zilongwang/ReadingBank huggingface dataset:
Annex i MOBILITY AGREEMENT 2015/16 Staff Mobility [Teaching] Key Action 1 – Higher Education The Teacher Last name(s) First name(s) Seniority Nationality Gender [M/F] E-mail The Sending Institution/Enterprise Name Brunel University London Address Kingston Lane, Uxbridge, Middlesex, UB8 3PH Erasmus code (if applicable) UK UXBRIDG01 Size of enterprise (if applicable) Department/unit Academic Partnerships Country/ Country code United Kingdom/GB Contact person name and position Angela Koh, International Exchanges and Study Abroad Manager Contact person e-mail / phone +44 (0)1895 267121 Type of enterprise: NACE code (if applicable) 85.4 Higher Education Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Address Erasmus code (if applicable) Department/unit Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3.
Modified version The middle school and high school curriculum for teaching science is crowded with required topics and teachers may find that the enclosed suggested lessons are too extensive for their classroom. The Classroom Indoor Garden lessons are easy to modify and suggestions for modification are included in each chapter. While any part of the lesson plan can be modified, the modifications suggested in each chapter allow for classwork with a focus on providing an indoor garden for food production. Teachers who are interested in a modified lesson plan need only select the procedures that support the desired learning objectives. Procedures that emphasize the indoor garden are listed first for each lesson and all learning extensions as well as Lesson 5 can be ignored in a modified version. Lesson 1: Seed Planting and Monitoring Seed Growth Suggested Levels: 7-12 Time This will take 2.5 periods (45 minutes each), plus 5 minutes a day of observation until the seedlings are transplanted. Teaching Goal To introduce students to the fun of raising edible plants while studying seed plant reproduction and the germination process. Learning Objectives To explore the plant life cycle by selecting vegetable/fruit seeds, planting the seeds, and providing nutrient and light to promote germination. To discuss and document the experience of this exploration of the plant life cycle. To understand terms relevant to the plant life cycle and the process of planting seeds to grow food. Alaska Standards Concepts of Life Science 1, 2 History and Nature of Science 2 Number System 3 Ratios and Proportional Relationship 2, 3 Science and Technology 1 Science as Inquiry and Process 3 Statistics and Probability 3 21st Century Skills Collaboration Cooperation Creativity Organization
DETAILS OF PREVIOUS EMPLOYMENT Most recent first. Please continue on a separate sheet if necessary. Name, and Address of Employer Position held and main duties Salary Full or Part Time Dates From – To EDUCATION AND QUALIFICATIONS HIGHER EDUCATION AND PROFESSIONAL QUALIFICATIONS of Study: University, College etc Dates From – To Full or Part Time Main Subject(s) Subsidiary Subject(s) Qualification gained (Degree, Certificate, Diploma); SECONDARY EDUCATION & EXAMINATION RESULTS Examinations taken (CSE, GCE ‘O’ & ‘A’ level and GCSEs etc. Subject(s) Dates when taken: School/Colleges attended including Country
Videos from Today Karen refugee camp: http://www.youtube.com/watch?v=_cd9NvpzuAw Somali refugee camp: Websites Teaching refugees: Google Translate: ELL in Surrey: ESL Policy & Guidelines: ESL Standards: ESL Learners – A Guide for ESL Specialists: ESL Learners – A Guide for Classroom Teachers: Students from Refugee Backgrounds: Raz Kids Reading: Refugee children with low literacy skills or interrupted education: identifying challenges and strategies: Refugees: A Canadian Perspective – Teacher’s Guide & catalog – excellent activities and projects to help students gain empathy and understanding for these unique learner: City of Surrey - covers housing, services, finances and employment: Great audio and video content; click on Listening and you will have access to Randall’s ESL Cyber Listening Lab (free); also check out the podcasts: Website of the International Reading Association
See Languages/ESL as well as Flashcards, Theme Units Click on News Snapshot – daily current events activity at a grade 3-5 reading level including printable student handout and teacher’s page (It is American: you can pick and choose as appropriate): Lesson Plan Archive: Portal linking to websites for learners of English. Click on CG kids atlas for interactive component. Has a daily featured lesson plan and featured Canadian place: Digital archives (see Learn, for Teachers). See CBC Learning Online (video and audio resources as well as the Teacher’s Lounge): Includes a Media Centre, but the site is still under construction: Tools and resources for students, teachers, learners and academics: Includes online placement tests as well as lessons and exercises; your students can even find pen pals: Includes worksheets, games, quizzes organized by grade and topic; most of which are completed online. Also generates worksheets: Extensive teacher resources. See Best of Web for Teachers: Lyrics, cd’s, downloads including an ESL area: Lots of online practice for ESL learners. A grammar test that gives a rough estimate of level of English: Everything from ESL teaching resources to webpage creation; list of podcast sites designed for ESL Listeners. Tons of worksheets at ESL-PDF.com: Audio-visual stories for preschool and elementary levels; web-based jukebox of digital books in languages from around the world; hear the books read and see the text on screen in a multitude of languages. Free registration. The site offers downloads of the stories for a fee, but the online books are free: Interactive books, phonics games and printouts to teach reading to pre-K to grades 2/3. The contents are multicultural, very engaging and attractive. They also have an educator’s area:
