zilongwang/ReadingBank huggingface dataset:
Summative Assignment. (Tests, quizzes, projects)Card marking grades. (Highlighted) Date Goal Grade Grade Earned How did this assignment help you answer the essential question for the unit. Two ways you can improve or keep your current grade. Scientific method quiz 9/13/2017 (How does failure lead to innovation?) Forces and Motion Pretest 9/16/2017 (How has force led to innovation?) Crater Investigation (How has force led to innovation?) Airdrop Delivery System (How has force led to innovation?) Forces and Motion Test (How has force led to innovation?) Gravity and Space Pretest (How do things move in space?)
Gravity and Space Quiz 11/21/2017 (How do things move in space?) Solar System Project 12/13/2017 (How do things move in space?) Gravity and Space Test 12/18/2017 (How do things move in space?) Earthquake Rescue Plan Pre-test 1/08/2017 (How do sound waves behave?) San Andreas CER (How do sound waves behave?) Glass Bottle Summative Task (How do sound waves behave?) Wave Poster Summative Task (How do sound waves behave?) Rescue Plan Project (How do sound waves behave?) Earthquake Rescue Plan Test (How do sound waves behave?) Laser Alarm System (How do light waves behave?) Laser Alarm System Project (How do light waves behave?) Laser Alarm System Test (How do light waves
behave?) Evolution and Extinction Are we on the verge of a 6th mass extinction event? Evolution and Extinction Quiz 5/9 Are we on the verge of a 6th mass extinction event? Earth’s History and Timeline Poster 5/10 Are we on the verge of a 6th mass extinction event? Summative Assignment. (Tests, quizzes, projects)Card marking grades. (Highlighted) Date Goal grade Grade Earned How did this assignment help you answer the essential question for the unit. Two ways you can improve or keep your current grade.
Policy Statements: [Name of First Nations School] will: Ensure that the [Principal] is responsible for the establishment, security and maintenance of the Student Record and Student File for each student registered in the school according to the procedures defined in this policy. Only collect, use or disclose personal information with the consent of the individual student or legal guardian, unless otherwise authorized by law. On or before collecting personal information, disclose to the individual student or legal guardian verbally or in writing the purposes for the collection of personal information. Only collect, use or disclose personal information for purposes that a reasonable person would consider appropriate in the circumstances and that fulfill the purposes disclosed by the school or are otherwise permitted by law. Secure Student Records and Student Files, with access within [Name of First Nations School] restricted to those individuals who, by the nature of their work, are required to have access to the information. Provide access to personal information about an individual student to the individual student (if capable of exercising information rights), and to a parent or legal guardian of the individual student during school hours and under the supervision of the Principal or designate. Subject to legal requirements, ensure that personal information will be retained only for a reasonable period of time and as required to fulfill the purpose for which it was collected. Inform parents and guardians that concerns, complaints and questions about personal information handling policies and practices of the school may be directed to the school’s Principal or designate by calling the school office. Definitions and Student Record Components When used in this policy, the term “Student Record” means: (PSR);
Ability to work in an environment of change, contributing and adapting to new ways of working X Application and Interview Creative problem solving ability X Application and Interview Ability to take ownership of issues and problems and work to find an appropriate solution X Application and Interview Ability to work as part of a team X Application and Interview Full Driving Licence X Application Attitudes and Attributes Passionate about educational achievement X Interview Demonstrates a ‘can do’ attitude and a commitment to outstanding service X Interview Organised and thorough in approach to work tasks X Interview
If you paid the standard application fee, most of this amount will be refunded if the case is resolved in your favour. Note: Full details of the application process and fees payable are available on the AAT Registry’s website: . Fees are subject to change – refer to the AAT website for up-to-date fee information. Applications cannot proceed until the fee has been paid or waived. Applications for fee waiver must be made to the AAT. Refer to the AAT website for more details. The Secretary of the Department, or the Secretary’s delegate, will be the respondent for cases that are brought before the AAT. Upon the Department’s receipt of a notification from the AAT, the Department will notify LTT Group that an appeal has been lodged. Upon receipt of this notification from the Department, the Review Officer will provide the Department with copies of all documents relevant to the appeal within 10 business days. Publishing details Document No: SM33 Document: Name: VFH Student Refund and Review Policy & Re-crediting a FEE-HELP Balance Quality Area: Student Management Responsibility: Author: LTT Group Pty Ltd Status: Approved Version: V3 Approved By: National Compliance Manager Approval Date: 03/05/2016 Review Date: 1 year from approval Rationale (AQTF): AQTF 2.3, Condition 5, 8 VRQA Guideline 2.5 Rationale (ASQA): SRTO 5.2, 5.3 Relevance: All current and prospective students and clients of LTT. Circulation: LTT’s website. Student Handbook. SharePoint.
(3) Nametags. When name tags are prescribed, they will be centered ¼ inch above the right pocket for Navy Option or 1/8 inch above the right pocket for Marine Option. On uniforms without a pocket, they will be worn in an equivalent position on the right breast. On uniforms with slanted pockets, a horizontal line tangent to the highest edge of the pocket will be considered the top edge. The name tag will always be parallel with the deck for uniforms with slanted pockets. (4) Shoes. Plain toe black shoes. All parts of the shoes will be shined to a high gloss, so as to present a uniform appearance. 1/C Midshipmen, STA-21 Sailors and MECEP OCs are authorized to wear Pormeric (Corfam) shoes. (5) Outerwear. No insignia is worn on blue or khaki windbreakers or on raincoats. This does not apply to Officer Candidates; they will continue to wear insignia on all outerwear according to standards set forth at the Naval Science Institute (NSI). The standards for brigdecoats is the same for all; the proper shoulder board, as detailed in section 7.7, subsection e, shall be worn on shoulder epaulettes of bridgecoats. (6) Women’s Skirts/Pumps. (a) Slacks will be worn for all uniforms except when skirts are specifically prescribed. Hose will conform to the individual’s natural skin color. (b) Oxfords will be the standard shoe worn by women. Pumps will be worn when prescribed and in all cases when skirts are prescribed, with the exception of when a duty involves prolonged walking or standing, for example during formations, inspections and close order drill. (c) When slacks are prescribed, oxfords will be worn. Socks will be the same color as the shoes. i. Navy Working Uniform (NWU). The Navy working uniform shall be the standard utility uniform for midshipman and officer candidates. The Marine Corps MARPAT Uniform will be the utility uniform for Marines and Marine Option Midshipmen. (1) Manner Of Wear. Standards of appearance for all personnel wearing the Navy Working Uniform are as follows: (a) The Navy Working Uniform shall be clean and pressed to present a neat appearance. The use of starch is not authorized. (b) The requirements for smartness and personal appearance fully apply to the camouflage utility uniform.
Student Resource Profile Code Informal: FBA, Run. Recs, Observation Formal: WJIII, Key Math, C-TOPP2 Clinical Medical Sensory Special Ed. History Severe & Profound CFS Inv/Placement History IEP Case Manager Case Agency Involvement Individual Direct Instruction RT/EA Adaptive Tech./Aug. Communication Life Skills Outdoor Ed/ Cultural-Land Based Guidance Counselling/Therapy Transition Plan Behaviour Support Plan Individual Health Plan Other Psychologist Occupational Therapist Physiotherapist Speech Language Pathologist Reading Clinician Pediatrician Geneticist MB FASD Centre Psychiatric Support Audiologist/ Audiometrist Irlens Diagnostician 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 X = Currently in place; 0 = Needed but not in place Completed by (name): Date:
Student Name Mrs. Livaudais H. English III, Block 1 24 September 2013 Required Music Education in All Grades Years of arts coursework Verbal Math 4+ 534 540 4 543 541 3 514 516 2 508 517 1 501 515 ½ 485 502 Avg. for All SAT 508 520 Source: College-bound Seniors- Total group profile report, College Board SAT, 2005. Print. “Students in elementary schools with superior music education programs scored around 22 percent higher in English and 20 percent higher in math scores on standardized tests, compared to schools with low-quality music programs, regardless of socioeconomic disparities among the schools or school district” (Brown). The students who had music education did significantly better on the tests than the students who had little or no music education. These results are also similar on the Scholastic Assessment Test (SAT) scores where the “students who took four years of arts coursework out performed their peers who had one half-year or less of arts coursework by 58 points on the verbal portion and 38 points on the math portion” (“College-Bound Seniors 5”). Table 1 shows these statistics from the SAT scores for 2005. The reason for these better scores and understandings is simply because music stimulates the brain and increases functioning in different areas of the brain. Jason Heard, an experienced band director for over ten years says that band is more than just teaching music. The teaching goes beyond
IN SUPPORT OF LEARNING Library Issue Response Progress Library eResources to better address the needs of students in the School of Psychological Sciences Content Trial Science Direct and Sage Psychology journal databases The following additional content has been added to the College’s eResources: Science Direct Social and Behavioural Sciences Collection DSM Premium@PsychiatryOnline.org Sage Psychology Journals EBSCOhost Academic Search Premier Counselling and Therapy Vol.3 and Video Journal of Counselling Discoverability Introduce a single search discovery layer (Primo) Introduce SFX link resolver to provide direct links from PsycINFO to non-EBSCO databases and link ACAP content to Google Scholar search Improvements to access and discoverability: A single discovery layer for all library resources, branded as Navitas Multisearch, introduced in March 2013 SFX provides links from PsycINFO to content in multiple databases A-Z eJournals, a searchable listing of all electronic journals available through the ACAP Library Online interlibrary loan and document delivery requests
refined skills in their teaching in order to enhance student engagement and support learning outcomes TechTalks are continually being updated as a result of feedback from participants and stakeholders. Each session includes both technology and pedagogical use and application. Introduce a variety of interactive learning technology tools into ACAP online class spaces Teaching with Technology sandbox (a space for teaching staff to learn about and practice using learning technologies) has been updated ensuring material contains relevant information to promote online teaching. Teaching staff can go into this sandbox to practice skills in teaching with technology, with feedback offered by moderators. Lack of information about, and functionality of, online class spaces for students Improve user guides (print and video) in terms of media and access Improvements to user guides made and access to the user guides has been improved through the new automated FAQ IT help system. Develop online short course for students to introduce them to learning online and to familiarise students with the core functions of the learning management system Short course in planning phase Student Learning Support Issue Response Progress
Evaluate recruitment outcomes and adjust as necessary; develop and execute reports. Job Function, % Time, Essential 10%, Administration, Essential Duties Performed Develop and maintain relationships with internal and external student and academic affairs offices, community groups etc. to facilitate communications and cooperative efforts which ensure optimal programs and process for students. Review, evaluate, and process transcripts and verification of diplomas, certificates, etc. to ensure eligibility for transfer student admission to WSU. Exercise independent judgement within established guidelines for such evaluations. Assist students in the appropriate course of action and monitoring progress for admission to the University. Ensure accuracy and accessibility throughout the admission process. Manage, oversee, and administer enrollment and graduation processes for students and ensure conformance to policies, procedure, and protocol. Lead student admission process, tracking and communication for prospective students. Job Function, % Time, Essential 5%, Other, Non-Essential Duties Performed Perform other duties as assigned. Supervisory/Lead Responsibilities Does this position lead the work of others? Yes Does this position supervise the work of others? No Position Qualifications
Angle (deg) Student 1 Student 2 Sin(x) Avg 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Angle (deg) Student 1 Student 2 Sin(x) Avg 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90
Using your trig table, solve for x in the following triangles: Check using calculator: 4.3cm 5.6cm Check using calculator: Side note: We already talked about the name of tangent. The word the Ancient Greeks used for sine meant chord, because sine is equal to half of the chord, but when it was translated from Greek to Arabic to Latin, there was a mis-translation that led to the word sinus in Latin, which means “inlet” being used, rather than the word that means chord.
Expenditure Invoice/Receipts Travel College Books/Materials Medical (doctor/dental visits) Date of Invoice/Receipt € Date of Invoice/Receipt € Date of Invoice/receipt € Total = € Total = € Total = € Doctor other (prescriptions) Other Invoice/Receipt € Invoice/Receipt € Total = € Total= €
School staff see and know what is happening outside of the classroom 1 2 3 4 5 Strongly disagree Disagree Unsure Agree Strongly agree Other pupils tease me at schools 1 2 3 4 5 I am hit, kicked or pushed by other pupils 1 2 3 4 5 Other pupils have say bad things about me when I’m not there (including online) 1 2 3 4 5 I feel under pressure to do things that my friends are doing 1 2 3 4 5 Another student has used a mobile phone or the internet to embarrass or threaten me 1 2 3 4 5 I have posted something online about another student that I later wished I hadn’t 1 2 3 4 5 Sexual harassment happens at school 1 2 3 4 5 I have made another student kiss, touch or take part in a sexual activity 1 2 3 4 5 A student has forced me to kiss, touch or take part in a sexual activity with them 1 2 3 4 5 In the last month, how often did you feel things were going well for you at school? Not often Sometimes Often In the last month, how often did you feel like you were unable to cope with school? Not often Sometimes Often Strongly disagree Disagree Unsure Agree Strongly agree I feel safe in the local area around school 1 2 3 4 5 There are some places in the local area I wouldn’t go because I don’t feel safe 1 2 3 4 5 If you agreed, please write the specific location/s where you don’t feel safe: Strongly disagree Disagree Unsure Agree Strongly agree School is a place where I feel safe 1 2 3 4 5
Name: Undergraduate Student: ___ Graduate Student: ___ Local Address: Phone: Home Address: Phone: Email Address: Emergency Contact: Schools Attended *These are the schools you attended as a student. Please include district if out of St. Louis area. Elementary: Middle: High School: Area(s) of Certification: ______________________________________________ Teaching Level Desired: Early Childhood: Preschool ___ K ___ 1-2 ___ 2-3 ___ Elementary: Primary ___ (1-3) / Intermediate ___ (4-6) Middle (indicate areas of specialization): 1. 2. Secondary (indicate teaching field): 1. 2. Mild/Moderate (Placement in an Elementary Inclusive setting 14 weeks/ Placement in a Special Education setting 2-3 weeks): Primary ___ (1-3) / Intermediate ___ (4-6)
Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures to ensure inclusive learning environments that enable each learner to meet high standards. Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals and the community), and adapts practice to meet the needs of each learner. Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession. Pre-Service Dispositions
Evaluator: ________________________________________________________ Senior Showcase Rubric Outstanding = 5 Value: 5.00 Proficient = 4 Value: 4.00 Basic Proficiency = 3 Value: 3.00 Needs Improvement = 2 Value: 2.00 Unsatisfactory = 1 Value: 0-1.00 Score/Level
Instructional Procedures – Insert specific plans here, making provisions for the following: Review (as needed, make connections from a previous lesson) Developing Background (How will students connect the lesson to their own experiences?) Transitional Statement (including stated objectives) Developing the New Lesson (introduce and practice new content) Summary (ask about/restate objectives) Assessment (formative and summative tasks related to lesson objectives) Lesson Reflection (Completed by the teacher after the lesson has been taught): 1. In what ways was the lesson effective? 2. How would you change this lesson if teaching it again? 3. What students may need extra help? What type of help may be needed?
Student travel planner All parents and primary caregivers are encouraged to use this checklist to help get your child safely to and from school. Bus Does my child? How can I help? Understand the Code of Conduct for School Bus Travel? Read the Code of Conduct for School Bus Travel. Know the bus number and stop to school? Ensure your child is capable of travelling independently. Know the bus number and stop from school? Practice walking your child to and from their bus stop. Know what do they do if they miss their normal stop? Ensure your child stays back from the road and waits until the bus stops. Need a school bus buddy? Discuss what to do if your child misses their stop: stay on the bus and tell the driver, don’t get off at the next stop. Know their wet season backup travel plans? Discuss wet season backup travel plans. Walk Does my child? How can I help? Know the safest pathway to school? Practice walking to and from school. Know how to cross a road safely? Set an example, always use the crossings. Have a walking buddy? Be sure to wait for traffic to stop before crossing. Car Does my child? How can I help? Know the safest place to be picked up and dropped off? Always wear a seatbelt/child restraint. Know how to wear a seatbelt or child restraint? Discuss being a safe passenger. Know which is the car safety door? Be sure to wait for traffic to stop before crossing. Bike Does my child? How can I help? Know how to ride a bike safely? Always wear a helmet. Know the safest way to school? Practice riding to and from school with your child. Know where to store their bike at school? Discuss the safest places to cross the roads. Have a bike helmet?
They will normally also be expected to contribute at meetings of one Board subcommittee, which represent a broadly similar time commitment to the Board. They may occasionally be asked to attend additional meetings and be consulted at other times. Additional communication may be required between meetings and Board members will also be required to set time aside in advance of meetings to read all papers relating to meetings Terms of Appointment The normal term of office for an student Trustee is one year. Remuneration The role is unpaid. PERSONAL SPECIFICATIONS We are looking for an external trustee with skills, knowledge, and experience to further develop the strategic direction of the Students’ Association. Experience of governance role in the public, private or voluntary sector is desirable and enthusiasm for the core values of the Students' Association as a student-led, democratic, inclusive, ambitious, and caring organization is absolutely essential. Attributes Essential Desirable Experience & Knowledge Knowledge and understanding of duties of charity trustees Ability to offer creative strategic direction Excellent planning and organisation skills Understanding of accounts and financial reporting Experience in dealing with commercially and personally confidential information Experience of mentoring or coaching Knowledge or experience of voluntary/charitable sector Experience of board membership Experience in higher education Understanding of the diverse range of student issues Understanding of employment issues Commercial experience Competencies & Skills Collaborative approach Diligent Positive attitude Analytical Good communicator High standards of integrity and professionalism
Spoke Placements Spoke Learning opportunities it provides Specific to which year of the programme Placement contact details Suitable length of time to spend in spoke Audiology An insight into the neonatal hearing programme and the effects of loss of hearing on overall development. All 0161 206 0239 One clinic Asthma Specialist Health Visitor Awareness of physiology and anatomy of lung function. Awareness of the disease management of asthma and the treatments Year 2 & year 3 0161 206 2366 One – two clinics
Temple Street Townhouses 21 Temple St. Hartford, Ct 06103 Yes No Yes $500 $1,895 .27 miles 1 with extension to 1.5 year Trumbull on the Park 100 Trumbull St. Hartford, Ct 06103 Yes Yes No 1-month security deposit .52 miles 1 with extension to 1.5 year Parkview Towers 967 Asylum Av. Hartford, Ct 06105 Yes Yes No Variable depending on financial status/good credit From $825 2.06 miles 1 with extension to 1.5 year Clemens Place Apartments 16 Owen St. Hartford, Ct 06105 Yes No Yes 1-month security deposit 2.46 miles 1 with extension to 1.5 year Bushnell on the Park 100 Wells St. Hartford, Ct 06103 Yes No Yes 1-month security deposit $1,350 $1,150 .68 miles 1 with extension to 1.5 year Park Place Towers 24 Park Place Hartford, Ct 06106 Yes Yes No $30, $150 (refundable), plus security deposit 2.25 miles 1 with extension to 1.5 year 250 Main 250 Main St. Hartford, Ct 06106 Yes Yes No 1 or security deposit .83 miles 1 with extension to 1.5 year The Hollander Building 410 Asylum St. Hartford, CT. 06105 Yes Yes No Variable depending on financial status/good credit $845 $1,550 $750 1.11 miles 1 with extension to 1.5 year
Apartment Name Address Telephone Accept Student? Yes/No Need US Citizen or perm. Resident to Yes/No I-20 Deposit Fee Amount 1-Bed Price 2-Bed Price Price from GBLC Lease Options Union Place Apartments 74 Union Place Hartford, Ct 06103 Yes No Yes 2-month security deposit - $929 .83 miles 1 Year only Hartford 21 221 Trumbull St. Hartford, Ct 06103 Yes Yes No $500 or security deposit - .54 miles 12 months Temple Street 29 Temple St. Hartford, Ct 06103 Yes No Yes $500 $825- $925 - - .27 miles 1 with extension to 1.5 year The Lofts at main & Temple 21 Temple St, Hartford, CT 06103 Yes No Yes $500 $1400- $2400 $1895- $2400 $1895 .27 miles 1 with extension to 1.5 year Trumbull on the Park 100 Trumbull St. Hartford, Ct 06103 Yes No Yes 1-month security deposit .52 miles 1 Year/6 months Parkview Towers 967 Asylum Av. Hartford, Ct 06105 Yes Yes No Variable depending on financial status/good credit $850 2.06 miles 1 with extension to 1.5 year Clemens Place 16 Owen St. Hartford, Ct 06105 Yes No Yes 2-months security deposit 2.46 miles 6 months- $65 9 months- $35 1 year- No Fee Bushnell on the Park 100 Wells St. Hartford, Ct 06103 Yes No Yes 1-month security deposit $1350 .68 miles 1 with extension to 1.5 year $1700 $2600
Park Place Towers 24 Park Place Hartford, Ct 06106 Yes No Yes 1 or 2- month security deposit - 2.25 miles 1 year – No fee 9 months - $75 6 months - $150 3 months - $250 250 Main 250 Main St. Hartford, Ct 06106 Yes Yes No 1 or security deposit .83 miles 1 with extension to 1.5 year The Hollander Building 410 Asylum St. Hartford, CT. 06105 Yes Yes No Variable depending on financial status/good credit $845 $1,550 $750 1.11 miles 1 with extension to 1.5 year 55 on The Park 55 Trumbull Street, Hartford, CT 06103 Yes No Yes 2-month security deposit $995 0.5 miles 1 Year or 10 months 915 Main Street 915 Main Street Hartford, CT 06103 Yes No Yes 2-month security deposit $1500- 0.2 miles 1 Year or 10 months The 266 pearl ST, Hartford, CT 06103 Yes No Yes 2-month security deposit 0.6 miles 1 Year or 10 months 777 Main Street 777 Main Street, Hartford, CT 06103 Yes Yes No 1-month security $1635 - $1915 $2000- 0.2 miles 3 – 12 months (average is 12 months) Begin your off-campus housing search using the following links:
Supervisor details Name: University: Position: Telephone number: Email address: Recommendation by Head of Department / Director as to applicant’s ability to carry out and benefit from the project Name: University: Position: Telephone number: Email address: Signature: Date: Approval by Head of Department / Director / other host confirming permission for project to be carried out at the host institution Name: University: Position: Telephone number: Email address: I have read and support this application and I agree on behalf of ………………………………………………. (host institution) to the project being carried out at our premises subject to the conditions under which AWF grants are awarded and any special conditions set by AWF for this grant.
Student Welfare Fund Expenditure Invoice/Receipts Travel College Books/Materials Medical (doctor/dental visits) Date of Invoice/Receipt € Date of Invoice/Receipt € Date of Invoice/receipt € Total = € Total = € Total = € Doctor other (prescriptions) Other Invoice/Receipt € Invoice/Receipt € Total = € Total= €
the Principal to reflect or anticipate changes in the job commensurate with the grade and job title. __________________________________________ Post Holder __________________________________________ Line Manager __________________________________________ Principal __________________________________________ Date PERSON SPECIFICATION Job Title: Student Wellbeing Manager KEY CRITERIA ESSENTIAL DESIRABLE Qualifications and experience 5 or more GCSEs (or equivalent) at C or better, including English and Maths experience of working in a busy organisation and dealing with confidential matters experience of successfully working with young people (of a relevant age) experience of working in an educational environment experience of using a range of IT packages leadership of a community project/area of school development experience of working with young people with SEN deal sensitively with people and resolve conflicts Knowledge and understanding understanding of equal opportunities issues and the need to treat all students and staff with an equal standard of care understanding of safeguarding and child protection issues. innovative approaches to working with students, parents and multi-agency partners understanding of the importance of community/partner/parent agency links basic knowledge of reward strategies and understanding how these could be applied knowledge of the needs of SEN students in academic surroundings Skills and abilities prioritise workload of self and others, balancing different priorities think creatively and imaginatively to anticipate, identify and solve problems demonstrate good judgment achieve challenging professional goals ability to work in a team ability to communicate effectively, both willingness to develop own understanding and capability through advice and training think clearly in emergency situations negotiate and consult fairly and effectively ability to interpret and analyse
Make sure “Connect automatically” is unchecked then click “Connect” Your default web browser will open up to this page. You will need to enter your “Portal” Username and Password, and click “Log In” Click “Yes” to the pop-up that comes up. Click on “Start Quick Connect” Click on “Run” Click “Run anyway”
1 (1 min) Rank before ADI: 7 New Rank: 3 Rank before ADI: 8 New Rank: 4 Rank before ADI: 6 New Rank: 2 Rank before ADI: 5 New Rank: 7 Rank before ADI: 3 New Rank: 6 Rank before ADI: 2 New Rank: 6 Rank before ADI: 4 New Rank: 8 Rank before ADI: 1 New Rank: 4 2 (2 min) Rank before ADI: 7 New Rank: 3 Rank before ADI: 5 New Rank: 3 Rank before ADI: 8 New Rank: N/A, Unclear Data Rank before ADI: 4 New Rank: 2 Rank before ADI: 3 New Rank: 2 Rank before ADI: 2 New Rank: 1 Rank before ADI: 6 New Rank: 5 Rank before ADI: 1 New Rank: 1 3 (3 min) Rank before ADI: 6 New Rank: 4 Rank before ADI: 5 New Rank: 6 Rank before ADI: 8 New Rank: 5 Rank before ADI: 7 New Rank: 8 Rank before ADI: 3 New Rank: 2 Rank before ADI: 1 New Rank: 1 Rank before ADI: 4 New Rank: 2 Rank before ADI: 2 New Rank: 1 Discussion: During the process of taking the picture of each trial, two people ranked the color of the discs from 1 to 8, 1 being the least effective lotion (or most amount of color) and 8 being the most effective lotion (or least amount of color). Our color is green, so we ranked it based on how green
Culture and Behaviour (Soc-cult) How can our cultural background influence our behaviour? Neurotransmission (Bio) How can neurotransmission influence behaviour? Neuroplasticity (Bio) How can our cognition and our environment affect our brain’s development? Genetics (Bio) How can genetics influence behaviour? Evolution (Bio) How can evolution explain one or more behaviours? Social Cognitive Theory (Soc-cult) How does Bandura’s social cognitive theory explain behaviour? IB Psychology Exam Preparation Approach Topic (and concept) Content (Specific topic) Examples (from this unit) Biological Tip: The biology of violence and aggression could also be used for counter-arguments for explanations of conflict that we’ll explore in the social influence chapter (and which is applicable to the human relationships options topic). The Brain and Behaviour Brain function can influence behaviour, and vice-versa. Technology in Research fMRI and MRI Localization of brain function Amygdala and emotion vmPFC and decision making Neuroplasticity Mindfulness on the amygdala and PFC Poverty and neglect on the amygdala, hippocampus and PFC. Neurotransmission Serotonin and impulsive aggression Hormones and Behaviour Hormones can influence behaviour. Hormones Testosterone and social dominance/aggression. Pheromones N/A Genetics and Behaviour Genetics can influence behaviour. We’ve evolved behaviours that help us to survive. Genetics Warrior gene and violence Genetic Similarities Twin studies on antisocial behaviour Evolution Aggression Fear Cognitive Cognitive Processing Models of Memory N/A Schema Theory N/A
Templates for the trainer/assessor and the student to sign are at the end of this workbook. Recognition of prior learning (RPL) Students can use the assessment activities in this workbook to identify their current competency and as evidence to support formal recognition of prior learning (RPL). Students might already have some or all of the skills required for this unit. If students believe they can demonstrate these skills, they should speak with their trainer/assessor about applying for skills recognition. Student resources required for this module Module 5: Insurance Time: 1 hour online and 2 hours Student Workbook Assessment activity 1a: Compulsory third party car insurance Watch the videos at screens 2 to 4. Compulsory third party insurance (CTP) provides cover for the owner or driver of a vehicle for personal injury caused to another person as the result of a motor vehicle accident. So as you learnt in the online module, if you crash into Bob’s car and he and his wife Mary are hospitalised, CTP insurance would cover the costs of their treatment, but not their car – or yours! Each state and territory has its own rules relating to CTP insurance. In some states it is included in vehicle registration, and in others it’s not. Check the rules relating to your state or territory by visiting one of the following: Australian Capital Territory – New South Wales – Northern Territory – Queensland – South Australia – Tasmania – Victoria – Western Australia – If you own a vehicle, find a copy of your car registration renewal notice. If you don’t own a vehicle, ask your parents or a friend if you can borrow theirs.
Trainer/assessor templates Competency record After assessment the competency record should be completed and signed by the student, trainer/assessor and the supervisor. If competency is not achieved at the first attempt, strategies to address gaps in performance need to be identified and a time for reassessment arranged. Assessment record sheet FNSFLT301 Be MoneySmart Element Performance criteria Evidence provided/ observed/context Initial and date Demonstrate an understanding of personal financial matters 1.1 Determine how career choice, education and skills affect income and goal attainment Module 1: A3, Q2 1.2 Identify short- and long-term financial goals Module 1: A3, Q2, Q6 1.3 Identify tax matters relating to personal income Module 2: A1a, A1b, A2a, A2b, A3, Q1, Q2, Q3, Q4, Q5, Q6, Q7 1.4 Evaluate impact of consumer and financial behaviour on personal spending Module 1: A1, A2, Q5 Module 4: A2b 1.5 Evaluate how insurance and other risk-management strategies protect against financial loss Module 5: A1a, A1b, A2a, A2b, A2c, A3, Q1, Q2, Q3, Q4, Q5, Q6 1.6 Identify the components of superannuation relevant to individual income earners Module 3: A1, A2, A3a, A3b, A4a, A4b, A4c, A5, Q1, Q2, Q3, Q4, Q5, Q6 Manage personal finances 2.1 Compare the benefits and costs of alternatives in spending decisions Module 4: A1, A2a, A4, Q3, Q4 2.2 Identify the purpose of Module 1: A4a, A5, Q3,
Check My Writing Name: ________________ How Did I Do? Sentence starts with a CAPITAL LETTER: Look it’s snowing! Sentence ends with a : . or ? or ! Letters sit on the LINE: Hello friend UPPERCASE and TALL lowercase touch the top and bottom lines: Are you busy on Friday? Space between words: Hello Sara! These letters go below the line: j, g, y, p, q Check My Writing Name: ________________ How Did I Do? Sentence starts with a CAPITAL LETTER: Look it’s snowing! Sentence ends with a : . or ? or ! Letters sit on the LINE: Hello friend UPPERCASE and TALL lowercase touch the top and bottom lines: Are you busy on Friday? Space between words: Hello Sara! These letters go below the line: j, g, y, p, q
Swings sitting only one person at a time share and take turns include everyone line up quickly and quietly when bell rings keep hands and feet to self Slides down only go down feet first one person at a time share and take turns include everyone one person at a time on the slide line up quickly and quietly when bell Rings Courts (basketball, 4-square, tetherball, Wall ball) hard rubber balls if not playing, stay off the court share and take turns include everyone chalk on ground only (not on building). line up quickly when bell rings keep hands and feet to self Jungle gym no playing tag go in one direction share and take turns include everyone line up quickly when bell rings keep hands and feet to self Monkey Bars/Zip Line go in one direction one hand on bars at all times share and take turns include everyone line up quickly and quietly when bell rings Field no climbing on fence stay away from electrical box on North playground share and take turns include everyone ask permission of other students before chasing them or playing tag line up quickly and quietly when bell rings keep hands and feet to self Overall stay within boundaries notify adults of strangers throw only balls football with two hand touch or flags arguments and fighting may cancel games walk to and from playground return equipment use passes to go in the building tell teacher on duty if there is a problem GENERAL SCHOOL RULES: The following rules are designed to protect the social and physical safety of students at Nyssa Elementary School. 1. Students may not bring knives (toy or real), guns (toy or real), skates, skateboards, in-line skates, scooters, radios, audiotape/CD/DVD players, hard balls, cell phones, electronic games or any other unsafe, valuable, or distracting items.
Precious, VALUE THEM. Questioners, ENCOURAGE THEM. Resourceful, SUPPORT THEM. Spontaneous, ENJOY THEM. Talented, BELIEVE IN THEM. Unique, AFFIRM THEM. Vulnerable, PROTECT THEM. Whole, RECOGNIZE THEM. Xtraspecial, CELEBRATE THEM Yearning, NOTICE THEM. Zany, LAUGH WITH THEM. --Written by Meiji Sewart 2014-2015 SCHOOL YEAR CALENDAR In service Days ..............................................................…………………. August 1 Opening Day of School for students ...............................................……… August 2 Elementary Open House ………………………………………………… August Labor Day (NO SCHOOL) ........................................................….……… September State In-service Day (NO SCHOOL FOR STUDENTS) .........….……… October First Nine Weeks End (No School).……………........................................ October Parent/Teacher Conferences ...............................................……………… October 2
Additional Information in support of your Application This part of the application form will be used for shortlisting. Please give details of your relevant qualifications, experience, knowledge and skills demonstrating how you meet each of the criteria on the person specification. Give detailed answers and examples where appropriate. Continue on a separate sheet if required.
1. Personal Details Surname……………………………………………………. Forename(s) Preferred title (Prof/Dr/Miss/Mr/Mrs/Ms) Address Postcode Contact: Home Work Mobile email 2. Education, Relevant Work Experience and Training Please feel free to add rows where appropriate. Education Year Length of Course Degree Subject Employment/Work Experience Year Job title Duties Training Year Period Type of Training Add sheet if required
D. MAKING RECOMMENDATIONS Based on the analysis above, what recommendations will the district make to streamline and/or strengthen its assessment program? Number Recommendation Rational Authority Timing of Recommendations Action Steps Example Discontinue use of PLACE ELA beginning in January 2015 Redundant with ELA Grow test Superintendent September cabinet meeting Need to write proposal memo with supporting evidence 1. 2. 3. 4. 5.
Supervisors and Coworkers N/A Needs Improvement Satisfactory Above Average Provided a clear job description. Seemed to value my contributions and opinions. Were respectful of diversity. Provided regular constructive feedback on my progress. Made the internship a learning experience for me. Assigned me levels of responsibility consistent with my abilities. Were supportive and helpful in arranging mutually agreed-upon work schedule. Overall Assessment Yes Maybe No Would you work for this supervisor again? Would you work for this organization again? Would you recommend this organization to other students? OVERALL RATING OF THIS INTERNSHIP Needs Improvement Satisfactory Above Average Exceptional Please rate the relevance of your internship in terms of your education Very Irrelevant Irrelevant Somewhat Irrelevant Neutral Somewhat Relevant Relevant Very Relevant Please rate your satisfaction with your internship Very Dissatisfied Dissatisfied Somewhat Dissatisfied Neutral Somewhat Satisfied Satisfied Very Satisfied The internship focused mostly in (please check): Accounting Finance Management Science Information Systems Marketing Management DOCUMENT OF REFLECTION Please attach a document of reflection describing your perception of the overall quality and value of this internship experience. This reflection paper should comment on your entire experience including your personal strengths and weaknesses that became visible during the experience, the specific elements of coursework that related to this experience, how and what you learned, and in what ways you will use this learning in the future. Be as candid as possible by including how the experience made you feel. The reflection paper should be approximately two to three pages (Times New Roman, 12 pt. font, 1” margins). Signature of Applicant: ________________________________________________ Date: ______________________________
Problem Sorter……………………………………………………………………………………………………………………………15
PLAGIARISM CAN SERIOUSLY DAMAGE YOUR GRADE! Plagiarism is a form of cheating and is an offence that is taken very seriously by the University. Plagiarism is where you submit someone else’s work as your own. This may involve excessive working together with another student or group of students or copying another student’s work, with or without their permission. It can also arise from copying material directly from a book, the internet or any other resource without crediting the original author. In many cases, plagiarism can arise unintentionally and it is for this reason that plagiarism and how to avoid it is included in your Academic Skills for Higher Education core unit. If you submit coursework that has been plagiarized, you could be penalized by losing some or all of the marks that you would otherwise have been awarded and a record of the incident will be kept. Subsequent cases of plagiarism will result in you being subject to further University disciplinary procedures. Full details can be found at the following site: Falling behind and Problems affecting your studies Falling behind can happen for a range of reasons – Don’t Give Up – contact your personal tutor. If you are thinking of withdrawing, or that your problems are insurmountable, before you take any action talk to your personal tutor or the S&E FY Coordinator. We can help you think through your options such as taking time out, changing linked degree, getting support. A link to your personal timetable will appear in the right hand column of all the Moodle Webpages or at IT If you have any problems logging on to the University network, your email or accessing Moodle, help can be obtained from the IT Help Line. On their website . You will find answers to frequently asked questions and video guides for some of the more commonly occurring situations. If you have a query regarding a particular application, try the built-in “Help” feature. If that fails, you can email or ring 0161 247 4646. Please have your ID to hand. We have an on-site team of experts on hand to give you personalized support throughout the day, but also have out of hours support too, offering a 24 hour service that’s available all year round. Staffs understand that you may have concerns about academic study or personal issues during your course. It is very important that any problems you experience are resolved quickly, so
and stiff-haired wives balanced their red smiles, passing the catalogue. Pyrex. A tiny ladder ran up Mrs Barr's American Tan leg, sly 5 like a rumour. Language embarrassed them. The terrible marriages crackled, cellophane round polyester shirts, and then The Lounge would seem to bristle with eyes, hard as the bright stones in engagement rings, 10 and sharp hands poised over biscuits as a word was spelled out. An embarrassing word, broken to bits, which tensed the air like an accident. This was the code I learnt at my mother's knee, pretending to read, where no one had cancer, or sex, or debts, and certainly not leukaemia, which no one could spell. The year a mass grave of wasps bobbed in a jam-jar; a butterfly stammered itself in my curious hands. A boy in the playground, I said, told me to fuck off; and a thrilled, malicious pause 20 salted my tongue like an imminent storm. Then uproar. I'm sorry, Mrs Barr, Mrs Hunt, Mrs Emery, sorry, Mrs Raine. Yes, I can summon their names. My mother's mute shame. The taste of soap. After discussion - See handout In Mrs Tilscher’s Class TOC) You could travel up the Blue Nile 1 with your finger, tracing the route while Mrs Tischer chanted the scenery.
to the ground. I glanced at a singing bird, 20 a handful of dusty gravel spattered down I looked at a ginger cat, a housebrick shattered a bowl of milk. 25 I looked at a snuffling pig, a boulder rolled in a heap of shit. I stared in the mirror. Love gone bad 30 showed me a Gorgon. I stared at a dragon. Fire spewed from the mouth of a mountain. And here you come 35 with a shield for a heart and a sword for a tongue and your girls, your girls. Wasn’t I beautiful Wasn’t I fragrant and young? 40 Look at me now. Medusa was one of the Gorgons and was slain by Perseus. Her hair was comprised of snakes. Her appearance was reputedly enough to turn anyone who looked at her to stone. Athena held a shield of polished bronze up so that Perseus could see the reflection of Medusa and decapitated her with his sword of adamant given to him by Hermes. He took her head away in his shoulder bag. He was pursued by her sisters, Stheno and Euryale but was rendered invisible to them by the helmet he borrowed from Hades. http://sheerpoetry.co.uk/advanced/carol-ann-duffy/notes-on-selected-poems-advanced/medusa See interview with the poet – handout Notes from Sheer Poetry - War Photographer (SFN) In his darkroom he is finally alone 1 with spools of suffering set out in ordered rows. The only light is red and softly glows, as though this were a church and he a priest preparing to intone a Mass. 5 Belfast. Beirut. Phnom Penh. All flesh is grass. He has a job to do. Solutions slop in trays beneath his hands which did not tremble then though seem to now. Rural England. Home again