zilongwang/ReadingBank huggingface dataset:
If the student is not satisfied with the result or conduct of the internal complaint handling and appeals process, Queens College will advise the student of his or her right to access the external appeals process at minimal or no cost. If the student chooses to access the College complaints and appeals processes, Queens College will maintain the student’s enrolment while the complaints and appeals process is ongoing. If the student is still not satisfied with the resolution of the grievance, they can seek advice and further assistance from the authorities listed below. Overseas Students Ombudsman Call: 1300 362 072* within Australia. Outside Australia call +61 2 6276 0111. Enquiries 9am to 5pm Monday to Friday Australian Eastern Standard Time (Australian Eastern Daylight Time when daylight savings is in effect) Email: Fax: 02 6276 0123 within Australia. Outside Australia +61 2 6276 0123. Postal: GPO Box 442 Canberra ACT 2601. 17.2 Appeals Process A complaints/grievances and assessment appeal process is an integral part of the Standards for Registered Training Organisation (RTO) 2015 and the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students. A fair and impartial appeals process is available to all students of Queens College. If a student wishes to appeal his/her complaint/grievance/assessment result, he/she must first discuss the issue with the trainer/assessor. If the student would like to proceed further with the request after discussions with the trainer/assessor a formal request is made in writing outlining the reason(s) for the appeal. 17.3 Grounds for Appeal An application for appeal will be considered where: A student claims to be unfairly treated by fellow students or staff; A student claims to be unfairly treated by compliance with the Queens College policy and procedures; A student claims a disadvantage because the trainer did not provide a subject outline; A student claims disadvantage because the trainer varied without consultation or in an unreasonable way the assessment requirements as specified in the subject outline; A student claims disadvantage because assessment requirements specified by the trainer were unreasonably or prejudicially applied to him or her; A student is of the view that a clerical error has occurred in the documenting of the assessment outcome; or
Period 4 (1800-1848) Federalists Democratic-Republicans Democrats Whigs Second Great Awakening perfectionism abolition women’s rights movement Market Revolution National Bank nullification internal improvements Louisiana Purchase Missouri Compromise Period 5 (1844-1877) Manifest Destiny Mexican-American War Compromise of 1850 Kansas-Nebraska Act Dred Scott v. Sanford Republican Party free-soilers Abraham Lincoln election of 1860 Emancipation Proclamation 13th, 14th, & 15th Amendments Reconstruction sharecropping Radical Republicans Period 6 (1865-1898) Gilded Age trusts, monopolies, holding companies Social Darwinism “New South” Populist Party settlement houses laissez-faire Plessy v. Ferguson Social Gospel Period 7 (1890-1945) frontier thesis Spanish-American War Philippine Insurrection Progressive Era muckrakers Woodrow Wilson World War I, AEF Treaty of Versailles League of Nations Red Scare immigration quotas Great Migration Harlem Renaissance Great Depression New Deal Franklin D. Roosevelt Pearl Harbor Japanese internment Atomic bomb/Manhattan Project Period 8 (1945-1980) Cold War containment collective security Korean War Vietnam War détente oil embargo military-industrial complex segregation desegregation of military Brown v. Board of Education Civil Rights Act of 1964 Lyndon Johnson Great Society counterculture Immigration Act of 1965 Sun Belt Period 9 (1980-present) Ronald Reagan Mikhail Gorbachev September 11, 2001, attacks World Trade Center/Pentagon Afghanistan & Iraq Wars free trade agreements the Internet
Yes, there is no criminal history and no preclusions, complete Authorisation below. No, there is criminal history and or preclusions go to section B (further investigation and consultation required) PART B: Reported Convictions (under the Aged Care Act 1997 which preclude a Candidate/Volunteer) A Candidate/Volunteer is unsuitable to provide aged care when their NCHRC records i. a conviction of murder or sexual assault Yes ii. a conviction of, and sentenced to imprisonment from, any other form of assault Yes Yes to either of the above this Candidate/Volunteer is unsuitable for employment or voluntary activities with ACH Group No go to sections C & D ( further investigation and consultation required) PART C: Other offences not precluded by the Aged Care Act 1997 Document each year other charges, warrants, court orders, offences, findings of guilt, with or without conviction (including suspended sentences) in relation to the person have occurred. Year Reported Year Reported Year Reported 1) 2) 3) 4) 5) 6) Further assessment and consultation is required with the HR Business Partner/HR Manager, regarding the offences and all disclosed information is required, this will be done in conjunction with the relevant line manager to determine the suitability of employment and/or voluntary activities with ACH Group. A Relevant History Assessment (Part D, page 2) is to be completed. (Used in conjunction with the ACH Group Risk Matrix) AUTHORISATION – to be completed Manager’s Name: Position: Manager’s Signature: Date: Payroll Office use only (employees for reimbursement only): Code Reimburse Cost Cost Centre Location Account Date Forward this form to Payroll – Volunteer Coordinators please retain