For And Nor But Or Yet So although as as if as long as as much as as soon as as though because before even even if even though if if only if when if then inasmuch in order that just as lest now now since now that now when once provided provided that rather than since so that supposing than that though ‘til until when whenever where whereas where if wherever whether which while who whoever why both / and not only / but also either / or neither / nor whether / or as / as such / that scarcely / when as many / as no sooner / than rather / than Competent students use correlative conjunctions in their writing. Practice writing sentences with the following linking terms with a co-ordinating, subordinating and correlative conjunctions. LINEAR – STRONG RELATIONSHIP Co-ordinating Conjunctions is linear trend and a strong relationship in the scatterplot. Subordinating Conjunctions Although is apparent linear trend in the scatterplot, there is a weak relationship after x = 50. Correlative Conjunctions Not only does the scatterplot show weak linear relationship after x = 50 but also the linear relationship weakens after this x-value. OBVIOUS OUTLIER – EFFECT ON PREDICTIONS Co-ordinating Conjunctions is an obvious outlier so this could affect my predictions. Subordinating Conjunctions There is an obvious outlier at (30,40) which may affect my predictions provided it is high-leverage. Correlative Conjunctions Both the presence of a high-leverage outlier and non-constant scatter about the trend line may affect my predictions. GROUPINGS – NEED TO STRATIFY Co-ordinating Conjunctions Subordinating Conjunctions Correlative Conjunctions
All volunteers working directly with the children are DRB checked and are members of the ASA/STA. They have also attended Safeguarding workshops. Our Child Protection Officer is SUE JOYCE. Committee Members: CHAIR – Ben Gard, VICE CHAIR – Ian Groves, TREASURER – Justin Elliott, SECRETARY – Naomi Evans, MINUTES SECRETARY – Emma Stevens, TEACHING SECTION – Katie Elliott, COACHING SECTION – Gavin Muncaster, MEDALS – Helen Blackman, SWIM 21 CO-ORDINATOR – Dave Dutton, OTHER MEMBERS – Justine Stewart *SEACLOSE SWIMMING CLUB IS RUN BY MEMBERS FOR MEMBERS* LEVEL 1 LEARNER STEPS SMALL POOL 30 MINUTES AIMS 5 m front and back – very confident underwater BADGES Puffin - Stanley 1,2&3 – Octopus 1 – 5m back and front – Water skills 1. 2 MIDDLE SECTION SMALL POOL 30 MINUTES AIMS 10 m basic Backstroke – 10m basic Frontcrawl – 10 Breaststroke legs with float – Sitting dives & swimming underwater.
BADGES 10m front & back - Octopus 2&3 - Goldfish 1 - Waterskills 2. LEVEL 3 END SECTION SMALL POOL 30 MINUTES AIMS 25m basic Frontcrawl with breathing – 25m basic Backstroke – 25m basic Breaststroke – very confident in the deep end of the large pool. BADGES 15,20 & 25m Front and back – Goldfish 2 & 3 – Angelfish 1 – Water skills 3. LEVEL 4 SHALLOW END LARGE POOL 30 MINUTES AIMS 50m Frontcrawl with correct breathing – 50m Backstroke – 25m Breaststroke – Treadwater – Surface dives – Various water confidence activities – Must be able to swim out of depth for 30 minutes. BADGES 50m & 75m – Angelfish 2 & 3 – Water skills 4 5 DEEP END LARGE POOL 30 MINUTES AIMS 50m Good Frontcrawl with breathing – 50m good backstroke – 50m good Breaststroke with breathing – Basic diving and water confidence activities. BADGES 100, 200 & 400m – Shark 1& 2 – Water skills 5 LEVEL 6 LANES LARGE POOL 45 MINUTES
AIMS 200m Frontcrawl GOOD stroke – 200m Backstroke GOOD stroke – 200m Breaststroke GOOD stroke –Basic Butterfly – Turns and Competitive starts BADGES 400 & 600m – Shark 3 – Water skills 6 – Bronze, Silver & Gold Challenge. 7 LARGE POOL 45 MINUTES AIMS Building stamina – Working towards entry into Junior Squad and competition. BADGES Competitive starts and – Distance badges 800 & 1500m+
Entries received without an accompanying cover sheet will not be judged. Name(s): Mother tongue language: 1. 2. 3. 4. Language in piece is written: Age category: (delete as appropriate) P1 – P3 P4 – P6 P7 - S1 S2 - S3 Senior Phase Title of piece: Name of School: School Address: Town: Post Code: ------------------------------------------------------------------------- Declaration: I/we confirm that this is my/our own work. Signed: Date: Leave blank for office use:
Course Leader Course content Dr Elizabeth Miles Senior Lecturer in Staff Development St George’s, University of London Royal College of Physicians' CPD points available for attendance on all 3 days Dates for 2013 13th-15th May 2013 15th-17th July 2013 ■ Established learning theory and teaching strategies ■ Planning, organising and evaluating teaching ■ E-Learning ■ Giving your students feedback ■ Embedding diversity into teaching ■ Small group teaching ■ Teaching a practical skill ■ Principles of assessment ■ Opportunity for Microteaching with feedback ■ Workplace-based assessment ■ Assessment by OSCE
QUALIFICATIONS OBTAINED (Please include all public examinations passed, including ‘O’ Levels, CSE, GCSE and ‘A’ Levels. For degrees please specify whether Honours, Class and Division. For professional teaching qualifications please state age-range/subject(s) trained to teach. University, College, Polytechnic etc Dates Qualification Main Subjects Grade/Class From To OTHER AWARDS AND COURSES ATTENDED (in last four years) College, Education Centre or Institution Dates Award / Course Title and Qualification From To PREVIOUS TEACHING EXPERIENCE (most recent first) School Name (& LA if applicable) Type of School (no and gender of pupils) F/T, P/T or Supply of Post & Subjects Taught Year Group of Pupils Dates Reason for Leaving From To
