zilongwang/ReadingBank huggingface dataset:
* * * Write three adjectives to describe Jeanette’s father. Be able to support your choices. Page 126-154 Welch “Life is a drama full of tragedy and comedy…you should learn to enjoy the comic episodes a little more.” Why does the family go to Welch? What does Dad have in common with his family? * * * NOTES ON THE 1950s: What is Mom’s focus throughout the story? (Hint: NOT her family) * * * How is Jeannette’s first day of 5th grade? * * * Why does Dinitia stop bullying Jeannette? “Situations like these, I realized, were what turned people into hypocrites.” What is compassion? “Everyone has something good about that…you have to find the redeeming quality and love the person for that.” Think of a person you hate, or deeply dislike. Think of one redeeming quality that person possesses. * * *
* * * “Sheep don’t win horse races.” What happens to Oz? How does Lori get to New York? * * * What does Jeannette’s job as news editor allow her to do? What does Jeannette do to boost circulation? Who does Dad admire? Why do you think this is? * * * What idea does Jeannette get after talking to her guidance counselor? “...it’s not fair.” Why do you think Dad pulls out the plans for the Glass Castle? “…you’ll never build the Glass Castle.”
ELECTRIC FIELD [N.C-1 or V.m-1] region surrounding charge distribution F = E q or E = V/d POTENTIAL DIFFERENCE, POTENTIAL, VOLTAGE V [V VOLT] VOLTAGE DROP, POTENTIAL DROP, EMF - measure of charge imbalance - A charge q of mass m in a electric field E, accelerated by a voltage V increases its kinetic energy EK by q V = ½ m v2
T9-1 Fabrication of Si nanowire thermoelectric harvester where the Si nanowires were patterned using argon fluoride (ArF) immersion lithography. Paper T9-1, “10μW/cm2-Class High Power Density Silicon Thermoelectric Energy Harvester Compatible with CMOS-VLSI Technology” M. Tomita et al., Waseda Univ., Osaka Univ., Shizuoka Univ. and AIST Japan
Switzerland University Of Applied Sciences Western Switzerland CH DELEMON02 SHLS - Nursing For further partner information please see our website which contains links to all partner websites http://www.gcu.ac.uk/study/exchangestudyabroad/gcu/options/ School of Engineering & Built Environment Erasmus+ Exchanges 2015-16 Please go to for partner websites and info. Country University Erasmus Code GCU Dept GCU Academic Contact Austria FH JOANNEUM University of Applied Sciences A GRAZ09 Environmental Andrew Quinn Cyprus Cyprus University Of Technology CY LIMASSO02 Civil engineering, Environ. Sciences Andrew Quinn Gholam Jahmnejad Czech Republic Brno University of Technology CZ BRNO01 Product Design Fred Birse Denmark Aalborg Universitet DK ALBORG01 Audio Technology with Electronics Patrick Quinn Finland Helsinki Metropolia UAS SF HELSINK41 Forensic Investigation ICT Graphic Design Mahesh Uttamlal Mike Just Diane Joyce Finland North Karelia University Of Applied Sciences SF JOENSUU09 Product Design Fred Birse Finland Tampere University of Applied Sciences SF TAMPERE06 Environmental Sciences Forensic Investigation Fred Birse Gholam Jahmnejad Mahesh Uttamlal Finland Lahti University of Applied Sciences SF LAHTI11 Engineering Andrew Quinn
France INSA Toulouse F TOLOUSE14 Engineering Andrew Quinn France IUT ‘A’ OF LILLE – Institut Universitaire de Technologie Cite Scientifique F LILLE01 Engineering ICT Andrew Quinn Mike Just France Ecole Speciale des Travaux Publics, du Batiment et de I’Industrie F PARIS068 Construction & Civil Engineering Gholam Jahmnejad Germany Kiel University of Applied Sciences D KIEL03 Engineering Andrew Cowell Italy Universita Degli Studi Della Basilicata I POTENZA01 Architecture and town planning Martin Cullen Norway Hogskolen Stord/Haugesund University College N ROMMETV01 Environmental Science Gholam Jahmnejad Poland Lodz University of Technology PL LODZ02 Engineering Andrew Quinn Portugal Instituto Politecnico do Porto P PORTO05 ICT Mike Just Slovakia Technical University of Kosice SK KOSICE03 Product Design Fred Birse Spain Universidad De Granada E GRANADA01 ICT Mike Just Spain Univsersitat Politecnica de Catalunya (UPC) E BARCELO03 Building Construction Engineering Gholam Jahmnejad Spain Universidad de Jaen E JAEN01 Engineering Andrew Quinn Spain University of Valladolid E VALLADO01 Engineering Andrew Quinn Sweden Umea University S UMEA01 Forensics Mahesh Uttamlal Sweden Orebro University S OREBRO01 Forensics Mahesh Uttamlal The Netherlands Avans University of Professional Education NL BREDA01 Forensics Mahesh Uttamlal For further partner information please see our website which contains links to all partner websites NON-EU EXCHANGE PARTNERS 2015/2016 Country University Australia La Trobe University Australia RMIT University Canada Brock University Canada Carleton University Canada Ryerson University
Body/organisation Membership level/qualification Employer (with address and contact name) Dates of employment Salary Notice period Reason for leaving From To Email: Tel: . Employer (with address and contact name for reference purposes) Dates From To Salary Job title and main duties Reason for leaving