Week 2 Shadow Duty Social Worker Student arrange visit – police/health/education Complete other mandatory training Visit arranged in week 1. Reflective learning log Sitting in on Child Protection/Adult Safeguarding strategy Supervision with PE/WPS Feedback on week 2 and check plans for week 3 Write up supervision notes and progress against assessment frameworks Week3 Day with MASH (Multi Agency Service Hub) or ART (Assessment and Referral Team) to gain insight into the contact and screening process/ referrals Complete mandatory training Visits arranged in week 1 Assessment training. Identify resources and aids to support communication Supervision with Work Place Supervisor/Practice Educator Allocation and case discussion Shadow Duty social worker Week 4 Arrange agency visit as per list. Safeguarding Level 2 Training Shadow Senior Social worker Case research Arrange visits Supervision with PE Week 5 Agency visits as per list Proposed case work Team meeting? Visits to agencies Supervision with WPS Week 6 Proposed case work Proposed case work Case allocation Planned direct work with YP/Adults 3 way supervision with PE & WPS. Review frequency of supervision In house voice of the child training Week 7 Training in House Chronologies Case work Proposed case work Planned direct work with YP/Adults Office time Case work Supervision with PE Office time
Request for recommendation letters I work with many students and receive a lot of requests for recommendation letters. In order for me to write an informative letter, please fill out this form and email it (as a Word file) to me with your resume or CV. If you are/were a CLMS student, please also email me your CLMS spreadsheet. Universities or companies to which the recommend letters should be sent. Name of univ/company Department or branch Job title Mailing/email/url for sending the letter Name of the addressee Submission deadline e.g., Microsoft MSR, NLP group tester Dr. John Smith 12/13/2014 e.g., JHU CS dept PhD student info@cs.jhu.edu Admission Committee 01/10/2015 … Your interaction with me (e.g., courses you have taken from me, project, and independent study) Course number or project name Dates Your grade or outcome The noticeable (optional) e.g., Ling 570 Fall 2013 3.9 Organize the study group e.g., MA thesis Summer 2013 2014 Complete in spring 2014 Results published at ACL 2014 as a short paper e.g., RiPLes project Summer 2014 Annotating 20K words N/A … Please answer the following questions. If you have any examples to support your answer, please include them. When and where did we first meet?
Sheila Thomas Derek Vogel Ellen Walsh Andrew Williamson English Nic Wilson Support Staff Responsibility Dave Batchelor Archives Assistant Richelle Cannell Sports Administrator Les Cosgrove Property Manager Carolyn Fuller Food Technician Vicki Healy Teacher Aide Lou Heenan Pathways, Careers Coordinator Catherine Kelly Business Manager Neville Lines Groundsman Property Asst Marian Mehrtens Gateway Manager Bronwyn Nichols Workshop Technician Ray Pope Science Technician Sandy Richards Student Systems Manager Ashley Shaw Guidance Counsellor Cathy Shearer International Director Kerry Small Teacher Aide Rose Struthers Administration Assistant Sue Williams Administration Assistant Jose Zandbergen Sports Coordinator The following are student leaders for 2018: Head Girl / Boy Caitlin Bradley / Daniel Goodwin Deputy Heads Llewellah Priest/ Tom Kerr Heads of Special Character Olivia Dunn – Aquinas Eileen Corcoran – Chanel Hajie Tamorite – Colin Jemina Hernandez – McAuley Aquinas House Leaders Olivia Black/ Brittney Young/ Jack Gibson-Pani Chanel House Leaders Sarah Waldron / Edward Heenan Colin House Leaders Sam Williamson/ Flynn O’Toole McAuley House Leaders Daniella Guiney/ Sam Gray Head of Academic Committee Anne Newmarch/ Hannah Thew Page Head of Cultural Committee Georgia Carnegie/ Olivia Gourdie Head of Sport Committee Bridey Flynn/ Callum Crawford Board of Trustees Representative Sam Regenvanu Head of Wellbeing Committee Lucy Odey/ Emma Brown A phone for students is available at the College Office. There is no cost for local calls. Use is restricted to before school, interval, lunchtime and after school. Students are responsible for issued texts and will be charged for loss or for damage which is in excess of fair wear and tear. The tuck shop is open at interval and lunchtime. Uniform items with prices are stocked at Roncalli College and can only be purchased from there. The remaining items are stocked at Camerons, some items are held at The Warehouse. Socks are no longer available at the College Office. They are able to be purchased from Camerons only. Blazer (Compulsory from Year 11) ($220) Scarf Maroon with blue & gold stripes ($20) Jersey Maroon (Kairanga)
contact; does not have good posture; slouching during the interview 70 -80% of the time the interview 80 -90% of the time with interviewers during the interview 90-100% of the time Politeness Several times, the student interrupted or hurried the person doing the interviewing; forgot to thank person(s) Student interrupted or hurried the interviewer 3-5 times during the course of the interview, thanked the person after the interview Student interrupted or hurried the interviewer 1-2 times during the course of the interview, thanked the person after the interview Student never interrupted or hurried the interviewer and thanked them after the interview General Attitude Lack of interest and enthusiasm about the interview; passive and indifferent Somewhat interested in the interview; shows little enthusiasm Shows basic interest in the interview; shows some enthusiasm Appropriately interested and enthusiastic about the interview process Responses to Questions Answers with “yes’ or “no” and fails to elaborate or explain; talks negatively about past employers Gives well-constructed responses, but sounds rehearsed or unsure Gives responses, does not sound rehearsed, student somewhat hesitant or unsure Gives well-constructed, confident responses that are genuine Candidate Integrity Responses are inconsistent or contradictory. No concrete or specific examples used Candidate provided no verifiable information for claims, and/or claims may be exaggerated or even appear manufactured Responses are somewhat inconsistent or contradictory Concrete and specific examples occasionally used Candidate provides some verifiable information for claims Responses are generally consistent Concrete and specific examples often used Candidate provides verifiable information for most claims Responses are all consistent Concrete and specific examples are used Candidate provides verifiable information for all claims Overall Demonstration of Interview Skills Demonstration of poor interview skills with little confidence displayed Demonstrated limited proficiency; limited demonstration of competent interview skills in a generally confident manner Demonstrated average proficiency; average demonstration of competent interview skills in a generally confident manner Highly proficient; appropriately utilized interview skills in an enthusiastic, motivating and engaging manner Total out of 80 points possible (10 topics x 8 max possible) ½ point scoring is appropriate for this section (i.e. 7.5, 6.5. 3.5, etc.) Total
