zilongwang/ReadingBank huggingface dataset:
Marketing and promotion – including materials used for recruitment activities specifically targeted at future students and alumni; Surveys and feedback – including external and internal surveys, and research studies participation. Audiences and approving authorities FOR BROADCAST COMMUNICATIONS Approval delegations for broadcast communications to identified audiences are outlined below. Broadcast communication channels include e-mail; SMS; Student Portal announcements; Griffith website; Learning Management System; social media. Broadcast communication is information passed from one University staff member, business unit or student to a large group of students. Broadcast communication is distinguished from communication via other means by scale, and includes communications to the entire student body, or large cohorts of the student body. Audience Relevant Senior Approving Officer Delegated Approving Officer Nature of Communication Future students – defined as any prospective student up to the point of offer. Deputy Vice Chancellor (Engagement) Director, Marketing and Communications Social and general information Marketing and promotion Surveys and feedback Current students – defined as any student from point of offer until graduation, voluntary discontinuation, cancellation or exclusion. Includes students deferred or on approved Leave of Absence (LOA). Deputy Vice Chancellor (Academic) Senior Deputy Vice Chancellor (for HDR students) Academic Registrar Dean, Griffith Graduate Research School (for HDR students) Administrative (academic and general) Service and support Social and general information Marketing and promotion Surveys and feedback Vice President Corporate Services Director Campus Life Emergency, critical incidents and security Service and Support Social and General Vice President (Global) Director, Griffith International Emergency, critical incidents and security International Student Critical Incidents Vice President Corporate Services Chief Digital Officer Service and support
2. Life’s Hierarchy of Organization – lower levels of organization are progressively integrated to make up higher levels Watch the Amoeba Sisters : a. Atoms – building blocks of matter, base of life’s structure b. Molecules – atoms come together c. Cells – smallest ‘living’ unit; have all living characteristics d. Tissues – collection of cells e. Organs and organ systems – collection of tissues f. Organism – assemblage of cells, tissues and organs g. Population – members of a single type of organism living together h. Community – all kinds of living things in a given area i. Ecosystem – a community together in its nonliving environment Chemistry and Life (Ch. 2) I. Chemistry and Life – all life has a chemical basis A. Element 1. 92 naturally occurring elements on Earth 2. 4 of these 92 elements constitute 96.3 % of your body weight. What are they? B. Atoms 1. Structure of Atoms: subatomic particles Nucleus Atomic number Atomic mass Electrons
Eukaryotes: III. Domain Eukarya A. Protists 1. Plant-like Protists: Unicellular Algae Know the main characteristics of diatoms and dinoflagellates. How are they similar and how do they differ? a. Phylum Bacillariophyta – Diatoms b. Phylum Dinophyta – Dinoflagellates Red Tides Zooxanthellae Read p. 96 “The Bay of Fire”, p. 333 “Must Have Been Something I Ate”, and p. 342-343 “Red Tides and Harmful Algal Blooms” and answer the following: 1. Why are dinoflagellates in such high concentration in Bahia Fosforescente?
D – Domestic Student I – International Student Do - Domestic outbound Mobility Sa – Study Abroad & Exchange Student X – all of the above Police Next of Kin Griffith Security Griffith OMC Hospital/Medical Service Ambulance Fire Service Home University Accommodation Provider OSCH Provider Department of Home Affairs Referral to other policy Counselling Consulate Personal Death of a student X Police informs on-campus X X Sa X I Do & I X Do, Sa & I attempted suicide, X X X X X life threatening injury/illness X X Sa I I X sexual assault X X with student consent on-campus X Sa X X X missing students (in the case of Under 18 International student refer to ) X Police informs on-campus X Sa X Do & I Do, Sa & I off-campus hostage situation/kidnapping/ terrorism D & I X Sa X domestic violence X X X violent behaviour including severe verbal/psychological aggression X on-campus X X I X child protection matter I D & I D & I I I D & I shock X Critical Incident Type Coordinator of CIMT/IM Intervention Telephone numbers & website addresses in Student Critical Incident Resources
Gold Coast University Hospital, Southport 1300 744 284 John Flynn Hospital, Tugun 5598 9000 Logan Hospital, Meadowbrook 3299 8899 Mater Hospital, South Brisbane 3163 8111 Princes Alexandra Hospital, Woolloongabba 3176 2111 Prince Charles Hospital, Chermside 3139 4000 Pindara Hospital, Benowa 5588 9888 Poison Information Centre 13 11 26 QE II Hospital, Coopers Plains 3182 6111 Royal Brisbane and Women’s Hospital, Herston 3646 8111 Wesley Hospital, Auchenflower 3232 7000 University Resources Element Location Phone Number Campus Security All campuses X7777 Counselling Service Griffith College Griffith English language Institute Gold Coast Logan Mt Gravatt Nathan South Bank, QCA/QCGU X28734 X21159 X55669 X57470 X57470 X55786 X53463 Griffith Homestay providers, all campuses X57919 Griffith University Village, Gold Coast 5560 6190 GUMURRII Student Support Unit X57676 Health Service Gold Coast Nathan X28794 X57299 International Student Advisory All campuses 0418 159 419 Student Accommodation, Brisbane campuses X57575 X55808