working with senior managers and community leaders to reorient health services so that the service structures and processes are culturally appropriate, and increase the health outcomes of other identified populations and foster equity supporting broad public health actions delivered by clinical services (eg, by primary care providers) supporting health services to work intersectorally on health issues promote a coherent continuum of service between determinants of health, primary prevention and personal health care. Service Linkages In addition to the service linkages listed in the tier one Public Health Services service specification, linkages for health promotion include, but are not limited to the following. Sector Nature of linkage(s) Public Health Provider Accountabilities Iwi, hapu and other Māori agencies Coordination in achieving public health outcomes Formal agreements (eg, contract, Memorandum of Understanding (MoU)) between health service providers to achieve shared outcomes Informal coordination and collaboration on an ad hoc basis Improve the planning, coordination and delivery of health promotion programmes to promote collaboration and assist services to improve Māori health and reduce inequitable health outcomes Promote understanding of Māori models of health and Ministry strategies (eg, He Korowai Oranga) to address Māori health needs and aspirations Engage with local (mana whenua) Māori during decision programme design and implementation, to ensure that planning, coordination and delivery of public health programmes takes into account the Māori perspective of delivering to communities Promote application of the “Equity of Health Care for Māori Framework” to address Māori health needs and aspirations () Health care providers Planning, funding and service delivery Formal agreements (eg, contract, MoU, alliance agreements between Māori health service providers and others to achieve shared outcomes Communication, coordination and collaboration as appropriate Support for Māori Health services to have an increased focus on prevention and population health approaches Support for health services to have an increased focus on prevention and population health approaches Support Māori health promotion action in clinical care settings Support health promotion action in clinical care settings Effective communication and linkages to support achieving the service objectives Public health units Mutual interest in regional coordination Develop regional approaches to Māori health promotion service planning and delivery
Be reasonable in your expectations of students. They are (usually) taking other courses and have responsibilities beyond their school work. Students should spend hours per week on each course, and this includes in-class time. Be available to students for help, particularly at crucial ‘crunch’ times before assignment due dates and test dates. I thought that the material I found on the web didn’t need to be referenced because it is in the public domain, not actually in a book. Let your students know that ALL ideas and information that they incorporate into their work should be referenced, even something that someone told them about (referenced as a “personal communication” from that person). Warn them that some material on the web might not be as accurate or reliable as that found in books and scholarly journals because much of it has not been subjected to peer review. Teach them proper citation practice for information from all sources, including web sources. Your liaison librarian can help with this if you are unsure about it yourself. Being a TA in Online Courses Many of the same principles of effective teaching in a traditional university classroom that were introduced in earlier sections of the manual also apply to online teaching. One of the obvious differences between online and traditional teaching is the lack of a physical classroom. At the University of Waterloo, a virtual classroom site is created for all fully online courses in our learning management system, . Students may work with the course content, communicate with each other and the instructor, submit assignments and take quizzes all through this online space. Being a teaching assistant for a fully online course may be challenging at first because you may never meet students face to face. Communication is often asynchronous and so you do not have an opportunity to read facial expression or body language. Are the students working through the material? Are they having problems? You may feel that the lack of a physical connection with the students at a pre-determined time and place each week may prevent you from answering these questions. Rest assured that these challenges can be addressed. Many uWaterloo instructors and teaching assistants find that teaching online is a highly rewarding experience and they can even feel more connected to their students than in a physical environment.
Appendix A: Departmental TA Manuals Several departments on our campus developed TA manuals or handbooks tailored to the teaching context of the department and specific roles of their TAs. Below is a list of available TA manuals/handbooks at Waterloo. (pp. 27-51 are devoted to TAs): If your department has an online TA manual/handbook which is not listed here, please email Svitlana Taraban-Gordon () and we will include it in this document so that it can be shared with the campus community.
experience. M.A. or Ph.D. student. LINB09H3 Phonetics: The Study of Speech Sounds (Emergency) 120 3 60 hours each Good knowledge and understanding of the subject matter of the course. 1 year of prior teaching/ TA experience. M.A. or Ph.D. student. To hold weekly tutorials in the course. Grading General teaching duties Invigilating LINB10H3 Morphology (Emergency) 100 1 60 Graduate courses in field Grading and invigilating LINB18H3 The Structure of English Words (Emergency) 175 1-2 175 total Good prior knowledge and understanding of the subject matter of the course 1 year of prior teaching/ TA experience BA or MA in a related discipline. a. grading online assignments b. grading the final exam c. answering students' questions on the discussion board (includes weekly preparation of the course material) d. meeting with the instructor (in-person and virtual meetings) e. replying to students' emails f. final exam invigilation LINB19H3 Computers in Linguistics (Emergency) 50 1 50 Required qualifications: Completion of at least one course at the B-level or above in linguistics, or a closely related course in a related field (e.g., PSYC59: Cognitive Neuroscience of Language). The TA will hold office hours, provide assistance to students during class, assist with grading exams and assignments, and help tabulate grades.
