zilongwang/ReadingBank huggingface dataset:
Record for (name) BGMSC worker registration # Activity (or activities) Supervisor(s) and DI Annex B: Competency and training record The following template should be amended as required and maintained by the principal investigator/supervisor for the activity and be readily available for consultation by all parties and inspectors. The record should show initial capabilities, confirm the skills attained and practical tasks that can be undertaken with the level of supervision required stated where necessary. Some practical tasks may not be undertaken by everyone and some knowledge may also be acquired concurrently (e.g. school induction may include reference to safety responsibilities; risk assessments will contain hazard information for micro-organisms etc.). This information should be reflected here. This document should be reviewed and updated as competencies are acquired and as part of an annual staff/student appraisal process. A copy of the document should be given to the individual if they leave the laboratory and a copy also retained by the principal investigator for future reference. Criteria Evidence (theoretical and/or practical) and other notes (e.g. further supervision requirements) Reason for assessment (new task/refresher etc) Worker Signature Assessor signature Date Core School induction School rules Safety responsibilities Safety training: Biological containment Genetic Modification Risk assessment (as appropriate) Others (please list): External training: HTA DI training MRC Research and Human Tissue Legislation module MRC Data and Tissues Tool Kit UK Stem Cell Tool Kit Policies/guidance
Question 3 – Do you want JobMail to be sent when the job is listed? (Yes; No) Employees sign up for JobMail, and it automatically emails them when a job matching their interests is posted. Question 4 – For how many days do you want the job to be listed on the site? I Close; XX Days) Depending on your permission level, the job may be closed at your will or may be set to automatically close after a certain number of days. The maximum number of days that the job can remain open is 100, unless extended by you or an administrator. 9 Your job has now been submitted for review to the Office of Student Employment! You will receive notification about its status by email. The details of your job are accessible by selecting View Jobs Pending Approval from My Control Panel. If you need to change details of the job you have submitted before it is approved, you can do so by clicking the Edit Job icon. Review Employee Applications After you receive an approval email for your job profile, your job will be posted. You will receive an email every time a Student Employee applies to your job. To view those applications, you can click the link in the email or you can log onto the interface and go to My Control Panel. 1 From My Control Panel, your currently listed jobs will display, indicating how many new and total applicants you have, similar to the screen below. Click Applicants link. note: Depending on how many jobs you manage, you may first have to choose Currently Listed Jobs from the Choose Jobs to View list, not shown here. 2Each row of the table provides functionality for one particular job. Click View Applicants next to the job for which you want to review applications. A new page will load, and a screen similar to the following will display: 3Applications are initially displayed in descending order by date/time. New applications are designated by “New!” in the left-hand column. Click one of the column headings, such as Last Name, to change the display and organize the applications by that field. Flag an Applicant - You can also flag applications for follow-up by clicking the clear flag (to change it yellow) next to that application. Flagged applications will automatically move to the top of the list. 4Click either Preview or View next to the application you wish to review. Both will display the application in exactly the same manner except that Preview will not eliminate the “New!” designation.
University Lecture Timetable Scheduling Corey Goynes Joe Heins Alan White Abstract: The problem of Lecture Timetabling (LTTP) was selected because it is computationally difficult and it is relevant in the real world in a variety of applications. This paper will examine the lecture timetabling problem from the perspective of a university attempting to maximize the student's opportunity to attend required courses. Three different algorithms were implemented to generate possible schedules and the relative merits of each algorithm are presented. Keywords: optimization, objective function, genetic algorithm, graph coloring, backtracking, simulated annealing Introduction: Registering for classes at University of Carolina Wilmington (UNCW) is often a critical process where the fate of the student's future depends on course availability. Courses fill up quickly and students may be required to attend their backup or tertiary courses. With thousands of students and faculty, numerous departments and areas of study, building an optimal schedule quickly transforms into an overwhelming task. Limitations and needs of the university, faculty, and students all influence the possible combination of course offerings. We will examine three different algorithms to compile course offerings or schedules based on variables of the environment of the Computer Science department at UNCW. Optimal schedules will be generated using a genetic algorithm, a graph coloring algorithm, and a simulated annealing algorithm. A schedule will consist of lectures, given by professors during predetermined day/time periods. Sixteen courses will be scheduled with twelve professors over 6 day/time periods. To measure the validity or optimality of each schedule, 9 constraints will be implemented using an objective function. Of the 9 constraints, 5 will be "hard" constraints, which a schedule must meet to be deemed feasible. Four additional "soft" constraints will provide a measure of a schedule's optimality or fitness rating. Informal Problem Statement: Given a set of instructors, a set of courses, and a set of day/time periods, find schedules which consist of instructors paired with courses, matched to day/time periods that meet given requirements. Each professor can only teach one course per day/time period and each course is taught once per schedule. No more than four
University of Aberdeen Coaching Programme The University of Aberdeen is delighted to be able to offer staff the opportunity to work towards a formal qualification in coaching skills, accredited by the Institute of Leadership and Management (ILM). Applications are now being sought from staff members who wish to take part in the ILM Level 3 Award in Coaching programme to support and develop their coaching skills. Applications are warmly welcomed from all staff groups, including academic, research and support staff. Participants will join our internal coaching pool and will be asked to commit up to two hours per month coaching University colleagues. More information coaching, the programme, and the application procedure can be found below. About Coaching “Coaching is unlocking a person’s potential to maximise their own performance.” Sir John Whitmore (1996) Coaching is about learning how to structure a conversation in order to help someone find their own solutions to a problem, develop their own skills, and change their own behaviours and attitudes. Coaching involves being able to ask the right questions at the right time, rather than having the answers. By skilful questioning using a range of open, reflective and challenging questions, the coach will enable the coachee to identify their own strengths and focus on appropriate goals. Through the conversation, the coach will help the coachee find the answers within themselves. Coaching is a very powerful tool to help someone improve their learning, development and performance in the workplace.
Company Ownership/Legal Entity Vintage Park at Tonganoxie in conjunction with The University of Kansas Gerontology program hold all exclusivity and rights in regards to name, brand, curriculum, and schedule of this lecture series. All material presented within lectures featured within this series are the intellectual property of their presenter. Location The Vintage Lecture Series will be conducted across multiple sites. Locations hosting the lecture series will include: Vintage Park at Tonganoxie The Piper Assisted Living Country Place Assisted Living in Basehor University of Kansas Schedule and Curriculum 2017 – Vintage Park at Tonganoxie – Open House Vintage Park at Tonganoxie will host an open house featuring speakers and key individuals involved in long term care and aging around the state of Kansas. August 2017 – School Year Kick-Off An introduction to education in aging Intergenerational learning September 2017 – Older adults participating in research October 2017 – Memory Care Across the Life Span How our memory grows and changes as we age How aging effects our memory How to reduce memory loss in aging November 2017 – Aging Veterans: Retirement as a Korean and Vietnam Vet Identifying the population Challenges this populations has that previous generations did not How will this population age and retire differently than those from previous generations December 2017 – How Baby Boomers Changed Aging – Flex Retirement for a post career population How are Baby Boomers different from their parents What are the wants and needs of this population that differ from other generations How does this generation see retirement compared to their parents Schedule and Curriculum Continued January 2018 – Grief & Coping as we Age Coping with the death of a loved one: Skills and Resources Facing your own mortality with aging Hospice and Comfort Care February 2018 – Culture Abroad: A discussion on the culture behind the Korean Olympic Games
3. (1) The University shall be a juristic person capable in law of suing and being sued in its own name and shall have the power, subject to this Act, of purchasing or in any other manner acquiring, holding, hiring, letting, selling, exchanging or otherwise alienating any movable or immovable property, of granting to any person a real right in or servitude on its property and of investing, lending or borrowing money. (2) The University may receive money or property by way of donation or bequest or in trust and may control, use or administer it or deal with it in any other manner subject to those conditions, if any, of the donation, bequest or trust which are consistent with the aims of the University. Aims of the University 4. The aims of the university shall be to provide higher education, to undertake research, to advance and disseminate knowledge, to provide extension services, to encourage the growth and nurturing of cultural expression within the context of the Namibian society, to further training and continuing education, to contribute to the social and economic development of Namibia and to foster relationships with any person or institution, both nationally and internationally. Constitution of the University 5. The University shall consist of - (a) a Chancellor; (b) a Vice-Chancellor; (c) such Pro-Vice-Chancellors as may be appointed by the Council in terms of section 8(1); (d) a Council; (e) a Senate; and (f) the academic and administrative and students of the University. Chancellor of the University 6. (1) The Chancellor of the University shall be the titular head of the University and shall be elected by the Council in the prescribed manner. (2) The Chancellor have the right to confer or grant degrees, diplomas, certificates and other awards and distinctions of the University and to perform such other functions as may be prescribed. (3) The Chancellor shall hold office for a period of six years and shall be eligible for re-election at the expiration of his or her term of office. (4) Upon the death or resignation of the Chancellor, the Council shall as soon as possible elect a new Chancellor. Vice-Chancellor of the University
[15] I turn now to the second to fourth defendant’s application for absolution. As I have already said, it is upon the contention that the fourth, sixth and eighth plaintiffs have not established that the article published by the second to fourth defendants refers to them. The full text of the article is as follows: “University of Namibia, Vice Chancellor Professor Lazarus Hangula and his senior management allegedly embezzled N$5 million meant for the Masters Programme in Public Administration and are allegedly employing expatriates at the expense of equally or better qualified Namibians. The National Union of Namibian Workers (NUNW), Secretary General Evilastus Kaaronda who made the allegations also accused UNAM of unprocedurally employing people in senior management positions. Efforts to get a comment from UNAM proved fruitless as the university’s public relations officer, Utaara Hoveka, said it was impractical for Informante to get a response from them yesterday (Wednesday) as they needed time to consult. Hangula was said to be out of office until next week with his mobile going on voice mail. In his damning letter to Unam Chancellor and Namibia’s Founding Father, Dr Sam Nujoma dated 4 February 2010, Kaaronda alleges NUNW “independently confirmed that the university management had failed to account for about N$5 million lost in the MPPA program”. “We are informed and have independently confirmed that the university management had failed to account for about N$5 million lost in the MPPA program. While some committed Namibians employed by the university including the director of this program had requested for a forensic audit so as to help bring those found wanting to book, the university management in a very suspicious and dubious manner only chose to pay back the money to the donor instead of heeding the advice of the director and others,” Kaaronda wrote to Nujoma. He further alleged that money used by the university management to pay back the stolen funds was allegedly taken from the coffers for the university short changing Namibian students in the process. “It is apparent that the Vice Chancellor is either not interested to properly serve out people with the required sense of diligence and care,” Kaaronda wrote. In the same letter, Kaaronda states that the university recorded a deficit of approximately N$12 million in 2006 and the situation has been deteriorating ever since. Kaaronda claims Unam trial
Finance Department Anti-Money Laundering Policy and Guidance on the Criminal Finances Act Document Control: Event Name Date Prepared by Jamie Warner, Financial Accountant May 2018 Reviewed by Ian Smallwood, Financial Accountant and Compliance Officer May 2018 Reviewed by Ruth Clark, Group Financial Controller June 2018 Approved by FSMT June 2018 Approved by UEB Approved by Finance Committee Approved by University Council Published Finance Website Date for review of policy 3 years after University Council approval Document Owner Group Financial Accounts
effectiveness of the university core activities of learning, teaching, research, community engagement, and administrative and management work. The policy addresses all areas of University activity taking cognizance of their contribution to, and alignment with, the University's Vision, Mission, Strategic Goals and Initiatives. It specifies the University approach to quality assurance and continuous improvement as well as its principles, features, structures and standards. The University’s quality assurance and enhancement systems and procedures are guided by the conviction that high academic standards are best promoted and achieved by a positive, and supportive environment in which all members of the university accept ownership of those standards and in which responsibility for the assurance of quality is devolved to and exercised by those individuals and bodies best placed to affect them. Implementation Guiding Principles In implementing the quality assurance and quality enhancement policy, the University will endeavor to ensure that the quality assurance policies and procedures adhere to the following principles: Academic standards and the quality of the education provision are the responsibility of the entire University community; Systems and procedures should be fit for purpose, transparent, efficient, reliable and responsive to changing contexts; Educational provision and supporting systems and procedures should be subject to monitoring and evaluation in a commitment to continuous improvement; Whenever appropriate and practicable, procedures and educational provision should be informed by the views of its students and other stakeholders and by independent peer review; Learning and teaching activities and the commitment to quality assurance and enhancement should be supported by relevant and comprehensive provision for educational and staff development; The commitment to high quality provision and standards of service will be supported by transparent and accessible procedures for academic appeals and complaints and their resolution; Full recognizance is taken of external quality reference points, such as the National Authority for Qualifications & Quality Assurance of Education and Training and, as appropriate, standards required by Professional, Statutory or Regulatory Bodies; such as Accreditation Board for Engineering and Technology, (ABET), the National Architectural Accrediting Board (NAAB), the Council for Interior Design Accreditation (CIDA), The Association to Advance Collegiate Schools of Business (AACSB), The Canadian Society for Chemistry (CSC), and the American Bar Association (ABA).
The Head of Element would normally lead an open and collaborative self-review process focussing on the terms of reference and involving staff within the element. The self-review is to be objective (looking at both areas of success and weakness), evidence-based and outcome orientated with a view to developing proposed action plans and associated measures of success. The Secretary is able to provide advice about the process and a suitable format and structure for the written portfolio. Participate openly and honestly in the review process with review committee members. Liaise with the Secretary only for all matters relating to the review and site visit. 4.0 The organisational reviews unit 4.1 Secretary to the Review The Secretary is a senior member of administrative staff, either the Manager or Reviews Officer from the Organisational Reviews Unit, and plays a central role in the preparation for and conduct of the review. The role of the Secretary of the review is to: Oversee the coordination, collection and organisation of the documentation, including key data sets, for the review committee; Act as a resource person for the Chair and members of the review committee; Provide relevant policy and procedural advice; Oversee preparation of the review week schedule in consultation with the Head of element, Pro Vice Chancellor, relevant Deputy Vice Chancellor and Chair of the review committee. Liaise with the committee members, relevant Deputy Vice Chancellor, Pro Vice Chancellor, Head of element and those being interviewed; Facilitate and, where appropriate, undertake follow-up action arising from the review committee meetings; Ensure that recommendations made by the review committee are consistent with University policy and practices and drafted accordingly; and Draft the final report for the Chair and ensure that this is forwarded to the relevant Deputy Vice Chancellor. 4.2 Reviews Administrative Officer The Reviews Administrative Officer plays a key role in coordinating the support for the University’s reviews. The role of the Administrative Officer is to: Send advice to Head of element and Pro Vice Chancellor on the finalised composition of the review committee, terms of reference, and timing of the review; Confirm that members of the review committee, particularly external members, are available to attend during the review week; Arrange travel and accommodation for external members;
PhD projects: once successful PhD projects have been informed a partnership agreement between the university institutions and the department will be established to manage the administration. Student allocations will be on annual milestones achievements. About the Department of Primary Industries and Regional Development and SIBI The initiative is part of the department’s SIBI project, which aims to support the sheep industry to capitalise on growing markets for sheep products. SIBI assists the industry to build capacity to supply new markets for sheep meat and live exports, particularly in nearby Asia and the Middle East, generating flow on benefits to producers, industry, the regions, communities and the state economy. The project recognises the value in supporting individuals to help solve industry relevant issues across the sheep supply chain through academic research. In addition the intention is to expose and excite students to choose a career in the agrifood supply chain demonstrating the value of postgraduate trained personnel toentities within the sheep industry, with the view to their long term employment. SIBI outcomes To support the establishment of dedicated export supply chains that offer the level and consistency of returns needed to restore confidence in the industry. To increase the on-farm productivity of market-preferred products, through better genetic selection and higher stocking and reproductive rates. To improve business performance by improving farm business and production skills. To increase access to investment, both from within and outside of the industry, as a result of increased confidence among investors and more attractive business models. To establish the human and physical resources needed to research, develop and demonstrate the elements required to achieve success in the industry and the means of sustaining those resources into the future. For further information, please visit agric.wa.gov.au/sibi Contact Justin Hardy Agriculture and Food Department of Primary Industries and Regional Development 444 Albany Highway, Albany, WA 6330 Telephone: +61 (0)8 9892 8408 Mobile: +61 (0)409 685 105 Email:
Mileage Log Instructor ID# Date Cohort Number Course Number Map Verification (select one on the Previously Submitted Requirements for each candidate in TTT Student Teaching: 1 CT orientation to the beginning of student teaching 3 Observations – one in each of the following: weeks 2/3, 5/6, and 8/9 Date Candidate Name CT Name Orient or Obs Number Location Number of Miles Total Mileage
UNIVERSITY CRICKET CLUB INC. JUNIOR COACH LIST FOR THE 2013/14 SEASON U16 Blue (DOB between 31/8/97 - 1/9/99) Coaches - John Littleproud (0408 736 084 - johnlittleproud@ robertson-scannell.com.au) Rick is coach with Troy Cullen for the Barbarians team in 16 Blue - Rick Price (0427 423 710 - rprice7@westnet.com.au) Training - Tuesday from approx 4pm for both teams. U14 Red (DOB between 31/8/99 - 1/9/01) Coaches - Jeff Mays (0418 295 550 - hunj69@gmail.com) Training - Tuesday from approx 4pm. U11 (DOB between 31/8/02 - 1/9/03) Coach - Damon Rowe (0401 749 813 - damo.1982@hotmail.com) Training - Thursday from approx 4pm. U10 (DOB between 31/8/03 - 1/9/04) Coach - Webster (0403 432 546 - chriswebster@dodo.com.au) Training - Thursday from approx 4pm. U9 (DOB - After 31/8/04 but prior 1/9/05) - Harold Shelton (0419 658 287 - handjshelton@bigpond.com) Training - Thursday from approx 4pm.
Name Contact Sara Arnold-Garza Research and Instruction Librarian, Cook Library (410) 704-3963 Joel Bolling Senior Director, Center for Student Diversity (410) 704-2051 Traevena Byrd Vice President for Legal Affairs and Human Resources (410) 704-4003 Timothy Chandler Provost and Executive Vice President for Academic Affairs (410) 704-2125 LaVern Chapman Diversity and Inclusion Specialist, Inclusion & Institutional Equity (410) 704-2346 Marina Cooper Senior Advisor to the President & Director of Presidential Communication and Engagement (410) 704-3300 Leah Cox Vice President of Inclusion & Institutional Equity (410) 704-2346 LaTonya Dyer Manager for Course Development Support, Academic Innovation (410) 704-4723 Kimberly Graham Placement Testing Coordinator, Academic Achievement Center (410) 704-2291 James Mileo President, Student Government Association (410) 704-2711 Tim Leonard Director of Athletics (410) 704-3935 Deb Moriarty Vice President for Student Affairs (410) 704-2055
10.2 Pearson will provide Institutions with a Licence Centre Guide, updated annually which provides practical support and information for UK Higher Education Institutions (“HEIs”) operating under licence from Pearson. 10.3 Pearson will produce an annual summary report of the IRRs which will be circulated to all HEIs operating under licence from Pearson. 11 TERMINATION: 11.1 Each party shall have the right, without prejudice to its other rights or remedies, to terminate this Agreement immediately by notice to the other, if the other: 11.1.1 is in material or persistent breach of any of its obligations this Agreement and either that breach is incapable of remedy or that the other party has failed to remedy that breach within 30 days of receiving written notice requiring it to do so; or 11.1.2 is unable to pay its debts (within the meaning of section 123 of the Insolvency Act 1986), or becomes insolvent, or is subject to an order or a resolution for its liquidation, administration, winding-up or dissolution (otherwise than for the purpose of a solvent amalgamation or reconstruction), or had an administrator or other receiver, manager, trustee, liquidator, administrator or similar officer appointed over all or any substantial part of its assets, or enters into or proposes any composition or arrangement with the creditors generally, or is subject to any analogous event or proceeding in any applicable jurisdiction. 11.2 Pearson have the right, without prejudice to its other rights or remedies, to terminate this Agreement immediately by notice to the Institution if the Institution: 11.2.1 undergoes a change of control; or 11.2.2 sells all of its assets or is merged or reorganised in circumstances where it is not the surviving entity; or 11.2.3 ceases to possess Taught Degree Awarding Powers; or 11.2.4 fails to maintain appropriate quality assurance standards or fails to rectify any issues of concern legitimately raised by Pearson as referred to in clause 4.5 above. 11.3 Each party shall have the right to terminate this Agreement at any time without cause on twelve months’ written notice to the other. For the avoidance of doubt, if the Institution no
College of Arts and Law University of Birmingham/ Royal Shakespeare Company, The Other Place Scholarship Doctoral Funding Application 2017-2018 Completed funding application to be submitted to: by no than 4pm on 30th January 2017 Please take care whilst completing this form. Character counts must be adhered to. This form will be used for consideration of awards from the College only. (For other University scholarships and how to apply please refer to: ) 1: Name of applicant and contact details Forename Middle name(s) Surname Applicant I.D. Number Contact Phone Number: Home address Correspondence address Email Address Alternative email address for May – Sept: 2: The Academic Unit (School/Department) in you intend to study and your intended programme of research Academic Unit Programme of Research Name of Potential Lead Supervisor Name of Potential Co- Supervisor (if appropriate) Date on which your doctoral study will begin or, if already started, date on which it began The end date of your Doctoral award 3: Residency Nationality Country of birth
NIRSA Regional Flag Football Championships University of Maryland November 17-19, 2017 College Park, MD 2017 TOURNAMENT RESULTS Men’s Division Champion: North Carolina A&T University Runner-up: University of Maryland - Baltimore Championship Final Score: 37-0 Men’s All- Tournament Team MVP- Vernell Mackey - Carolina A&T University Sean Young – University of Maryland - Baltimore Kevin Caldwell - North Carolina A&T University Joshua Keku - North Carolina A&T University Tadayon – University of Maryland - Baltimore Michael Shepherd – Delaware State University Women’s Division Champion: North Carolina A&T University Runner-up: Delaware State University Championship Final Score: 26-19 Women’s All- Tournament Team Co-Rec Division Champion: Stockton University Runner-up: Towson University Championship Final Score: 34-10 Co-Rec All-Tournament Team MVP- EJ Wallace – Towson University Isabella de Diego – Stockton University Rachael Fordham – Stockton University Ryan Tiefenbucher – Stockton University Cam Cunningham – Towson University Claire Milton – Delaware State University All- Tournament Officials Julie Johnson – University of Minnesota Duluth Dylan Steinkruger – University of Montrell Cade – George Southern University Savon Williams – University of San Francisco Mia Stewart – Cornell University MVP- LaQuana Horge – North Carolina A&T University Mariah Washington – North Carolina A&T University Diamond Lu – Delaware State University Michaela Morph – Delaware State University Tiyanna Stewart – Howard University Veronica Cervelli – Monmouth University
18. (1) Subject to this Act, the University may confer the degree of bachelor, master or doctor, as it may deem expedient to confer. (2) Subject to the provisions of sections 19 and 20, the University shall not confer a degree upon any person unless such person has - (a) attended as a student of the University for such period, and satisfied such other requirements; and (b) attained the standard of proficiency in an examination or other test, as determined by the Senate. (3) Subject to this Act, the University may grant a diploma or certificate to a person who has pursued a course of study provided by the University and has complied with the requirements determined by the Senate or to any other person who in its opinion possesses the qualifications for such a diploma or certificate. Admission to equivalent status at the University 19. Subject to the provisions of the statutes, framed under section 25, the Senate may - (a) a graduate of any other university (whether in Namibia or elsewhere) to a status at the University equivalent to that which he or she possesses at such other university; and (b) admit as a candidate for the degree of bachelor or for the degree of master or doctor of the University any person who has passed at any other university (whether in Namibia or elsewhere) or at any other institution considered by the Senate to be equivalent to a university, such examinations as in the opinion of the Senate are equivalent to or higher than the examinations prescribed for a degree of the University which is a prerequisite for such degree of bachelor, master or doctor of the University. Degrees honoris causa 20. (1) The University may on the resolution of the Council and the Senate and without examination, confer a degree honoris causa of master or doctor in a faculty upon a person whom the Council and the Senate consider worthy of such a degree. (2) The holder of a degree conferred in terms of subsection (1) shall not, by reason of the conferment thereof, be entitled to practise a profession. Registration of, fees payable by, and discipline of, students 21. (1) The requirements for registration as a student at the University and the renewal and cancellation of such registration shall be determined by the Council on the recommendation of the Senate. (2) The fees payable by a student be determined by the Council after consultation with the Senate. (3) A student shall be subject to the prescribed disciplinary provisions.
CONNEXTIONS CALL CENTRE: SECURITY TRACKING FORM FOR UNIVERSITY OF TASMANIA (Warning If Connextions call you or your designated contact it will appear as a private or blocked number) Name :( Field Leader) School /Section: Project Name: Site Location: Date Lodged: Contact Details Mobile: Other Phone, Home: Work: Satellite Vehicle Registration and Model: Spot Tracker Shared Link if applicable: Area Contact No: (Land owner, Ranger) Field Group Members 1. Name: Phone: 2. Name: Phone: 3. Name: Phone: 4. Name: Phone: 5. Name: Phone: 6. Name: Phone: Notes & Comments: E.G. Safety equipment taken, special circumstances, potential change in plans, GPS coordinates, extra personnel Date Start Location End Location Via (Route taken) Your Contact Number(s) Agreed Call-In Time
International Application Form Personal Details Title (Mr/Mrs/Miss/Ms) Family Name First Name Main Contact Address Country Home Contact Address (If different to above) Country Main Contact Number Email Address Sex Date of Birth Male (M) Day Month Year Female (F) If you have a disability or special needs and may require extra support in your study or accommodation, please specify: Further Details Nationality Country of Birth Country of Permanent Residence Have you lived in the UK during the past three years?
Annex 2 – Curricula Vitae (CVs) A summary table is to be inserted at the beginning of this Annex using the table below. The table must not exceed one (1) A4 page (single-sided). Position ARF job level & classification Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Course Leader/ Course Designer Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Course Coordinator Insert Insert Insert Insert Insert Insert Welfare Officer Insert Insert Insert Insert Insert Insert Gender Equality, Disability and Social Inclusion Advisor Insert Insert Insert Insert Insert Insert
Name: Nationality: Academic qualifications: Languages & degree of proficiency: Professional affiliations: Other training: Countries of work experience: Professional experience (with particular reference to tender requirements) Date/Position/Company: Dot points of duties and responsibilities: Date/Position/Company: Dot points of duties and responsibilities: Date/Position/Company: Dot points of duties and responsibilities: Referees: Name: Position: Company: Work Phone: E-mail: Name: Position: Company: Work Phone: E-mail: Certification: “I certify that this curriculum vitae is accurate and I acknowledge my willingness and availability to participate in the Australia Awards Short Course tender in the role of [position title]”.
Cosmic Post-test Circle the correct answer. What immediately followed the Big Bang? Microwave Radiation Dark Energy Dark Matter Inflation What phenomenon is used to measure the expansion of the Universe? Gravity Redshift Inflation Blueshift The theory of relativity explains: Space & Time Gravity Energy & Mass All of the above of the following defines “cosmic microwave background”? radiation left over by the Big Bang rapid expansion of the Universe a form of matter none of the above Who first mapped the cosmic microwave background? Penzias & Wilson Albert Einstein John Mather Alan Guth Who originated the inflationary Universe theory? Vera Rubens Alan Guth Penzias & Wilson John Mather Who was Albert Einstein? Chemist Anthropologist Astronomer Theoretical Physicist What is the difference between dark energy and dark matter? One is a hypothesized form of energy, the other is matter detected by its effect on other matter. One is a theory of gravity, the a theory of energy One is a light source, the other radiation. is no difference What do we call that get very bright suddenly, then fade away? Red Dwarfs Blue Giants Neutron Stars Supernovae what year of the 6 Cosmic Times Posters was the Big Bang first mentioned? 1919 1929 1955 1965 1993 2006
Universe Mash-up Grading Rubric Category 4 points 3 points 2 points 1 Content Covers in-depth with a strong central idea Subject knowledge is excellent Uses at least 5 facts and 5 details or examples Uses MLA bibliography and credits Covers topic with a central idea Subject knowledge is good Uses at least 4 facts and 4 details or examples Uses MLA bibliography and credits Covers essential information about topic Contains 1-2 factual errors Uses at 3 facts and 3 details or examples Uses MLA bibliography and credits Content is minimal Contains several factual errors Uses at least 2 facts and 2 details or examples Missing MLA bibliography or credits Creativity Product shows a large amount of original thought Ideas are creative and inventive Uses 3 or more original ideas based on research that helps others under- stand the topic Product shows some original thought Uses at least 2 ideas that are expressed uniquely that can benefit others Product uses other people’s ideas (giving credit), but little evidence of original thought Uses at least 1 idea that is expressed uniquely that can benefit others Uses people’s ideas, but does not give them credit Does express any uniquely in a way that can benefit others Treatment script shows strong evidence of research and detailed planning Storyboard has at least 10 detailed thumbnail sketches Final script shows a logical sequence, good pacing, interesting dialogue and effects Treatment script shows evidence of research and planning Storyboard contains at least 8 thumbnail sketches Final script shows flow of ideas, pacing, dialogue and effects Treatment script shows some evidence of research and planning Storyboard contains at least 5 thumbnail sketches script does not flow well between ideas, dialogue and effects Treatment script shows little evidence of research and planning Storyboard contains fewer than 5 thumbnail sketches Final script is incomplete level
3. Mathematics and Computer Science (MATH & CSCI) Develops the skills necessary for analytical and quantitative problem-solving in all subjects, central concepts and methods from mathematics and computer science, including number systems, symbolic representation, formal languages, mathematical modeling, and logical reasoning. 4. Health and Performance (HHP 102) Provides students with a knowledge base, creating a positive attitude and lifelong skills concerning the seven dimensions of wellness: Physical Intellectual Emotional Spiritual Career Social Environmental (personal health) Knowledge Categories HUMANITIES History Enables students to recognize that reasoned interpretations of the human past must be consistent with verifiable historical evidence and are, nonetheless, contested as they are reshaped to serve the concerns of the present; and empowers students to create personal meaning by developing their own reasoned interpretations of the human past. Literature Instills the joy of reading literature; stimulates the power of the imagination; promotes the analysis of various types of literary expression; and explores different traditions and modes of telling stories. World Language, Culture, and Philosophy Encourages students to make connections across all areas of knowledge, different modes of communication, and diverse cultural, linguistic, and conceptual traditions; and encourages students to develop empathy and understanding for other cultural, linguistic, and conceptual traditions. SOCIAL SCIENCES Enables students to examine human behavior or interaction using the methods and assumptions of social science research. NATURAL AND PHYSICAL SCIENCE Environmental Course Enables students to understand our natural environment and the effects of human interactions on it. Lab Course Enables students to understand the nature of science and scientific inquiry through hands-on experiences. FINE AND APPLIED ARTS Fine Arts History, Criticism, and Appreciation Helps students to analyze, evaluate, and relate artists, creative artifacts, and artistic productions of diverse cultures from ancient times to the present. Aesthetic Experience students practical experience in developing their own creativity in one or more genres of expression, and augments appreciation for the diversity of creative communication.
MDU MERIT LIST MAY 2016 S. NO. NAME BRANCH PERCENTAGE POSITION IN MERIT LIST 1 ANJALI CSE 86.00% 3RD 2 DEEPANJANA CSE 85.00% 4TH 3 KANCHAN GUPTA CSE 84.00% 8TH 4 SARANSH ARORA ECE 79.00% 20TH 5 ROBIN JANGRA EEE 73.80% 10TH 6 MH. IMRAN KHAN ME 82.00% 19TH 7 KHUSBOO EEE 80.00% 4TH 8 JYOTI EEE 73.00% 19TH 9 AMAN MEHTA ME 82.60% 3RD 10 A.ATUL ME 82.40% 5TH 11 REETIKA ME 81.00% 8TH 12 DEEPAK JINDAL EEE 77% 7TH 13 ANKIT EEE 75% 8TH MDU Merit List 2016 S. NO. NAME BRANCH PERCENTAGE POSITION IN MERIT LIST 1 Shivam Arora CSE 81.73% 12th 2 SAKSHI CSE 8052.00% 48 TH 3 Yadav ECE 80.36% 20th 4 Amit Chataut CE 81.30% 6th 5 Lokesh CE 78.70% 17th 6 Pathikonda Lakshmi CSE 86.26% 1st 7 Chanchal ECE 83.27% 10th 8 Khushboo EEE 76.27% 6th 9 Puja EEE 74.70% 10th 10 Aman ME 82.90% 9th 11 Reetika ME 82.33% 14th 12 Pradeep ME 82% 17th 13 Jitender ME 82% 17th 14 Mukul ME 81.83% 18th 15 Ankit EEE 83% 4th 16 Deepak EEE 80.83% 12th
Written Communication Student Learning Outcomes for Written Communication Tier 3/Capstone Level Context of and Purpose for Writing Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s). Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work. Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Genre and Disciplinary Conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary). Demonstrates detailed attention to, and successful execution of, a wide range of conventions particular to a specific discipline and/or writing task including organization, content, presentation, formatting, and stylistic choices Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas appropriate for the discipline and genre of the writing Control of Syntax and Mechanics Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Oral Communication Student Learning Outcomes for Oral Communication Tier 3/Capstone Level Organization Organizational pattern (introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and skillful; content of the presentation is cohesive. Language Language choices are imaginative, memorable, compelling, and enhance the effectiveness of the presentation. Language is appropriate to audience. Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling; presentation is polished; speaker appears confident. Supporting Material A variety of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that supports the presentation or establishes the presenter's credibility/authority on the Central Message Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)
☐ $25,000 or below ☐ $42,000 or below ☐ $67,000 or below ☐ Above $67,000 Free-or Reduced Price Lunch ☐ Yes ☐ No Child’s Country of Birth ☐ United States ☐ Mexico ☐ Guatemala ☐ Other: ____________________ Language(s) Spoken at Home ☐ English ☐ Spanish ☐ Other: ____________ Mother’s Education ☐ Some high school ☐ High school graduate ☐ Job training or some college ☐ College graduate ☐ Post college training Mother’s Work Status ☐ Full-time employed ☐ Part-time employed ☐ Unemployed ☐ Retired or disabled Father’s Education ☐ Some high school ☐ High school graduate ☐ Job training or some college ☐ College graduate ☐ Post college training Father’s Work Status ☐ Full-time employed ☐ Part-time employed ☐ Unemployed ☐ Retired or disabled
Title Contents Outcome ECTS Issues in Child Development Global leadership and citizenship, family sociology, human rights about the Danish society, communication, its culture and history 7.5 ECTS Fieldwork in Early Years - Settings Indoor and open-air activities for children Generate knowledge through participation in, analysis of, and reflection about practical training 15 ECTS Scandinavian Pedagogical Methods Play, creativity, entrepreneurship and learning. Group work on developing their own professionalism Specialization in the Scandinavian way of learning and practicing pedagogical methods and structures 7.5 ECTS The students will receive both theoretical and practical lectures through a combination of lectures, excursions, practical assignments, field work and practical placement in school or kindergarten. Study a Semester at University College in Northern Denmark in 2012 Bachelor of Social Education Intercultural Dialogues for Global Leadership and Citizenship in Early Childhood Education (GLC-EC) ‘Experience new cultures, gain international experience and be a part of an exciting project focusing on building mutual understanding and global leadership in early childhood education.’
Qualifications: Minimum Qualifications: Preferred Qualifications: information: Required Training in addition to the mandatory IT Privacy and Security and Discrimination and Harassment: U00063 – IT Privacy and Security-User Responsibility U00067 - Discrimination and Harassment F00001 – Fiscal Code of Ethics-WEB Required for Finance, Human Resources, Procurement Card, and/or CIW users Optional for CU employees or affiliates who seek a great understanding of CU’s fiscal code of ethics F00002 – Fiscal Code of Ethics-Officers Required for Officers of the university or administration Background Checks in addition to criminal background check:
system Action to be taken ND Alert System – Public Address System Follow instructions Fire Alarm - Audible Horn and Visual Strobe Light Evacuate building E. Severe Weather/Tornado When a tornado warning is announced, all employees and guests should immediately go to their designated tornado refuge area. This is the main stair wells and the lower level interior hallways. Move away from windows. All employees and guests should stay in the tornado refuge area until given the all clear sign. The designated tornado refuge area is <ENTER LOCATION/S HERE>. (See diagram). F. Training Training is accomplished by an employee reading this document or by instruction from an immediate supervisor or department leadership: 1. For employees when the plan is initiated, substantive changes are made to the plan and/or facility; 2. When an employee’s responsibilities substantively change involving safety related activities; and 3. For new employees (new hires or transfers) V. FIRE EXTINGUISHERS In most cases employees are at less risk if they evacuate rather than use fire extinguishers. Fire extinguishers are available yet we do not have an expectation that people utilize fire extinguishers in the event of a fire. If you are going to use a fire extinguisher, you must be trained annually and they should only be used for small fires. Training can be completed on-line via ComplyND. Fight the fire only if: The Fire Department has been notified. The fire is small and is not spreading to other areas. An escape route is available. The fire extinguisher is in working condition and personnel are trained to use it. VI. RESCUE AND MEDICAL DUTIES It may become necessary in an emergency to rescue personnel and perform some specified medical duties, including first-aid treatment. All employees assigned to perform such duties will have been properly trained and equipped to carry out their assigned responsibilities properly and safely. Generally the Notre Dame Fire Department and Security Police Department provide these services. The Wellness Center is an additional resource for staff and faculty. University Health Services is an additional resource for students. VII. Procedure for Reporting Emergencies To report any emergency including fire, medical, contact the emergency dispatch center by dialing from any campus phone or 574-631-5555 from a cell phone. Fire Alarm Pull Stations are also available to activate in-building fire alarms and notify the emergency dispatch center. VIII. CONTACTS For more information about the University’s emergency plan, visit