Office of Human Resources Summer 2017 Student Job Listings Posted Fed Work Study (FWS) or Regular Funding Number of positions posted Office/Location Duties Requirements Supervisor 5/18/17 FWS 1 Marketing and Communication Answer phones, Transfer calls to appropriate person or department. Greet visitors when they enter the building. Direct guest to desired location. Office work, scan and label images, make copies, file paperwork, type documents. Some physical activity including lifting/carrying boxes might be required. Enrolled in at least 6 credit hours and eligible for FWS Contact Sunny Ross for interview at 5/18/17 FWS 1 School of Liberal Arts Packing and moving boxes, stocking office supplies and general office work/errands Enrolled in at least 6 credit hours and eligible for FWS Contact Gina Wilson at 5/18/17 FWS 1 Stafford School of Business/Lewis Hall Provide support for the Stafford School of Business. Must have customer service skills. Must be enrolled in 6 credit hours and in good academic standing. Eligible for FWS Contact for interview 5/18/17 FWS 2 Arts Connection (Carlton Center 221) Preference given to students with knowledge of MS office. Knowledge of sound/lighting systems a plus, but will train. Event/Theater management, general office work, answer phone, make copies, file paperwork, type documents, some physical activity. Must be aware duties will involve support of events in Howard Auditorium and may involve some nights, weekends, subject to availability. Enrolled in at least 6 credit hours. Eligible for FWS. Preference given to students with knowledge of Microsoft excel and Word; communication skills a must. Contact Wayne Jones at or for interview 5/18/17 FWS 1 Human Resources Herring Hall General office duties such as filing, answer phones, making copies, handling mail. Enrolled in at least 6 credit hours. Eligible for FWS Send Resume and class schedule to for interview 5/18/17 FWS 2 Enterprise Information Systems Must be able to follow directions with minimum supervision. Must be personable when greeting guest and answering the phone. General Office Must pass a criminal background check. Have and maintain 2.50 GPA. Must be eligible for FWS and eligible to work in the Contact Clayton Riehle at from your Stallions email for interview.
duties such as filing, copying, word processing, handling mail and all other assigned duties. United States. 5/22/17 FWS 2 Office of Financial Aid Under general supervision, performs basic clerical duties, answer phones, assist students with general questions, copies, files, assists faculty and staff, and provide other support functions as needed. Enrolled in at least 6 credit hours. Eligible for FWS. Contact Michael Wright at
DETAILS OF THE PROPOSED STUDY PROGRAMME ABROAD Course Unit Code Course Unit Title Sending Institution (ULPGC) Number of ECTS Credits ECTS Grades Course Unit Code Course Unit Title Receiving Institution of ECTS Credits Student’s Signature: Date: SENDING INSTITUTION We confirm that the proposed programme of study/learning agreement is approved. Departmental Coordinator’s signature: Institutional Coordinator’s signature: Date: Date: RECEIVING INSTITUTION We confirm that this proposed programme of study/learning agreement is approved. Departmental Coordinator’s signature: Institutional Coordinator’s signature: Date: Date: CHANGES TO ORIGINAL PROPOSED STUDY PROGRAMME (To be filled ONLY if appropriate) Student family name: Student first name: ID: Sending Institution: Country: Receiving Institution: Country:
To return or destroy all copies of the information upon request by the company; To conduct all business in a professional manner. Please sign below (electronic signature is acceptable): Student Name Date Section 5 – Contract Application Approvals This contract describes the content of the student’s experiential opportunity and the requirements that are necessary for the student to meet their obligations. If in agreement with the contents of the RBS-NB Internship & Co-Op Policies and Guidelines, please sign below. Electronic signature is acceptable. Student: ______________________________________________ Date: _______________________ OCM or SCM Advisor: ___________________________________ Date: ________________ Undergraduate Dean: ___________________________________ Date: ___________________ Section 6 – Employer Outline of Work Activities To ensure a strong alignment between the Rutgers Business School’s Internship and Cooperative Program with