operational plan (normally with increased levels of subsidisation). Unless long term revenue support is provided the full value of the partners capital contributions are unlikely to be fully realised (i.e. you cannot simply make a capital contribution and walk away expecting to receive the full operational benefit). The majority of successful dual use facilities are where the Council provides revenue support and operates the facility as an integral part of the community network. 5.0 Conclusion This summary has been based on the author’s own experience of school, local authority partnership projects and supported by a review of available secondary data. The learnings although based on practical experience are supported by similar finding researched by organisations such as Sport England. On balance partnerships are a very good way of developing sporting benefits for both schools and the wider community. Dual use facilities are an integral part of many Councils’ network of sport and recreation in the . The majority of facilities have been Council initiated to meet an identified gap in community provision with the Council having a lead role in the development, management and long term asset management. The most cost effective opportunity to maximise partnership benefits starts in the very early planning stages. It is essential that robust planning, modelling and negotiation take place prior to any design process beginning. Investing time and money in planning will return significant capital and operational benefits. Additional Additional background information for further reading includes: A Win: Win Scenario. Sport (2009): Community Use of School Sports Facilities Workbook, Sport (2000): Guide to Community Use of School Sports Facilities, Sport (2004): The Use of School Sports and Cultural Facilities, A Review of the Impact of Policies and Management Regimes, Sport (2008): The Use of School Sports and Cultural Facilities, Managing School Facilities for
REPORTABLE CASE NO: SA 30/2008 IN THE SUPREME COURT OF NAMIBIA In the matter between: TA Appellant and THE STATE Respondent Coram: MAINGA JA, HOFF JA and FRANK AJA Heard: 03 October 2017 Delivered: 26 October 2017 Summary: The appellant was convicted in the High Court on five counts of rape involving five minor children. He was sentenced to five years on each of counts 1 – 4 and seven years on count 5. The High Court granted appellant leave to appeal against conviction. Appellant had admitted to having had sexual intercourse with the complainants in counts 1 – 4 and denied to having had sexual intercourse with the complainant in count 5. All offences took place at the farm where the appellant resided. All five complainants failed to report the offences at the times they were committed, but did so much later on when the complainant in count 4 reported to her uncle. During the investigation of that complaint, the other offences on the other
‘Trustworthiness, as is pointed out by Wigmore in his Code of Evidence para 568 at 128, depends on factors such as the child’s power of observation, his power of recollection, and his power of narration on the specific matter to be testified. In each instance the capacity of the particular child is to be investigated. His capacity of observation will depend on whether he appears “intelligent enough to observe”. Whether he has the capacity of recollection will depend again on whether he has sufficient years of discretion “to remember what occurs” while the capacity of narration or communication raises the question whether the child has “the capacity to understand the questions put, and to frame and express intelligent answers” (Wigmore on Evidence vol II para 506 at 596). There are other factors as well which the Court will take into account in assessing the child’s trustworthiness in the witness-box. Does he appear to be honest – is there a consciousness of the duty to speak the truth? Then also “the nature of the evidence given by the child may be of a simple kind and may relate to a subject-matter clearly within the field of its understanding and interest and the circumstances may be such as practically to exclude the risks arising from suggestibility.” (per Schreiner JA in R v Manda) [1951(3) SA 158(A) at 163 A-C.] See also Minister of Basic Education Sport and Culture v Vivier No 2012(2) NR 613 (SC) at I must confess that the young witnesses testified on a subject too complicated for a child to understand. They had difficulties to describe insufficient details what the appellant had done to them and refer to private parts by name, but made demonstrations to illustrate or clarify what they referred to as ‘tsu-tsu’ and/or ‘pie pie’. Our law of evidence and decided cases requires that the courts should approach evidence in sexual offences involving minors and single witnesses with caution. In counts 1 - 4 the appellant admitted that he had sexual intercourse with the complainants but with their consent. The complainants in those counts were only
discussing the central and important role that fathers play in supporting mothers during pregnancy, birth and the postnatal period emphasising positive benefits of fathers engaging in their children’s lives from birth onwards Area of practice Recommended requirement/action Course content is consistent with other maternity providers and evidence-based information that meets Ministry of Health standards Educators need to consider: own knowledge base and scope of practice, and ability to recognise when evidence is insufficient to accurately inform practice transparency around personal biases and health sector priorities, and tools to deal with difficult questions and situations role as a resource person, referring to other sources of information Educators need to demonstrate and/or provide evidence of: skills in retrieving and understanding research, including evidence and different levels of enquiry application of evidence in education service, integrating research and/or different disciplines to meet the health and/or educational needs of consumers collaboration with other health care providers when service is outside their scope of practice using existing curriculum and policy directives where relevant adapting course content and curriculum to current priorities, programmes and parallel services in their community (ie. SUDI, safe sleep, timely delivery of immunisation information during outbreaks) Course content is available via a range of media and is technologically up to date Educators need to consider: using a range of technology, teaching aids and learning activities to meet variable learning needs, learning styles and learner characteristics staying current with technology, especially where using video/DVD resources as educational tools Linkage with other services and support Educators need to consider: the benefits of being an active and co-operative member of a multidisciplinary team initiating and maintaining effective liaison with other agencies/groups building rapport and trust in client-professional and relationships Educators need to demonstrate and/or provide evidence of: formal networking activities with essential service linkages to promote awareness and access to the Service active referral pathways and information transfer protocols with essential service linkages Regular peer review and quality improvement Educators need to consider: own strengths and actively seek to inform gaps in knowledge base and facilitation skills
