zilongwang/ReadingBank huggingface dataset:
Supervision of PhD students PhD students Topic (short title) Funding sources Status Kanna Kumar, India Community Forestry University of Maryland 1st year Gabriela Vaz Rodrigues Land use and ownership structure in Haiti 1st year Ashley Enrici Environmental Justice University of Maryland 1st year Monir Islam, Bangladesh Impact of climate change on fisheries of Bangladesh Commonwealth Scholarship 2nd year Wen Cheng, China Land use, participation and ecosystem services China Scholarship Council 2nd year Li, Xin, China Modeling the diffusion of wind energy in China Self-funded 3rd year Drake, Ben Ecosystem services approach to socio-economic valuation in UK uplands White Roses Scholarship Final year; University of York, UK Kerschner, Christian, Austria (visiting PhD student) Modeling Peak Oil Marie Curie and Spanish Government scholarship final year; Universitat Autònoma de Barcelona Doan Nainggolan, Indonesia Modeling land use and water consumption in SE Spain. Overseas Research Scholarship Final year Mahroos, Ahmed; Oman Environmental impact assessment in Oman Oman Government Final year Ravera, Federica; Italy; visiting PhD student) Modeling land use change in uplands in Nicaragua Marie Curie and other sources Graduation 2011. Universitat Autònoma de Barcelona Feng, Kuishuang, China Now: Research Assistant Professor, Univ Maryland Spatial regional models Self-funding, WWF, UKERC Graduation 2011
Qasim, Muhammad; Pakistan Now: Assistant Professor Abdul Wali Khan University Mardan, Pakistan Drivers of Land Use Change in Swat, Pakistan Pakistan Ministry of Education. Graduation 2011 Dodds, Paul, UK Now: WWF-UK Modeling land use change in sub-Saharan Africa ESRC/NERC research council Graduated 2010 Niemi, Carita; Finland Social capital and sustainable consumption University Research Scholarship Stopped for private reasons Muñoz, Pablo; Chile; visiting PhD student) Now: Post-Doc NTU Trondheim Modeling material flows in Chilean trade Graduated 2009; Universitat Autònoma de Barcelona Barua, Anamika Now: Assistant Professor at IIT, Guwahati, India. Economic growth and water pollution in India Self-funded Graduated May 2009 Thapa, Shova Now: Assistant Professor at Sussex University (SPRU) People-park conflict in Bardia, Nepal Self-funded Graduated 2008; University of Sussex Minx, Jan, Germany (visiting PhD student) Now: IPCC Head of Technical Support and TU Berlin and PIC Potsdam Modeling sustainable consumption and production Graduated 2008; University of York Guan, Dabo; China Now: (associate professor at the University of Leeds, UK) Environmental input-output modelling Self-funded Graduated 2007; University of Leeds) Masters. Supervision of about 30 MSc and Masters of Research (MRes) students (incomplete list below) Name Topic (short title) Graduated Eko Priyo Purnomo, Indonesia The Development of Local Community Institution for Community-Based Forest Management 2010 Archita Bhatta, India Farmer’s adaptations to climate change in Himachal Pradesh 2010 Ben D. Agbemor, Ghana Community-managed forests in Ghana 2009
TOTAL 9 RESEARCH Course Number Title of Course Grade Semester Credit Hours Semester Completed (include anticipated completions) EDFN 5950 Methods of Research 3 ELPA 6870 Or ELPA 6952 Field Research in Educational Leadership Action Research 3 TOTAL 6 COURSEWORK REQUIRED UNDER CONDITIONAL ADMISSION (If applicable): Course Number Title of Course Grade Semester Credit Hours Semester Completed (include anticipated completions) TOTAL Number of Semester Hours Required for the Degree = 36 Number of Semester Hours Included in This Program of Study = 36 Program checked against catalog requirements Graduate grade point average Approved by: Graduate Analyst Date ADVISOR AGREEMENT: Dr. Don Good ELPA Student Personnel Concentration Advisor – Name Department Signature
achieve their learning objectives 4 (Major) Manufacturing environment Night travel Higher than normal risk of disorder, crime or comparable danger Very hot or strenuous working conditions (e.g. manual work outdoors) Very cold working conditions (e.g. placements in cold storage facilities) The student’s working overseas travel insurance policy specifically excludes ‘business’, specified activities and / or the location 3 (Moderate) Working in proximity to high risk factors (but not directly with them) Student doesn’t follow work instructions Student meeting the public or company clients Long daily commute Delays likely in communicating with tutors and others Regional conditions require some precautionary measures Lone working conditions Locations, activities and /or circumstances require prior acceptance from the University’s Insurers for cover 2 (Minor) Requirement to drive vehicle in reasonable conditions Placements in areas identified as low risk by the DFA 1 (Insignificant) Office work or other low hazard environments / activities No significant travel, comfortable daily commute and no driving required for placement Placements in Ireland with no significant local risks No significant environmental health risks Locations, activities and /or circumstances that are automatically included in the University’s cover Some higher-risk placements can be the most academically beneficial. If a placement is judged to be high-risk it does not mean that the placement cannot proceed. However, additional controls/actions may be required.
Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate √) Justification for Evaluation: Student/Candidate’s Last Name First Middle Social Security Number Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Alignment: 354.33. (1)(i)(I),(J) Student Teacher/Candidate’s performance appropriately demonstrates: Knowledge of school and district procedures and regulations related to attendance, punctuality and the like Knowledge of school or district requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or college’s professional growth and development opportunities Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators Ability to cultivate professional relationships with school colleagues Knowledge of Commonwealth requirements for continuing professional development and licensure Sources of Evidence (Check all that apply and include dates, types/titles, or number) Classroom Observations See Attached 430-A Informal Observations/Visits See Attached 430-A Assessment Materials See Attached 430-A Student Teacher Interviews See Attached 430-A Written Documentation See Attached 430-A Student Assignment Sheets See Attached 430-A Student Work See Attached 430-A Instructional Resources/Materials/ See Attached 430-A Technology Other See Attached 430-A Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate √ ) Justification for Evaluation:
The teacher candidate does not follow school and/or district regulations or only when they serve his/her needs. school/district regulations. The teacher candidate works to provide opportunities for student success. The teacher candidate complies completely with school/district regulations. meetings. The teacher candidate is highly proactive in serving students. The teacher candidate consistently and completely complies with school/district regulations.
Bus operator A bus operator is contracted by PTV to operate a school bus service in the SBP. CECV Catholic Education Commission Victoria Client school A school whose students use school buses provided under the SBP but the school does not manage the bus service (this is the responsibility of the coordinating school). Client school principal Principal of a client school Code Red Day Code Red is the highest Fire Danger Rating in Victoria. Code Red Days are declared by the Bureau of Meteorology (BoM) and cover one or more entire BoM districts. Coordinating school A school that is responsible for the management of the local SBP bus network. Coordinating principal Principal of a coordinating school. The responsibilities of a coordinating school principal are often delegated to a school bus coordinator. DET Department of Education and Training DET region In addition to the Central Office DET have four regions in Victoria: South Eastern Victoria Region (SEVR) North Eastern Victoria Region (NEVR) South Western Victoria Region (SWVR) North Western Victoria Region (NWVR) DEDJTR Department of Economic Development, Jobs, Transport, and Resources SEMD DET’s Security and Emergency Management Division EMP Emergency Management Plan. This plan is developed by schools and early childhood services to address risks identified at the site and affecting its students. All schools and early childhood services who have students accessing SBP bus services must address transport risks in their EMP. Forecast emergency An emergency event preceded by a notification from the State Control Centre. These may include Code Red Days, flooding or severe weather events. FDR Forecast Danger Rating Director, Regional Bus Services The PTV staff member responsible for managing SBP bus services. Term Description IMT Incident Management Team IRT PTV Incident Response Team IRIS DET Incident Reporting Information Service ISV Independent Schools Victoria PTV Public Transport Victoria. PTV provides school bus services in rural and regional areas subject to service provision and travel eligibility prescribed by DET (Refer to SBP Policy and Procedures 2016). Rapid onset emergency Emergency events that occur with very little or no warning.
School of Information Sciences Student Planning Record Student_________________________________ Date________________ Campus ___ Distance ___ Began Program________ Expected Graduation______ Preferred capstone experience (see graduate student handbook for courses required and highly recommended for each option): Thesis___ Examination___ ePortfolio ___ Career Objective: Recent Work Experience: Courses you have taken and those you plan to take Course Year Term Grade Course Year Term Grade 510 (required) 520 (required) 530 (required) Advisor notes (optional): I have discussed my course selections with my academic advisor and we agree that they represent a coherent program of study. Student signature_______________________________ Date ___________ Faculty signature _______________________________ Date ___________
Guidelines indicating an automatic failure for unsafe practice in both practice and academic assessment KEY Action Plan Required This is considered unsafe practice for students at this level and so does not constitute an automatic fail of the assessment, but an action plan is required to be contracted by the module leader and/or mentor with the student Shaded boxes indicate that the unsafe practice behaviour is covered elsewhere e.g. within the CAP booklet for pre-registration UNSAFE BEHAVIOURS PRE-REGISTRATION YEAR 1 PRE-REGISTRATION YEAR 2 & 3 POST-REGISTRATION LACK OF ACCOUNTABILITY, UNPROFESSIONAL PRACTICE Deliberately covers up errors Does not admit mistakes, deliberately covers up errors Does not accept responsibility for own actions, does not admit mistakes, covers up errors Is dishonest Is dishonest Is dishonest Does not recognise potential for doing harm, lack of insight ACTION PLAN REQUIRED Does not recognise potential for doing harm, lack of insight Does not recognise potential for doing harm, lack of insight Breaks confidentiality i.e. identifies a patient/client/woman/staff member, and/or names the placement or place of work ACTION PLAN REQUIRED Breaks confidentiality i.e. identifies a patient/client/woman/staff member, and/or names the placement or place of work Breaks confidentiality i.e. identifies a patient/client/woman/staff member, and/or names the placement or place of work CONSISTENT COMMUNICATION AND LACK OF RESPECT Aggressive with clients and/or staff Aggressive with clients and/or staff Aggressive with clients and/or staff LAKE OF JUDGEMENT Evidence of misuse of drug and/or alcohol Evidence of misuse of drug and/or alcohol Evidence of misuse of drug and/or alcohol PROFESSIONAL MISCONDUCT Evidence of breaking the Code of Professional Conduct e.g. NMC or HPC
Course Designation and Number Course Name Credit Hours Grade Comments Schedule for Courses Remaining to be Completed Include all core and program courses as well as any courses with a grade of I (incomplete) or any grade that does not meet the required minimum. Summer Year: Course Designation and Number Course Name Credit Hours Date Completed Grade Comments Fall Year: Course Designation and Number Course Name Credit Hours Date Completed Grade Comments