Edit and Review to make sure SLOs are measureable, specific, focused, valid, and clear as possible. Ask yourself: Is learning being demonstrated? Sometimes it may be beneficial to start backwards and think about the major assessments you use in the course. These would be the assessment tools of your outcomes. Make a list of your major assignments for this course. Then try to express in one sentence what the students are being asked to demonstrate in the assignment. Avoid using unmeasurable words such as; believe, appreciate, understand, know, etc. Here is a list of active verbs to use when stating the outcome. Bloom’s Taxonomy of Cognitive Skills with Active Verb List Basic Knowledge Thinking Higher level Thinking Critical Thinking Knowledge: Recall of Facts Comprehension: Grasp meaning of knowledge being learned Application: Use learning material in a new way Analysis: Break material down into parts to be understood Synthesis: Combine previous material with new material to make a new structure Evaluation: Judge value of material for a given purpose Count Define Describe Draw Identify Labels List Match Name Outlines Point Quote Read Recall Recite Recognize Record Repeat Reproduces Selects State Write Associate Compute Convert Defend Discuss Distinguish Estimate Explain Extend Extrapolate Generalize Give examples Infer Paraphrase Predict Rewrite Summarize Add Apply Calculate Change Classify Complete Compute Demonstrate Discover Divide Examine Graph Interpolate Manipulate Modify Operate Prepare Produce Show Solve Subtract Translate Use Analyze Arrange Breakdown Combine Design Detect Develop Diagram Differentiate Discriminate Illustrate Infer Outline Point out Relate Select Separate Subdivide Utilize Categorize Combine Compile Compose Create Drive Design Devise Explain Generate Group Integrate Modify Order Organize Plan Prescribe Propose Rearrange Reconstruct Related Reorganize Revise Rewrite Summarize Transform Specify Appraise Assess Compare Conclude Contrast Criticize Critique Determine Grade Interpret Judge Justify Measure Rank Rate Support Test Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Response #272 – “No. More activities for mature students.” Response #586 – “No. I am a mature student and don't particularly feel like I belong. The problem could well be me more than you though.....” Response #716 – “Don’t Know. Really pleased to see the bar is now opening again! More for postgraduates and 'mature' students; it can be a slightly lonely experience.” Response #1034 – “No. They do not seem to have a presence for the Post Grad courses, which is a shame” Response #1023 – “No. SU emails seem more aimed at undergrads than postgrads. Other than the occasional email from the SU I have no contact with them” Students reiterated these sentiments when we conducted the secondary interviews: “I feel like there should be more events and nights dedicated to mature students, and as a non-drinker, I find it harder to be involved with the SU.” - David Jones, Design Department - Undergraduate, Year 3. Another common explanation for a student’s response being negative seemed to revolve around the SU’s supposed political leanings For example, in response to Question 33: Response #535 – “No. They are an overtly political body - and it's not my politics! I would not feel that I could express my views openly.” Response #222 – “No. I feel the student union has way too many political affiliations. I do not think their function should be to promote rallies express political opinions etc. unless they are related to student activities. I firmly believe student unions should be apolitical and have a student-centred agenda.” Response #304 – “No. See above statement about 'no-platforming' and political agendas.” Note - Respondent appears to be referring to their response to Question 31: “I get frustrated by illogical activist movements making the environment a hub of
Contents Tables and figures 6 Introduction 8 Mid-level qualifications: student load 10 Mid-level qualifications: employment outcomes 13 Summary student load data by broad field of education 16 Summary of employment rates by broad field of education 20 Conclusion 23 References 24 Appendix 25 NVETR Program funding 37 Tables and figures Tables 1 Mid-level qualification student load reported by NCVER by broad program level, 2002—11 10 2 Undergraduate student load reported by the Commonwealth by broad program level, 2002—11 11 3 Mid-level qualification student load, 2002—11 11 4 Mid-level qualification share of student load, 2002—11 12 5 Estimated bachelor degree graduates in full-time employment, 2002—11 13 6 Bachelor degree graduates in full-time employment as a percentage of graduates available for full-time employment, 2002—11 13 7 Mid-level qualification student load by qualification level and broad field, 2011 16 8 Change in student load of mid-level qualifications from 2002 to 2011, by qualification level and broad field 17 9 Percentage change in student load of mid-level qualifications from 2002 to 2011, by qualification level and broad field 17 10 Mid-level qualification share of student load by broad program level, 2011 18
Hints There are 21 checkpoints to gain Scan each code when you arrive to get your next clue When you have gained 21 race to the finish Observe time limits also. Be at the finish no later than 1 mark deducted per minute late Draw your course along the map as you go with the marker provided You can use Google maps if you need. Year 9 OED Orienteering challenge A 1 2 3 4 5 B C D E F G H I J Hints There are 21
when you arrive to get your next clue When you have gained 21 race to the finish Observe time limits also. Be at the finish no later than 1 mark deducted per minute late Draw your course along the map as you go with the marker provided You can use Google maps if you need. Year 9 OED Orienteering challenge A 1 2 3 4 5 B C D E F G H I J
Test priority (Low/Medium/High):Medium Module name: login Test title :verify login with valid username and password Precondition: user has invalid username and password TEST STEPS EXPECTED RESULTS ACTUAL RESULTS NOTES 1 Provide valid User name User should Be able to login The user is able to move to next Entry Success - 2 Provide valid password User should be Able to Login The user is able To login Successfully Success Incase of wrong Password was given an error Message box was displayed 3 Click login User should be able to navigate to next page after validation User name and password is validated and next page is displayed Success Incase user gives wrong entry the sign in page remains active 4 Click signup User should be able to navigate to next page where user enters his credentials User navigates to the signup page where his user name and password is validated success - RESULT: The Student marks analyzing system was designed and implemented successfully.