3.3 Work with the policy boards such as Behavioral Health Planning Council, and ND Olmstead Commission to align with their plans. Carlotta McCleary May 2017-August 2017 3.4 Update ND Legislative Interim Committees as to our progress Carlotta McCleary Summer 2017 (Dates have not been set.) 3.5 Seek approval of ND DHS Behavioral Health Division for certification of parent support providers. Carlotta McCleary August 2017
Objective 2: ACTION STEPS (Add additional lines as needed) Person Responsible (Primary and Secondary) Timeline (start and end dates) 2.1 Review of all previous fundraising activities and preform an analysis of success (Strikes Against Stigma, Sweet Tomatoes) Susan and Jennifer May 2017 2.2 Create a fundraising strategic planning session which will review the analysis and create a fundraising calendar for fiscal year 2017-2018 Board, Susan, and Jennifer July 2017 2.3 Complete one fundraising activity per strategic activity calendar SFWN staff September 2017 2.4 Prepare for 2nd Annual Strikes Against Stigma bowling fundraiser Jennifer and Tara October 2017 BRSS TACS Capacity Building Opportunity Action Plan Template Part II: Action Plan Objective 3 Assist in Policy Development Description of Objective 3 Update and develop policy and procedure manual Resources Consultant who developed our prior procedure and policy manual. Outcomes SFWN will have a comprehensive policy and procedure manual approved by the board. Objective 3: ACTION STEPS (Add additional lines as needed) Person Responsible (Primary and Secondary) Timeline (start and end dates) 3.1 Management will review all current board approved policies and create a list of needed policies. Jennifer and Tara June 2017 3.2 Management will create deadlines for completion of policies. Jennifer, Tara, and Susan July 2017
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– Refugees and Asylum Seekers services for refugees and asylum seekers. RMCAP35 PH Capacity Development – Injury Prevention Capacity development for the delivery of injury prevention services. Service RMCAP36 PH Capacity Development –Environmental Health Protection Capacity development for the delivery of environmental health protection services. Service RMCAP37 PH Capacity Development – Social Environment Capacity development for the delivery of social environment services. Service RMCAP38 PH Capacity Development – Health Promoting Schools Capacity development for the delivery of health promoting schools services. Service RMCAP40 PH Capacity Development – Mental Health promotion Capacity development for the delivery of mental health promotion services. Service RMCAP41 PH Capacity Development – Suicide Prevention Capacity development for the delivery of suicide prevention services. Service RMCAP42 PH Capacity Development – Maternal and Child Health Promotion Capacity development for the delivery of maternal and child health promotion services. Excludes services funded under RMPM25 - Maternal and Child Health Obesity Programmes Service RMCAP43 PH Capacity Development – Violence Intervention Programme (VIP) Capacity development for the delivery of the Violence Intervention Programme (VIP), including a national service to provide training for health professionals to increase understanding of violence, victim identification, support and referral as part of a comprehensive systems change approach, and evaluation to inform practice and address evidence gaps. Service Unit of Measure Unit of Measure Definition Service Service purchased in a block arrangement uniquely agreed between the parties to the agreement
Equal Opportunities Recruitment Monitoring Form HOW TO COMPLETE THIS FORM: Mark your responses by putting an 'X' in the box or by clicking on the appropriate box 1. I consider my gender to be: Male Female 2. I consider myself to have a disability: Yes No 3. I would describe my racial or cultural origin as: a. Asian b. Black c. Chinese Asian – Bangladeshi Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – African Black – British Black Caribbean Other Black background Chinese d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. White Asian & White Black & White Other Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
THE GRIFFIN FEDERATION TEACHING ASSISTANT PAIRED OBSERVATIONS TA OBSERVING: SUBJECT: CLASS: TA BEING OBSERVED: DATE: Time (mins) Lesson part 1:1 with pupil With group Roving classroom Listening to teacher input Other tasks (tidying / admin) NOTES SUGGESTIONS 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 TOTAL Key for ‘Lesson part’: I = Teacher’s main input T = Main learning task P = Plenary
Other Specialist Services and Allied Health Referral and consultation Refer for clinical assessment, treatment and intervention. The Australia and New Zealand Dialysis and Transplant Registry (ANZDATA) Facilitate Service planning Monitor outcomes in relation to Australasian register through the provision of accurate data. Social services, counselling, home help, community services Specialist community nursing services Referral and consultation Assessment, treatment and intervention that supports seamless service delivery and continuity of care. Māori iwi and Māori communities Facilitate Service access and participation Liaise with local iwi and communities to ensure culturally appropriateness and accessibility to services. Pacific Peoples and new migrant Community Health Workers Facilitate Service access and participation Liaise with local communities, community leaders as appropriate to ensure culturally appropriateness and accessibility to services. Australian and New Zealand Intensive Care Society on Death and Organ Donation Provides advice and liaison Provide advice on strategies to improve organ and tissue donation, and on the educational needs of intensive care doctors with regard to brain death and organ and tissue donation. Liaising with other organisations, groups, and Government on issues related to organ and tissue donation. Organ Donation New Zealand Liaison. Facilitate Service access and participation Coordination of all aspects related to solid organ transplantations between and within DHB of donation and DHB of transplantation to achieve a continuum of care and ensure equitable access. Liaison to ensure that the person donating and the family are treated with respect and dignity throughout the donation process. Quality Requirements The Service must comply with the Provider Quality Standards described in the Operational Policy Framework or, as applicable, Crown Funding Agreement Variations, contracts or service level agreements. The Services will use the agreed guidelines that are published to members of the Transplantation Society of Australia and New Zealand. The Australian Transplant Authority undertakes audits of individual transplant units within New Zealand, especially when organs are shared between countries (livers and, to a lesser extent, kidneys, hearts and lungs.)