How will these be funded? One of the most essential parts of running a successful activity group is effective budgeting – learning how much things cost, and making sure you end the year without spending more than you have! There are two ways groups are funded: 1. Self-Funding Most funding for groups comes from a combination of the following: Membership fees Sponsorship Tickets for events/activities Fundraising (such as bake sales etc) Bids The Students’ Union provides support in developing all of these for your group, with money going into your ‘unallocated’ funds (you can spend it on whatever the group wishes to spend it on). 2. Grant Funding Groups can also apply for funding directly from the Students’ Union, in the form of a grant (the caveat for this is that it can only be spent on items you have requested it for, and will be reclaimed by the Union if not spent in that year). This funding is allocated by the Student Activities Executive at the start of each term, with over 100 groups requesting money. The SAE allocates full or partial grants by considering the following principles: That the activity group provides unique activities as set out in its objectives. The proposed group’s aims contribute to the Students’ Union’s strategic aims of: Supporting academic success, employability and personal development. Providing a fun and enriching student life. Looking after student wellbeing and finance. The breadth and depth of impact on students, specifically considering: How many students will directly participate (the number of members) How many students will indirectly benefit The length and duration of the activity Actions that maximise the accessibility of the activity The sustainability of the activity, specifically: What is fundamental to the groups existence How members and beneficiaries contribute The potential to secure non-SU financial support through sponsorship, advertising and alternative grant support That club finances are managed in accordance with HSU procedures The costs involved in the activity The financial and resources in kind required to run the activity As part of the ratification pack, you are asked to specify costs in your activities – this
5. Your Activities Plan & Grant Request (add additional boxes where necessary) Equipment Balls, sticks, books, playing kit, etc. Quantity Price per unit (inc VAT) Insert Shop / Website address Total cost inc. VAT For SAE use only Affiliation(s) NGB’s, Extra Insurance, Association fees, additional training/coaching badges, etc. Quantity Price per unit (inc VAT) Organisation Total cost inc. VAT Trips & Events Equipment hire, entry fees, guest speakers, lectures, venue hire, etc. Quantity Price per person Insert Shop / Website address Total cost inc. VAT
Section A: Guidance Notes Welcome One of the best things about studying in higher education is the ability to get involved in activities you are passionate about. Nowhere is this more true than our clubs and societies, who provide a home for almost 2,500 students to meet each other, develop their skills and ultimately have a bit of fun. Setting up or indeed sitting on the committee of an activity group is one of the most rewarding experiences you will have at your time at Huddersfield. You’ll learn how to project manage, communicate effectively, plan and deliver events to name just a few. We’re here to provide advice as well as support and help you develop your group to be the best it can possibly be. If you’ve got any questions – or want to run an idea by us, please don’t hesitate to get in touch. Please note, there is a separate guide entitled Student Activities Handbook that contains lots of guidance and tips to help you make the most of your year. Jake Rodgers Activities Officer 2017/18 What is Ratification? To become an official activity group of the Students’ Union, your group must be ratified by the Student Activities Executive (SAE). This is a committee of the Students’ Union who are responsible for approving new groups and allocating funding. This pack contains all the relevant information to complete this process on a step by step basis. If you have any questions please contact the Student Activities Coordinators via the help desk on Floor 5 of Student Central, or via: Societies Sports Clubs Josh Elderfield Amy Affleck Email: j.elderfield@hud.ac.uk Email: A.Affleck@hud.ac.uk Tel: 01484 471493 Tel: 01484 473547 It is important to note that SAE will not ratify two or more groups with similar aims and objectives. If two applications are submitted, the group that was ratified in the previous year shall prevail. If no similar group existed beforehand, then SAE will make a recommendation that the groups seek to combine their applications, or ultimately, make a judgement on ratification of one group after consulting with the relevant parties. Key Dates The following timetable sets out the timetable for activity group ratification and grant allocations each year. Please note, new groups can be formed at any point. Date Stage Further Info Monday 10 July 2017 9am Ratification & Grant Packs and Health & Safety Packs submission All activity groups must submit both: Ratification & Grant Pack Health & Safety Pack
5. Your Activities Plan & Grant Request (add additional boxes where necessary) Equipment Balls, sticks, books, playing kit, etc. Quantity Price per unit (inc VAT) Insert Shop / Website address Total cost inc. VAT For SAE use only Affiliation(s) NGB’s, Extra Insurance, Association fees, additional training/coaching badges, etc. Quantity Price per unit (inc VAT) Organisation Total cost inc. VAT Trips & Events Equipment hire, entry fees, guest speakers, lectures, venue hire, etc. Quantity Price per person Insert Shop / Website address Total cost inc. VAT
School delays and closings In the event it becomes necessary to cancel or delay school due to inclement weather or other emergency reasons, announcements will be made over radio stations WHP, WITF, , WNNK, WRKZ, WRVV, WMIX, WTPA, WHYL. Television stations WGAL TV8, WHP TV21, and WHTM TV 27. Informaline 566-5320 or website . 1 Hour Delay 2 Hour Delay 1 1 2 2 3 3 Lunch A 11:20-11:50 Lunch A 6/7 6/7 8/9 8/9 5/6 5/6 Lunch B Lunch B 8/9 8/9 5/6 5/6 7/8 7/8 Lunch C Lunch C 10 10 11 11 Academics Class Rankings Class rankings are determined by arranging all students in order of their grade point average. This is done for both weighted and nonweighted grade point average. As a result there is both a weighted and nonweighted class rank. This average is based upon the total percentage points earned divided by the number of academic courses taken. The computation will take place upon completion of the second, fourth, sixth, and eighth semester of senior high school studies. Students that repeat courses, due to previous low grades or other reasons, shall have both grades computed in their class rank. (policy 214) Class Standing Class standing is based on the number of credits a student has earned toward graduation. Sophomore standing requires a minimum of 5.5 earned credits, Junior standing requires 11.5 earned credits, and Senior standing requires a minimum of 17.5 earned credits.