indicate otherwise. It is important that you make this person aware of the possibility that they will be asked to supply a reference. If there is a gap of three months or more in your CV then an additional character reference may be required. NB NQTs: Please provide University details and your last 2 teaching placements. Name Occupation Address of Employment…………………………… Tel. No Email Address Name Occupation Address Dates of Employment………………………………… Tel. No Email Address Name Occupation Address Dates of Employment…………………………….. Tel. No Email Address Character Reference Details (Not a family member) Name Occupation Address Dates known…………………………………………... Tel. No Email Address ADMINISTRATIVE INFORMATION Do you have a current driving licence? YES / NO
Ph.D.- , Germany Specialization: Agricultural Processing, Agricultural Machinery, Agricultural Structures, Project Management, Procurement and Contracting. Senior Lecturer PhD – , Osaka, Japan Specialization: Bioenvironmental Control; biosystems instrumentation and modelling; bioprocessing; clean and sustainable energy; Research/technology based enterpreneurship. B. Gathitu Senior Lecturer PhD– University of Mississippi, USA Specialization: Chemical Engineering Mr. Alfayo H. O. Anyangu Senior Lecturer. MSc Specialization: Machinery Email Mr. Stephenson S. Weru Lecturer MSc- Specialization: Machinery Email Lecturer MSc – UoN Specialization: Chemical Engineering Lecturer PhD – , Germany Specialization: Agricultural processing, Controlled environment agriculture, Modelling and simulation in agriculture Mr Kipchumba Cherono Assistant Lecturer MSc – University of Pannonia, Veszprem, Hungary Specialization: Agricultural processing Assistant Lecturer MSc – JKUAT, Kenya Specialization: Agricultural Processing Email Assistant Lecturer. BSc – JKUAT
Teaching Strategies GOLD® Comparative Report: Spring 2014 GOLD Readiness for Kindergarten All Areas of Development (Fredericksburg & King George County) Social-Emotional Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 676.8 595 3 3.7% 79 96.3% Physical Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 675.5 592 2 2.4% 80 97.6% Language Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 696.5 597 2 2.4% 80 97.6% Cognitive Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 717.1 609 82 100% Literacy Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 695.1 599 82 100% Mathematics Spring 2013/2014 # Children Average GOLD Readiness Benchmark # Children Emerging % Children Emerging # Children Accomplished % Children Accomplished Fredericksburg Regional Head Start (Frbg & KG) 82 680.1 641 11 13.4% 71% 86.6%
Teaching Strategies GOLD® Comparative Report Checkpoint Period: Spring 2013/2014 Fredericksburg Head Start Widely Held Expectations for: Preschool 3 class/grade (Green) Social-Emotional Widely Held Expectations Bottom Top # Children # Children Below % Children # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head Start 516 614 49 37 75.5% 12 24.5% Physical Widely Held Expectations Bottom Top # Children # Children Below % Children # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head Start 512 617 49 33 67.3% 16 32.7% Language Widely Held Expectations Bottom Top # Children # Children Below % Children Below # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head Start 524 639 49 1 2% 40 81.6% 8 16.3% Cognitive Widely Held Expectations Bottom Top # Children # Children % Children Below # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head 519 634 49 48 98% 1 2% Literacy Widely Held Expectations Bottom Top # Children # Children % Children Below # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head Start 530 610 49 1 2% 31 63.3% 17 34.7% Mathematics Widely Held Expectations Bottom Top # Children # Children Below % Children Below # Children Meeting % Children Meeting # Children Exceeding % Children Exceeding Fredericksburg Head Start 545 621 49 5 10.2% 30 61.2% 14 28.6%
Senior Leadership Team MYM Headteacher ARG Deputy Headteacher TMR Deputy Headteacher TMB Assistant Headteacher SLF Assistant Headteacher CXR Assistant Headteacher Teaching Staff Creative Arts KLW Head of Art JHW Art SJE Art FYA Head of Music MMH Head of Drama JMW Drama/Head of PSHE Design and Technology WGR Head of D&T CXF D&T JRL D&T SJK D&T English LJN Head of English JET Second in Dept - Eng TMB English/AHT/SENCo LMD English/SEN Lead MXF English KZH English ARG English/DHT CMP English/HoLy10 LCT Eng/HKS3/HoLy7 DEB English Kate Waring School Direct trainee Humanities KDG Head of World Issues GRH Humanities DXT Head of Geography MAW Humanities/HoLy9 SAO Head of History ACW Hums/HKS4/HoLy11 ICT Department SJE Head of ICT/iArt/Art SLF RVF ICT Mathematics CXR Head of Maths/AHT SAB Second in dept - Maths NMS Maths OGM Maths DAN Maths JWS Maths SXV Maths AJC SEN Maths JAP 1-1 Maths TMR Maths Modern Foreign Languages LBA Head of MFL i/c KS3/Sp EJH Head of MFL i/c KS4/LP NXP MFL LP PE & OL SJF Head of Boys PE SXC Head of Girls PE DPC PE/HoLy8 LXV PE/Psychology Matthew Hyde Science SEA Head of Science CXL Science LP SYH Science LP EDA Science/KS3 Lead HLA Science/Psychology JMP Science KHW Sci/H&SC/KS4 Lead HMJ Science Support Staff at St James Cover Supervisors MXA DLH MXH ICT Network DRG Network Manager GXT E-learning Technician LJW Apprentice ICT Tech. Admin Staff JZB Learning Mentor NJB Admin Officer - Data SLC Admin Ofr/Resources
STAFF MOBILITY FOR TEACHING MOBILITY AGREEMENT Planned period of the teaching activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The teaching staff member Last name (s) name (s) Seniority Nationality Sex [M/F] Academic year 2015/2016 E-mail The Sending Institution/Enterprise Name The Police Academy of the Czech Republic in Prague Erasmus code (if applicable) CZ PRAHA06 Faculty/Department Address Lhotecká 559/7, P.O.BOX 54 143 01 Praha 4 Country/ Country code CZ Contact person name and position Mgr. Eva Hanková, Institutional Erasmus+ Coordinator Contact person e-mail / phone hankova@polac.cz, 00420 974 828 022 Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / For guidelines, please look at the end notes on page 3.