DECEMBER 6 Lunchtime Awards 7 PL Day for staff – NO SCHOOL FOR STUDENTS 10-13 Santa’s Workshop 11 Parent Teacher Conferences 4:00 – 6:00 11 PTO Meeting / Christmas Caroling at 6:00 18 Maker Space / STEM Christmas Contest 21 Early Dismissal for Faculty Senate 21 End of 2nd Nine Weeks 24 OS DAY 25 CHRISTMAS DAY 26-31 OS DAYS JANUARY 1 NO SCHOOL - NEW YEAR’S DAY 3 Lunchtime Awards 4 2nd Nine Weeks grades due 4 Stop taking AR points for upcoming party 9 AR Party – Hot Chocolate and a movie 9 Grade Cards go home 11 County Spelling Bee 21 NO SCHOOL – DR. MARTIN LUTHER KING, JR. DAY FEBRUARY 5 3rd 9 weeks mid term 7 Lunchtime Awards 11 PTO Meeting at 4:00 (Maker Space) 14 Poetry Write and Read aloud Assembly 21 Early Dismissal for Faculty Senate 25 – 28 Spirit Week – Celebrate Reading MARCH 1 Read Across America / Dr. Seuss Day 4 Spring Individual and Class pictures 7 Lunchtime Awards 8 Bingo 8 – 21 iReady benchmarking 14 Spring Individual and class pictures 15 3rd Nine Weeks grades due 15 Stop taking AR points for upcoming party 20 Grade Cards go home 20 AR Party – Glow Dance 21 Parent Teacher Conference 22 PL Day for staff – NO SCHOOL FOR STUDENTS
BAPT Membership Renewal Form 2017/2018 This completed membership form should be returned to us by 15th October 2018 via one of the following methods: email to post to BAPT, 1 Beacon Mews, South Road, Weybridge KT13 9DZ PAYMENT The Full Member Renewal fee is £160. Please quote your membership number on ALL payment methods. If we can’t identify payment it may result in suspension of membership. Payment Method Choice Cheque Payable to The British Association of Play Therapists. Name and membership number must be on the reverse of cheque. Y/N Bank transfer To HSBC, Sort Code: 40-30-24, A/C No: 41808591 A/C Name: British Association of Play Therapists. Y/N Standing Order Payments should be made on the 1st October each year. Y/N Quarterly Payments £41 on 15th October 2017, 15th January 2019, 15th April 2019 and 15th July 2019. Y/N Monthly Payments £14.00 on 15th day of each month, starting 15th October 2018. Y/N Pay Pal Via the BAPT website Y/N GIFT AID - Please add Gift Aid if you are able to Gift Aid Declarations Choice I am a UK taxpayer and understand that if I pay less Income Tax and/or Capital Gains Tax in the current tax year than the amount of Gift Aid claimed on all my donations it is my responsibility to pay any difference. Y/N Please treat this payment and any payments made in the future as Gift Aid donations Y/N Please treat this payment and any payments made in the last 6 years or any future payments made as Gift Aid donations. Y/N Membership Card I require an updated Membership Card Y/N YOUR DETAILS Please ensure these details are correct and make any amendments using BLOCK CAPITALS. All information is held in confidence and will only be used for BAPT related activities. Your name and address will not be passed to any third party. Categories Name Address BAPT Membership No.
3 Music selection considered 4 Choices made and the reasons why 5 Historical context of the work and dance style chosen, influences of selected dance culture, and appropriate terminology 6 Dance as a form of communication in relation to the work 7 Relevant diagrams, illustrations, reference notes 8 Timeline for rehearsals and performance Coordination of resources including spaces, equipment and personnel 9 Safe dance considerations for rehearsals and performance 10 Other challenges that may arise when composing, rehearsing and performing the work, and suggested solutions to address them 11 Reflection and analysis of strengths and weaknesses of the creative process and the final performance 12 Future improvements and modifications for your dance creation process PART B: COMPOSITION PERFORMANCE You will need to submit the following to your assessor: The completed check list on the next page (this will be completed by your workplace supervisor) Video footage of the class CHECKLIST: PERFORMANCE OF COMPOSITION WORK 1 WORK 2 Name of work Number of performers Style of dance or movement Length of the work PART 1: REHEARSAL Work 1 Work 2 1 Candidate adequately demonstrated the work to the performers 2 Candidate worked effectively with the performers to develop the work 3 Candidate used terminology correctly PART 2: PERFORMANCE Work 1 Work 2
List the 4 different types of evidence used to support Darwin’s theory of evolution. What is convergent evolution? Compare analogous and homologous structures. (2 marks) Analogous Homologous a) Describe the process of DNA hybridisation? b) How is it used to identify related organisms? Compare artificial and natural selection. (2 marks) Artificial selection Natural selection
What is convergent evolution? Compare analogous and homologous structures. (2 marks) Analogous Homologous a) Describe the process of DNA hybridisation? b) How is it used to identify related organisms? Compare artificial and natural selection. (2 marks) Artificial selection Natural selection
Education / Training Degree, formal management/professional qualification or equivalent professional experience Evidence of continued professional development Experience People management Budget management responsibility Department level operational planning Event and project planning Volunteer management Event and project planning Relevant work experience in the student movement Budget setting responsibility Strategic planning, development and management A related role management level Skills / Aptitudes/ Competencies Able to work within a membership-led organisation Strong leadership skills, with the ability to motivate and influence Able to oversee multiple complex projects and teams, retaining a focus on quality of output and impact Highly developed interpersonal and communication skills Strong personal organisational skills to manage a diverse workload with competing priorities to maximise performance Collaborative leadership Negotiation, influencing and persuasion Other An understanding of and commitment to the charitable values of students’ unionism Understanding of and commitment to equal opportunities and the promotion of diversity Committed to the principles of volunteerism and community development