Edmond North Pom TRYOUT SCORE SHEET BREAKDOWN Skills Points Possible Pirouette Turn(s) Level of difficulty, execution, timing, precision, body placement, control 10 Turn Combination Level of difficulty, execution, timing, precision, body placement, control 10 Back Attitude Leap Flexibility, execution, timing, precision, body placement, control 5 Center Leap Flexibility, execution, timing, precision, body placement, control 5 Kicks Flexibility, execution, timing, precision, body placement, control 5 Dance Points Possible Dance Technique Proper execution of skills with pointed toes, fully extended arms/legs, proper holding of body, chest lifted , core engaged, proper turn out 15 Style Proper placement of motions, body awareness, personality 10 Rythym/Timing Form, Height, Prep, Landing, Arm Placement, Flexibility, Precision 10 Memory Clear knowledge and memorization of routine/chant 10 Chant Points Possible Motions Placement, sharpness, execution, timing, no broken-wrists 5 Voice Projection Loud and strong vocalization, word enunciation, energy, enthusiasm 5 Spirit Points Possible Overall Impression Facials, excitement, crowd appeal, confidence, and energy 10 TOTAL POINTS POSSIBLE: 100
Case records on appeal outcomes (as anonymous metrics) Feedback from staff and student union Feedback from the governing body Our Equality Scheme report (annual) Date agreed and adopted by SMT 13/11/2018 Date noted by Safeguarding, Ethos and Welfare Governors’ Committee 27/02/2018 Date issued by Head of Support Services 13/11/2018 Next review date 01/07/2018 Policy owned by Head of Support Services for review and monitoring purposes GLOSSARY OF TERMS & ACRONYMS: Anonymised Information which does not identify the individual Appellant Student making the appeal AM Academic Mentor AMM Academic Mentor Manager Designated Representative A person allowed to represent the student Exclusion Not allowed to attend the College – a ‘suspension’ Outcome The result of the appeal Reinstatement Return to attending College as a student PA Personal Assistant SLT Senior Leadership Team SMT Senior Management Team
Current address Permanent address (if different): Current address is valid until: Emergency contact: E-Mail: Current Studies (at Sending Institution): Field of Education ISCED Code: Study programme (relevant for your study stay): Principal study subject: Study cycle: Study year: 1st 2nd 3rd 4th Duration of the Study Programme: Study Period Period of study Duration of stay (No. of study months) Number of expected ECTS credits (or month/year) (or month/year) Desired Courses at Receiving Institution (Preliminary Learning Agreement) Course component code (if any) Course component title (as indicated in the course catalogue) at Receiving Institution Semester (autumn / spring or term) Number of ECTS credits to be awarded by Receiving Institution upon successful completion Total number of ECTS Application Package:
Erasmus + Mobility Student Application form All applications for exchange programmes must be made through the Erasmus+ Coordinator in the sending institution Last/family name: First name: Applying to Receiving Institution Receiving institution: Host institution’s name Principal study subject (instrument or subject of thesis) at The Receiving Institution Study cycle during the exchange period Bachelor (1st) ☐ Master (2nd) ☐ Doctorate (3rd) ☐ Study period according to The Receiving Institution’s academic calendar: 1st Semester ☐ 2nd Semester ☐ Academic Year ☐ Other Period (i.e.Term) ☐ Academic year: Academic year student applies for Sending Institution Name: Conservatoire de Paris Unit: School Affairs Institutional code: (if applicable) F PARIS 119 Erasmus+ Coordinator: Cécile Langevin Address: 209, avenue Jean Jaurès, 75019 Paris E-mail : clangevin@cnsmdp.fr Country : France Phone : +33140404629 Student Last/family name (s): Last name (s) First name (s): First name(s) Date and place of birth: Date and place of birth Nationality: Nationality Sex [M/F]: M/F Phone: Phone (incl. country code) Current address Current address Permanent address (if different): Permanent address
Student’s Language Skills Mother tongue: Please indicate your language skills other than mother tongue: 1. Language: Language 1 Limited A1 ☐ A2 ☐ Moderate B1 ☐ B2 ☐ Fluent C1 ☐ C2 ☐ 2. Language: Language 2 Limited A1 ☐ A2 ☐ Moderate B1 ☐ B2 ☐ Fluent C1 ☐ C2 ☐ 3. Language: Language 3 Limited A1 ☐ A2 ☐ Moderate B1 ☐ B2 ☐ Fluent C1 ☐ C2 ☐ I am aware of the obligation to pass the online language test (via OLS) before my studies abroad, and I am interested in improving my language skills if recommended ☐ Previous Studies in Erasmus Programme Have you already been studying/working abroad as ERASMUS student/trainee? Yes ☐ No ☐ If “Yes”, please indicate: Receiving Institution: Former host institution’s name Former host institution’s name Former host institution’s name Study cycle Bachelor (1st) ☐ Master (2nd) ☐ Doctorate (3rd) ☐ Duration of stay (months) Duration of stay (months) Signatures of Sending Institution Student: Name, surname Date: Signature date Professor/Tutor (of the main subject): Name, surname Date: Signature date Head of Department: Name, surname Date: Signature date Erasmus + Coordinator: Name, surname Date: Signature date NOTES FOR GUIDANCE General Information All enquiries and applications for exchange programmes must be made through the responsible Erasmus Coordinator in your sending/home institution. To facilitate general procedures, please use e-mail until the point of mutual confirmation/signatures.
