiences Outcome 5 is not central to authentic work therefore this outcome is optional. Select and critically evaluate areas of scholarship relevant to the practice of the discipline. Apply relevant methods and frameworks to the planning, modeling, and/or preparing necessary to produce a project or participate in the practice in a manner that is authentic to the discipline. Critique, revise and refine a project, or the practice of the discipline, according the authentic manner of the discipline. Effectively communicate the application of scholarship through ancillary material (written, oral, and/or visual) Collaborate in order to bring about a successful outcome. The UMD Scholarship in Practice Rubric was developed by the Scholarship in Practice Faculty Board in collaboration with Scholarship in Practice Instructors, the Office of Undergraduate Studies, and the Office of Institutional Research, Planning, and Assessment. AAC&U VALUE rubrics were also consulted. The rubric defines the standards for student performance in Scholarship in Practice at the University of Maryland. Use of the Rubric The Scholarship in Practice rubric is not written in discipline specific language. Faculty using the rubric may want to explain the rubric to their students in the context of the course discipline. UMD Scholarship in Practice Rubric The rubric to be used to assess student performance in the Scholarship in Practice Outcomes 1 through 4. Criterion Advanced Proficient Beginning Unacceptable Selecting and evaluating Relevant areas of scholarship are selected and critically evaluated by the student Engages in in-depth research and insightful evaluation to determine key resources. Explores a broad range of potential resources including and cross-disciplinary resources. Critically evaluates credibility, multiple Engages in in-depth research. Considers credibility, multiple view points, common assumptions, complexities and ambiguities. Engages in limited research that results in a superficial selection of resources. Considers credibility of resources but illumination of complexities and ambiguities is limited. No exploration of resources or selection of irrelevant resources. Does not consider credibility or multiple viewpoints common assumptions, complexities or ambiguities.
Joyce Chastain and BBSHRM SHRM Certification Scholarship Eligibility Guidelines Purpose BBSHRM supports and encourages HR professionals to demonstrate mastery of the profession by attaining Certification – SHRM-CP and/or SHRM-SCP. To assist with Certification expenses, Joyce Chastain and BBSHRM have established scholarships for eligible individuals. Eligibility To qualify for the Joyce Chastain and/or BBSHRM Scholarship, the applicant must mirror SHRM’s SHRM-CP and/or SHRM-SCP eligibility criteria. BBSHRM membership is also required. SHRM-CP SHRM-SCP Credential Less than a Bachelor's Degree* Bachelor's Degree Graduate Degree HR-Related Program Non-HR Program HR-Related Degree Non-HR Degree HR-Related Degree Non-HR Degree SHRM-CP** 3 years in HR role 4 years in HR role 1 year in HR role 2 years in HR role Currently in HR role 1 year in HR role SHRM-SCP 6 years in HR role 7 years in HR role 4 years in HR role 5 years in HR role 3 years in HR role 4 years in HR role *Less than a bachelor’s degree includes: working toward a bachelor’s degree, associate’s degree, some college, qualifying HR certificate program, high school diploma, or GED. The following general eligibility criteria, listed below, also apply: HR-related experience relates to work in any of the 15 functional areas of HR knowledge which comprise the technical competency HR Expertise, identified in the (Leadership and Navigation, Ethical Practice, Relationship Management, Communication, Global and Cultural Effectiveness, Business Acumen, Consultation and Critical Evaluation); Applicants are not required to hold an HR title. The critical factor in determining eligibility is your HR-related work as opposed to your job title; Applicants must be able to demonstrate that they devoted at least 1,000 hours to HR-related activities in any calendar year to qualify as having a year of HR-related experience. More than 1,000 hours in a calendar year does not equate to more than 1 year of experience;
2014-2015 _________________________________________________________________________ Scholarships
Michigan Tech Transfer Scholarship School of Business and Economics Impact Scholarship Summer Diversity Incentive Award Athletic Grants Scholarships sponsored by individuals and organizations Michigan Tech National Merit Scholarships ROTC (US Army or Air Force) Scholarships Michigan Competitive Scholarships All first-time freshmen students who apply to NMU are automatically considered for our “Excellence, Honors, Success” awards upon admission. All scholarships require full-time enrollment. View your potential award by using our online scholarship tool: . New Freshmen Michigan Residents Non-Michigan Residents NMU Excellence $3000/yr. NMU National Excellence Award $6500/yr. NMU Honors Award $1,500/yr. NMU National Honors $5500/yr. NMU Success Award $1000/yr. NMU National Success Award $4000/yr.
