zilongwang/ReadingBank huggingface dataset:
Promotes investments in education, training, and productive employment as critical to the self-sufficiency of individuals and families as well as to the economic vitality of the region as a Creates and maintains strategic alliances with its partners and contractors to ensure the high quality of the workforce services we make available. Recognizes and rewards performance at all levels. Continuously improves itself and the services it offers Part 2 – Economic/Workforce and Related Service Strategies The following discusses the needs of Central Texas’ businesses, job seekers, and workers. The narrative also describes Workforce Solutions of Central Texas’ planned strategies for addressing these needs. In Central Texas, as across the state, businesses want skilled workers with strong work ethics, and job seekers want a good paying job, preferably doing work they enjoy. Workforce Solutions of Central Texas (WSCT) recognizes the importance of balancing needs and adjusting services to address businesses’, job seekers’, and workers’ requirements and expectations. Reflecting our multi-customer philosophy, the local Workforce Board has identified the following approaches to support efforts to fill in-demand, target jobs. Each has specific operational strategies that align resources with stakeholder requirements. Customer Goal Business/Worker Meet the human resource needs of Central Texas businesses Job Seeker/Worker Connect qualified people to jobs in a timely manner Public Increase public awareness and support of WSCT and its services System & Partners Expand and maintain a diversified funding base Services are adjusted to meet the of each customer-group’s requirements including: Business training requirements segmented by skills-levels are: Low Skill/Entry Jobs Specialized Knowledge of Work ethics Work skills Work Experience Skills upgrade New skills Transferable skills Job Specific training Skills credentials Vocational training Post-Secondary Degree Job Seeker training and support requirements segmented by need are: Experience Training Employment
Section 4: Annual Self-Evaluation [Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available] Priority Improvement model dimensions – note Improvement Initiatives are bolded Is this an identified initiative or dimension in the AIP? Continuum status Evidence and analysis Excellence in teaching and learning Building practice excellence Initial Teachers work together to review and develop their practice. They observe and provide feedback to each other, and make links between students’ progress data and their own professional learning needs. Schools periodically review the effectiveness of teaching and learning programs, and use this information to plan appropriate professional learning. 6 Months 12 Months Curriculum planning and assessment Initial Schools allocate time and resources for the sharing of pedagogical content knowledge about the curriculum, the organisation of effective learning programs, and the planning of content-specific instruction. Schools encourage teachers to use formative assessment to identify gaps in students’ learning, and to monitor the progress of each student. They discuss learning goals and both formative and summative assessment results regularly with students and parents/carers. 6 Months 12 Months high impact teaching strategies Initial 6 Months 12 Months Evaluating impact on learning Initial 6 Months 12 Months Professional leadership Building leadership teams Initial Leaders prioritise collaborative professional learning, including observation and feedback, which is designed to help teaching teams at all levels to develop high-impact teaching approaches. They support teacher innovation, and ensure that ideas and findings are shared with other teachers. Leaders create a culture of respectful relationships and valuing of learning time throughout the school community, with clear communication structures. 6 Months 12 Months Instructional and shared leadership Initial 6 Months 12 Months Strategic resource management Initial 6 Months 12 Months Vision, values and culture Initial 6 Months 12 Months Positive climate for learning Empowering students and building school pride Initial Schools positive relationships with students, and set high expectations for their learning – including encouraging students to set their own learning goals. Students can influence school policies and programs of learning through formal processes such as opinion surveys and student councils. 6 Months 12 Months
We are to be content and have a charitable spirit toward our neighbor and all that is his. Q. 81> What is forbidden in the tenth commandment? Discontentment, envy and inordinate desire towards our neighbor and all that is his is forbidden. Q. 82> Is any man able perfectly to keep the commandments of God? No. We daily break God's commandments in thought, word and deed. Q. 83> Are all transgressions of the law equally heinous? Some sins are more heinous in the of God than others. Q. 84> What doth every sin deserve? Every sin deserves God's wrath and curse. Q. 85> What doth God require of us, that we may escape His wrath and curse due to us for sin? God requires faith in Jesus Christ and repentance unto life. Q. 86> What is faith in Jesus Christ?
locational running annual averages (LRAA) compliance data for TTHM and HAA. The LRAA for all samples collected at the monitoring locations were below the MCL. 2017 Disinfectant and Disinfection Byproduct Monitoring in the Distribution System Substance Units MCL MCLG Lowest Level Highest Level Highest Running Annual Average Source in Drinking Water Chlorine ppm MRDL= 4 Running Annual Average MRDLG=4 0.3 1.4 0.9 Water additive used to control microbes Total Trihalomethanes (TTHM) ppb 80 Locational Running Annual Average NA 18 67 42 Byproduct of drinking water disinfection Haloacetic Acids (HAA) ppb 60 Locational Running Annual Average NA 2 7 7 Byproduct of drinking water disinfection 2017 Aesthetic Water Quality Analysis from Distribution System and Secondary Drinking Water Guidelines Substance Units Secondary Guideline* Lowest Detected Level Highest Detected Level Alkalinity ppm NA 130 133 pH NA 6.5 – 8.5 7.5 8.1 Sodium ppm NA 92 102 Temperature °F NA 65 91 Total Dissolved Solids (TDS) ppm 500 622 642 Total Hardness ppm grains/gallon NA 267 15.6 284 16.6 *Non-Enforceable Guidelines Recommended by EPA.
Conformance An endpoint MAY implement more than one of the roles; Target Service, Discovery Proxy, and Client; and MAY implement it in more than one of the modes; ad hoc and managed; however, for each implemented role and mode, it MUST implement them as specified herein. An implementation is not compliant with this specification if it fails to satisfy one or more of the MUST or REQUIRED level requirements defined herein for the roles and modes it implements. Normative text within this specification takes precedence over normative outlines, which in turn take precedence over the XML Schema [, ] and WSDL [] descriptions, which in turn take precedence over examples.
Conformance An endpoint is expected to implement at least one of the roles defined herein (, , or ) and MAY implement more than one of the roles. An endpoint is not compliant with this specification if it fails to satisfy one or more of the MUST or REQUIRED level requirements defined herein for the roles it implements. Normative text within this specification takes precedence over normative outlines, which in turn take precedence over the XML Schema [, ] descriptions, which in turn take precedence over examples.
Consequences of a lost or stolen credit card Identity theft, use of your credit In the event that your credit card is stolen in the United States, federal law limits the liability of card holders to ___ regardless of the amount charged on the card by the unauthorized user. In today's world of electronic fraud, if just the credit card account number itself is stolen, federal law guarantees that the card holder has a zero liability to the issuer. As a card holder, you should notify the issuer immediately if you notice that your credit card is missing or stolen. This notification will give the issuer time to help you with the following: 1. Verify if and where fraud has occurred. 2. Remove unauthorized charges from your credit. 3. Close down your account to prevent future fraudulent charges. 4. Issue you a new card and account number. Several credit card companies have adopted a "________ __________" policy which means the consumer is not held responsible for any fraudulent charges. You should also check with the three major credit reporting agencies and obtain a copy of your credit report to be sure that nothing else has been accessed fraudulently. Be wary of _______________________ offers. This type of insurance is unnecessary because federal law limits your credit card fraud liability. But scam artists try to sell $200-300 credit card insurance by falsely claiming that cardholders face significant financial risk if their cards are misused. According to recent Federal Trade Commission estimates, 3.3 million consumers have purchased unnecessary insurance to prevent unauthorized use of their credit cards. The length of debt repayment and impacts on cost Longer you take to pay, the more you pay in (accumulating interest) What to do if a person thinks he/she is the victim of identity theft
Grapegrowing Tokaji: harvest by hand with selection btw healthy, aszu and Szamorodni Winemaking Tokaji: maceration of aszu berries in dry wine for 36 hours. 2 year ageing. Key wines Tokaji: dry, Szamorodni; Aszu, Eszencia Labelling Puttonyos 3 to 6 for level of sweetness Greece Key wines Naoussa (Red – Xinomavro) Nemea (Red – Agiorgitiko) Santorini (White – Assytirko) Italy Climate Mediterranean – cooler in the Weather Latitude and altitude. Lack of rainfall can be an issue Hail threat in Piemonte Soils Volcanic, alluvial and marine. Key grapes Black: Nebbiolo, Sangiovese, Corvina, Montepulciano, Primitivo, Nero d’Avola, Aglianico, Barbera White: Garganega, Cortese, Trebbiano, Pinot Grigio, Friuli, Malvasia, Verdicchio, Chardonnay Grapegrowing Mainly hillside locations. Hi trained pergola less widespread. Yields reduced for improved ripeness and better quality Winemaking Traditional –> long maturation in Slovaninan oak botte. Now -> use of temperature control fermentation and new oak for reds Passito wines from dried grapes in lodges Key Piemonte Barolo**** Barbaresco **** Langhe ** Nebbiolo Dolcetto** Dogliani** Dolcetto Barbera d’Asti** Barbera Gavi** Cortese Roero** Arneis Alto Adige Alto Adige** Gewurtzraminer, Riesling Trentino* Pinot Grigio Friuli Friuli Grave** Refosco, Cabernet Franc, Cabernet Sauvignon Collio*** Friulano, Pinot Gris Veneto Valpolicella** Valpolicella Amarone**** Valpolicella Recioto**** Corvina, Molinara, Rondinella
Session 05 of Senate 2018 University Center Room 259 – 7:00 PM Monday, February 26th, 2018 Call to Order Pledge of Allegiance Roll Call Special Orders Senate Oath of Office Appointment to an Off Campus Seat (5 Seats Open) Approval of Agenda and Minutes Minutes from February 19th, 2018 Agenda Student Issues and Concerns Under this section no formal action will be taken, although issues raised may become a part of a future agenda. Participants will be allotted a 3 minute speaking period. Topics on this agenda may not be discussed in this section; however, participants are welcome to speak to agenda items as they appear in subsequent sections. Speakers Matt Aschenbrener & Greg Cook Brandon Thorton Reports Internal Committee Reports Community and Communication External Committee Reports Connection Student Council Officer Reports *See written reports that will be handed out at the meeting President Kind Vice President Veserat WSG Adviser – Ms. Jan Bilgen E-Board Reports Ms. Unmacht – Director of Student Affairs Ms. Miller – Associate Director of Student Affairs Mr. Samaranayake – Director of Academic Affairs Mr. Spangard – Associate Director of Academic Affairs Mr. Kastler – Director of Marketing and Public Relations Mr. Barrera – Director of Community and Communication Mr. Thommes – Director for Restructuring WSG Clerk – Ms. Miller-Kyles Deputy Speaker – Sen. Ostermann Parliamentarian – Sen. Kosma Speaker – Sen. Kudy Unfinished Business New Business R17-18:06 Resolution Regarding Shared Governance Issues Committee Appointments Announcements
Session 01 of Senate 2015 University Center Room 259 – 7:00 PM Monday, February 1st, 2016 Call to Order Pledge of Allegiance Roll Call Special Orders Senate Oath of Office Appointment to Off-Campus Seat (1 Open Seat) Approval of Agenda and Minutes Minutes from January 25th, 2016 Agenda Student Issues and Concerns Under this section no formal action will be taken, although issues raised may become a part of a future agenda. Participants will be allotted a 3 minute speaking period. Topics on this agenda may not be discussed in this section; however, participants are welcome to speak to agenda items as they appear in subsequent sections. Speakers President Hetz – Campus Climate Reports Internal Committee Reports External Committee Reports RHA Report Student Technology Fee – Sen. Mende Officer Reports President Hetz Vice President Kroeze WSG Adviser – Ms. Jan Bilgen E-Board Reports Student Affairs Director – Mr. Poad Academic Affairs Director – Mr. Donlin Public Relations Director – Mr. Kind Financial and Entrepreneurship Director – Mr. Frigo Intergovernmental Affairs Director – Mr. Barbour Sustainability Director – Mr. Chinavare WSG Clerk – Mr. Kirby Deputy Speaker – Sen. Thommes Parliamentarian – Sen. Gilmore Speaker – Sen. Chester Unfinished Business New Business R15-16:01 Resolution to Support H.R. 210- Student Worker Exemption Act of 2015 Issues Committee Appointments Spring 2016 Committee Appointments SUFAC Committee Appointment Announcements Adjournment
Accommodation, venue and catering providers Airport facilitators Administrators at other key diplomatic missions ______________________________________________________________________ Mandatory Role Requirements The applicant must hold New Zealand citizenship and be able to obtain and maintain a New Zealand Government security clearance. The job holder is expected to perform such other duties as can reasonably be regarded as incidental to the position description and such other duties reasonably within their experience and capabilities as may be required from time to time.
Sponsoring Organization Required Documents in this Domain: Practicum Handbook Field-Based Experiences Chart (see below) Prompt 1: Describe how PK-12 district partners are involved in the design, implementation, and assessment of field-based experiences. 250 words Prompt 2: Describe how your organization ensures that field-based experiences are fully embedded in program coursework such that connections between theory and practice are explicit for candidates. 250 Prompt 3a: Explain how pre-practicum experiences are scaffolded to build candidate readiness towards full responsibility. 200 words Prompt 3b: Explain how time in the practicum is structured to ensure candidate readiness for full responsibility (at least 100 hours) in the licensure role. 200 words
2015-2016 WSHS Scholarship Database Name Description Who Can Apply Amount Deadline to Obtain Application Legacy of Life Scholarship Must submit and essay or Videoabout organ donation Seniors Up to $5000 March 23, 2016 BeADonor.org/Scholarship OR 1-866-Be-A-Donor Abbott & Fenner Scholarship Program Business Awareness Juniors & Seniors $1,000 June 10, 2016 Gloria W. Bell & Carlos R. Bell Scholarship Program Students must attend the University of Michigan, Ann Arbor to be eligible Seniors Up to $80,00 over 4 February 1, 2016 Virginia Military Institute Merit Based Scholarship & automatic admission to the Institute Honors Program Seniors $5,000 per academic year up to full tuition February 1, 2016 Col. Dennis M. Foster 540-464-7088 The Society of the Cincinnati in the State of Virginia History Essay Contest No more than a 1,500 word essay typed, double spaced, and 1 inch margins about The Virginia Statute of Religious Freedom Seniors $3,000 March 18, 2016 See Mrs. Ackins in Counseling
Lee-Jackson Educational Foundation Scholarship Program Applicants must be a Virginia resident, have not won a Lee-Jackson scholarship in the past, plans to attend a four year accredited US college, and later enrolls as a student Juniors & Seniors Up to $10,000 February 5, 2016 See your school counslor Phi Kappa Zeta Scholarship Fund Applicants must be a resident of Prince William County, high school junior or senior, and minimum GPA of 2.75 Juniors & Seniors $1,000 February 26, 2016 See your counselor Ithaca College Park Scholar Program At least ten Park Scholar awards are offered each year to academically exceptional high school students who have demonstrated strong character and leadership through service and community involvement. Seniors Full Tuition, stipend for living expenses, books, and one-time computer purchase up to $2500 January 15, 2016
National Congress of Black Women Inc. Female with at a 2.5 GPA & registered voter if 18 or older Seniors $1,500 February 20, 2016 See Mrs. Porcha in counseling for an application PWC Retired Teacher’s Association PWC students with at least 3.0 GPA and must major in Education Seniors $1,500 January 22, 2016 See Mrs. Ackins in counseling Red Lawson Scholarship PWC students that will be a CTE Program completer by graduation Seniors $1,000 March 10, 2016 See Mrs. Porcha in counseling for an application Beal Scholarship PWC student athlete for at least 2 years, entering medical field, and accepted to a college or university Seniors $500 March 30, 2016 See Mrs. Ackins in counseling Virginia DAR Scholarships Students that plan to major in history or nursing Seniors 1st place $2500 2nd place $1500 January 15, 2016 Delta Sigma Theta Sorority Inc. Scholarship African American student with at least a 2.8 GPA, and involvement in extracurricular activities Seniors unknown March 11, 2016 See Mrs. Porcha in counseling for an application or go to Bryson Memorial Scholarship 2.5 GPA and involved in community service Seniors 2 - $2,000 1 - $1,000 March 18, 2016 See Mrs. Porcha in counseling for an application
7. Katie and her best friend Liam play tennis every Saturday morning. When Katie serves the ball to Liam, it travels 9.5 meters south in 2.1 seconds. a. What is the velocity of the tennis ball? b. If the tennis ball travels at constant speed, what is its velocity when Liam returns Katie’s serve? 8. A driver realizes that she is traveling in the wrong direction on a one-way street. She has already driven 3.5 meters at a velocity of 16 meters per second, east before deciding to make a U-turn. How long did it take for the driver to realize her error? 9. Juan’s mother drives 12.5 miles southwest to her favorite shopping mall. What is the velocity of her automobile if she arrives at the mall in 7.25 minutes? 10. A bus is traveling at 79.7 kilometers per hour east, how far does the bus travel 1.45 hours? 11. A girl scout troop hiked 5.8 kilometers southeast in 1.5 hours. What was the troop’s velocity? 12. A volcanologist noted that a lahar rushed down a mountain at 32.2 kilometers per hour, south. How far did the mud flow in 17.5 minutes?
Our show for 2018 has been set for March 8,9,and10 at the Waukesha Expo Center. It is a fabulous venue and we know it will greatly enhance our show. Items are needed to sell at the boutique. Following are some ideas: General Household and personal Items, Baby items, Aprons and pot holders, Potato and corn bags, Cozies for cups or bowls to cook in microwave, Coasters, Placemats, Wine and gift bags, Pillow Knit or crocheted dish cloths, Pot holders, Pin cushions, Sewing bags. These are just some of the ideas. Use your imagination. Everyone did such a good job of coming up with idea's for the last show. Darlene Savatski 2017-18 Meeting Dates Wednesday November 8, 2017 *Thursday December 14, 2017 Wednesday January 10, 2018 *Thursday February 15, 2018 *Thursday March 15, 2018 Wednesday 11, 2018 Wednesday May 9, 2018 Potluck Meeting starts at 6:30! Charity Committee Thank you to everyone in the Guild for your participation and generous donations of time and materials to the Empty Bowls Milwaukee 2017 Event. It was a huge success! Charity Corner
WORKSITE REPRESENTATIVES STAGE 1 CERTIFICATE COURSE 9AM TO 10.30AM 10.45AM TO 12.30PM 1.30PM TO 2.45PM 3.00PM TO 4.00PM DAY ONE WELCOME AND COURSE AIMS BACKGROUND TO THE ROLE OF A WORKSITE REP (WSR) Federal & State Industrial Relations Systems The ANMF THE WORKSITE REP Your Role Your Rights & AMNF support Group Work WORK HEALTH & SAFETY Work MATTERS Presentation & Discussion Work Cover Duty of Care Vicarious Liabilty Indemnity DAY REPRESENTING MEMBERS Presentation & Discussion General Advice & Key Principles Case Studies Group Work INDIVIDUAL REPRESENTATION Case Role Play 1: WSR Member Manager COLLECTIVE NEGOTIATION Case Study Role Play 2: ANMF Team team GUIDING & ADVISING MEMBERS Case Studies Discussion
Electronic Version 2015 WSIEA Conference Call for Presenters/Application Form for Concurrent Sessions Concurrent Sessions: Monday p.m. – March 30 Tuesday a.m. & p.m. – March 31 NOTE: Workshops are 90 minutes in length. A completed packet should include: Call for Presenters form. or resume for each presenter. *Main Presenter Information* *Presenter’s name: *Organization: *Title: *Address: ( ) - *Email: @ *Fax: Co-Presenter Information *Presenter’s name: *Organization: *Title: *Address: *Phone: ( ) - *Email: @ *Fax: *If there are additional co-presenters please complete “Co-Presenter Information” on the last page* of Presentation (15 words or less): Session Format – Please briefly describe the format of your presentation. Examples: lecture, work group, interactive, panel presentation, etc. (Interactive sessions are encouraged) Briefly (50 words or less), describe your proposed session Appropriate for Youth Track? Yes or No? Which day(s) are you able to present? Monday, March 30 – 1:30-3 p.m. Tuesday, March 31 – 11 a.m. – 12:30 p.m. Tuesday, March 31 – 1:30-3 p.m.
WSSA Presidents 1954-56 R.H. Beatty* -deceased 1-1-67 1956-57 W.B. Ennis-deceased-8-11-2000 1958-59 A.S. Crafts-deceased-2-9-90 1960-61 K.P. Buchholtz-deceased-4-22-69 1962-63 W.C. Shaw-deceased-5-87 1964-65 G.Fred Warren-deceased-7-18-99 1966-67 William Furtick-deceased-5-16-07 1967-68 Richard 1968-69 Boysie Day-deceased-6-5-88 1969-70 G.C. Klingman-deceased-7-27-98 1970-71 L Danielson-deceased-2-98 1971-72 L. Klingman—deceased-11-3-05 1972-73 Robert P. Upchurch
1982-83 T.J. Sheets-deceased 7-6-013 1983-84 C.G. McWhorter – 1984-85 John Nalewaja (701) 231-7735 john.nalewaja@ndsu.edu 1985-86 James D Riggleman (302) 658-0851 jim 1986-87 C. Burnside . (651) 636-3035 1987-88 Jean H Dawson (509) 786-3956 1988-89 John F 1989-90 Homer M 1990-91 Larry W. 1991-92 John R Abernathy .
(806) 794-3438 cinjona2@sbcglobal.net 1992-93 Joe Antognini , Apt 223 (843) 873-8264 1993-94 Harold D. Coble (919) 851-1775 Harold.coble@earthlink.net 1994-95 Alex G Ogg, Jr Ten (307) 366-2444 ogga@tctwest.net 1995-96 Jim L Barrentine (479) 587-0545 1996-97 Stephen O. Duke (662) 915-1036 1997-98 Calvin G Messersmith (701) 237-3751 1998-99 F. Dan Hess-deceased-8-4-2000 1999-2000 James ‘Mike’ Celina, TX 75009 (469) 202-2001 2000-01 R. (Dick) Oliver (479)751-3905 trinaoliver@cox.net 2001-02 Charlotte Eberlein
2009-10 David Shaw Office of Research and Econ. Develop. 617 Allen Hall (662) 325-3570 2012-2013 Rod Lym Loftsgard Hall (701) 231-8996 2010-11 (317) 873-3668 jjjachetta@dow.com 2013-14 James Kells Crop and Soil Sciences (517) 355-0271 2011-12 Michael Barrett Dept. of Plant and Soil Science (859) 218-0712 2014-2015 Joe DiTomaso Dept. of Plant Science, MS4 Univ. of California One Shield Ave. CA (530)754-8715
and engaged in any ongoing support offered Has attended A and E on the rare occasion with support from parents/carers and a plausible explanation Attends A and E sometimes but refuses to give explanation of of concerns Has attened A and E with a unknown adult, or been dropped at A and E by unknown adult/vechicle 25. Appointments Attends appropriate routine appointments with parent/carer Attends appointments alone and is not willing to discuss with parents/carers Has additional appointments and attends these with adult Being accompanied to appointments by different people on a regular basis Sometimes doesn’t attend routine appointments Adult other than parent/carer attending appointments with the Young Person Unknown adult accompanying YP to appointments 26. Gangs No association with gangs and not in a gang area Lives in a gang neighbourhood/area but not involved Associating with gangs in their area A gang member that is linked into gang life and culture Associating with city gangs outside of their area In a ‘relationship’ with a gang member Has begun to start a gang and becoming a known group
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Group project Evaluation Process: Scale of 100 Minimum Criteria for Success: of 80 points or higher Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to demonstrate acceptance of shared responsibility for solving local, global, international and intercultural experiences of gender inequality. Use of Results for Improving Student Learning To be entered after each time course is taught
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Students submit weekly journals optional prompts. Evaluation Process: Students earn one point for each of 10 required journals that demonstrate original thought and reflection on the topics covered in class or in the reading. Minimum Criteria for Success: The minimum criteria for success is completion of 7 out of 10 journals. Sample: All students are assessed To be entered after each time course is taught Course Learning Outcome Students will be able to demonstrate an understanding of the interrelatedness of local, global, international, and intercultural issues, trends, and systems that contribute to the proliferation of and response to sex trafficking. Use of Results for Improving Student Learning To be entered each time course is taught Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Class paper on an issue regarding sexual/gender experience outside of the United States, with a focus on local and global dimensions, as well as the connections between them. Evaluation Process: Paper will be graded on a five point scale, with a score of 1 indicating a failure to sufficiently make the connections required and a score of 5 indicating excellence in this regard. Minimum Criteria for Success: A of 3. Sample: All students will be assessed. To be entered each time course is taught Course Learning Outcome Students will be able to demonstrate an understanding of multiple local and global dimensions of non-normative sexual and gender experience around the world, as well as the interconnections of these dimensions. Use of Results for Improving Student Learning To be entered each time course is taught
Global Perspective: Students will be able to conduct a analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: COIL GROUP PROJECT Students from FIU and the COIL partner will do research together on an assigned topic in study groups. Throughout the semester, students will record videos, take pictures, or take screenshots from news/movies/videos that urge a particular way of thinking about gender violence, locally and globally. At the end of the semester, students will create a digital story of the group’s research, connect their findings to course concepts and articles examined in class. Evaluation Process: Scale of 20 Minimum Criteria for Success: 75% of students will 15 points or higher on the rubric. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will demonstrate the ability to develop a analysis of different forms of gendered violence against a global, intercultural background, by comparing and contrasting national, international and global legal frameworks. Use of Results for Improving Student Learning To be entered after each time course is taught Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: RESEARCH PAPER Artifact requires students to analyze and evaluate one form of gender violence in a country of their choice (not U.S.), assembling a multi-perspective analysis of socio-cultural, political and economic factors reinforcing gender violence, while at the same time examining the existing legal framework. Students have to compare their research results to, and contrast them with assigned readings, class lectures,and group discussions to identify the challenges and possible course of actions to fight gender violence. Evaluation Process: Scale of 20 Minimum Criteria for Success: 75% of students will score 15 points or higher on the rubric. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to demonstrate acceptance of shared responsibility for addressing local, global, international and intercultural experiences of gender violence. Use of Results for Improving Student Learning To be entered after each time course is taught
6.2. Apply effective problem solving methods to revise plans when untoward responses occur. 6.2.1. Update nursing care plan following evaluation of patient response. 7. Time orientation 7.1. Keep to an appropriate time schedule. 7.1.1. Arrive to work on time. 7.1.2. Distribute medications on time. 7.1.3. Send patients to procedures on time. Sensory Abilities 8. Visual 8.1. Sufficient visual acuity to make accurate observations. 8.1.1. Participate meaningfully in academic demonstrations and simulations. 8.1.2. Read school-related materials. 8.1.3. Use equipment safely. 8.2. Sufficient visual acuity to perform an accurate assessment close-up and at a distance. 8.2.1. Complete a visual assessment of the patient. 8.2.2. Complete a visual assessment of the environment. 8.2.3. Distinguish differences for assessments (e.g.: inflammation) or color-coded materials. 8.2.4. Monitor patients in low-light situations. 8.3 Sufficient visual acuity to accurately read information presented in an electronic format. 8.3.1. Accurately read electronic health records. 9. Auditory (Hearing) 9.1. Sufficient auditory acuity to communicate with patients and 9.1.1. Receive and understand normal speaking voice when it is not possible to read lips, such as in surgery or low light-situations. 9.2. Sufficient auditory acuity to perform assessments. 9.2.1. Accurately auscultate. 9.3. Sufficient auditory acuity to perceive emergency situations. 9.3.1. Ensure safety of weak or infirm patients (e.g. can hear a call for help). 9.3.2. Accurately respond to workplace alarms. 10. Tactile 10.1. Sufficient tactile sensation to complete a physical assessment. 10.1.1. Accurately assess pulse rate and characteristics. 10.1.2. Accurately identify a change in skin temperature or texture. 10.1.3. Accurately palpate body landmarks. 10.2. Sufficient tactile sensation to perform job-related technical tasks. 10.2.1. Identify equipment by touch. 10.2.2. Have awareness of dropping objects.
Students may access ICARUS from the UNIX lab, from home (through your ISP using PUTTY), or from work. The system name and address are: icarus.weber.edu In order to access icaraus, please read the following web link: WSU Grading: Total >= 94% ...A 74% <= Total < 77% ... C 90% <= Total < 94% ...A- 70% <= Total < 74% ... C- 87% <= Total < 90% ... B+ 67% <= Total < 70% ...D+ 84% <= Total < 87% ... B 64% <= Total < 67% ... D 80% <= Total < 84% ... B- 60% <= Total < 64% ... D- 77% <= < 80% ... C+ Total < 60% ... E Calendar of Course Content: [Calendar of Course Content] WSU Course Evaluation: As a concurrent student, you are given the privilege of evaluating this course. This is an anonymous evaluation which allows you an opportunity to express your opinions of the course and the instructor. WSU Student Code of Conduct Download the WSU Student Code of Conduct at: www.weber.edu/concurrent/students/CodeOfConduct.asp
ELA Median Student Growth Percentile1 Academic growth, based on Student Growth Percentiles for 4th to 8th graders on the statewide assessments in ELA. The percentage of students who’ve shown improvement on the Smarter Balanced ELA Assessment, grades 4-8. These numbers are based on Student Growth Percentiles (SGPs). Mathematics Median Student Growth Percentile1 Academic growth, based on Student Growth Percentiles for 4th to 8th graders on the statewide assessments in Mathematics. The percentage of students who’ve shown improvement on the Smarter Balanced Mathematics Assessment, grades 4-8. This is determined by SGPs. Graduation1 Four-year graduation rate, adjusted for relatively increases in graduation rates The percentage of students who graduate from a school, with adjustments to reward schools who graduate relatively large numbers of students in 5 or 6 years. English Language (EL) Progress1 Progress on the ELPA21 assessment (on track to becoming proficient). Percentage of students who are making enough progress to transition out of the program within six years. The percentage of EL students who are making enough progress to transition out of the program within six School Quality and Student Success (SQSS) Measures2 (v)(I) For all public schools in the State, not less than one indicator of school quality or student success that— (aa) allows for meaningful differentiation in school performance; (bb) is valid, reliable, comparable, and statewide (with the same indicator or indicators used for each grade span, as such term is determined by the State); and (cc) may include one or more of the measures described in subclause (II). (II) For purposes of subclause (I), the State may include measures of— (III) student engagement; (IV) educator engagement; (V) student access to and completion of advanced coursework; (VI) SQSS measures are indicators added to the WSIF that tell a larger story about a school, removing some of the focus of school performance from assessment. These indicators measure student
research activities. The PIC assigned to the research project is the only person with authority to approve flight operations. A single PIC must be designated at all times. Handoff to another PIC is allowed, using proper handoff techniques. For example: PIC 1: “You have the aircraft.” PIC 2: “I have the aircraft.” PIC 1: “You have the aircraft.” Failure to follow a ‘closed loop’ approach is a recipe for loss of UAS control. The PIC of the UAS is directly responsible for, and is the authority of, the operation of that UAS. A PIC may control only one UAS at a time. A PIC cannot serve as a PIC and a VO at the same time. With the exception of initial qualification training, pilots must be qualified on the UAS being flown (as previously addressed). The Principal Investigator (PI) is charged with oversight of flight operations supporting his/her research, including safety, risk mitigation, public awareness, and privacy related issues. At anytime, the PI has authority to halt or stop UAS flight in order to maintain safety of flight/mitigate risks. In accordance with FAA Directive N8900.227, a Visual Observer (VO) must be positioned to “assist the PIC, to exercise the see-and-avoid responsibilities required by §§ 91.111, 91.113, and 91.115 by scanning the area around the aircraft for potentially conflicting traffic and assisting the PIC with navigational awareness.” For WSU UAS operations, this role of VO shall not be performed by the PI (since the PI is focused on data collection). Daisy-chaining of VO’s (for extended LOS) is neither recommended by the FAA nor approved by this SOP. The VO Assist the PIC in ensuring the UAS stays within set visual LOS boundaries. Perform the role of VO from a location that allows complete situation awareness of the UAS and other aircraft within the surrounding airspace. This includes assisting the PIC in effective control of the UAS, through:
2016 Saturday Worship time: 6:30 p.m. Saturday Evening Praise & Worship Sunday Worship times: 9:30 a.m. Sunday School 10:45 a.m. Sanctuary Worship Building and office hours Friday, September 2 closed at NOON Monday, September 5 closed: Day Regular office are 9 a.m. to 4 p.m. Monday through Friday with an hour lunch (around No Kitchen of Care Meal September 5 - Enjoy your Labor Day! Thank you to ALL our wonderful, hardworking volunteers!!! The carpet and floor tile will start to be installed Tuesday, September 6. Thank you so much for your patience during the flood clean-up process. Attention Singers and Ringers!!! A new season is about to begin. Please take note of the start-up dates below. Rehearsals are delayed due to scheduling conflicts. However, choir will begin singing on Sunday, September 11. Be prompt for the 10:15am rehearsal! West Side Choir and Bells will meet on Thursday, 9/22/16 at 7:00pm in the Social Hall for a time of food and fellowship. Browse through your recipes for something good to make. The dishes last year were a hit! West Side Bell rehearsals will begin on 10/6/16 at 6:15pm. Bring your schedule. Children's Choir will resume on 10/2/16 at 9:30am. Grades K-4 singers are needed!!! General Meeting - September 28: Noon - United Methodist Women will hold its general meeting in the Fellowship Hall. Devotions - Linda Schultz Response Moment - Joan Varner Prayer Calendar - Donna Veihdeffer
WSU Ambassador Programs Ambassador Programs are short-term, faculty-led, study abroad programs that typically covers one class while abroad. Programs are usually 2 – 4 weeks in length. We recommend 10 students per 1 faculty member. Most programs are open to all interested students, while some are focused on a particular academic area. Faculty advisors can choose to hire third party companies that can arrange all of the logistics, including guest speakers, classroom space, excursions, housing, transport, etc. All the faculty advisor’s expenses are covered, including airfare, lodging, and food. Some programs offer homestays, internships, service learning, opportunities for students to partner with host country students, guest speakers, and more. UCIE will be there the entire way: planning, recruiting, implementing, emergency support, and post program support. Examples of recent past Ambassador Programs: Canada – Stratford Shakespeare Festival China – Modern Language Costa Rica – Travel Literature Europe – Human Rights France – Modern Language France – Global Diversity Germany – Modern Language India – Alternative Health Systems Italy – History and Writing Japan – Technology and Culture Malawi – Biomedical Engineering South Africa – Leadership Development Spain – Modern Language Switzerland – Social Work Taiwan – Engineering Tanzania – Global Health United Kingdom - Nursing
Notes: if additional information about the table is needed, this should appear in the notes sections labeled Note. The notes should be placed under the table, and each note should appear on a new line. There are three different types of notes: General notes: refer to the table as a whole Specific notes: refer to the specific part of the table identified by a lowercase superscript letter Probability notes: used to specify the p-value for the statistical test Table 1 Mean +/- SD ACT Scores for Males and Females Tested in a One Year Period November 1, 2010 November 1, 2011 Gender Mean SD Mean SD 24.3 1.8 25.1 1.2 Females 26.8 1.1 26.9 1.3 Note. The mean score reflects the Composite Score of the ACT which ranges from 1 to 36. The Composite Score is the average of each subject test score (English, Mathematics, Reading, Science). WSU Note: Font can follow the same as Figures (see next page) Figures Figure Numbering: all figures should be numbered Arabic numbers (1, 2, 3, …). The figure number should be left aligned, italicized, followed by a period, and placed below the figure. Title: the title follows the figure number on the same line. This should be sentence case and is not italicized. The title, which also serves as the caption, should be a brief, complete explanation of the figure. Font: a sans serif typeface such as, Helvetic, is recommended. The font size should be between 8 and 14-point Height: the height of the figure should not exceed the top or bottom margins Legends: the legend should be within the border of the figure Sample Graph Figure 1. Hi and low temperatures recorded for Germantown, Ohio during the last week of 2011 using data collected from The Weather Channel, LLC weather.com Note: For student papers, the American Psychological Association (2002) states that: Double-spacing is required throughout most of the manuscript. When single-spacing would improve readability, however, it is usually encouraged. Single-spacing can be
Williton Parish Council – Jenny reported on new Pavilion Project for which funding applications, including to the Hinkley Point C CIM Fund, were under preparation. West Somerset Advice Bureau – Sylvie outlined a new outreach project introduced by WSAB aimed at the elderly in rural communities. Transition Minehead & Alcombe – Maureen reported that taster sessions were being organised at the community allotment to let people experience allotment gardening. Minehead Development Trust – Maureen explained that the Trust had assumed responsibility for the Clanville Gardens and was developing a permaculture project there aimed particularly for dementia sufferers. Forum 21 – Maureen also reported that the Steam Coast Trail, which was now an independent project, had been successful in securing over £600,000 from the Coastal Communities Fund; and that volunteers were now required to help run the community woodland at Woodcombe. PALS – Peter reminded the meeting that the new mini-bus was operating. A new issue was the need for assistants to help users of the scheme to help undress/dress at the pool changing rooms and discussions were being held with Somerset Care. Peter confirmed that he was retiring as Chair of PALS later in the year. In respect of a new pool, there was “the slightest chink of light”. Somerset waste Partnership – Beth outlined a new offer on composting bins and explained that ‘compost champions’ – volunteers who gave talks and staffed stands to promote composting – could be booked via Beth, as could workshop activities about saving money via recycling. Jan Ross – Jan covered a couple of subjects under her various roles. ‘Somerset Choices’ was busy populating its website with information about voluntary sector groups and would be launched shortly. It was planned to have a guest speaker on this topic at the next Forum. CLOWNS had celebrated its 20th anniversary at an attended by over 200 people, which also marked the retirement of Kathy Morton as Manager (although Kathy would continue driving the CLOWNS bus). CLOWNS had negotiated a Management Support Agreement with SRYP under which Nik Harwood would undertake a management role for CLOWNS. Jan advocated this partnership approach of specialist services.
Grading and evaluating student work in class and at the final exam: Grade is based on two multiple choice quizzes (25% of the final grade each), and the final essay (50% of the grade) Grading scale: 90-100% A, 80-89 B, 70-79 C, 60-69 D, 0-59 F
B. DRAFT DECISION [ The Conference of the Parties, Pp1 Recalling decision 1/CP.17 on the establishment of the Ad Hoc Working on the Durban Platform for Enhanced Action, Pp2 Also recalling decisions 2/CP.18, 1/CP.19, and 1/CP.20, Pp3 Welcoming the outcome of the "Transforming our world: the 2030 Agenda for Sustainable Development," in particular its goal 13, and the outcome of the Addis Ababa Action Agenda of the Third International Conference on Financing for Development, Pp4 Recognizing that climate change represents an urgent and potentially irreversible threat to human societies and the planet and thus requires the widest possible cooperation by all countries and their participation in an effective and appropriate international response, with a view to accelerating the reduction of global greenhouse gas emissions and recognizing that deep cuts in global emissions will be required to achieve the ultimate objective of the Convention and emphasizing the need for urgency to address climate change, Emphasizing the importance of respecting and taking into account human rights, gender equality, the rights of indigenous peoples, intergenerational concerns, and the needs of particularly vulnerable groups, including women, children and persons with disabilities, when taking action to address climate change, as well as of aligning actions with the goal of promoting food security, restoration of degraded lands, national health policies, participation in environmental by civil society and individuals, and a just transition of the workforce and creation of decent work and quality jobs in accordance with nationally defined development priorities and strategies; I. ADOPTION OF THE [PARIS AGREEMENT] [PARIS IMPLEMENTING AGREEMENT UNDER THE UNITED NATIONS FRAMEWORK CONVENTION ON CLIMATE CHANGE] Decides to adopt the [Paris Implementing] Agreement under the United Nations Framework Convention on Climate Change (UNFCCC), hereinafter referred to as the Agreement, contained in the annex; Requests the Secretary-General of the United Nations to be the Depositary of the Agreement and to have it open for signature in New York, the United States of America, from [22 April 2016] to [21 April 2017]; Invites the Secretary-General to convene a high-level signature ceremony for the Agreement in early 2016; Also invites all Parties to the Convention to sign the Agreement at the ceremony to be convened by the Secretary-General, or at their earliest opportunity, and to deposit their respective instruments of ratification, acceptance or approval, or instruments of accession, where appropriate, as soon as possible; making
Persuasive text LANGUAGE TASK: communicative skills (esp. writing) + linguistic skills (vocabulary, grammar, appropriate structures for persuasion); register Write an e-mail to a friend to persuade them to buy the DVD for a friend whose birthday comes up next week. Choose the adaptation that YOU prefer (either the Monty Python version, or the one with Matt Lucas). Give a few reasons why the birthday boy or girl will like it. Use as many arguments as possible. The e-mail should be between 100 and 120 words and may be informal, but you must use full words and cannot use the language of texting or twitter. Interview (clip from Monty Python’s Special features) Before watching the interview, think of at least three questions you would like to ask the actors in the film. 2. Literary devices 2.1 Onomatopoeia a) Complete the definition: Onomatopoeia is the use of words that ………………………….….like the things that they are describing, e.g. ‘hiss’ or ‘boom’. b) Look at the following list of and underline the ones that are onomatopoeic. Twittering – jump – sweep – chuckle – growl – knock – taste - Poop Poop! – insure – muffled – staring – sighs – rattle – smell – gulp – banging – whinge – look – burp – croak – see – wait – mutter – boink c) Now try to imitate those that are onomatopoeic. d) Watch another scene from the Matt Lucas version of the film, and have a good look at the subtitles. Write down 4 or 5 more examples.