The sending higher education institution supports the staff mobility as part of its modernisation and internationalisation strategy and will recognise it as a component in any evaluation or assessment of the teaching staff member. The teaching staff member will share his/her experience, in particular its impact on his/her professional development and on the sending higher education institution, as a source of inspiration to others. The teaching staff member and the sending institution commit to the requirements set out in the grant agreement signed between them. The teaching staff member and the receiving institution will communicate to the sending institution/enterprise any problems or changes regarding the proposed mobility programme or mobility period. The teaching staff member Name: Signature: Date: The sending institution/enterprise Name of the responsible person: Mgr. Eva Hanková Signature: Date: The receiving institution Name of the responsible person: Signature: Date:
only is paid for repeat sessions. DL module 5 per student on completion of module Claim via PAY01 Delivery e.g. lecture, seminar, instrumental tuition Per hour of delivery Included in schedule Assessment Coursework/dissertation marking Per item: 10 minutes fixed allocation plus 10 minutes per 1,000 words pro rata (i.e. 1 minute per 100 words) Claim via PAY01 Evening Language Class assessment One-off payment: 20 minutes (class fewer than 20)/30 minutes (class 20+) per attendee Included in schedule, paid in addition to delivery time Exam marking Per exam: 5 minutes fixed allocation plus 10 minutes pro rata per hour of exam Claim via PAY01 In-class exam 10 minutes per student via PAY01 Language in-class test 10 minutes per test via PAY01 Presentation (solo) 15 minutes per presentation Claim via PAY01 Presentation (group) 20 minutes per presentation Claim via PAY01 Supervision MA/MSc dissertation 5 hrs per student fte pro rata supervisor % Included in schedule MRes 55 hours per student fte pro rata supervisor % Included in schedule PhD 80 hours per student fte pro rata supervisor % Claim via PAY01 PhD (thesis pending) 40 hours per student fte pro rata supervisor % Claim via PAY01 UG dissertation 5 hrs per student fte pro rata supervisor % Included in schedule Exam board Per hour of attendance Claim via PAY01 procedure Send an Expression of Interest form as above. Attend interview as above. Successful candidates will be advised they have been put into the pool of casual staff. Register with HR, provide HR bank details and provide eligibility to work in the UK documents. Once work has been agreed you will receive details of your casual assignment. Sign schedule of payment for relevant teaching activities – see above. Complete weekly timesheet – see above. Claim payment using PAY01 for other activities – see above.
Teachers’ Guide for Fence Your Equation This lesson takes about 50 minutes. The earlier shot of this video shows a situation at a sheep farm. The video is then focusing on a man getting out of a car and then walking towards the owner of the farm. Using hand signals and body language, he shows that he wants to buy a flock of sheep. The owner nods as a sign of agree. Then, the man pays for the sheep to the owner and they shake hands. The video ends by showing the man returns to his car and drives away. The video will be followed by explaining the concept of differentiation to find the maximum area. Learning Outcomes/Objectives: At the end of the lesson, students should be able to: apply the concept of differentiation to find the maximum area the concept of differentiation in daily life activities Prerequisites: Before watching this video, studenst should have prior knowledge on: how to differentiate a function how to draw graphs how to find area and volume of various shapes Suggested activities: We would like to suggest some activities. For instance, teacher can use any shape of pen in doing the activity. And as for activity 2 and 3, you may want to encourage your students to use open source software such as spreadsheet. You can download the software from: You may want to also provide hand-outs for your students so that they will have clear instructions and guidance on using the software. Please refer to this link to download a copy of the handous: ACTIVITY 1 (5 minutes) 1. Students will be assigned to work in small groups. 2. Each group will be given a piece of grid/graph paper. 3. Teacher will draw a diagram of the rectangular with 3 sides on blackboard or whiteboard or plain paper for students’ reference. 4. Students will be asked to draw a rectangular with only 3 sides with perimeter 25 metre on the provided grid paper with scale 1 centimetre by 1 metre (1cm: 1m). 5. Teacher will ask students to draw another side of the rectangular to make it enclosed.
The Kingdom of God is Like … Complete the table below: Parable Reference To what aspects of the Kingdom of God are shown? What is the main message of the parable? Parable of the Sower Matthew 13:1-23 Mark 4:1-9 Luke 8:4-8 Parable of the Darnel (Weeds) Matthew 13:24-30 Parable of the Mustard Seed Matthew 13:31-32 Mark 4:30-32 Luke 8:18-19 Parable of the Leaven (Yeast) Matthew 13:33 Luke 13:20-21 Parable of the Seed growing secretly Mark 4:26-29 Parable of the Rich man Matthew 10:17-21 Parable of the Pearl of great price Matthew 13:45-46
Surah 3:104 – And there should be a group among you who invite towards good, order for acknowledged virtues, forbid from sin and these it is that are the successful ones. Haqqul Yakeen - It is not possible to believe in Allah, His Messenger and the without disassociating oneself from their enemies Imam Ali – Almighty Allah has made the zakat obligatory so that He may test the rich people and provide for the poor. If the people pay zakat from their wealth, no one would be poor any longer
Student’s Name: NAU ID: * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P/I** Summer Semester (3 units required) +500-level or higher AST, BIO, CHM, EES, ENV, FOR, GLG, MAT, PHS, PHY, or SCI course (3 units required) * Fall II Semester (10 units required) * TSM 595 Internship: Secondary * TSM 596 Apprentice Teaching Seminar Pre-req: TSM 595 Additional Information + The BME courses and Science Teaching Content electives may be taken during the Summer semester instead of Fall or Spring semesters. Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P/I** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
Need more help? Get help by . If you have the OneDrive mobile app installed on your phone, shake the device to get help or share feedback on OneDrive. See more . NOTES: Microsoft might limit the number of files that you can upload to OneDrive each month. Please respect copyrights and be careful about what you share online. Copying or sharing unauthorized materials violates the .
Muslim Converts’ Association of Singapore (Darul Arqam Singapore) 32 Onan Road, The Galaxy, Singapore 424484 TEL: FAX: EMAIL: WEB: 6348 8344 6440 6724 education@mcas.sg www.mcas.sg APPLICATION FOR A TEACHING POSITION SECTION A: PERSONAL PARTICULARS SECTION B: ACADEMIC QUALIFICATION Part 1: Formal Islamic Education/ Madrasah (Please provide supporting documents) LEVEL NAME OF SCHOOL / INSTITUTIONS FIELD OF STUDIES YEAR GRADUATED Thanawi ‘Aliyah University Others Part 2: Formal National Education (Please provide supporting documents) LEVEL NAME OF SCHOOL / INSTITUTIONS FIELD OF STUDIES YEAR GRADUATED Secondary Tertiary University Post-Graduate Part 3: Asatizah Recognition Scheme (ARS) Accreditation (Please provide supporting documents) TIER 1 (Asatizah) CATEGORY: TIER 2 (Quran Teachers) CATEGORY:
Part C: Teaching experience Please give details of all teaching experience (most recent NB: It is a requirement of DCSF Guidance: Safeguarding Children and Safer Recruitment in Education (January 2007) that any gaps in employment history are identified and fully explained. Local Education Authority or employer, name and size of school (number on roll). Age range taught (specific range required) of employment and reasons for leaving Post / position held Curriculum responsibilities / subjects Point or relevant salary scale and allowances Current post Previous posts
Teaching & Learning Assistant (Level 1) Person Specification Linked to TA1 Role Profile Personal Attributes Essential (E) or Desirable (D) Qualifications NVQ level 2 or equivalent – recognised child care/ teaching and learning qualification E GCSE in English and Maths or equivalent qualification. E Willingness to undertake appropriate first aid training. E Experience Working with small groups in a school setting E Working with primary aged children (4-11 year olds) E Working with KS2 pupils (9-11 year olds) D Managing less structured situations (children at play) D Knowledge/Skills/Abilities Ability to form good working relationships with children, parents and colleagues. E Ability to work as part of an effective team showing enthusiasm, adaptability and flexibility. E An understanding of classroom roles and responsibilities. E General knowledge of the primary national curriculum and other basic learning programmes/techniques. E Effective teaching and learning strategies E Ability to make effective use of ICT. E Knowledge and ability to positively and effectively manage the behaviour of pupils. E Ability to deal with common accidents & injuries. E Willingness to support the Christian values and Mission Statement of the school. E Other Good communication skills in English, both verbally and in written form. Good time management and organisational skills Self-confidence Enthusiasm Commitment E E E E E
Teaching Assistant Level 2 Capsule Job Profile Competencies Qualifications and Training Grade New Grade w/e 1 April 2013 Works under the supervision and direction of the teacher. Develops and uses knowledge and skills e.g. literacy, numeracy or science, to contribute to pupil learning. Assists with the planning, preparation and development of work programmes for groups/individuals. Prepares resources to support a range of learning activities. Works with small groups or individual pupils to enable learning. Organises and maintains the learning environment and takes responsibility for aspects of class organisation, administration and display. Monitors, evaluate and records pupil progress and reports this as directed. Provides support to the teacher by accompanying pupils on off-site activities. Works as part of a team to ensure that the well being, behaviour and personal development of pupils enhances their learning opportunities and life skills. Discusses with the teacher and contributes to curriculum and Good level of written and spoken English. Numerate. IT skills. Able to plan, prioritise and organise own work schedule. Able to undertake administrative procedures to support the work of the teacher. Able to follow and interpret instructions and guidance. Able to clarify and explain instructions to pupils. Able to communicate effectively with pupils and adults. Able to work with pupils within school behaviour management policy. Able to motivate pupils to learn. Able to assist with the organisation of the learning environment. Able to prepare resources for teaching and learning activities and create displays. Teaching Assistants will have a combination of experience, evidence of development and accreditation. Development as for TA Level 1 and also courses related to the curriculum, advanced literacy support, behaviour difficulties etc. Appropriate qualifications include:- Teaching Assistant Qualification – NVQ Level 2 and likely to training towards L3. City and Guilds. 7231Certificate in Learning Support. Network Certificate. Specialist Teaching Assistant Certificate (STAC). Grade B 1 – SC) 8 - 10 LEVEL 3 – SCP 14 - 18
How Will You Be Marked? Marking Rubric 1 2 3 4 5 Written Portion: Quality/Clarity Training guide does not work correctly and/or is poorly written Training Document needs minor explaining and/or lacks quality Training document is well written and contain clear instruction Written Portion: Quantity/Difficulty Skill is common sense/no training needed. Very few steps Simple skill taught which needed little explaining and very few steps chosen was engaging and slightly challenging. Contains lots of broken down steps Presentation: The Piece Text heavy/few pictures/ full of errors Presentation contains lots of text and few pictures. Unappealing Video/Presentation tool is of quality. Contains visuals is not text heavy Presentation: Performance Little effort given hard to understand Effort lacking by some members. Difficult to follow at times Speaks clearly and all steps are clarified well Time Used in Class Used under 50% of class time Used over 60% of class time Used over 90% of class time /25 x4 /100
Other qualifications related to current or previous employment Name of Professional Body Membership Grade Was Membership gained by examination Date Relevant Inservice Courses Course Qualifications gained (If applicable) Dates showing duration Voluntary/Unpaid work and interests Details Outside interests and activities:……………………………………………………………………………………………….…........ …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… 3
Research Publications (Nos.) Published In Press In Journals Publications other than journal articles(books, chapter in books) Refereed: Other Reputed: Authored Edited Chapter Refereed: Reputed: Thesis Supervised (Nos.) Completed (Awarded) In progress M. Tech. M. Phil. Ph. D. D. Sc./D. Litt. Supervisor Co-Supervisor Sponsored/ Consultancy Projects (Nos. with amount) Completed In progress Proposals under review Sponsored Projects Consultancy Projects Project output PI Name of Fellowship/Awards/ Invited Lecturers/ papers Fellowship Awards Invited Lecturers/ papers Development of e-learning delivery process/material Special Training/ Assignment/Foreign visit/Any other relevant particulars: ___________________________________________________________________________ 9 ACADEMIC PERFORMANCE INDICATORS (API) CATEGORY I: Teaching, Learning and Evaluation Related Activities- Category Name of Activity Assistant Professor Associate Professor Professor Max. Score Actual Score Max. Score Actual Score Max. Actual 1 Direct 70 Actual 60 Actual 60 Actual Co-
III C. Ongoing and Completed Research Projects and Consultancies (i & ii): III C (i) API Score for Projects – Major Project: (Sc. >Rs 30 lakhs/ Non-Sc. >Rs 5 lakhs): 20 Major Project: (Sc. >Rs 5 -30 lakhs /Non-Sc> Rs 3-5 lakhs): 15 Minor Project: (Sc. >Rs 1-5 lakhs / Non-Sc. >Rs1-3 lakhs): 10 III C (ii) API Sore for Consultancies- Amount mobilized with a minimum of : (Sc – For every Rs 10 lakhs/ Non-Sc: For every Rs 2 lakhs ) : 10 Sl. No. Agency (Funding, Commissioning and/ or Collaborating) Period Grants(s)/Amou nt mobilized (so far) in Rs. (Lakhs) Whether Principal Investigator/ Co- Investigator or Consultant API Score III C (iii) Projects outcome/ Outputs: API Score International level output or patent-30 National level output or patent-20 policy documents of: International bodies- 30 Central govt.-20 State govt. -10 Local bodies-5 Sl. No. Title Agency (Funding, Commissioning and/or Collaborating) Period Patent/Technology Major policy documents prepared for international bodies like etc. Central /State Govt./ Local bodies API Score 12
of Taxonomy Definition Process Verbs Assessments Question Analysing Breaking information into parts to explore understandings and relationships: Comparing Organising Deconstructing Interrogating Funding Calculate Categorise Classify Compare Contrast Diagram Differentiate Discover Distinguish Examine Experiment Group Interpret Investigate Order Organise Question Relate Research Sequence Solve Survey Chart Checklist Database Diagram Graph Illustration Investigation List Outline Plan Questionnaire Report Spreadsheet Summary -Which events could not have happened? -How is…similar to…? -What are some (possible) outcomes? -Why did…occur? -What was the problem with…? Evaluating Justifying a decision or course of action: Checking Hypothesising Criticising Experimenting Judging Argue Assess Choose Compare Conclude Criticise Debate Decide Defend Determine Evaluate Justify Prioritise Rate Recommend Support Tell why Value Conclusion Debate Editorial Investigation Judgement Opinion Recommendation Report Survey Verdict -Is there a better solution to…? -What do you think about…? -Do you think…is a good or bad thing? -How would you feel if…? -How effective are…? What are the pros and cons of…? Creating Generating new products, or ways of viewing things: Designing, Constructing Planning Producing Inventing Act Arrange Assemble Combine Compose Construct Create Design Develop Devise Formulate Generate Improve Infer Invent Imagine Plan Predict Prepare Revise Show Write Advertisement Blueprint Collage Film Formula Invention New game Plan Story Article Painting -Can you design a...to…? -Can you see a possible solution to…? -How would you devise your own way to…? -What would happen if…? -How many ways can you…? -Can you create new (and/or unusual) uses of…?
Writing ILOs Writing ILOs for teaching sessions Intended Learning outcome Teaching method Rank 1,2,3 Work effectively as part of a small team Think-pair-share Brainstorming Snowballing Demonstration Games Question and answer Presentation Role play Student presentations Jigsaw Intended Learning outcome Teaching method Rank 1,2,3 Formulate a logical, sustained and coherent argument to support conclusions Think-pair-share Brainstorming Snowballing Demonstration Games Question and answer Student presentations Role play Student presentations Jigsaw
Years: Secondary years 7,8,9,10 EAL Stages S1, S2, S3, S4 Unit name: Time allocation: Topic focus Learning area / content objectives / cultural understandings Main text focus Text-type and mode Listened to Spoken Read Written Viewed Produced Narrative Recount Procedure Topic specific vocabulary Linguistic structure focus Report Explanation Discussion Argument/ exposition Assessment types used Other: Linguistic features focus Functions Classroom learning arguing classifying establishing limits evaluating hypothesising identifying judging offering persuading planning predicting requesting sequencing warning Getting things done comparing clarifying describing explaining instructing inquiring justifying questioning reporting suggesting Maintaining communication Expressing: apology appreciation approval certainty concern frustration indifference intention needs/wants preferences probability regret EAL focus Resources
Post-writing Strategies for revising, checking, reading their own work – Does the student: reread and correct once they have finished their writing? use resources to correct errors? Rereading to the teacher/conferencing – Does the student: accurately reread what they have written? pick up errors in grammar, spelling or punctuation as they read aloud? pick up errors if the teacher reads their work aloud? correct their own errors or require assistance? understand teachers suggestions for improving the writing? can the student work with students to correct errors? Re-drafting phase Writing a final draft – Does the student: produce another draft with most errors corrected? include teacher/other student suggestions for improving the writing?
# Objective 4, Level 1 Reference # 4.1 Our Satellite shall have an internal heater powered by 9V batteries that shall heat the satellite for the duration of the flight. 4 4.2 Our satellite shall have ½ inch foam insulation on the interior of the structure. 4 # Objective 5, Level 1 Reference # 5.1 Our Satellite have an external and internal temperature sensor that shall continuously collect data for the duration of the flight. 5 5.2 Our satellite shall have a pressure sensor that shall continuously collect external pressure data for the duration of the flight. 5 5.3 Our satellite shall have an internal humidity sensor that shall collect data continuously for the duration of the flight 5 5.4 Our satellite shall have a 3 axis accelerometer that shall collect data continuously for the duration of the flight. 5 5.5 All data collected from the temperature sensors, pressure sensor, humidity sensors, and accelerometer shall be stored on a 2 GB SD card. 5 5.6 Data collected form the temperature sensor, pressure sensor, and accelerometer be used to determine the altitude of our satellite as a function of time. 5 # Objective 6, Level 1 Reference # 6.1 Construction and Soldering equipment shall be used only in the proper manner and for the direct purpose of constructing our satellite. 6 6.2 All construction equipment and soldering tools shall be properly stored. 6 # Objective 7, Level 1 Reference # 7.1 The structure of our satellite be made of foam core and shall be held together using aluminum tape and hot glue. 7 7.2 Our satellite’s structure shall remain intact during the entire flight, including the ascent, the balloon burst, the descent and 7 7.3 All of our satellite’s sensors, cameras, and Arduino boards be functioning during the duration of the flight and after landing. 7 3.0 Design In order to take 3D images during our flight, our camera shall flight two Canon SD 780 cameras side by side, as well as a GoPro camera. In addition, we will fly a gyroscope to collect data on the spin rate an
UCONN / UPRM Mechanical Engineering Senior Design Job Ticket Sponsoring Company: Infotech Aerospace Services Project Title: Validated Air Response Predictions for Engine Temperature Gradients Prime Contacts: Roger Paolillo () Horacio Altagracia ( - ext: 4228) Faculty Advisor: Dr. Bryan Weber This project will work with students at the University of Puerto Rico at Mayaquez. The UPRM student team will be conducting parallel analyses based on the geometry and flow and heat load conditions provided by the UCONN team. The Engineering Challenge: Today’s gas turbine engines have a large number of external tubes (see figure 1) to transfer fluids and or high pressure air for cooing components that operate in higher temperature environments in the gas generator. The effectiveness of this air for cooling is a function of the temperature of the air within the tube. The issue is that as the air moves along the tube there is additional heat transfer caused by the local temperature environment. The current analytical method to predict the increase in air temperature uses a classic billet (volume of material) plunged into a hot environment. The billet sees an instantaneous change in surface temperature and responds exponentially. Applied to air responses, the answer is validated empirically through testing. Only a single transient condition is obtained and then other conditions are obtained through a simple ratioing technique. Path dependent heat additions and losses from a known source response are not considered. Description of Problem/Project: A 2015-2016 Senior Design team (Team 18) studied the heat addition problem and analyzed and fabricated a rig (see figure 2) to measure data for a known flow rate and input temperature with controlled additional heat sources. The
Research on current carbon/carbon systems Representative heat loads and cool down times Identify candidate material, heat absorption methods, phase change materials Initial system design including heat exchanger sizing, system level weight. Analytical prediction of cool down times, caparison to current designs Design fabrication and testing of prototype components to validate analytical modeling. Down select of alternate configurations. Detailed design of adjunct heat sink system including sizing, material selection and weight estimate. Is there a specific software package required for the projects? Y ___ N _X_ Which package (name/version) ______________________ U.S. Citizen/Person (green card) Required? Y____ N _X_ Will Export Controlled data be used in project (EAR/ITAR) Y __X__N___ NDA/IP Agreements required? Y _X N __ Other considerations:
Welcome to Frontier Middle School 6th Grade Parent Night ~ September 13, 2018 Team 6Y General Information: Food trucks will be at the Middle School beginning at 5pm The general program starts at 6:30pm in the Auditorium. If your child participates in Band or Orchestra or receives Academic Intervention Services or Speech, those teachers will be available between 6:15 and 6:25 pm in the rooms listed below. PTA Representatives will be available throughout the evening outside of the Auditorium. 6:15-6:25 Band and Orchestra Presentations (Only for parents of students in these classes) Band (Room 151) Orchestra (Room 148) AIS Presentations (Only for parents of students in these classes) 6:15-6:25 Math Lab (Room 246) 6:15-6:25 ELA Lab – Mrs. Drebot (Room 108) 6:15-6:25 ELA Lab – Mrs. Woods (Room 235) Speech (Only for parents of students who receive these services) 6:15-6:25 Mrs. Drainville (Room 117) 6:30-6:55 Auditorium – General Information presented by Middle School Administration and Counselors 7:00-7:25 Library – Team 6Y Team Presentations 7:30-7:55 Auditorium – Presentations by Special Area Teachers Physical Education, Music, Chorus, Art, Technology. Library, & Family and Consumer Science
Task Mode Task Name Duration Start Finish Predecessors Resource Names Manually Scheduled Electronic Deployable Parachute Project 58 days Wed 9/4/13 Fri 11/22/13 Manually Scheduled Project Definition Phase 15 days Mon 9/9/13 Fri 9/27/13 Manually Scheduled Initial Group Meeting 1 day Tue 9/10/13 Tue 9/10/13 Manually Scheduled First Sponsor/Facilitator Meeting 1 day Thu 9/12/13 Thu 9/12/13 3 Manually Scheduled Research / Proposal 11 days Thu 9/12/13 Thu 9/26/13 Manually Scheduled Group Meeting (Develop: Block Diagram & 1.5 days Tue 9/17/13 Wed 9/18/13 Manually Scheduled Block Diagram for TI Due 0 days Thu 9/19/13 Thu 9/19/13 6 Manually Scheduled Pre Proposal Due 0 days Fri Manually Scheduled Revise Pre-Proposal, Develop Final Proposal 16 days Fri 9/20/13 Fri 10/11/13 Manually Scheduled Final Proposal Due (Asmussen, TI & Grotjohn/Udpa) 0 days Fri 10/11/13 Fri 10/11/13 Manually Scheduled Team Oral Proposal Presentation 0 days Fri 10/11/13 Fri 10/11/13 Manually Scheduled Create Budget /Determine Parts List 2 days Fri 9/23/13 Manually Scheduled Order Parts 2 days Mon 9/23/13 Tue 9/24/13 Manually Scheduled Contact Local Rocket Club Mon 9/16/13 Manually Scheduled Manually Scheduled Phase 1: Develop Booster Pack for MSP430 LaunchPad 21 days Thu 9/19/13 Thu 10/17/13
Manually Scheduled Phase 2: Integrate Booster Pack & MSP430 26 days Fri 10/18/13 Fri 11/22/13 Manually Scheduled Size/Weight Reductions (if possible!) 8 days Fri 10/18/13 Tue 10/29/13 Manually Scheduled Final Integration 16 days Wed 10/30/13 Wed 11/20/13 19 Manually Scheduled Testing and Simulation 2 days Thu 11/21/13 Fri 11/22/13 20 Manually Scheduled Team Design Issues 18 days Wed 10/30/13 Fri 11/22/13 Manually Scheduled Team Design Issues Paper Due 0 days Fri 11/22/13 Fri 11/22/13 Manually Scheduled Team Technical Lecture Presentation (In Class) 0 days Fri 11/8/13 Manually Scheduled Individual Application Notes Due (Asmussen) 0 days Thu 11/7/13 Thu 11/7/13 Manually Scheduled End Game 11 days Fri 11/22/13 Fri 12/6/13 Manually Scheduled Demonstrate Project Prototype (In Class) 3 days Mon 11/25/13 Wed 11/27/13 21 Manually Scheduled Final Reports Due 0 days Wed 12/4/13 Wed 12/4/13 Manually Scheduled Design Day 0 days Fri 12/6/13
Vision To be the guiding force for advancing Florida as a national leader in agricultural education. Mission To provide coordinated and proactive leadership for strengthening agricultural education in Florida. Current Members FAAE* Jason Steward (middle school) Chris Wlder (high school) FDOE/FDACS Erica Der (FDACS) Amy McAllister (FDOE) Florida FFA Kevin Kent (Secretary) Ronnie Simmons Florida FFA Alumni* Goodfellow Doug Register Florida FFA Foundation* Gary Bartley Bill Hamm University of Florida* Jim Dyer Ed Osborne (Chair) * staggered rotation of members every two years Meetings will be held each spring, summer, and fall on the UF campus in Gainesville, typically during the two weeks of April, August, and November.