Spawning Appendix Tables Table 1. Histological classification of oocyte development. Reproductive State Gonad Stage Diagnostics Undeveloped Chromatin nucleolar nucleus (germinal vesicle) surrounded by a thin layer of cytoplasm. Stains darkly and uniformly with Toluidine Blue. Undeveloped Perinucleolar The germinal vesicle increases in size and nucleli appear at its periphery. The cytoplasm stains uniformly with Toluidine Blue. Developing Cortical alveoli Appearance of cotical alveoli (yolk vesicles) in the cytoplasm and formation of the vitelline membrane. Mature- Spawning Capable Vitellogenic Appearance of yolk proteins. The oocyte dramatically increases in size. Capable Hydrated 1 Beginning of hydration (coalescence of yolk granules and migration and dissolution of the nucleus). Oocyte round. Mature- Spawning Capable Hyrdated 2 Oocyte fully hydrated. Oocyte shape irregular. Mature- Spent (Regressing) Atresic Presence of retained oocytes post spawning. Atresic oocytes lose their spherical appearance and the membrane breaks down. Post ovulatory follicles (POFs) present. Chromatic nucleolar, Perinucleolar, Cortical alveoli Oocytes in various stages. No vitellogenic oocytes present. The wall is thick and the ovary may contain unabsorbed material from past spawning events.
Shelley Memorial Scholarship Steve Condra Memorial Local Colleges/Universities Scholarship and Admissions Deadlines Scholarship Deadline: February 15 Admissions Deadline: rolling admissions* Academic Service – 2.9 GPA and need based (covers tuition and book allowance) Foundation Scholarships – criteria and amounts vary, see guidance office Honors Scholarship – 25 ACT and 3.5 GPA (covers tuition and book allowance) MTSU Scholarship Deadline: December 1 Admissions Deadline: February 15 – Automatic admission with 25 ACT and 3.5 GPA Chancellor’s Scholarship – 32 ACT and 3.75 GPA (worth $5000) Presidential Scholarship – 29 ACT and 3.75 GPA (worth $4000) Valedictorian and Salutatorian Scholarships – 23 ACT and notify MTSU by February 15 Academic Service – 27 ACT and 3.75 GPA (worth $3000) Provost – 26 ACT and 3.75 GPA (worth $1500/year) Raider Scholarship determined by admissions office (worth $1000) * December ACT scores will be accepted for scholarship purposes * Sewanee – The University of the South Scholarship Deadline . . . . December 9 Admissions Deadline . . . . February 1 (only accepting applications through the Common Application process -- see your school counselor for more information or visit the University’s website) Technological University Scholarship Deadline: December 15 Admissions Deadline: rolling admissions* Academic Service – 28 ACT and 3.5 GPA (amounts vary) Academic Admissions Scholarships – 26 or 27 ACT and 3.5 – 4.0 GPA (worth $1000) Vice President’s – 27 ACT and 4.0 GPA (worth $2000) TTU Alumni Legacy – 24-25 ACT and 3.5 GPA (worth $1000) of at Scholarship Deadline: February 1 Admissions Deadline: rolling admissions* Chancellor’s Scholarship – 30 ACT and 3.75 GPA (worth $9,300 including Lottery) Provost – 26 ACT and 3.5 GPA (worth $7,800 including Lottery)
2017-2018 _________________________________________________________________________ Scholarships
Dr. Kenneth and Caroline McDonald Eng Foundation’s American National CattleWomen, Inc. Grant Application Name of applicant Email Phone Mailing address Date of birth Highest level of education Name of institution Title of project To be considered for this grant, projects must address at least one of the following areas: The establishment or the improvement of the applicant’s beef cattle operation in some way, such as genetics, environment, technology, or processing efficiency University studies related to modern beef production Research designed to better understand or improve the beef industry interests that will specifically benefit those who raise today’s beef All ANCW members are eligible to apply. Applicants must be current ANCW members at the time of submittal of application. Priority will be given to applicants 45 years and younger, but all applications will be considered. While applicants do not have to own cattle to be eligible for this grant, a vested interest in the beef cattle community should be clearly articulated. The winning application will be announced at the ANCW Annual Convention in San Antonio in February, 2015. Completed applications must be received by midnight, October 15, 2014. Grant Application Requirements:
REPUBLIC OF KENYA MINISTRY OF EDUCATION ANNOUNCEMENT GOVERNMENT OF BRUNEI DARUSSALAM SCHOLARSHIPS-2017/2018 The Ministry of Foreign Affairs and Trade of Brunei Darussalam has invited foreign students to apply for the above mentioned scholarships in the following areas/levels of study: PhD Masters Bachelor of Arts Bachelor of Science Diploma Courses The scholarships are tenable from one of the following institutions of higher learning: Universiti Brunei Darussalam(UBD) Universiti Sultan Sharif Ali(UNISSA) Universiti Teknologi Brunei(UTB) Poloteknik Brunei(PB) Application forms and any further information can be obtained from the following website: . Enquiries regarding the scholarship award can be referred to email: Deadline for submission of application forms is 13th March, 2017
C. Education history and qualifications Please list qualifications and grades which you have already obtained starting with the most recent: Dates attended School, university or college / country Qualification name (e.g. high school certificate, BSc in…) Grade/class Date obtained D. Work experience Please describe any work experience which is relevant to your proposed study programme, starting with your most recent position: Employment Dates Name of employer/organisation Job title and responsibilities E. Publications, Conferences, awards List articles you have published or presented in conferences, and award for outstanding achievement, if any.
Application for Schengen Visa This application form is free PHOTO 1. Surname (Family name) (x) For official use only 2. Surname at birth (Former family name(s)) (x) Date of Visa application number: Application lodged at CAC Service provider Commercial intermediary Border Name: Other File handled by: Supporting Travel Means of Invitation Means of TMI Other: Visa decision: Refused Issued: A C VTL Valid: From Until Number of entries: 3. First name(s) (Given name(s)) (x) 4. Date of birth (day-month-year) 5. of birth 6. Country of 7.Current nationality Nationality at if different: 8. Sex Male Female 9. Marital status Single Married Separated Divorced Other (please specify) 10. In the case of minors: Surname, first name, address (if different from applicant's) and nationality of parental authority/legal guardian 11. National identity number, where applicable 12. Type of travel document Ordinary passport Diplomatic passport Service passport Official passport Special passport Other travel document (please specify) 13. Number of travel document 14. Date of issue 15. Valid until 16. Issued by 17. Applicant's home address and e-mail address Telephone number(s) 18. Residence in a country other than the country of current nationality No Yes. Residence permit or equivalent ………………… No. …………………….. Valid until * 19. Current occupation
1 2 CHECKLIST FOR SUPPORTING DOCUMENTATION FOR SECTION A - TO BE ATTACHED TO THIS APPLICATION FORM: DESCRIPTION OF DOCUMENTS, applicable ATTACHED – TICK AND INITIAL Certified copy of Identity Document, Passport or Refugee papers Official documents providing verification of physical and postal addresses – e.g. telephone or electricity account Applicant’s Curriculum Vitae (CV) of no more than two(2) A4 pages using the following points as context: Participation in Extra-Curricular Activities Skills and Interests Academic and/or Professional Experience SECTION B AFFIDAVIT CONTAINING FINANCIAL DETAILS AFFIDAVIT I, …………………………………………………………………. (ID/Passport No. …………………………………), the undersigned, do hereby declare that I have responded to the questions/statements below in a clear and true manner, as follows: No. 1 INCOME