How can our TAs mark effectively during the lesson? When TAs work with a group or a child during the lesson, their feedback to children needs to be reflected in the children’s recorded work. This is so that others can see the impact of the TA’s interactions with the pupils and so the teacher can see what learning has taken place beyond what the child has recorded. TAs are not expected to mark children’s work outside of the lesson. TAs are to use a blue pen, and any responses from pupils must be in purple. TAs are encouraged to ‘mark’ throughout the lesson to give the pupils instant feedback: the child’s correct answers as they go incorrect answers – highlight this in orange and ask them to now correct it in purple pen Use orange to show where you have intervened and asked them to go back and change/amend their work so far in purple pen e.g. ██ Now put in the missing capital letters for the proper nouns. ██ Think of an adjective that could go here to describe his voice. ██ Try this addition again using the arrow cards to help you. Ensure the pupil follows this through with a purple pen and tick when they have achieved it. TAs are asked to reflect on the learning that has taken place, including support given e.g.: You needed help to find a conjunction that made sense for this sentence. You asked for help when using the protractor / I showed you how to use the protractor. You noticed that … / You asked an interesting question: “…” TAs can mark at the very end to summarise in the following ways: Green highlighting – Highlight something that the pupil should be proud of and justify why you have coloured something in green e.g. ██ You thought hard about an opening sentence. It is bossy so it grabs the reader’s attention. Try to avoid phrases or sentences that praise without justifying e.g.
Week 0 TA Orientation: Essential TA Resources See Module 0 in Blackboard Held before course starts Week 1 Classroom Management See Module 1 in Blackboard Week 2 Diversity and Inclusion See Module 2 in Blackboard Week 3 Academic Integrity and Presentation Skills See Module 3 in Blackboard Week 4 Assessment See Module 4 in Blackboard Week 5 Rubrics See Module 5 in Blackboard Week 6 Active Learning See Module 6 in Blackboard Week 7 Educational Technology See Module 7 in Blackboard Week 8 Reducing Bias See Module 8 in Blackboard Week 9a Leading Discussions See Module 9a in Blackboard Week 9b Leading Labs See Module 9b in Blackboard Week 9c Grading See Module 9c in Blackboard Week 10 Peer Evaluation Part I See Module 10 in Blackboard Week 11 No class session Conduct peer observations Week 12 Peer Evaluation Part II See Module 12 in Blackboard Week 13 Self-Evaluation See Module 13 in Blackboard Week 14 School-specific topic See Module 14 in Blackboard Week 15 School-specific topic See Module 15 in Blackboard FINAL Date: For the date and time of the final for this class, consult
Fall 2016 TA Training Day - Saturday, September 17th, 2016 2nd Floor Tory Building Concurrent Workshops #1: 10:00 – 11:30am Room Title Presenter Audience EDC Credit 204 TB “Teaching New Dogs Old Tricks: Engaging Students in Research” Martha Attridge Bufton, MacOdrum Library All FASS & FPA TAs Yes 206 TB “In the Know and on the Go: Identifying Academic Support Services for Students” Lakin Dagg, Centre for Student Academic Support All TAs No 215 TB “Fostering Student Engagement in Problem Analysis Sessions” Ehsan Ghias-Begloo, Dept. of Electronics All FS & FED TAs Yes 217 TB “Personalities in the Classroom: Strategies for Teaching and Meeting with Different Characters” Ryan Coulling (TA Mentor), Samantha McAleese, & Matthew Sanscartier, Dept. of Sociology & Anthropology All TAs Yes 219 TB “Incorporating Activities in Discussion Groups” Anita Grace (TA Mentor), Dept. of Law & Legal Studies All FASS & FPA TAs Yes Teaching Talk #1—Keynote Speaker Series: 11:45am – 12:45pm Room Title Presenter Audience EDC Credit 360 TB “What Makes a Great TA?” Claudia Buttera, Dept. of Biology All FS & FED TAs Yes Teaching Talk #2—Keynote Speaker Series: 1:15 – 2:15pm Room Title Presenter Audience EDC Credit 360 TB “Understanding Diversity and Building Understanding through Relationality” Rodney Nelson, Centre for Initiatives in Education All FASS & FPA TAs Yes Special “Bell Ringer” Session: 2:30 – 4:00pm Room Title Presenter Audience EDC Credit University Centre Galleria (4th floor) Student Services “Bell Ringer” Session David Lafferty, Faculty of Graduate & Postdoctoral Affairs All TAs No Concurrent Workshops #2: 2:30 – 4:00pm Room Title Presenter Audience EDC Credit 204 TB “Simple and Effective Feedback: A How-To Guide” Evan Jones, Dept. of History All FASS & FPA TAs Yes 206 TB “Active Learning for Undergraduate Students” Christine Polihronis, Dept. of Psychology All TAs Yes 217 TB “A Marathon, Not a Sprint: The Life-Cycle of a TA” Stuart MacKay, Dept. of History All TAs Yes