What does leadership look like for you and what are the characteristics of a good leader? Click to Enter Text Please list any academic or co-curricular experiences and position you’ve held on campus. Click to Enter Text Which experience have you most appreciated and why? *Please explain in 3-5 sentences. Click to Enter Text How do character and faith relate to leadership? Click to Enter Text Please attach your resume to this application.
Content The Proposed strategy/product was plausible, innovative and strongly linked to stopping the rise of Superbugs The Proposed strategy/product was adequately linked to stopping the rise of Superbugs The Proposed strategy/product was weakly linked to stopping the rise of Superbugs The content was tailored to the target audience and to the intended purpose of informing, interesting or persuading. presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading. Attempts were made to tailor content to the target audience and to the intended purpose of informing, interesting or persuading. Strong inclusion of scientific concepts and relevant data to support claims Adequate inclusion of scientific concepts and relevant data to support claims Limited inclusion of scientific concepts and relevant data to support claims Presentation Well organized and designed Clear and easily understood No use of palm cards and significant eye contact Content is organized to an acceptable level Message is sufficiently understood Some use of palm cards and little eye contact Content lacks organization Poorly designed Message not clearly understood Speakers relied on palm cards Research Quality Uses a variety of sources Uses resources from similar sources Uses limited resources Uses reliable resources Sources have some reliability Questionable reliability of sources Visual Appeal/ Creativity Imaginative; original Highly developed graphics Creativity is acceptable Use of graphics adequate to present message. Little creativity used Poor selection of graphics TOTAL /30 = %
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STUDENT COMPLAINTS REGULATIONS 2016/17 Title: Student Complaints Regulations Version Issue Date Revision Description Author Approved By & Date Next Review Date 1.0 September 2016 First Issue Siobhan Coakley Academic Board 8 June 2016 June 2017 2.0 January 2017 Second Issue Siobhan Coakley Academic Board 24 January 2017 June 2017 1. Introduction 1.1 The University of South Wales is committed to providing high quality education and support to its students. There are many routes through which students can raise any
6. Before secure data is sent, what must occur to determine the type of traffic to be secured and how it will be secured? a) quick mode negotiations b) quick mode messages c) IKE main mode negotiations d) IKE main mode messages 7. IKE main mode has a default lifetime of __________ hours. a) 6 b) 8 c) 10 d) 12 8. To set the Netsh IPSec context, what is the first command you enter at the command prompt? a) netsh b) ipsec c) static d) dynamic 9. Which statistic represents the number of failed outbound requests that occurred to establish the SA since the IPSec service started? a) Receive Failures b) Acquire Failures c) Send Failures d) Authentication Failures 10. The command “set config property=ipsecloginterval value=value” can be set to what range of values? a) 0 7 b) 0, 1 c) 60 – 86,400 d) 0, 1, 2 11. Which “middle-of-the-road” form of NTLM authentication was used to improve upon the security of LM Authentication? a) LMv2 Authentication b) NTLM Authentication c) NTLMv2 Authentication d) None of the above 12. Which type of attack is one in which a malicious user masquerades as the legitimate sender or recipient of network traffic? a) data modification b) denial of service c) man in the middle d) identity spoofing
STUDENT COMPLAINTS REGULATIONS 2017/18 Title: Student Complaints Regulations Version Issue Date Revision Description Author Approved By & Date Next Review Date 1.0 September 2016 First Issue Siobhan Coakley Academic Board 8 June 2016 June 2017 2.0 January 2017 Second Issue Siobhan Coakley Academic Board 24 January 2017 June 2017 3.0 August 2017 Third Issue Siobhan Coakley Board of Governors 4 July 2017 June 2018 1. Introduction
Executed as a Deed by and on behalf of THE UNIVERSITY OF MELBOURNE by its thorised officers pursuant to Statute 1.5.6 of the Melbourne University Statutes: ………………………………………… Signature of Authorised Officer ) ) ) ) ) ) ) ) ) ) ) ) ) ) …………………………………………… Signature of Authorised Officer
B G M T 1 Maeve Curran Rachel White Sophie McManus Orla Bates 2 Isabelle O’Reilly Molly O’Nolan Eleanor McCaffery Emily Lyons 3 Keela Duffy Naughton Anna O’Reilly Caoimhe O’Reilly Katrina Khodzinska 4 Anna Clarke Tess Loftus Sophie Boylan Lily Walsh 5 Louise Kelly Eleanor Cripwell Tamsin Carolan Sally Kearney 6 Liadán O’Hare Meabh Kelly Aisling McDonald Orla Sherlock