Email: Blog: Topic to be studied Subtopic Approximate number of hours Topic 1: Cell Biology SL/HL 1.1 Introduction to cells 1.2 Ultrastructure of cells 1.3 Membrane structure 1.4 Membrane transport 1.5 The origin of cells 1.6 Cell division 15 hours Topic 2: Molecular Biology SL/HL 2.1 Molecules to metabolism 2.2 Water 2.3 Carbohydrates and lipids 2.4 Proteins 2.5 Enzymes 2.6 Structure of DNA and RNA 2.7 DNA replication, transcription and translation 19 hours Topic 7: Nucleic Acids AHL 7.1 DNA structure and replication 7.2 Transcription and gene expression 7.3 Translation 9 hours Topic 3: Genetics SL/HL 3.1 Genes 3.2 Chromosomes 3.3 Meiosis 3.4 Inheritance 3.5 Genetic modification and biotechnology 15 hours Topic 10: Genetics and evolution AHL 10.1 Meiosis 10.2 Inheritance 10.3 Gene pools and speciation 8 hours Topic 8: Metabolism, Cell Respiration and Photosynthesis AHL 8.1 Metabolism 8.2 Cell respiration 8.3 Photosynthesis 2.8 Cell respiration 2.9 Photosynthesis 16 hours (2 added from topic 2)
Topic 9: Plant Biology AHL 9.1 Transport in the xylem of plants 9.2 Transport in the phloem of plants 9.3 Growth in plants 9.4 Reproduction in plants 13 hours Topic 11: Animal physiology SL/HL 11.1 Antibody production and vaccination 11.2 Movement 11.3 The kidney and osmoregulation 11.4 Sexual reproduction 16 hours Topic 6: Human Physiology SL/HL 6.1 Digestion and absorption 6.2 The blood system 6.3 Defense against infectious disease 6.4 Gas exchange 6.5 Neurons and synapses 6.6 Hormones, homeostasis and reproduction 20 hours Option D: Human physiology SL/HL Core (HL/SL) 15 hours 10 hours Topic 4: Ecology SL/HL 4.1 Species, communities and ecosystems 4.2 Energy flow 4.3 Carbon cycling 4.4 Climate change 12 hours Topic 5: Evolution and biodiversity SL/HL 5.1 Evidence for evolution 5.2 Natural selection 5.3 Classification of biodiversity 5.4 Cladistics 12 hours
12 – Columbus Day – Holiday – no school 30 – New Parent Coffee 1000 (B10) November 5 – Last day of 1st Quarter 6 – Teacher Workday – no students 11 – Veterans Day – Holiday – no school 19-20 – P/T Conference days – no students 26 – Thanksgiving – Holiday – no school 27 – Recess Day – no school December 11 - No School for Students – Math Training 17 – Accelerated Withdrawal date – 1st Semester 21 – Winter Recess – no school (until 1 January) January 4 – Instruction Begins 18 – Martin Luther King, Jr - Holiday – no school 19- SAC 3:00 (B10) 28 – End of 2nd Quarter 29 – Teacher Workday – no students February 12 - No School for Students – Math Training 15 – President’s Day – Holiday – no school 26- New Parent Coffee 1000 (B10) March 19 – SAC 3:00 (B10) 25 – Parent Coffee 1000 (B10) April 7 – End of 3rd Quarter 8 – Teacher Workday – no students 11 – 15 – Spring Recess – no school 18 – 4th Quarter Begins May 2-6 – Teacher Appreciation Week 13 - No School for Students – Math Training 17 – SAC 3:00 (B10) 19 – Accelerated Withdrawal date – 2nd Semester 20 – Parent Coffee 1000 (B10) 30 – Memorial Day – no school June 9 – Sure Start Last Full Day 16 – Last day of school – early release 11:30 17 – Teacher Workday – no students After-School Student Activities KES offers a variety of after-school activities for students. Activities may change from year to year, but examples might include Academic Assistance, Computers, Art, Taiko Drumming, Fitness, Reading, Math, and Homework. Most activities are held directly after school. A list of activities to choose from will be provided to students in September. Parents will be responsible for transportation, and since membership is limited, students must make a commitment to consistent attendance and proper conduct. Further information and details will be published in our newsletter. Attendance
Thursday, Oct. 13, 2016 End of 1st 9 weeks Friday, Oct. 14, 2016 Teacher Workday Sunday, Nov. 6, 2016 Daylight Savings Time ends Tuesday, Nov. 1, 2016 Mandatory Winter Sports meeting Friday, Nov. 11, 2016 Winter Sports practice begins Monday, Nov. 21, 2016 Thanksgiving Break week begins Monday, Nov. 28, 2016 School resumes after Thanksgiving Break Thursday, Dec. 15, 2016 End of 1st semester Friday, Dec. 16, 2016 Teacher workday (no students) Monday, Dec. 19, 2016 Christmas Break begins Monday, Jan. 2, 2017 School resumes after Christmas break Friday, Feb. 17, 2017 Building professional development day Thursday, Feb. 16, 2017 Spring Sports mandatory parent meeting Monday, Feb. 27, 2017 Spring Sports practice begins Sunday, Mar. 12, 2017 Daylight Savings Time begins Thursday Mar. 9, 2017 End of 3rd nine-weeks Friday Mar. 10, 2017 Teacher workday Monday, Mar. 20, 2017 Spring Break begins Monday, Mar. 27, 2017 School resumes after Spring Break Tuesday, Apr. 25, 2017 State SAT (1/2 day juniors only) Saturday, TBD Prom Monday, May 15, 2017 Senior check-out day Friday, May 26, 2017 Graduation 7:00 PM Monday, May 29, 2017 Memorial Day Holiday Thursday, June 1, 2017 End of 2nd semester/last day of school Friday June 2, 2017 Teacher Work Day RYE HIGH SCHOOL STUDENT AND STAFF CHARACTER TRAITS Respect: showing positive regard for self, others, and property Accountability: willingness to be responsible for our actions and to accept the consequences of those actions Empathy: ability to relate to and understand the feelings of others Responsibility: being accountable for one’s actions Recognition of Diversity: Acknowledging differences and appreciating individuals as equal members of our school and community Honesty: willingness to be truthful in both words and actions Compassion: carrying out action sympathetic to others in an effort to assist – help others Self-Confidence: positive belief in oneself and in one’s ability Resourcefulness: creating ways to achieve positive solutions or outcomes