Completion of an essay on the importance of Defense Preparedness for our Country (Approximately 1000 words) Immediate Family Member working in the Picatinny community and/or NDIA Membership (Application attached) IV. Application Deadline Date: May 24, 2017. V. Applications are to be forwarded to: NDIA, Scholarship Fund Corporation, NOTES: Typewritten statements are preferred when completing this application. Family members of the Evaluation Team and/or Scholarship Corporation Trustees, or prior recipients of Picatinny Chapter Scholarships are not eligible for this scholarship. The scholarship will be awarded to eligible students without regard to race, creed or national origin. NATIONAL DEFENSE INDUSTRIAL ASSOCIATION PICATINNY CHAPTER COLLEGE SCHOLARSHIP APPLICATION Student’s Full Name Student’s Address: Telephone: Street City State Zip Area Code & Number Father’s Name Occupation Mother’s Name Occupation Membership in the NDIA: Father ___ Mother ___ Membership Number____________ Name of High School Graduation Date
Memberships or Awards– list professional memberships or awards (eg GAICD, FAICD, CPA, ICAA, OA), Experience Profile : NFP director profile: How long you have been an NFP board member ? _____________ (months or years) Not For Profit - public company limited by guarantee OR Not For Profit – incorporated association Please list your NFP board position/s, including the name of the organisation and time served on board/s:
University Of Toledo Track and Field Standards Considered for Considered for Event Full Scholarship Partial Scholarship Walk-ons MAC Average 8th Place 100m 11.70 11.90 12.40 11.86 200m 24.30 24.80 25.60 24.29 400m 55.50 56.50 58.50 55.36 800m 2:08.00 2:15.00 2:20.00 2.11.25 1600m 4:50.00 5:10.00 5:20.00 4.30.18 *1500m 3200m 10:40.00 11:10.00 11:10.00 16.56.20 *5000m 100H 14.00 14.40 15.40 14.10 300H 42.20 43.50 46.00 N.A 400H 59.00 61.50 1:04.00 61.35 HJ 5' 10" 1.78m 5' 8" 1.73m 5' 4” 5`5” 1.62m 1.65m LJ 20' 0" 6.10m 18' 10" 5.74m 18' 0" 19`4.75” 5.58m 5.91m TJ 41' 0" 12.50m 38' 6" 11.73m 37' 0" 39`.0” 11.28m 11.89 W-Shot 49' 0" 14.94m 43' 0" 13.10m 40' 0" 48`4.5” 12.20m 14.74m W-Discus 165' 0" 50.30m 140' 0" 42.67m 130' 0" 155`6” 39.62m 47.40m W-Javelin 160' 0" 135' 0" 110' 0" 132`7” 48.75m 41.15m 33.52m 40.40m *The chart above lists athletic performances that will be considered for athletic aid. The coaching staff will take the ultimate decision.
Name: ___________________________ Study Abroad Program Information College of Education credit-bearing program in you intend to enroll (if you have not decided, place an “X” for those you are seriously considering). You can use the Office of Study Abroad program search tool for details about these programs. http://studyabroad.isp.msu.edu/programs/ ___ Summer Sports Program Down Under - Australia ___ A Day in the Life of Japan: Education, Popular Culture, and Society - Japan ___ Learning, Technology, and Culture in Europe – Netherlands ___ Education, Society and Learning in Africa – South Africa ___ Cross-Cultural Teaching Abroad - South Africa ___ University of KwaZulu-Natal - South Africa Does this course fulfill a requirement for your program? If yes, which one? Estimated financial need not yet covered on program costs): How do you expect to pay for study abroad? Previous Experience Abroad Have you previously traveled abroad? Yes ____ No ____ If yes, for what purpose (school, leisure, work) and duration? Essays: Please answer the following questions in essay form. Your responses should not exceed 2 pages per question, double-spaced. Include your first and last name on each page of your essay. Rationale for Interest in Study Abroad: How does study abroad fit into your long-term personal and/or career goals? How will this experience enhance your study to become an educator? Previous Experiences with New Environments or Situations: Write about a time when you experienced a new place, differences in culture, or differences in thought. How did you respond to this new environment or experience? What did you learn from this experience? This may include experiences locally, nationally, or abroad. Academic record: Include your transcript or grade report as the last page of this document.
Student Declaration: • I confirm that the information I have provided is true and accurate • I agree to notify the College of any change in my circumstances which may affect my eligibility for funding, or of any change to my course, as soon as either of these occurs. • I understand that the College may claim back all or some of the award made to me if I have given misleading or inaccurate information intentionally. I recognise that false statements can leave me open to prosecution. • I understand that financial assistance is dependent upon satisfactory attendance, achievement and behaviour on campus. Scholarships may be withdrawn during the year if any of these are not satisfactory. • I understand that if I withdraw from my course I may be asked to pay back some or all of the funding I have received up to that date. • I will declare any interest I have in the College, such as relationships with employees of Askham Bryan College or Newton Rigg College. Signed: Date: (Learner applying for the Scholarship) What Happens Next? Please return your application form to: Scholarship Applications Newton Rigg College Penrith Cumbria CA11 0AH Applications received after 1st July 2017 may not be considered by the Scholarships Panel. The outcome of your application will be notified to you in writing by 31st July 2017.
4. Attends to relationship building when providing feedback 5. Monitors the learner’s reactions by exploring their views on the feedback 6. Explores content of feedback and performance, (i.e. what worked, what didn't work, match of progress and program/personal goals, objectives, needs) 7. Coaches for performance change (e.g. hints or tips for improvement, priority actions, plan) OVERALL rating in relation to asking for and providing feedback 1 Unsatisfactory 3 Competently 5 Superior Areas of strength Areas for improvement 1. 1. 2. 2.
You note his myalgias are focussed in the hip and shoulder girdle and are associated with predominant morning stiffness. You feel the most likely diagnosis is polymyalgia rheumatica. However, when you explain this to the patient he says that these symptoms all started three weeks after he returned from a trip to the Caribbean and southern Florida and he asks if he should be tested for Chikungunya as he has heard that it is prevalent in these areas. 4. Focus of the script: (in this example) Evidence-informed decision-making (EIDM) EIDM skills task SAMPLE script wording What CONTENT about EIDM would you like to highlight What PROCESS skills EIDM would you like to highlight 1.Identified evidence question Begin by acknowledging to the patient that you need to read a little further about whether that testing would be appropriate in his case. Consider what your specific knowledge gaps in this are. Now remind yourself of the PICO framework for composing specific searchable questions. It appears in this setting that you are aware of this disorder but are not sure about the best way to test for it. The question could be posed as: In patients who have travelled to south Florida and the Caribbean how accurate is clinical history with or without specific serology for ruling out Chikungunya disease? Now lets try to practice using this question framework as clinical questions come up through the morning. The PICO question format: Population Intervention Comparator Outcome For a practice scenario, formulate a well-structured question using a specific framework (Scholar 3.3, Entry to residency milestone) Generate focused questions that address practice uncertainty and knowledge gaps (Scholar 3.1, Core of discipline milestone) 2.Developed search strategy The next question is do we need to search the primary literature or is there a trustworthy pre-appraised source that can provide this answer. Discuss with the learner what sources they feel are trustworthy and compare to your own list Describe the advantages and limitations of pre- appraised resources (Scholar 3.2 to residency milestone) Select appropriate sources of knowledge as they relate to addressing focused questions (Scholar 3.2 Entry to residency milestone)
• Consult with statistician (if applicable) • Identify Potential funding sources • Develop studytimetable • Revisions as per REB and responsibilities • Establish routine study-related communication (format/timing) • Determine specifi c study procedures • Hire and train study staff • Set up research account • Start data collection • Develop and initiate monitoring regimen Data collection Monitoring: • recruitment (includes response rate for surveys) • adherence to protocol • data quality • consistency of clinical and lab procedures and/or assessments by multiple assessors • confidentiality • study budget Routine contact with: • study team • preceptor • REB (as needed) • participants (as needed)
Scholastic Online Ordering Information Web address: Dear Parent, Now it's easier than ever to find the right books for your child — and help us earn FREE books for our classroom library at the same time! With new online ordering from Scholastic Book Clubs, you can choose from a much wider selection of books than in the printed flyer. Plus, you can send your orders directly to me online and use your credit card. Best of all, our class earns a FREE book every time a parent places their order online. It's so simple! Here's how it works: SIGN UP at . On the parent page, click the "Don't have a User Name and Password?" link, then register for your own username and password. When prompted, enter the one-time Class Activation Code shown above. This code ensures that your order is sent to me. SELECT the books you'd like to order from over 500 titles available online...and take advantage of specials and discounts. SEND your order to me online by the due date. Books will be delivered directly to our classroom, as always. Ordering online is fast, easy, and secure. Plus our whole class benefits thanks to the FREE books we'll earn with every parent online order. Go to now to get started. Thank you, Cathy Gibson
Students should: 9.1 Describe, with examples, how objects can interact a at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved b by contact, including normal contact force and friction c producing pairs of forces which can be represented as vectors 64-7 54-7 66-9, 192-5 9.2 Explain the difference between vector and scalar quantities using examples 64 54-7 66-9, 192-5 9.3 Use vector diagrams to illustrate resolution of forces, a net force, and equilibrium situations (scale drawings only) 64-7 54-7 66-9, 192-5 9.4 Draw and use free body force diagrams 67 56 69, 194 9.5 Explain examples of the forces acting on an isolated solid object or a system where several forces lead to a resultant force on an object and the special case of balanced forces when the resultant force is zero 66 56 68, 194 9.6P Describe situations where forces can cause rotation 74-5 61 76-7, 199 9.7P Recall and use the equation: moment of a force (newton metre, N m) = force (newton, N) × distance normal to the direction of the force (metre, m) 74-5 61 76-7, 199 9.8P Recall and use the principle of moments in situations where rotational forces are in equilibrium: the sum of clockwise moments = the sum of anti-clockwise moments for rotational forces in equilibrium 74-5 61 76-7, 199 9.9P Explain how levers and transmit the rotational effects of forces 74-5 61 76-7, 199 9.10 Explain ways of reducing unwanted energy transfer through lubrication 19 17 21, 155 Topic 10 – Electricity and circuits Students should: 10.1 Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electrons 49-50 42-4 51-2, 180-2 10.2 Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent including batteries, switches, voltmeters, ammeters, 25-6, 32 20, 27 27-8, 34, 158, 165
School/ organisation name: School address: Post code: Contact Name: Mobile: Telephone: Email: Date/s of visit: Course location: Total no. and age range of participants: Payment Please enclose cheque or BACS payment. Deposit of 25% must reach Circle of Life Rediscovery 60 days before date/s of visit or full fee is payable immediately. Cheques payable to Circle of Life Rediscovery CIC. BACS payments – Sort Code: 30-95-01 Account No: 03565091. Please tick here if invoice requested in advance of payment: Yes No Photo Permission Do you give permission for Circle of Life Rediscovery CIC to use video footage and/or photos on our website, leaflets or flyers, and for promotion with funders, external publications, journals, advertising, websites and any other public media. Your full name will not be used. Yes No Signed on behalf of the school: name: Date:
School Advisory Council Agenda MEETING CALL TO ORDER 30 October 2017 5:30 PM notification of meeting 20 October 2017 E-Mail/Web site members Joseph Mikulski, Myoung Kim, David MacGregor, Dan Rogers, Annmarie Algigi, Valerie Anderson, Didi Arpaia, Debbie Borowski, Joe Cleveland, Lyndsey Dombroski, Pete Fominaya, Chris Mitchell, Deana Parker, Lori Schena, Beth Sommerfeld, David Teets, Tracy Tyo, Oscar Villaverde, John Williams, Robert Wind, Kathy Macri, Liyah Courageaux, Stephanie Garcia, Kaileigh Rodriguez, Maggley Vielot welcome 5:30 approval of minutes Approval of Minutes from May 22, 2017 SAC Meeting Approval of Minutes from September 25, 2017 SAC Meeting changes to agenda Updated Agenda e-mailed and posted on October 23, 2017 Agenda item 1 Old Business agenda item 2 New Members agenda item 3 Budget Principal agenda item 4 School Improvement Plan-Review and Vote Principal Assistant agenda item 5 A+ Funds-Review and Vote Principal Agenda ITEM 6 SAC Leadership and Vote Principal Agenda ITEM 7 SAC Mini-Grants AGENDA ITEM 8 QB1 Data (if Available) Agenda ITEM 9 Funding for Observational Rounds AGENDA ITEM 10 Activities Update
THEME PRIORITIES OBJECTIVES SUCCESS MEASURES Enterprise Raise Profile of Enterprise within Saint Roch’s Secondary. Establish BPG section on School Website. Establish Charities Committee within school. Enterprise activities given higher profile within school, community and authority. BPG Group Section created within website with details of latest partnership activities. Parents and community more informed of business links in school. CH2M can offer guidance on website setup and provide material. Group established within school which will seek to utilise enterprise and leadership skills more effectively. Noticeboard created and populated with news of successful ‘enterprise’ success stories. Formalise Plan of Enterprise Events within the school. Establish enterprise group within school. Whole school events organised for all year groups. Increase number of enterprise events. Junior Enterprise Group established in school. CH Island/Business Enterprise Event – potentially January 2018 (same event as run in Autumn 2013 & 2016 for S1 or S2). Opportunities for at least 10 enterprise events annually – accessed via curriculum and wider achievement opportunities. Successful participation in range of authority and national competitions/enterprise activities. Involve Glasgow Chamber of Commerce and Glasgow City Council in school activities to support competitions such as the “Bad idea”. CH2M staff can support Scottish Engineering Special Leaders Award and have experience in doing so with an ever growing pool of STEM Ambassadors: Increased (and continued) participation in national enterprise events such as Micro Tycro, Dell Challenge etc. PRIORITIES OBJECTIVES SUCCESS MEASURES
rapport as partners in learning. An awareness of student abilities and acknowledgement of individual needs are highly valued in our teaching and learning cycle. This report provides a window into a cross section of aspects of our school and can be found on the Pialba State School website, in newsletters and on request, from the school’s Administration Office. School Progress towards its goals in 2016 Embedding a balanced reading program Developing shared understanding and pedagogical practice of the 6 reading procedures Aligning reading framework to Pearson’s Gradual Release of Responsibility Model (Refer Framework for the Teaching of Reading) Ensuring the 6 aspects of reading are explicitly addressed Continuing the use of a variety of teaching processes and resources to support the development of the literacy of inference and synthesising Embedding comprehension strategies into the reading procedures Using the reading procedures as a focus for Instructional Leadership to build teacher capacity through observation and feedback Embedding English units of work Through explicitly planning English, grow teacher knowledge and consistency of language on L4L and the it Down Build it up Strategies Embedding in planning, assessment rubrics in child friendly language, to promote and continue teacher student feedback cycles Building an Improvement Culture through Student Achievement Meetings Developing a framework which ensures an alignment to school improvement priorities and individual needs. Developing Performance Plans which align with AITSL: National Professional Standards for Teachers Realigning Responsible Behaviour Plan Review of the Responsible Behaviour Plan Investigating consistent approaches to adherence and non-adherence to rules and routines. Developing a proactive attendance policy Clearly publish targets for 2016 Articulate role and responsibilities of stakeholders. Celebrate the success achieved though newsletter, parades and personal acknowledgements. Yet to Commence Partially Completed Completed and ready for embedding Future Outlook Implement (PBL) Positive Behaviour for Learning Implement a school approach to developing a whole school behaviour curriculum. Clearly documented consequences for non-adherence and rewards for ongoing adherence to school rules. Consistency in behaviour vocabulary for students and recording for staff. One School behaviour data to drive the lesson focus
Essay Question (Required) As part of the application, you are required to compose and submit an essay. The essay should be no more than one page, typed with a font size no smaller than 12 point, and double-spaced on 8 ½ X 11” size paper. Include your name on the top right-hand corner of the essay. Describe how a cooperative can a culture to best serve its members. X Applicant Signature Date Applicant Appraisal (Required) To the applicant: This section is required and must be completed in the format provided. If incomplete, your application will not be evaluated. The section is to be completed by a high school or college counselor or advisor, an instructor, or a work supervisor who knows you well. To the adult appraiser: You have been asked to provide information in support of this application. Please give immediate and serious attention to the following statements. When complete, please return to the applicant. If you prefer, photocopy this section and return to applicant in a sealed envelope. A letter of recommendation does not replace this section. The applicant’s choice of a educational program is: Extremely Appropriate Very Appropriate Moderately Appropriate Inappropriate The applicant’s achievements reflect his/her ability: Extremely Well Very Well Moderately Well Not Well The applicant’s ability to set realistic and attainable is: Excellent Good Fair Poor The quality of the applicants commitment to school and/or community is: Excellent Good Fair Poor The applicant is able to seek, find, and use learning resources: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates curiosity and initiative: Extremely Well Very Well Moderately Well Not Well The applicant demonstrates good problem-solving skills, follows through, and completes tasks: Extremely Well Very Well Moderately Well Not Well The applicant’s respect for self and other is: Excellent Good Fair Poor Comments: Appraiser’s Name: Title: Organization: No.: X Appraiser Signature Date
School of Brevard County 2700 Judge Fran Jamieson Way • Viera, FL 32940-6601 Desmond K. Blackburn, Ph.D., Superintendent August 28, 2017 MEMORANDUM TO: School Administrators and Testing Coordinators FROM: Neyda Francis, Assistant Director Accountability, Testing, and Evaluation RE: School Directive Regarding Opting-Out Florida Statute 1008.22(3) clearly states "Participation in the assessment program is mandatory for all school districts and all students attending public schools..." and Florida Statute 1008.25(4)(a) states "Each student must participate in the statewide, standardized assessment program ..." Commissioner Pam Stewart has made it clear that state law requires students to participate in the state assessment system. "There is no opt-out clause or process for students to opt-out or for parents to opt-their-children-out." Brevard will comply with state law and Commissioner Stewart's guidance by following these procedures: The expectation is that students who are present during any testing window, in statewide assessments are being administered, will sit for the test. If students are not present during a regularly scheduled test session, they will be expected to sit for a make-up test that will be administered during the testing window for that assessment. However, based on discussions from the Brevard School Board at the February 24, 2015 meeting, we have direction on how we will deal with students who refuse to test. The opt-out procedures provided will assist you in accomplishing this without disrupting the testing environment. Additionally, the Principal or designee will communicate the Board’s opt-out-policy with parents who have communicated their desire to exclude their student from participating in state mandated assessments. Attachments: Opt-Out Procedure Parent Letter NF/jc __________________________________ Approved by: K. Jane Cline, Assistant Superintendent, Elementary Leading & Learning Neyda Francis, M.Ed.,Asst. Director Office of Accountability, Testing & Evaluation Phone:(321) 633- 1000, ext. 370 • Fax: (321) 633-3465 An Equal Opportunity Employer
Date Gloria deCruz, Chapter Manager Bááháálí Chapter PO Box 6118 Gallup, New Mexico 87305 Dear Ms. Skeet deCruz: Greetings! My name is and I am attending (College/University). I will be majoring in , minoring in . I am applying for the Bááháálí Scholarship because I (Please include what you would like to accomplish with your degree and how you plan to use your degree to assist your community/people). I appreciate the opportunity the chapter has given me in applying for the Bááháálí Chapter Scholarship. If you have any questions, please contact me at (phone number and email address). Sincerely, Your Name
Date Gloria Skeet deCruz, Chapter Manager Bááháálí Chapter PO Box 6118 Gallup, New Mexico 87305 Dear Ms. Skeet deCruz: Greetings! My name is and I am attending (College/University). I will be majoring in , minoring in . I am applying for the Bááháálí Scholarship because I (Please include what you would like to accomplish with your degree and how you plan to use your degree to assist your community/people). I appreciate the opportunity the chapter has given me in applying for the Bááháálí Chapter Scholarship. If you have any questions, please contact me at (phone number and email address). Sincerely, Your Name