Winter Teaching Event - Saturday, January 21, 2016, 10am-4pm 3rd Floor Richcraft Hall Concurrent Workshops #1: 10:00-11:30am Room Title Presenter Audience EDC Credit RB 3110 “In the Know and on the Go: Identifying Academic Support Services for Students” Lakin Dagg, Learning Support Services All TAs No RB 3112 “Kinàmàgawin: Aboriginal Issues in the Classroom” Naomi Sarazin & Benny Michaud, Centre for Aboriginal Culture & Education All FASS & FPA TAs Yes RB 3220 “Teaching New Dogs Old Tricks: Engaging Students in Research” Martha Attridge Bufton, Carleton University Library All FASS & FPA TAs Yes RB 3224 “Sexual Assault: Impacts and Implications for Your Classroom” Jenna Easton, Equity Services All TAs Yes Teaching Talks #1—Keynote Speaker Series: 11:45am-12:45pm Room Title Presenter Audience EDC Credit 2200 RB Caught in the Middle: Navigating the Professor-TA-Student Matrix Dr. David Dean, Dept. of History FASS & FPA TAs Yes Teaching Talks #2—Keynote Speaker Series: 1:15-2:15pm Room Title Presenter Audience EDC Credit 2200 RB “More than Marking: Fostering Skills that Enhance Employability during Your TAship” Dr. Michael Hildebrand, Dept. of Neuroscience All Science & Engineering TAs Yes Concurrent Workshops #2: 2:30-4:00pm Room Title Presenter Audience EDC Credit RB 3110 “A Marathon, Not a Sprint: The of a TA” Stuart MacKay, Dept. of History All TAs Yes RB 3112 “Transitioning from Learner to Teacher: Effective Practices for New TAs” David Pringle, School of Public Policy and Administration All New TAs Yes RB 3220 “Simple and Effective Feedback: A Guide” Evan Jones, Dept. of History All FASS & FPA TAs Yes RB 3224 “Making Tutorials Dynamic, Interactive, and Rewarding with Teaching Activities” Ryan Coulling, Dept. of Sociology & Anthropology All FASS & FPA TAs Yes
A member of Advance Trust, a Charity and Company limited by guarantee, registered in England and Wales with company number 8414933 whose registered office is at Vale of Evesham School, Four Pools Lane, Evesham, Worcestershire, WR11 1BN PERSON SPECIFICATION POST TITLE: TEACHING ASSISTANT GRADE 2 Attributes Essential Desirable Method of Assessment Education and Qualifications Qualified status Willing to undertake professional development Evidence of further study AF Experience Experience of working with pupils with SEN AF; I Skills And Ability Good interpersonal skills Effective communication skills Good organisational skills Good classroom practitioner Ability to work with minimum supervision I; R Fluency in English the ability to support pupils/respond to parents through fluent and accurately spoken English I Motivation Self motivation Sense of humour Enthusiasm Initiative Willing team member Sense of responsibility Supportive Commitment to equal opportunity and to anti-oppressive and anti- discriminatory practices Loyal Can inspire others Able to lead by example Commitment to work with parents and families I; R Circumstances and Health Good health record Suitability to work with children AF; I Key: Application Form (AF) Interview (I) References (R) March 2018
FOR IMMEDIATE RELEASE State High School League Announces 2010 TRIPLE “A” AWARD WINNERS Four Minnesota high school students were honored during ceremonies at the Boys’ State Basketball Tournament March 27th with the Minnesota State High School League Academics, Arts and Athletics Award. Established in 1988, the award, popularly known as the Triple “A” Award, recognizes and rewards high school seniors from across the state for their achievements in the classroom, the arts and athletics. To qualify for the award, students must have a “B” or better grade point average and participate in League-sponsored athletic and fine arts activities. League member schools are invited to nominate two studentsa boy and a girlfor the award. Award recipients are selected through a process involving the League’s administrative regions and a committee of athletic, fine arts and educational leaders. The four students receiving this year’s award are Sonja Peterson, Two Harbors, Peter Wollin, Greenbush-Middle River, Ellen Degler, Chaska, and Mathew Schnorenberg, Mankato East. Each student will receive a four-year, $1,000 scholarship from the Minnesota State High School League. —MORE— “The Triple “A” Award is one of the most coveted awards presented to students in ,” said , associate director of the Minnesota State High School League. “Since its inception in 1988, nearly 11,000 students have represented their school in the Triple “A” program.”