Spirit Days Wear Iroquois spirit wear Donut or bagel sale before school. ($1) October 18 -donuts November 15 - bagels December 20 - TBD January 24 - TBD February 28 - TBD No sale in March (LLS classroom sales) April 25 - TBD May 23 - TBD Skating night “The Rink” 7-11 p.m. Friday, November 2, 2018 Friday, March 1, 2019 Holiday Spirit Week December 17 - 21 School Dance Holiday Dance 6:00pm- 8:00 pm (date may change due to availability) December 14 8th Grade Farewell Party 7:00pm – 9:00pm June 7 Canned Food Drive - Kiwanis Canned foods collected in homeroom October 29 – November 9 Toy Drive to benefit Children’s Hospital Toys collected in homeroom November 26-December 11 Restaurant Nights Oct., Nov., Dec. (TBD) Spirit Week and Spirit Assembly Spirit week Monday – Friday Spirit Assembly Friday March 25-29: Spirit Week March 29: Spirit Assembly Student Council Charity Fundraiser Annual LLS Fundraiser (Goal: $40,000) January 3 – May 31 January 3: LLS Assembly (Café) 6th grade _______________ 7th grade _______________ 8th grade ______________ Online Giving/Classroom coin collection (January-May) January Restaurant night (TBD) Co-ed Volleyball Tournament: January 18 6:30pm - 9:00 pm February Restaurant Night (TBD) Flower Sale: February 4-8 Secret Sucker Sale: January 8 Classroom Sales (Tues and Thurs only; March 5-28) March Restaurant night (TBD) Dodgeball Tournament: March 22 6:30pm – 9:00 pm Penny Wars: March 25-28 April Restaurant night (TBD) Circle of Hope; Saturday, April 27 10 a.m. - 4 p.m. 3 on 3 Basketball Tournament: May 10 (after school) Alex and Ani (MAY TBD) IMS Recipe Book Fundraiser
Appendix: Contents Page Issues around Danjie Lack of Support Refusal to support and mentor the PTO’s and Faculty reps. Lack of attendance at Faculty Forum meetings Defying Education Committee’s action regarding 24 hour library. Unprofessional comments about a Faculty rep. Course Rep Corner Banners Vs Faculty Forum Banners Not Taking Role Seriously Other faculty Reps having to lead on important and vital topics. Course Rep Corner promotion. Not proactive and unwilling to approach students. 60 seconds with Exec videos. Danjie was late to the NU demo Report Content and Progress Danjie’s reports are the same each council Danjie manifesto support Mature Students- yet voted against MSA His manifesto points are not in his reports Support Refusal to support and mentor the PTO’s and Faculty reps. Danjie has openly said he doesn’t want to support and mentor the PTO’s and Faculty reps at Exec meetings because it is more work and he doesn’t want to do it. However last year the President looked after all Faculty reps (called School Reps) and Part Time Officers (PTO’s) due to his role as President not being split in to two roles as it currently is. It is also actually a part of a Sab role and they receive training for it, in fact the other 2 sabs seemed more than happy to mentor others after it was mentioned to them. -Please see below for evidence it is part of his role which is from the Job Description which was correct at the time of Danjie applying for the role and also 15/12/16.
report or identify any aims. adequate aim. Materials and Method Does not list materials. Steps are not sequential; some are missing or are confusing. Contains an equipment list as well as a brief method description: some of the steps are understandable; most are lacking some details. Lists materials and provides a good summary of the method. Most of the steps are understandable; some lack detail. All materials used are listed. All instructions necessary for replication are present and are easy to follow. There are clearly labelled diagrams. Results and Discussion Data table missing and information is inaccurate. Minimal and brief observations. Some inaccuracies. Brief observations. A mix of extensive and satisfactory observations in a neatly presented table. Data table neatly completed and totally accurate. Extensive, descriptive observations. Conclusion Presents an illogical explanation for findings and does not address any of the possible limitations. Presents an illogical explanation for findings and address some limitations. Presents a logical explanation for findings and addresses some of the questions. Presents a logical explanation for findings and addresses all of the questions. Presentation Illegible writing, loose pages. Legible writing, some ill-formed letters, print too small or too large. Legible writing, well-formed characters. Clean and neatly presented. Clear writing presented in sequenced headings. Timelines Report handed in more than one week late. Up to one week late. Up to two days late. Report handed in on time. Total Mark: / 24
Contents Engagement definitions/Rationale/Purpose Profile Statement/Vision/Values Whole Schools Prevention Statement Examples of whole school prevention & support Parents and Carers Involvement Students with Special Needs Rights & Responsibilities Shared Expectations Inclusion Bullying and Harassment School Actions and Consequences Whole School Approach to Discipline Dealing with Playground Behaviour Dealing with Classroom Behaviour Suspension & Expulsion Procedures Pupil Attendance