Mr. T.J. Blackhurst Science Mrs. Kacie Anglin Fine Arts Mr. Cole McGee Math Mrs. Kayla McKinley PE/Health/Leadership Ms. Rose Siepamann Foreign Language/Reading Mr. James Hale Social Studies/PE Ms. Felicity Holloway Math Mrs. Karen Hopkins Special Education/AP Literature Mrs. Kim Robles Special Education Mr. Ethan Beeman Vocational Agriculture Mr. Conner Pigg History/Business and Marketing/Computer Mrs. Kathy Dodge Science Mrs. Tammy VanOort Language Arts Mr. Dean Carter Technology/PLTW Ms. Jenny Chung Music Ms. Brandice Clennin CNA ESS Para Ms. Victoria Zapien ESS Para Ms. Earlene Jones ESS Para Athletic Staff: Mr. Pat Baker Head Football Mr. TJ Blackhurst Head Cross Country Mr. Jamie Buford Head Boys’ Golf TBD Head Girls’ Golf Mr. Ben Beck Head Boys’ Soccer Mrs. Carol Benedict Head Girls’ Volleyball Mr. Kevin Maroney Head Boys’ Basketball Mr. Kermit Spencer Head Girls’ Basketball Mr. Dean Decker Head Wrestling Mr. Conner Pigg Head Boys’ Track TBD Head Girls’ Track TBD Head Girls’ Soccer Mr. Stacey Graham Head Baseball Important Dates (Subject to change) Thursday, Aug. 3, 2017 Mandatory fall sports’ meeting 6pm Tuesday, Aug. 8, 2017 Sophomore parents’ meeting (mandatory) Thursday, Aug. 10, 2017 Freshman Orientation 1:00 PM–6:00 PM Monday, Aug. 14, 2017 Classes begin for all students 7:30am Monday, Aug. 14, 2017 First day fall sports' practice (except golf) Monday, Sept. 4, 2017 Labor Day Friday, Sept. 15, 2017 Building level professional development Thursday, Oct. 19, 2017 Homecoming Assembly Friday, Oct. 20, 2017 Homecoming Parade and Game Thursday, Oct. 12, 2017 End of 1st 9 weeks Friday, Oct. 13, 2017 Teacher Workday
GENERAL INFORMATION APPLICATION SUBMISSION AND REQUIRED SIGNATURES All applications must be submitted via proposalCentral. CCFA no longer requires paper applications. CCFA uses Proposal Central system, by Altum, for all of its application submissions. Access is also available using links provided in the Crohn’s & Colitis Foundation of America web site ( ). The electronic application must be submitted by close of business (5:00 PM Eastern time) on the deadline date on March 15. If the deadline date falls on a weekend or holiday, applications will be accepted the following business day.. FORMATTING THE APPLICATION Applicants must adhere to the following instructions in completing the proposal sections that make up the electronic version of the application. Failure to observe font size specifications and/or page limits will result in the return of the application without review: Please remember to insert your name in the header on each form in the attachment section. Font size: Use 12 point Times New Roman or 11-point Arial as the minimum font size for the text of the application. A 10-point Times New Roman or 10-point Arial font type may be used for figures, legends, and tables. Single-spaced text is acceptable, and space between paragraphs is recommended. Margins: The margins of your text should be at least 1” inch all around, unless a form with different margins is supplied in the Application Templates or Forms. Fill in all required fields (*) 3
Court and Prison Services Disability Services Emergency Services Employment Services (Employment Plus) Community Support Services (Emergency Relief) Family Tracing Service (Missing Persons) Homeless / Domestic Violence Services Migrant Services Youth Services How The Salvation Army Helps People In a typical week, across Australia, The Salvation Army provides*: 100,000 meals for the hungry 2,000 beds for the homeless 5,000 to 8,000 food vouchers 1,000 people with assistance in finding employment Refuge to 500 victims of abuse Assistance to 500 people addicted to drugs, alcohol or gambling Several thousand people with counselling 3,000 elderly people with aged care services 40 people in the court system with chaplaincy services Family tracing services which locate 40 missing family members *approximate figures How does The Salvation Army assist? The Salvation Army provides the following services:
Fractured neck of femur induction information Patient details Fracture type Management options & expected treatment Potential complications 75 year old. Normally independent No major co-morbidities Intra-capsular Displaced * * 87 year old Lives in a residential home, walks with frame Has high BP, * Expected # type & classification? Name? * 60 year old Independent Otherwise well Intra-capsular, minimally displaced * * 82 year old Lives in a residential home, walks with a stick Previous CVA, dementia, high cholesterol and BP Intertrochanteric Displaced * Classification? * Name? *
After logging into the Student Portal, click on the “Counseling Appointment” tab or the “Request a Counseling Appointment” link under Shortcuts. Click on the “Request New Appointment” button. Select a date range, time range, location, counselor, and/or days of the week. Once you have made your selections, click on the “Refine Results” button.