ENDORSEMENT/VERSION CONTROL CURRENT VERSION NUMBER 1.0 25/05/2017 APPROVAL [approver’s name] [approver’s position] [approved/endorsed] [date] [approver’s name] [approver’s position] [approved/endorsed] [date] [approver’s name] [approver’s position] [approved/endorsed] [date] VERSION CONTROL Version Revision date Author Summary of Change 1.0 25/05/2017 Vitaly Sidorenko For SWDs consultation Document versioning is described in
ENDORSEMENT/VERSION CONTROL CURRENT VERSION NUMBER 11/05/2017 APPROVAL [approver’s name] [approver’s position] [approved/endorsed] [date] [approver’s name] [approver’s position] [approved/endorsed] [date] [approver’s name] [approver’s position] [approved/endorsed] [date] VERSION CONTROL Version Revision date Author Summary of Change 0.1 11/05/2017 Sam Boulad Initial Draft 0.2 22/05/2017 Sam Boulad Updates based on comments Document versioning is described in DO NOT delete the section break above this page.
won’t be part of the TT18 solution. Name Document Owner Document Location/Description ATO Glossary ATO Corporate The contains definitions of commonly used terms and acronyms in use at the ATO PL201 – STP Requirements Matrix Ver 1.0 ATO TA210 Overarching Solution Architecture V1.11 ATO Security Architecture eCommerce Platform V0.10 IBM AP450 AusKey in the cloud V1.0 ATO SBR ebMS3 Web Services Implementation Guide V1.3 IBM PL210 Single Touch Payroll Addendum ATO STP Payroll Processing Solution Summary V4.0 ATO BR200 eCommerce Non Functional Requirements V1.0 ATO STP AA Transmission Flow Options Paper V0.3 Software Developer Networks for SBR V0.4 Operational Framework ATO The majority of ATO terms and their definitions are contained in the ATO business glossary (see References above). ATODM terms and definitions are contained in the ATODM Guidebook. This section only contains terms not already contained in one of these sources or requiring further clarification. For each definition provided indicate whether it must be added to the ATO Business Glossary. Term/ Expanded Definition
Project Name and Number: Project PIN: Certification requirements for the following material(s) are hereby waived in accordance with Subsection 700.01, paragraph 3 of the Standard Specifications for Construction, which states, “The Agency may waive the requirement for submitting a certification for projects with small quantities of material having a cost of less than $5,000 and that are not directly involved with the safety of the structure or the roadway. The material must still meet or exceed the specified material requirements.” Note that Approved Products List (APL) requirements cannot be waived. Line Number: Item Number and Name: Material Number and Name: Quantity and Units: Manufacturer and Supplier: Additional Information: Date of Material Installation: Submitted by: Date of Form Submission: Resident Engineer
____18. Identify the dc source among the circuit elements shown below: ____19. The reactance/resistance of which of the following increases linearly as a function of frequency? a. Capacitor b. Inductor c. Resistor ____20. Which one of the following shows the reactance of a resistor as a function of frequency? ____21. What is the angle between the electric and magnetic fields in an electromagnetic wave? a. 00 b. 450 c. 900 d. 1200 e. 1800 ____22. What type of radio waves are used to communicate with submerged submarines? a. AM b. FM c. ELF d. VHF e. SW f. UHF ____23. Which one of the following is a FM wave? -----------------------------------------------------------end of MC questions-------------------- B. A generating station is producing 1.6 x 106 W of power at 1100 V. A transformer with 30 turns in the primary and 18,000 turns in the secondary is used to change the voltage before the power is transmitted. What is the current in the transmission lines? C. In a RCL circuit, a resistor, a capacitor, and a 5.30-mH inductor are connected in series. Calculate the resonance frequency of this circuit. D. The operation of a positive ion mass spectrometer is illustrated below. Sketch a similar diagram for a negative ion mass spectrometer, inside the empty box on the right. Force (F) on a moving charge in a magnetic field is given by: Centripetal force is given by: Circumference of a circle:
Teenage Issues worksheet B Exercise 1 /5p Here are some simple definitions for phrasal verbs that appear in the text on Worksheet A. Find the words they refer to and fill in the gaps. 1. _ _ _ _ _ _ – to change from being a child to being an adult 2. _ _ _ _ _ _ _ _ _ someone – to have a good relationship with someone 3. _ _ _ _ _ _ someone – to often and unfairly criticise or be unkind to someone, 4. _ _ _ _ _ _ _ something – to do something, especially something that you should not do Exercise 2 Decide whether the following statements are true (T) or false (F), or if the text doesn’t say (D). 1. Daniel gets on well with his parents. /6p 2. Michael doesn’t often have arguments with his parents. 3. Jemma’s parents have some rules about what clothes she can wear. 4. Michael thinks that some teenagers join gangs because of peer pressure. 5. Daniel thinks his parents should give him more independence. 6. Jemma’s parents let her do anything she wants to do. Exercise 3 /4 Answer the questions below. 1. In what way do Jemma’s brothers and sisters think their parents treat her differently from the way they treated them? 2. Why does Daniel think his parents still treat him like a child? 3. Why does Jemma think her parents give her some independence? 4. What examples of ‘peer pressure’ does Michael give?