Rights and Responsibilities Guiding Principles Everyone within our school community must be aware that their actions have consequences and that they, as individuals, are at all times responsible for their own behaviour. At Mildura West Primary School we believe in a positive and proactive approach to student behaviour with the intent to develop a school climate where personal responsibility and self-discipline are developed and acknowledged. Every member of the school community has a right to fully participate in an educational environment that is safe, supportive and inclusive. Everyone deserves to be treated with respect and dignity. RIGHTS RESPONSIBILITIES All students have a right to: Be valued and respected as individuals and be free from discrimination. Feel safe at school. Learn without interference from others. Expect their property to be safe. Achieve their best and be challenged in all curriculum areas. Students need to: Accept others as individuals with differing backgrounds, personalities and values. Act in a manner that ensures no harm comes to themselves or others. Attend class prepared to learn and not interfere with the learning of others. To respect their own, other people have and school property. To work to the best of their ability in all activities. All staff have a right to: Work in a co-operative, safe and orderly environment. Be valued and respected as individuals and be free from discrimination. Have access to the best facilities, equipment and professional learning the school is able to provide. All staff need to: Build positive relationships and display mutual respect to other staff, students and parents. Ensure that they are punctual and prepared Accept others as individuals with differing backgrounds, personalities and values. Strive to keep abreast of best practice and implement a range of strategies and resources to engage all students in effective learning. All parents and carers have a right to: Expect that their children and themselves will be valued and respected as individuals and be free from discrimination. All parents and carers need to: Accept others as individuals with differing backgrounds, personalities and values. Support their child’s learning by reading school
Behaviours Possible Consequences Supports Once referrals are written, the student then becomes case managed through Learning Support and Sub School Leaders. Leaving school grounds without permission or signing out Principal’s / ASD’s Suspension Yard Restrictions Student Support Group Emergency Management Notification Staged Response Smoking As identified in smoke free school policy. Refer to smoking policy. Refer to smoking policy actions. Verbal abuse Examples include; swearing directed towards teachers or other students Yard restrictions Suspension Note: swearing at a teacher will always result in ISS or Suspension Restorative conversation Student support group Learning Support Referral Staged Response Bullying and Harassment Examples include repeat cases of behaviour that can be classified as bullying, or severe cases of bullying Detention Yard restrictions ASD’s / Suspension Police Involvement Restorative conversation Student support group Follow pro – social model for bullying Engagement in pro-social curriculum Staged Response Emergency Management Notification Online incidents of inappropriate behaviour affecting students. Examples include; cyberbullying, sexting, exposure to pornographic images or a breach of the schools Student Engagement Policy. Suspension Police Involvement Restorative Conversation Pro social curriculum Learning Support Mandatory Reporting Emergency Management Notification Staged Response
Behaviours Possible Consequences Supports Once referrals are written, the student then becomes case managed through Learning Support and Sub School Leaders. Damage to property/infrastructure Examples include; graffiti, interfering with fire extinguisher, deliberate damage to school fixtures and fittings, deliberate damage to others belongings. Invoice student for costs Community Service Detention Suspension Police involvement Student Support Group Pro social curriculum Staged Response Emergency Management Notification Theft Detention Suspension Invoice student for cost Community Service Police involvement Student Support Group Staged Response SSSO involvement Pro social curriculum Emergency Management Notification Weapons/Dangerous Materials Examples include; any item that can be used as a weapon Dangerous materials could include lighters, fireworks, laser pointers etc Confiscate Detention Suspension Police involvement Expulsion Student Support Group Staged Response SSSO involvement Emergency Management Notification Student exited to appropriate pathway Pathway support Sexualised Behaviour Yard restrictions / separation Suspension Expulsion Police involvement Student Support Group Mandatory Reporting Learning Support Referral SSSO involvement Emergency Man. Notification Staged Response Pathway Support Student exited to appropriate pathway
The SEP Work Group examined student equity success data by using the tools recommended in the “Updated Student Equity Plan” document as well as local college tools. Data was discussed and analyzed in the framework of the five student equity success indicators as identified by the Board of Governors in 2001: Access Course Completion ESL and Basic Skills Completion Degree and Certificate Completion Transfer Each of these success indicators was analyzed by using the disaggregated subgroups of gender, ethnicity, and age as well as DE, foster youth, and veterans. In addition, two methodologies (proportionality and the 80-Percent Rule) were used to measure disproportionate impact. Resources used to compile data include the following: CCCCO Management Information Systems Data Mart to examine data, specifically the Basic Skills Cohort Progress Tracker, Enrollment Retention and Success Rate, Student Success Scorecard Metrics, Special Population/Term Count and Matriculation measures. Data was also gathered from Data on Demand and Hartnell’s Financial Aid Office and Student Services’ various Program Planning and Assessment (PPA) for Services, Offices & Non-Instructional Programs Comprehensive Review, Annual Review & Action Plan[s] Spring 2014. In addition, data was extracted from the College’s Title V tools. The College noted the following from the data that were analyzed A disproportionate impact exists in the successful completion of distance education (DE) courses vs. non-DE; the College needs to disaggregate data to determine which groups would benefit from more support services for courses offered in the DE modality. Even in areas with no disproportionate impact, successful completion and persistence of English and math classes should be examined (especially from courses one level below transfer to transfer-level courses). Foster youth show lower rates of success/persistence in all three areas examined. The “Under 17” age group is more successful in completion of courses than other age groups. (This may be because of high school concurrent enrollment of students in that age group.) The College should review developing success strategies for other age groups. NOTE: Goals, Activities, and Outcomes are in the Goals, Activities, and Outcomes section of the plan. Once they have been finalized, they will be copied below into the Executive Summary
ERASMUS, CEEPUS AND BILATERAL EXCHANGE EXAM TERMS 2018./2019. COURSES FIRST WINTER TERM 28.01. – 8.02.2019. SECOND WINTER TERM 11.02. – 22.02.2019. Comparative Political Systems (tutorial) - 160514 Dr.sc. M. Šinko 28.01. u 15:30h 11.02. u 15:30h Political Leadership and Democracy (tutorial) – 171578 Dr.sc. D. Nikić Čakar 1.02. u 9:00h 15.02. u 9:00h Contemporary Geopolitical Issues (tutorial) – 143658 Dr.sc. M. Zorko 30.01. u 16:00h 20.02. u 16:00h EU Enlargement and Europeanization of Croatia – 103555 Dr.sc. I. Vidačak 1.02. u 13:00h 22.02. u 13:00h Democracy and Economic Development - 103536 Dr.sc. N. Zakošek 31.01. u 15:30h 14.02. u 15:30h Health Policy and Systems – 131737 Dr.sc. D. Radin 30.01. u 14:30h 7.02. u 9:00h Religion and Politics in the Middle East – 164173 Dr.sc. B. Havel 31.01. u 12:00h 14.02. u 12:00h Theories of Nationalism – 116143 Dr.sc. T. Cipek 30.01. u 12:00h 21.02. u 11:00h Media and Child Rights (tutorial) – 143621 Dr.sc. G. Vilović 29.01 u 13:45h 12.02. u 13:45h Television News in Multimedia Environment – 103564 Dr. sc. T. Perišin, D. Oblak 1.02.u 12:00h 22.02.u 12:00h
ERASMUS, CEEPUS AND BILATERAL EXCHANGE EXAM TERMS 2018./2019. COURSES FIRST SUMMER TERM 10.06. – 21.06.2019. SECOND SUMMER TERM 24.06. – 05.07.2019. Electoral Systems (tutorial) - 143646 Dr.sc. V. Raos 12.06. u 15:30h 3.07. u 15:30h Sociology of Croatian Society (tutorial) – 173684 Dr.sc. D. Vidović 11.06. u 11:00h 2.07. u 11:00h Political Science Fiction: Political Ideas in Film and Fiction – 173632 Dr.sc. H. Cvijanović 13.06 u 17:15h 27.06. u 19:00h Protest Politics in Old and New Democracies - 142913 Dr.sc. D. Dolenec 12.06. u 12:00h 3.07. u 12:00h Oriental Jews and Arab sin the time of Zionism – 164170 Dr.sc. B. Havel 10.06. u 15:30h 24.06. u 15:30h Party Competition and Party Systems in the EU Member States - 131739 Dr.sc. G. Čular Dr.sc. A. Henjak 11.06. u 10:15h 2.07. u 10:15h Development Policy / e-kolegij – 173674 Dr.sc. D. Radin 12.06. u 9:00h 26.06. u 9:00h Photo Journalism (tutorial) – 137210 Dr.sc. V. Car, D. Tomaš 11.06. u 12:00h 2.07. u 10:15h
ERASMUS, CEEPUS AND BILATERAL EXCHANGE EXAM TERMS 2015./2016. COURSES FIRST SUMMER TERM 06.06. – 17.06.2016. MIDTERM 20.06. – 01.07.2016. Media and Popular Culture – 115982 Dr.sc. Z. Peruško 8.06. u 11:00h Prof. office 30.06. u 11:00h Prof. office Pop politics - 116179 Dr.sc. M. Grbeša 14.06. u 14:00h Yard hall 28.06. u 14:00h Yard hall Political Science Fiction - 131734 Dr.sc. H. Cvijanović 10.06. u 17:15h Sem. I. 23.06. u 12:00h Room A Party Competition and Party Systems in the EU Member States - 131739 Dr.sc. G. Čular Dr.sc. V. Raos 10.06. u 12:00h Room C 1.07. u 12:00h Room C Protest Politics in Old and New Democracies - 142913 Dr.sc. D. Dolenec 9.06. u 9:00h F4 23.06. u 9:00h F5 Public Service Media – 143615 Dr.sc. Viktorija Car 14.06. u 15:30h 28.06. u 15:30h Etchics in Journalism – 143617 Dr.sc. Gordana Vilović 7.06. u 12:00h 21.06. u 12:00h Media and Diversity – 143619 Dr.sc. Gordana Vilović 9.06. u 9:00h 21.06. u 9:00h Media and Violence – 143623 Dr.sc. Igor Kanižaj 8.06. u 9:00h 29.06. u 9:00h
Electoral Systems – 143646 Dr.sc. Nenad Zakošek Dr.sc. D. Nikić Čakar 8.06. u 12:00h 23.06. u 12:00h International Organizations / – 143649 Dr.sc. Lidija Čehulić-Vukadinović 6.06. u 9:00h 20.06. u 11:00h New Authoritarian Systems: Russia and Post-Soviet Area – 143653 Dr.sc. Davor Boban 8.06. u 9:00h 29.06. u 9:00h Comparative Policies of Ethnic Conflict Management – 143656 Dr.sc. Ružica Jakešević 6.06. u 14:00h 20.06. u 14:00h Political Geography and Geopolitics / e-course – 143657 Dr.sc. Marta Zorko 14.06. u 14:00h 28.06. u 14:00h REGISTRATION OR CANCELLATION FOR EXAMS IS THROUGH THE STUDOMAT AT LEAST 3 FULL DAYS BEFORE THE DATE OF A EXAM TERM.