Name Campus Title Contact details Claire Guthrie Student Development, Room 105 NHS Curriculum Leader (Manager) Co-ordinating support for students on the NHS site. Mon – Fri Room NHS 104 ext. 4297 Suzanne Halliday Student Development, Room 105 NHS Curriculum Leader Mon, Tues, Thurs Room NHS 104 ext. 4316 Jo Bryson Student Development, Room 105 NHS Skills Development lecturer Mon – Fri ext. 1328 Eileen McCrory Student Development, Room 105 NHS Skills Development lecturer Mon – Fri ext. 1328 Veronica Nelson Student Development, Room 105 NHS Skills Development lecturer Mon –Fri ext. 4298 Laura Buchanan Student Development, Room 105 NHS Skills Development lecturer Thurs – Fri ext. 4222
Cathie Church Room 105, Student Services, NHS British Sign Language Evening Lecturer Mon & Wed Evening Elaine Argue Room 105 Student Services, NHS Student Development AssistiveTechnologist Mon – Friday ext. 1328 Michael Bradley Student Development, Room 105 Millennium Connection Building, Student Services, NHS Student Services Administrative Assistant Monday -Friday ext. 2530 Name Campus Title Contact details Dianne Gallacher Student Development, Riverside Curriculum Leader (Manager) co-ordinating support for students on the Riverside, Florence Street, Rogart Street, Dornoch Street and the Adelphi Centre sites. Monday – Friday ext. 2796
Jim Dowell Student Development, Riverside Curriculum Leader Monday – Friday ext. 2781 Mary Freer Student Development, Riverside Skills Development lecturer Monday – Friday ext. 2772 Kay MacDonald Student Development, Riverside/Rogart Street Skills Development lecturer Monday - Friday ext. 2763/4214 Fiona Boyd Student Development, Riverside Skills Development lecturer Monday - Wednesday ext. 2771 Cathy Barton Student Development, Rogart Street Skills Development lecturer Mon -Fri ext. 4274 cathy.barton@cityofglasgowcollege.ac.uk Fiona Hamilton Student Development, Rogart Street Skills Development lecturer Monday – Tuesday ext. 4214
No further action Initial (Section 5.2) University Disciplinary Committee (Section 8) (Section 15.1) (Section 15.2) Initial Investigation by Satisfied Summary Hearing (Section 5.4) Dissatisfied Satisfied Officer by ACO; penalty imposed under Section 14.2 Dissatisfied Appeal to Principal & Vice Chancellor (Section 10) No further action Satisfied Referred to University Academic Conduct Committee (Section 18) Appeal to University Secretary (Section 7) Dissatisfied Dissatisfied Satisfied
DOCUMENT 5 – Sample Letter: Notification of Stage 2 Disciplinary Interview Reference to include Student’s ID number Dear Student Disciplinary Procedure – Stage 2: Gross Misconduct This is to inform you that you are required to attend a formal meeting as part of the above process On: ………………(Date) At:...………………(Time) In: ……………… (Location) The meeting will be conducted by myself. The matter to be investigated is …. (Nature of misconduct). The evidence for this is enclosed. You are entitled to be accompanied at the Disciplinary meeting by either a parent, guardian, relative, carer, friend (other than a suspended or excluded student), or employer (for work-based and other sponsored learners). Please refer to the Student Guide to the Disciplinary Policy and Procedure for more information. You may be told at the meeting if the charge of gross misconduct is to be upheld or not. One possible outcome could be exclusion from the College. Whether or not this happens, you will be written to within 5 working days of the meeting confirming what the outcome is and any actions or conditions that might be applied. If the date or the time is not convenient, please ask in the Department Office (building and room number) to re-arrange the meeting for a more convenient one. If you do not attend the meeting arranged and have not asked for another date or time, the meeting may go ahead without you. As you are under 18, a copy of this letter has been sent to your parent/carer/referral agent/Virtual School. (Complete as appropriate) As you are an apprentice, a copy of this letter has been sent to your Employer. (Complete as appropriate) Yours sincerely (Name of DoC/CM conducting the meeting) (Job Title and Department) Copy to: Student ILP (Full Time Students) or Progress Record Head of Student Services Student Services Manager Director of Curriculum Personal Tutor College Welfare Adviser Parent/ Carer/Referral Agent/ Employer/ Virtual School (where appropriate) Head of Employer Engagement (where appropriate) Business Support Administrator (Directorate)
0 1 2 3 4 5 Overall Contribution: Student contributes overall to improving the office/department. Comments: Additional Comments Identify some of the student’s strengths or weaknesses, offering any suggestions for improvement. Discuss the performance appraisal with the student and then sign below _______ _______________________ _______ _______ _______________________ _______ Supervisor’s Signature Date Employee’s Signature Date Keep a copy in the department’s employee file and send original to Student Employment for the personnel file. Action Plan for Next Appraisal Period (If Applicable) The reviewer, in conjunction with the employee, should develop an action plan. The Development Goals are areas that the student has self identified as needing improvement in or areas the supervisor believes will enable them to due their job better or areas they believe will help in their future goals. If the student has not met with a Career Advisor, please add this as a Development Goal for the next appraisal period. A. Development Goals (Areas where improvement is needed, e.g., ratings of 1-2). Target Date
Department of Human Resources NEW STUDENT EMPLOYEE - PERSONAL INFORMATION (Please complete fully and accurately) Are you presently employed at the University of Windsor? □Yes □No Employee # Have you ever been employed at the University of Windsor? □Yes □No Are you a University of Windsor Student? □Yes □No Social Insurance Number Student # □Mr □Miss □Mrs □Ms Marital Status □ Male □ Female First Name Middle Last Former Name Date of Birth (YY/MM/DD) Health Ins # Email address Choose one: Canadian Citizen □ Landed Immigrant □ Country Study permit □ Country Working Visa □ Country PERMANENT ADDRESS AND PHONE NUMBER Number, Street Name, Apartment # City, Province, Country Postal Code (Area Code) Phone Number TEMPORARY ADDRESS AND PHONE NUMBER Number, Street Name, Apartment # City, Province, Country Postal Code (Area Code) Phone Number EMPLOYED BY (name of UNIVERSITY DEPARTMENT that hired you) Department Name Effective Complete this question only if different from University Dept that hired you University Department to Forward Pay Statement/Correspondence PLEASE INDICATE ALL THAT CURRENTLY APPLY: Must be completed for processing □ Undergraduate Teaching Assistant □ Graduate Teaching Assistant □ Proctor □ Work Study □ Research Assistant □ Wise Program □ Co-op position □ Outstanding Scholar □ Casual EMERGENCY CONTACT PERSON Name Relationship (Area Code) Phone Number City/Province/Country NOTE: YOU MUST HAVE A BANK ACCOUNT IN ORDER TO BE PAID BY THE UNIVERSITY. PLEASE COMPLETE “AUTHORIZATION AGREEMENT FOR AUTOMATIC DEPOSITS FORM”. Student Signature Date
parents/carers have a right to expect that their children will be educated in a secure environment in which care, courtesy and respect for the rights of others are encouraged Parents/carers have a responsibility to: promote positive educational outcomes for their children by taking an active interest in their child’s educational progress and by modelling positive behaviours. ensure their child’s regular attendance engage in regular and constructive communication with school staff regarding their child’s learning. support the school in maintaining a safe and respectful learning environment for all students. Rights and Responsibilities of Teachers Rights Responsibilities Teachers have a right to expect that they will be able to teach in an orderly and cooperative environment be informed, within Privacy requirements, about matters relating to students that will affect the teaching and learning program for that student Teachers have a responsibility to fairly, reasonably and consistently, implement the engagement policy. know how students learn and how to teach them effectively. know the content they teach. know their students. plan and assess for effective learning. create and maintain safe and challenging learning environments. use a range of teaching strategies and resources to engage students in effective learning. engage in regular and constructive communication with parents regarding their child’s learning. 4. Shared expectations Schools – principals, teachers and school staff Schools have a responsibility to provide an educational environment that ensures that all students are valued and cared for, feel they are part of the school, and can engage effectively in their learning and experience success. The school’s values reflect the Australian Government’s nine values, for Australian schools, which are: Care and Compassion Care for self and others Integrity Act in accordance with principles of moral and ethical conduct, ensure consistency between words and deeds Doing Your Best Seek to accomplish something worthy and admirable, try hard, pursue excellence Respect Treat others with consideration and regard, respect another person’s point of view Fair Go Pursue and protect the common good where all people are treated fairly for a just society Responsibility Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment Freedom
Incorporating Foster Youth into Equity Planning Goals and Activities The Equity Plan template requests that campuses identify specific goals, activities and anticipated outcomes for each of the five success indicator categories. It is recommended that at least one goal and associated activity be incorporated into each category that is specific to foster youth. According to guidance from the CCCCO, the plan should include performance measures for determining progress toward achieving the desired outcomes. The measures should identify the baseline data finding/s from the basic research that forms the basis for noting an equity issue, as well as the amount of progress to be achieved. Plans should establish target dates for achieving expected outcomes and list the staff person (position) involved in its completion. Plans should also describe implementation actions to address student equity goals to include, but not limited to, existing student equity related programs on your campus. Below are some samples of goals and activities that could be included in a campus equity plan related to addressing inequity between the general campus population and foster youth. These are intended for reference only. The exact goals and activities will vary based on the needs of each individual campus. When defining specific campus goals and activities it is recommended that the campus specify who will be responsible for implementing each activity to ensure accountability. A. STUDENT SUCCESS INDICATOR FOR ACCESS “Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the community served” GOAL A. Improve access for foster youth. ACTIVITIES Sample activity A1: Campus staff will conduct annual trainings with county child welfare social workers, ILP staff, foster care providers and others who work directly with foster youth to educate them about enrollment and matriculation requirements, financial aid, support services and provide other relevant information that will support student access. Sample activity A2: The college will collaborate with the county Child Welfare agency, the County Office of Education Foster Youth Services program and community partners to sponsor an annual “foster youth college day” during which high school aged foster youth will have an opportunity to visit the college and gain exposure to campus life. Sample activity A3: Counseling staff will work in coordination with feeder K-12 school districts and counseling staff to conduct visits to local high schools each fall to meet individually or in small groups with foster youth identified by the district in order to provide guidance and assistance with the matriculation process.
Student Disability Service Student Evaluation 2013/14 Contents Background 2 Methodology 2 Objectives 2 Demographic Overview 2 Awareness and Usage of the Service 3 Evaluation of Service 7 Accessible and Inclusive Learning Policy (AILP) 15 Summary and Recommendations 16 Appendix 1: Demographics 17 Appendix 2: The Questionnaire 20 Background The Student Disability Service (SDS) has been undertaking an annual survey of users for 8 years The survey is administered by Communications and Marketing. The questionnaire has been adjusted from previous years; however, comparisons will continue to be drawn where possible Previous reports can be found on the Student Disability Service website Methodology Sent to 2,737 people (208 people more than 2013)
2 IAL3308 Cabin Crew Management Airline Business 3 3 IAL3307 Ground Service Management Airline Business 3 4 IAL3409 Food and Beverage Management and Table Etiquette Airline Business 3 5 IAL3407 Customer Relation Management and Passenger Satisfaction Survey Airline Business 3 6 IAL3410 IATA Rules and Regulation Airline Business 3 7 IAL3211 Corporate Communication Management Airline Business 3 8 IAL3305 Cultural Awareness in Aviation Industry Airline Business 3 9 IAL3306 Airline Safety Management Airline Business 3 10 IAL2205 Airline Operations Airline Business 3 11 IAL2209 Air Cargo Management Airline Business 3 12 IAL2304 Reservation Management Airline Business 3 13 IGL1101 English for Communication and Study Skills Airline Business 3 14 IGL1103 English Composition for Daily Life Airline Business 3 15 IGM1110 Creative Thinking and Decision Making Airline Business 3 16 IGM1102 Introduction to Information Technology Airline Business 3 17 IAL3308 Cabin Crew Management Airline Business 3 18 IAL3307 Ground Service Management Airline Business 3 19 IAL2301 English for Airline Marketing and Sales Airline Business 3 20 IAL2208 Human Resources Management Airline Business 3
43 IHT3413 Health and Spa Tourism Management Hospitality and Tourism Management 3 44 IHT3423 Airline Business Hospitality and Tourism Management 3 45 IHT3414 Consumer Behavior Hospitality and Tourism Management 3 46 IHT2314 Sustainable Tourism and Community Based Hospitality and Tourism Management 3 47 IHT2315 Logistic for Tourism Industry Hospitality and Tourism Management 3 48 IHT3308 Housekeeping Operation Management Hospitality and Tourism Management 3 49 IHT3309 Food and Beverage Operation Management Hospitality and Tourism Management 3 50 IHT1302 Hotel Marketing and Sales Hospitality and Tourism Management 3 51 IHT2202 Service Psychology Hospitality and Tourism Management 3 52 ITM3409 MICE Management Hospitality and Tourism Management 3 53 ITM3302 Tourism Planning and Development Hospitality and Tourism Management 3 54 ITM3304 Tourism Resource Project Management Hospitality and Tourism Management 3 55 ITM3306 Community-Based Tourism Hospitality and Tourism Management 3 56 ITM3313 Accounting for Tour Business Hospitality and Tourism Management 3 57 ITM2206 Human Resource Management Hospitality and Tourism Management 3 58 ITM2301 Sustainable Tourism Management Hospitality and Tourism Management 3 59 ITM2308 Tour Planning and Operations Hospitality and Tourism Management 3 60 ITM2309 The Principles of Tourist Guide Hospitality and Tourism Management 3 61 ITM2410 Historic, Memorial and Cultural Tours Hospitality and Tourism Management 3 62 IRB3306 Food and Beverage Management Restaurant Business 3 63 IRB3307 Accounting and Menu Planning for Cost Control Restaurant Business 3 64 IRB3405 Carving Arts and Food Styling Restaurant Business 3
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Name of Teacher: ___________________________ Name of Class: ___________________________ Student Feedback Questionnaire Instructions: This anonymous questionnaire gives you the opportunity to provide feedback to your teacher. Your teacher will use the results of this survey in order to find areas of improvement. The answers you give will help create a better learning environment for you and your peers, so please answer the questions respectfully and to the best of your ability. Make sure to answer each question based on your opinion, and not the opinion of your neighbors or others. For each multiple-choice question, circle the answer that best matches your experience. Then fill out the free response section. If you do not wish to answer a question or have no opinion on a question, leave it blank. Multiple Choice Questions: Teacher encouragement of student interest: Always stimulates steady interest and motivation Usually stimulates interest and motivation Sometimes stimulates interest and motivation Seldom stimulates interest and motivation Room for improvement Teacher communication of ideas: Teacher’s explanations were always very clear, he/she always communicates ideas very well Teacher’s explanations usually clear, he/she usually communicates well Teacher’s explanations sometimes clear, he/she sometimes communicates ideas well Teacher’s explanations seldom clear, he/she seldom communicates ideas well Room for improvement Accommodation of different students’ learning styles: Teacher always accommodates for students’ different learning styles and always can explain concepts in multiple ways Teacher usually accommodates for students’ different learning styles and usually can explain concepts in multiple ways Teacher sometimes accommodates for students’ different learning styles and sometimes can explain concepts in multiple ways Teacher rarely accommodates for students’ different learning styles and rarely can explain concepts in multiple ways Room for improvement
Section 1. The standing legislative committees of Student Senate shall be the following: Academic Committee, Governmental Affairs Committee Committee, and Student Rights and Interests Committee. The Ways and Means Committee shall be an ad-hoc legislative committee. Section 2. Every Student Senator shall be assigned to either chair or sit on at least one (1) standing legislative committee. Section 3. The chairs and the structure of each legislative committee shall be determined by the Speaker of Student Senate with the advice of the Student Body Vice-President and the approval of Student Senate. Section 4. The legislative committee chair may appoint, with the approval of Student Senate, up to () non-Senators as Student Senate Legislative Aids to work within the committee to aid in carrying out specified committee priorities. The length of term of the legislative aid shall be determined by the chair of the respective legislative committee, or shall automatically cease at the end of the term for that year. Should the legislative committee chair find it necessary to have more than () legislative aids, then each successive legislative aid shall be appointed by a two-thirds (2/3) Student Senate approval. Section 5. The legislative committees of Student Senate, including any active committees, are required to report to Student Senate at Student Senate’s regularly held meetings. Section 6. The Ways and Means Committee shall be composed of the Speaker of Senate, Holdover Senators, Student Body VicePresident and the Chairs of each standing legislative committee. Section 7. The Speaker of Student Senate may direct legislation to be reviewed by a council, board or committee under the jurisdiction of the Student Senate. If the Speaker so designates, the legislation must be reviewed by the designee before being brought before the Student Senate. Section 8. It shall be the responsibility of each legislative committee chair for maintaining a Work History document to detail all past and present initiatives and projects for their committee Title IV – Standing Legislative Committees Section 1. The Academic Committee shall research issues pertaining strictly to the academic environment of the University. The committee shall work directly with University committees and faculty operations that specifically deal with academic issues. The committee shall investigate academic issues relevant to non-traditional students,
On pages 18 and 19 the text shows the ants’ point of view by saying that they were in a body of water which was a hot brown liquid. From the reader’s point of view, we see that the ants are actually in a cup of coffee. Describe the difference between the ants’ and the reader’s (your) point of view on pages 22 and 23. Claim: Evidence:
Administrator completes the sections below using the entire Student Growth Rubric Criterion SG8.1 Teacher Ratings: Based on the results of the learning goal, assessments/tasks, and targets a rating is noted below. Unsatisfactory Basic Proficient Distinguished Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.
Sample Preschool and Kindergarten Student Growth Goals Directions: Critique the sample goals with your table group to decide if the goal meets the smart criteria. Does the goal include growth statement? Does it include a proficiency target? Goal Statement #1: By March 1st, all of my students will demonstrate measurable growth in their numeracy skills. Specifically they will improve two (2) levels on the Teaching Strategies Gold Objective 20a – Counting. 50% of my students will meet or exceed their performance level (level 3 for 3 year olds or level 5 for 4 year olds) on Teaching Strategies Gold. S – Is the goal specific? M – Is the goal measurable? A – Is the goal appropriate? R – Is the goal realistic? T – Is the goal Targets Growth Proficiency Goal Statement #2: By the end of the 2014-2015 school year, my kindergarten students will make measureable progress in actively engaging in group reading activities with purpose and understanding specific to informational text. Each student will improve by 2 or more levels on the Active Participation rubric. Furthermore, 75% of students will perform at the proficient or above levels on the rubric. S – Is the goal specific? M – Is the goal measurable? A – Is the goal appropriate? R – Is the goal realistic? T – Is the goal Targets Growth Proficiency
Bacterial species Distance to stripe 1 (cm) Distance to stripe 2 (cm) Average distance (cm) S. epidermidis 1.4cm 1.1cm 1.25cm M. luteus 3.1cm 2.7cm 2.29cm E. aerogenes 0.0cm 0.0cm 0.0cm Table 6: Bacterial stripe measurements Bacterial species Distance to stripe 1 (cm) Distance to stripe 2 (cm) Average distance (cm) S. epidermidis M. luteus E. aerogenes Space for observations notes:
Graded Unit Assessment Plan and Record Summary A copy of this document must be available for Internal Verification and External Moderation. provider logo Assessor Tutor Discrete Diploma Humanities Subject English Unit Appreciation of a Shakespeare Play Code CAN846 No. of 6 No. of LOs 5 GDs 1257 Start date 25 February 201- Completion date 30 April 201- Student Your Name Responses to all tasks have been claimed by the student to be their own. Unit Assessment Plan Unit (indicative) grade profile Task, Form of Assessment and Title AC GD/C Draft Deadline 1 2 5 7 On-line discussion and written description. Structure and Character. 2.1 3.1 1b, 2a, 2b, 2c, 7c 27.03 31.03 P M M Notes Dramatic effect of Language 4.1 1a 2a, 2c 7c n/a 11.04 P P P Time-constrained essay Assessing Linguistic Devices. 4.2 1b 2a, 2c 5 register, 7a n/a 13.04 P M P P Article (genre and themes) King Lear: A Current Tragedy 1.1 5.1 2a, 2b 5 spelling, punctuation, referencing; 7b 23.04 30.04 D P M IN THIS EXAMPLE, THE UNIT HAS A CLEAR MIDPOINT IN THE GRADES AWARDED ACROSS ALL ASSIGNMENTS. THE UNIT GRADE IS A CLEAR PASS. PPPPPPPPMMMMD UNIT GRADE P
Graded Unit Assessment Plan and Record Summary A copy of this document must be available for Internal Verification and External Moderation. provider logo Assessor C.Tutor Discrete Diploma Business Subject Business Unit Teamwork and Leadership Code CBF796 No. of 3 No. of LOs 3 GDs 1247 Start date 25 February 201- Completion date 30 April 201- Student Your Name Responses to all tasks have been claimed by the student to be their own. Unit Assessment Plan Unit (indicative) grade profile Task, Form of Assessment and Title AC GD/C Draft Deadline 1 2 4 7 1. Case Study 2.1 1c, 2 perspectives, b, 4a 7c n/a 31.03 M P D M
SWAMI VIVEKANAND COLLEGE OF ENGINEERING & TECHNOLOGY, BANUR. STUDY SCHEME SEMESTER 6th Contact Hrs. Marks Subject Code Subject Name L T P Int. Ext. Total BTCE-601 Design of Concrete Structures-II 4 1 - 40 60 100 5 BTCE-602 Elements of Earthquake Engineering 3 2 - 40 60 100 5 BTCE-603 Foundation Engineering 4 1 - 40 60 100 5 BTCE-604 Numerical Methods in Civil Engineering 4 1 - 40 60 100 5 BTCE-605 Professional Practice 3 2 - 40 60 100 5 BTCE-606 Environment Engineering –II 3 1 - 40 60 100 4 BTCE-607 Environmental Engineering Lab - - 2 30 20 50 1 BTCE-608 Computer Aided Structural Drawing II - - 3 30 20 50 2 BTCE-609 General Fitness - - - 100 - 100 - Total 21 8 5 400 400 800 32 Designed By: Department of Civil Engineering.
DEPARTMENT OF CIVIL ENGINEERING Department Teachers S. No. Name of Teacher Contact no. Email-id 1. Dr. Sandeep Sharma 7837300487 principal@sviet.ac.in 2. Er. Navjot Inder Singh (HOD) 9780909343 hodcivil@gmail.com 3. Er. Bhawana Bhatt 8630618986 bhawana.sviet@gmail.com 4. Er. Arpan Chabba 8360805988 chabba.arpan156@gmail.com 5. Er. Harish Sharma 9518063817 harishsharma31@outlook.com 6. Er. Trandeep Singh 7015864454 tarandeep.sviet@gmail.com 7. Er. Tajamul 9906680806 aamirfarooq131@gmail.com 8. Er. Aqib Ayoub 7006718402 akkilone@gmail.com 9. Er. Sameer Malhotra 9736573049 Sameer31malhotra@gmail.com 10. Pankaj Kumar (Lab Technician) 9646993916 pankaj.pkg85@gmail.com Subject Teachers 6th Semester S. No. Name of Subject Subject code Subject Teachers name 1 Design of Concrete Structures-II BTCE-601 Er. Harish Sharma 2 Elements of Earthquake Engineering BTCE-602 Er. Harish Sharma 3 Foundation Engineering BTCE-603 Er. Sameer Malhotra 4 Numerical Methods in Civil Engineering BTCE-604 Er. Divya Bagai 5 Professional Practice BTCE-605 Er. Aqib Ayoub Lone 6 Environment Engineering –II BTCE-606 Er. Tajamul 7 Environmental Engineering Lab BTCE-607 Er. Tajamul 8 Computer Aided Structural Drawing II BTCE-608 Er. Harish Sharma 9 General Fitness BTCE-609
Cheating of any kind is a serious offence. A student caught cheating on a test or an assignment will be given a mark of zero. The subject teacher will contact home. Students, who knowingly allow another student to cheat from their material, will be handled in a similar fashion. Scent Free Our school has a scent free policy. This means that anyone who enters our building is not to wear scented products. Students are also not permitted to apply scented products while at school. Please remember that sunscreen and bug spray are not to be worn to school in the morning. Students will be given time to apply these things if needed before an outdoor activity. Scent free also means that scented toys are not to be brought to school. Graduating Students Students eligible for graduation in 2018 will be expected to contribute to fundraising activities that support all graduation functions. Students will realize that this busy year will require organization and achievement as you apply for scholarships and awards. All scholarships will be directed through the Guidance office. Prizes and awards are selected by a committee of teachers. Students, parents and teachers will organize graduation events. Graduates are required to pay $75 to cover gown rentals, caps, diploma covers and other expenses for graduation activities. Toy Policy The school discourages Elementary students from bringing unnecessary toys and expensive items to school. Elementary students are not permitted to bring electronic devices such as gaming systems, iPods, cell phones, etc. to school. Staff will not take responsibility should toys or trading cards brought to school become lost, stolen, damaged, or traded with another student. Lost & Found Parents/guardians of Elementary students are encouraged to label all of their child’s exterior clothing including hats, coats, boots, sneakers, book bags, pencil cases, or other pieces of clothing. Items left at the school will be gathered up monthly and given to good will. Appropriate Dress Code All members of the education community are to dress appropriately when in school and at any school sponsored event. Examples of inappropriate dress are such items that promotes drugs/alcohol, profanity, sex, discrimination or violence.
Office: Darin Sprong, Principal Brelyn Critzer, Elementary Counselor Debbie Greene, Admin. Ass’t. Christine Shibata, Nurse Michelle Emmert, Secretary Pre K: Teacher: Kim Bean Assistant: Lori Roney Kindergarten: Teachers: Kelly Anderson, Karen Gaddis, Billie Park Teacher Assistants: Amber Johnson, Debbie Price, Diana Wang Grade 1: Sarah Frasier, Libby Ingram, Melissa Voils Grade 2: Jeff Bray, Carolyn Harper, Bianca Howe Grade2/3: Sara Branaman Grade 3: Debbie Burnett, Jim Porter, Tracey Stevens Grade 4: Barry Grimes, Greg Morris, Deanna Wenzler Grade 5: Lora Coles, Jennifer Deckard, Ginger Williams Grade 6: Glen Brown, Gail Koors, Rachel Weidman Special Education: Teachers: Christie Shaff (LRC), Karen Weaver (LRC), TBA (Speech/Lang Pthlgst) Wendy Phillips (Psych), Amanda Kintner (OT), Tami Hebert (ICT Crdntr) LRC Teacher Ass’ts: Lindsay Goddard, Janet Jackson Related Arts: Betsy Larson – Art; Jonathan Martin – PE; Molly Lueken – Music; Tim Brookshire – Band Media Center: Pennie Snider-Library Teacher Assistant Teacher Assistants: Jennifer Bailey, Cathy Brummett, Janine Ford, Heidi Jones, Brenda Sprague ESL tutor: Shannan Fields, Julia Stetter Book Buddies: Emily Lambrecht i-CARE: Gina Perkins Cafeteria: Janealis Brandsma, Susan Blackburn, Pat Epler, Sandy Harlow, Melissa Hebestreit, Jo Jones, Amy McKinney Custodians: Betty Rutan, Patsy Fudge, Linda Robertson W.D. Richards Elementary School
Pál TUSKA DVM Clinician Large animal Surgery Credits of Surgery and Ophthalmology Radiology – Anesthesiology (Surgery 1) : 6th semester 3 credits Detailed Surgery (Surgery 2): 7th semester 2 credits Detailed Surgery (Surgery 3).: 8th semester 6 credits Ophthalmology: 9th semester 2 credits Curriculum of Surgery and Ophthalmology 6th semester: Radiology (Dr. Arany Tóth – Dr. Tóth) Anaesthesiology (Dr. Dunay – Dr. Makra) 7th semester: General Surgery, Surgical Diagnostics (Prof. Németh –– Prof. Bodó - Dr. Izing – Dr. Tóth – Dr. Molnár) Detailed Soft Tissue Surgery I. (Prof. Németh – Dr. Molnár – Prof. Bodó - Dr. Tóth – Dr. Izing) 8th semester: Detailed Soft Tissue Surgery II. (Prof. Németh - Dr. Tóth – Dr. Izing –) General and detailed orthopaedics (Dr. Ipolyi – Dr. Zólyomi - Prof. Bodó - Dr. Izing – Dr. Tóth) Neurosurgery (Dr. Ipolyi) 9th semester: Ophthalmology (Dr. Szentgáli – Dr. Makra)
Student Health Services Immunization Requirements Checklist Acquire a copy of your student’s vaccination record from either your state health offices or doctor’s office Visit the Patient Portal at Log in using your student’s NetID and password provided in the mail from IT Services Enter dates corresponding to the vaccination record you acquired under the “Immunization” tab Input insurance information under the “Insurance” tab Under the “Forms” tab: Complete the “Comprehensive Student Health History” form Download the “Immunization and TB Screening Form” Download the “Immunization Waiver Form” (if applicable) Under the “Upload” tab, scroll to the bottom to the drop-down list, and: Select any document(s) to upload: Examples: Front of insurance card (required), Back of insurance card (required), Copy of vaccination records (required), TB Screen Form (required), TB Skin Test/PPD Reading (required only if a TB skin test was administered), Immunization Waiver Form (if applicable), and Any other pertinent medical documentation you wish for us to have
Student History Independent School District/Charter School Home Language Survey date: Student Name: Date of birth: Student ID#: School Year Grade OLPT Norm Referenced State Assessment TELPAS LPAC Recommendation Parent Signature Initial Rdg/ ELA W M S SS L S R W CS EL EP BIL ESL Gen Ed Exit Approval for Entry Approval for Exit
Student Hub Geoffrey Manton E-mail – studenthubgm@mmu.ac.uk Telephone – 0161 247 1751 SLO Manager – Helen Dodds - ext 1756 Student Hub Righton E-mail – studenthubrighton@mmu.ac.uk Telephone – 0161 247 2603 SLO Manager – Alyson Gates - ext 1777 Senior Hub Adviser – Nick Deighton - ext 3595 Student Hub Didsbury E-mail – studenthubdidsbury@mmu.ac.uk Telephone – 0161 247 2020 SLO Manager – Lynn Noden – ext 2267 Student Hub Elizabeth Gaskell E-mail – studenthubgaskell@mmu.ac.uk Telephone – 0161 247 2330 SLO Manager – Lynn Noden – ext 2267 Student Hub Crewe E-mail – studenthubcheshire@mmu.ac.uk Telephone – 0161 247 5783 SLO Manager – John Rivers – ext 5084 OTHER CONTACTS Service Delivery Co-ordination Team
to and from school. Twenty-four hour coverage is also available. Parents are responsible for sending in the application for insurance. SCHOOL NUTRITION PROGRAM Breakfast is made available at no cost to all students at the elementary level, and is served at the start of the day in classrooms instead of in the cafeteria. Students are encouraged, but not required, to participate in classroom breakfast, so please discuss with your elementary student whether they will eat breakfast at home or at school. Breakfast is served when school is on a 1-hour delay. Breakfast is not served when school is on a 2-hour delay. Lunch is served daily. Each student has an assigned account number. Parents are encouraged to send money to be credited to their child's computerized account to ensure that their child will always receive lunch or breakfast. Any amount of money may be added to your child’s account. This account can also be used to purchase milk, juice or ice cream. If a balance exists in a student's account at the end of the year, it will be carried over to the next school year. Parents may request refunds if the student is transferring out of Harrisonburg City Schools. If a student is going to another school in Harrisonburg, the account balance will be transferred. PROCEDURES FOR MEAL PAYMENTS Payments can be made for any given period of time: a day, a week, a month, or even the entire school year and can be made with cash or check. Credit or debit cards are not accepted at the school level. Parents may set up an account to check meal balances and purchases and to add funds to an account using a credit or debit card at www.myschoolbucks.com If you would like to check your child’s account balance you may also call or email the cafeteria manager at their school or call or email Andrea Early, School Nutrition Program Director at 437-3300 or . Please put payments in an envelope with the student’s name and account number (ID number) on the envelope. It is helpful to write the student’s name and ID number on all checks. Please have students bring payments to the cafeteria. No cash will be returned to a student who presents a check for meal payment. Refunds from student accounts will be made only if a request in writing or by email is made by a parent or guardian. Funds will not be transferred between siblings in a family without prior written authorization from a parent or guardian.
and principles to encourage greater inclusivity in teaching practice throughout College. Continue to review the support provided through the Unilink Service for students with mental health and physical difficulties. Review annually the service provided and the numbers of students utilising the service and the outcomes. Furthermore explore the identification of needs within the service and act accordingly. Retention & progression: (defined as factors affecting retention and progression through college to graduation) Monitor retention across disability and entry groups. Create initiatives to retain target groups from undergraduate to post graduate study. Enhance the student experience through academic and social interaction. Benchmark retention, withdrawal and progression rates, with UCC and QUB. Analyse progression and retention rates to identify at risk groups. Identify barriers to retention and target additional supports. Increase the level of academic and social involvement of students with disabilities in at risk groups through early intervention and regular contact. Monitor supports to ensure they are encouraging independence and progression through College towards the world of work or further study. Linked OECD recommendations: Furnish students, on the same basis as other young adults, with qualifications recognised by tertiary education institutions and the labour market. Ensure that practices are anchored in reliable indicators and statistical data for analysis and evaluation. Make available reliable and comparable statistics for effective planning and monitoring of policies and processes.
Develop a range of initiatives that are targeted specifically at assisting disabled students transition into postgraduate employment. Plan and prepare students in the use of the transitioning to work planning tool in the senior years of college. Office in disability related career/employment issues; Run disabled graduate workshops to increase awareness of opportunities and barriers towards employment; Development of web resources on material relevant to disabled employment; Link with external agencies and employers annually to promote the employment of disabled graduates; Interview employers and agencies responsible for policy in this area to determine what are effective strategies that can be developed to increase employment opportunities for disabled graduates. Pilot the tool with JS/SS students and blend with the Leonardo project tool developed. Completion: (defined as provision of assistance to transition to further study or employment) Participate in the Leonardo Project as a model of future practice for improving employment outcomes for disabled students. The main aim is to develop a support and guidance methodology for students with disabilities allowing for combining success in higher education and access to employment. Ensure all Aims and objectives of Leonardo Employ acted upon - Research the effectiveness of the transition to employment tool by interviewing all stakeholders involved in the process Meet with JS and SS students to focus attention on a career or further studies and identify possible barriers to progression.
KWL Chart Student: _______________________________ Date: _____________ to __________________ K What I Know W What I Want to know L What I Learned Start with the “K” column and list the things you know about the topic you are going to learn about. Next, go to the “W” column and list the things you want to know about the topic you are going to learn about. Once you have learned about the topic complete the “L” column by identifying the things you learned. Then go back to the “K” column to see if everything you thought you knew was correct. If there are any incorrect statements mark them out and write in a correct statement. Next, go to the "W" column to see if all of your questions were answered. Highlight or underline any unanswered questions. Bring these questions up during class discussion.
Core Learning Curriculum Description. English Length of course: Full year – four 75 min periods per week The English curriculum involves learning about English Language, Literature and Literacy. These three interrelated areas of learning form the core of the English curriculum and provide the foundation for study across all curriculum areas. In Year 8 students will: have four periods of English per week all Year 8 students will complete writing and comprehension tests at the beginning of the Year comprehend, create, evaluate and explicitly discuss a range of literacy, informative and persuasive texts recognise the ways in which readers view and position themselves in relation to particular views and opinions engage in a diverse range of literary texts e.g. Australian literature, including traditional and contemporary literature, classic and contemporary texts including texts from Asia read and discuss texts from various cultures, prose fiction (novels and short stories), author study, biographies, traditional and modern poetry, play-scripts, formal speeches and discussions of social issues have opportunity to view current affairs programs, literary websites, feature films, television documentaries etc. Literacy Support Program All students have the capacity to improve their literacy skills in oral language, reading, comprehension and writing. Students who struggle with literacy need to build their skills, while those who already write, read and comprehend well have the capacity to add new strategies to their repertoire. The HHS Literacy program incorporates two overarching processes: comprehending through listening, reading and viewing composing texts through speaking, writing and creating. There are support programs in place that aim to support improvement in students who are below national bench marks in literacy. Extension opportunities are offered for high achieving students. Mathematics Length of course: Full year – four 75 min periods per week