Topic Page Introduction Aims of completing practice placement documentation Clinical Hours Placement Profile Practice Placements Sickness Absence Preparation for Practice Accommodation Dress Code guidelines Code of student responsibilities for Practice Faculty support and placement visits Who to contact Social Networking Guidance 3 4 4 5 5 6 6 6 7 7-8 9 10 10 Placement Actions Skills Goal setting Reflective practice 10 10 11-13 14-18 Assessment Procedures 19-20 Please note: Updated information will be available on Blackboard (Bb) for students (under Physiotherapy/Practice Placement) and on the Practice Support Net (PSN) website for educators ()
Personal Goal Action Plan (How goal will be achieved) Measure (How will you know goal has been achieved) Target Date Has goal been achieved? If not, proposed action plan for future 1) Be able to implement appropriate manual handling techniques (state which) safely and effectively when transferring patients with a neurological deficit. - Review UWE manual handling information. - Attend manual handling in-service training or discuss with PE. - Practice techniques with peers. - Observe PE in practice. - Work with patients with neurological deficits and get feedback from PE, patients and other staff. - Self-reflection. - PE to observe at least 3 transfers with patients with a neurological deficit and provide feedback End of week 4 Yes
(Volunteer Work, Leadership Training, Religious Institutions, Sports, Clubs and Activities) YEAR(S) ACTIVITY, CLUB OR ORGANIZATION YOUR ROLE: # of HOURS: (breakdown into days, months & years) CONTACT PERSON & INFO for verification PREVIOUS AWARDS AND ACHIEVEMENTS:
PERSON SPECIFICATION Job Title: Student Progress Leader KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience MPR/UPR teacher an excellent track record of recent, relevant professional development accountability for the performance of a cohort of young people evidence of good/outstanding classroom practice clear demonstration of the ability to coach/model best learning experiences to other teachers and staff leadership of a community project or an area of school development innovative use of resources taking accountability for the success of an initiative Knowledge & Understanding the principles and characteristics of good or better teaching effective review and evaluation procedures the application of ICT within teaching innovative approaches to working with students, parents, staff and the local community an understanding of inclusive education different methods of consulting with stakeholders Personal Qualities ability to inspire confidence in staff, students, parents and others adaptability to changing circumstances/new ideas reliability, integrity and stamina vision, imagination and creativity personal ambition and potential for further promotion determination to succeed and the highest possible expectations of self and others Leadership & Management work effectively both as a leader and as a member of a team initiate, lead and manage change prioritise, plan and organise set high standards and provide a role model for students and staff deal sensitively with people and resolve conflicts seek advice and support when necessary motivate all those involved in the delivery team liaise effectively with other organisations and agencies Communication Skills communicate the vision of the academy/school in relation to the development of teaching and learning negotiate and consult fairly and effectively communicate effectively orally and in writing develop, maintain and use an effective network of contacts
STUDENT FINANCIAL AID APPLICATION FORM Please note the following: Closing date for student financial aid application – 31 January 2015 Incomplete and late applications will not be considered. Use block letters to complete the form Forward your completed application to: Physical address: Postal address: The Student Financial The Student Financial Aid Committee Aid Committee c/o The Municipal Manager c/o The Municipal Manager Frances Baard District Municipality Frances Baard District Municipality 51 Drakensberg Avenue Private Bag X 6088 Carters Glen Kimberley Kimberley 8301 8301 How did you learn about the Frances Baard District Municipality student financial aid scheme? (Tick with an X where appropriate) Newspaper advert Community meeting Friend or employee of the municipality Internet or municipality’s official website Career exhibition Other, specify………………. ………………………. PARTICULARS OF APPLICANT Title Mr Miss Mrs Surname…………………………………………………………………………… Full Names………………………………………………………………………… Identity Number
(When a protest or walkout becomes disruptive) [SCHOOL] students and families, At [SCHOOL], we respect the right of our students to advocate for causes that are important to them, and we have worked to support students’ right to peaceful assembly. Unfortunately, some students on our campus today chose to protest in ways that significantly disrupted school operations and threatened the safety and order for other students and staff within our school. Swift action was taken by school staff and [CUSTOMIZE: local law enforcement, other officials] to address the situation. No students or staff members were injured during the incident. The safety of our students and staff is our top priority. Inappropriate behaviors that threaten school safety will be handled immediately and firmly in accordance with our code of conduct and/or applicable local policies and laws. We understand that our students may be feeling lots of emotions, including anxiety, fear and anger about today’s events. I encourage you to talk to your child(ren) about how they may be feeling. We also have counselors and staff available and ready to talk to students at any time. We look forward to welcoming students back tomorrow for a great day of teaching and learning. Thank you for your continued support of [SCHOOL]. Please let me know if you have any questions.