1. Introduction to the guide 1.1 Purpose of this application guide The purpose of this application guide is for Consumer Affairs Victoria (CAV), the funder, to explain the application process and provide instructions to organisations who wish to submit applications for the provision of the Tenancy Assistance and Advocacy Program (TAAP). 1.2 Key documents Before preparing an application, organisations should carefully read and familiarise themselves with the following TAAP-related documents: – provides an overview of the TAAP service delivery requirements and proposed funding arrangements. – details the TAAP service delivery model and the seven service delivery requirements. – to be completed with details of your organisation’s proposal. All sections of the application form are required to be completed in accordance with the instructions provided in this document.
`` Registration 12:30pm Welcome and introductions 1:00 Update from the Croydon adult social services user panel (CASSUP) 1:05 Social Inclusion – Making disability everyone’s business – a presentation by Rachel Carse, Dementia Action Alliance and Social Inclusion Coordinator (LBC) 1:10 Round table discussions – facilitated by CASSUP Members – 3 subject areas – 20 mins for each topic 2 facilitators for housing, social care and transport Each facilitator moves from table to table 1:20 Break and Refreshments 2:20 Share tea and cakes and network with other service users Feedback from round table discussions Each area – feedback 10 mins / questions 10 mins 2:40 Closing summary and final thoughts 3:40 4pm Close
BREVARD PUBLIC SCHOOLS Purchasing and Warehouse Services Strategic Plan 2700 Judge Fran Jamieson Way Viera, Florida 32940 STRATEGIC PLAN Mission: To Serve Every Student with Excellence as the Standard PURCHASING SERVICES TARGET PENDING COMPLETED COMMENTS BUSINESS PROCESSES 1. Purchase Orders - Records Retention Process Implementation 3/8/2012 2. Re-organization of purchase order requisition approvals by commodities and services (instead of schools and departments) to Buyers 6/30/2012 3. Requisition Responsibility Matrix: Re-program CrossPointe to allow Buyers to exchange purchase order requisitions and implement of checks and balances throughout system. 4/27/2012 4. Purchase Order Closeout Process 4/30/2013 6/3/2013 5. Vendor Application Procedures - Update procedures to input, add, and deactivate 2/15/2014 1/30/2014 Dawn Richer. Pending final approval of forms and LTP Memo 6. Vendor Ethics Policy: Incorporate policy into Vendor Application Procedures 2/15/2014 1/30/2014 Dawn Richer. Pending final approval of forms and LTP Memo 7. Purchasing Staff Job Descriptions: Update to reflect current responsibilities, qualifications, and skill requirements 1/1/2015 Dawn Richer 8. Automated Tracking System for Soliciations, Contracts, and Insurance Certificates TBD Ed Parker 9. Customer Service Survey for Schools and Departments TBD To Be Assigned 10. Customer Service Survey for Vendors TBD To Be Assigned POLICIES 1. Piggyback Contracts: Develop checklist and procedures for Superintendent or School Board Approval 4/27/2012
2. Continuing Services Contracts: Develop procedures to ensure School Board approval is obtained for projects $25,000 or greater 4/27/2012 3. Purchasing Card Program: Assume responsibility of administration of program from Accounting Services 11/1/2012 11/1/2012 4. Audit of Purchasing Activities: Participate in Spend Analysis 6/30/2014 1/30/2014 Dawn Richer 5. School Board Policy Revisions 1/1/2015 Ed Parker BREVARD PUBLIC SCHOOLS Purchasing and Warehouse Services Strategic Plan 2700 Judge Fran Jamieson Way Viera, Florida 32940 STRATEGIC PLAN Mission: To Serve Every Student with Excellence as the Standard PURCHASING SERVICES TARGET PENDING COMPLETED COMMENTS PROCEDURES 1. Procurement Justifications: ensure that all school and department staff document the proper quote, bid, or contract information on their requisition 8/29/2013 2. Quote Information and Supporting Documents: ensure that all school and department staff provide copies of quotes and backup documentation for their requisition 3/22/2012 3. Purchase Order Over-Payments: Implement procedures for Accounts Payable staff to submit invoices in the overpayment category to the appropriate Buyer for resolution 6/30/2014 Dawn Richer 4. Internal Accounts Requisitions Approvals: Develop written procedures for Purchasing staff regarding approval process TBD Dawn Richer 5. Contract negotiation and development of standard documents as a centralized procedure TBD Ed Parker 6. Purchasing Procedures Manual: Update 12/4/2013 Dawn Richer
The purpose of this questionnaire is to obtain information regarding the contractor’s ability to control government property provided or acquired during contract performance. This form is to be completed, signed by a contractor official, and returned to company within 15 calendar days after receipt. A Does contractor have written policies and procedures to control materials, equipment, and property? Yes No B If contractor has a system or procedures, have they been approved by a government agency? Yes No Name of Agency: Date of approval: C Does contractor have a written and approved property control system or procedures that meet the minimum requirements of FAR Subpart 45? Yes No D Should contractor not have a written and approved system or procedures, briefly explain the guidelines, policy, or methods used to control and account for client or governmentowned property in contractor’s possession. Contractor’s Business Name: Contractor’s Business Address: City: State: Zip: Contractor Official (signature): Print/Type Name: Date: ORGANIZATIONAL CONFLICTS OF INTEREST (OCI) This section must be completed by service providers who perform work involving: