zilongwang/ReadingBank huggingface dataset:
5 4.1.5 Trading blocs As a reaction to protectionism between countries Opportunities and threats to businesses 6 Business expansion Topics from: 4.2 Global markets and business expansion 4.2.1 Conditions that prompt trade Push and pull factors for businesses 7 4.2.4 Reasons for global mergers or joint ventures 4.2.5 Global competitiveness How this is achieved and can be enhanced through working with other businesses 8 Global business Topics from: 4.4 Global industries and companies 4.4.1 The impact of MNCs Local impacts versus national impacts 9 4.4.2 Ethics Ethical discussions raised by the activities of MNCs 10 4.4.3 Controlling MNCs Possibilities and practicalities 11 Changing businesses Topics from: 3.6 Managing change 3.6.1 Causes and effects of change 3.6.2 Key factors in change Link to topics covered within this theme 3.6.3 Scenario planning Planning to reduce risk 12 Revision and exam preparation Revision of Themes 1, 2, 3 and 4 Exam preparation 13 14
Breakdown of Assessment Objectives Paper Assessment Objectives Total for all Assessment Objectives AO1% AO2% AO3% AO4% Paper 1: Listening, reading and translation 15 25 - - 40% 2: Written response to works and translation - - 20 10 30% Paper 3: Speaking 5 5 10 10 30% Total for GCE AS Level 20 30 30 20 100%
Spanish AS level scheme of work Week Teacher 1 – Topic Area Teacher 1 – Grammar / Skills Teacher 2 – Topic Area Teacher 2 – Grammar / Skills 1 Introduction to the course and assessment of students’ knowledge through bridging material 2–9 Theme 1 – La evolución de la sociedad española Theme 2 – La cultura política y artística en el mundo de habla española El cambio en la estructura familiar Grammar: Nouns, genders and plurals Definite and indefinite articles Adjectives and agreements The present tense of regular, irregular & verbs Reflexive verbs Skills focus: Reading and responding La música Grammar: Subject, direct and indirect object pronouns Use of ser and estar The present continuous The perfect and pluperfect tenses Skills focus: Listening and responding El matrimonio y las relaciones Grammar: The future and conditional tenses; Adverbs; Comparatives & superlatives; Quantifiers & intensifiers; The preterite & imperfect tenses. Skills focus: Summarising a written text in speech. Los medios de comunicación Grammar: Demonstratives; Relative pronouns; Possessive pronouns; Ordinal & cardinal numbers; Future & conditional perfect. Skills focus: Translation into the target language.
Rocco 11:30-12:00: RARC: step-by-step – van Velthoven/F. D’Hondt 12:00-12:30: Nightmare session in robotics – G. De Naeyer Group B: ORs – Hands-on-training (P. Umari/K. Bauwens/L. Bols/P. Uvin) 9:00-9:30: System overview 9:30-12:30: Basic skills exercise and assessment at the DaVinci Surgical Skills Simulator: Camera and clutching Endowrist manipulation Energy control and dissection Needle control Needle driving Suturing Dry lab: Peg transfer Vertical and horizontal sutures Anastomosis/Venezuelan chicken 12:30-13:30: Lunch Group B: Auditorium – Theoretical sessions – WRSE24 STUDIO 13:30-14:15: Preoperative patient preparation and patient positioning for robotic surgery - G. De Naeyer 14:15-15:00: Surgical anatomy of the pelvis – F. 15:00-15:30: RARP: step-by-step - B. Rocco 15:30-16:00: Extended pelvic lymph node dissection: video session - B. Rocco 16:00-16:30: RARC: step-by-step – van Velthoven/F. D’Hondt 16:30-17:00: Nightmare session in robotics – G. De Naeyer 17:00: STOP HoT 17:00-17:30: Residents in Europe: what can ESRU do for you? – P. Uvin/G. Patruno 17:30-18:00: Robotic training in Europe – A. Mottrie Group A: ORs – Hands-on-training (P. Umari/K.Bauwens/L.Bols/P. Uvin) 13:30-14:00: System overview 14:00-17:00: Basic skills exercise and assessment at the DaVinci Surgical Skills Simulator: Camera and clutching Endowrist manipulation Energy control and dissection Needle control
10:30-11:00: RAPN – retroperitoneal approach: step-by-step – P. Dekuyper 11:00-11:30: Ureteral surgery: reimplantation and psoas hitch – A. Mottrie 11:30-12:00: pyeloplasty: step-by-step – De Naeyer 12:00-12:30: Robot-assisted retroperitoneal lymph node dissection – S. Joniau Group A: ORs – Hands-on-training (P. Umari/K. Bauwens/L. Bols/P. Uvin) 9:00-9:30: System overview 9:30-12:30: Basic skills exercise and assessment at the DaVinci Skills Simulator: Camera and clutching Endowrist manipulation Energy control and dissection Needle control Needle driving Suturing Dry lab: Peg transfer Vertical and horizontal sutures Anastomosis Final assessment – ORSI competition 12:30-13:30: Group A: Auditorium – Theoretical sessions 13:30-14:00: Surgical anatomy of the kidneys – A. Mottrie 14:00-14:30: Laparoscopic and robot-assisted radical nephrectomy: step-by step – Vaessen 14:30-15:00: RAPN – transperitoneal approach: step-by-step – A. Mottrie 15:00-15:30: RAPN – retroperitoneal approach: step-by-step – P. Dekuyper 15:30-16:00: Ureteral surgery: reimplantation and psoas hitch – A. Mottrie 16:00-16:30: Robot-assisted pyeloplasty: step-by-step – De Naeyer 16:30-17:00: Robot-assisted retroperitoneal lymph node dissection – S. Joniau Group B: ORs – Hands-on-training (P. Umari/K. Bauwens/L. Bols/P. Uvin) 13:30-14:00: System overview 14:00-17:00: Basic skills exercise and assessment at the DaVinci Surgical Skills Simulator: Camera and clutching Endowrist manipulation Energy control and dissection Needle control Needle driving Suturing
Column C Column D Column E Free Requests French Business Management Administration & IT Achieve – Princes Trust Art and Design French Gaelic German Beginners Mandarin Spanish Biology Business Management Chemistry Computing Drama Engineering Science Geography Graphic Communication History Hospitality - Cookery Media Modern Studies Dance Physical Education Physics Practical Craft Skills - Woodworking Product Design & Manufacture Psychology Gaidhlig Geography Biology German History Chemistry Language Skills for Life and Work Modern Studies Environmental Science Spanish Psychology Physics Urdu Please refer to the course choice booklet on the school website for further course information. Discuss these course options with teachers and family members before making your final decisions. My Free Requests: 1. 2. 3. Alternate: IMPORTANT!!!! In the box below, please describe any issues or concerns with the course requests you would like to make for next session. Pupil Signature: __________________________________________________ Date: ___________________________ Parent Signature: ________________________________________________ Date: ___________________________ This form must be returned to the SCHOOL OFFICE/RECEPTION by Monday 5th February 2018
JAMES GILLESPIE’S HIGH SCHOOL – S5 and S6 COURSE REQUEST SHEET 2018/19 Pupils returning for S5 must make 5 subject requests. Core PE and PSE will be included in the timetable. To request a subject at Higher level in S5, pupils must be currently be on track to pass that subject at National 5 level in S4 and/or meet the entry requirements as outlined in the course choice booklet. Teacher recommendations will also be given consideration. Where possible and/or necessary, classes may be formed which are bi-level. Pupils returning for S6 must make up a timetable of at least 15 points (see reverse of this sheet for more information) NAME CLASS CAREER INTENTIONS IF KNOWN:
ISSUES Issue/event/problem stated with clarification or description Issue/event/problem stated without clarification or description Issue/event/problem not stated EVIDENCE Information is from source(s) with enough interpretation/evaluative to develop an analysis or synthesis; viewpoints are questioned Information is taken from source(s) with some interpretation/ evaluation Information listed without interpretation or evaluation CONCLUSIONS/ OUTCOMES Conclusions logically tied to a of information; outcomes identified clearly tied to information (chosen to fit); some outcomes are identified Conclusions/outcomes not tied to information; outcomes are oversimplified SCORE WRITTEN COMMUNICATION RUBRIC – 4 POINTS POSSIBLE POINTS 2 1 0 TOTAL CONTEXT AND PURPOSE Demonstrates thorough attention to context, purpose, and assigned task Demonstrates adequate attention to context, purpose, and assigned task Demonstrates minimal attention to context, purpose, and assigned task DISCIPLINARY CONVENTIONS Uses all required organizational and presentation elements Minimally uses required organizational and presentation elements Fails to use required organizational and presentation elements CHEMISTRY POSTER PRESENTATION PROJECT Your assignment Select a health care topic in Chemistry of interest to your group. Identify the chemically related issue that created the negative or positive impact on health care. Do literature research online and/or in the library to develop your Identify and promote alternative responses that would reduce negative effects or increase positive effects References ASSESSMENT Project will be assessed on two separate skills Communication – 6 points Teamwork (self-assessment) – 3 points ORAL COMMUNICATION RUBRIC – 6 POINTS POSSIBLE
POINTS 2 1 0 TOTAL ORGANIZATION All required elements are addressed 3-4 required elements are addressed than 2 required elements are addressed SUPPORTING MATERIALS Examples/statistics/ explanations make references that significantly support credibility of presentation Examples/statistics/ explanations make references that partially support credibility of presentation Examples/statistics/ explanations make references that minimally support credibility of presentation CENTRAL MESSAGE Compelling Not memorable Not explicitly stated SCORE TEAMWORK RUBRIC - 3 POINTS POSSIBLE POINTS 2 1 0 CONTRIBUTES TO TEAM MEETINGS (student evals) Offers alterative solutions or course of action that build on the ideas of others Offers new suggestions to advance work of the group Listens to ideas but does not advance work of the group INDIVIDUAL CONTRIBUTIONS OUTSIDE OF TEAM MEETINGS (Teacher Evals) Proactively helps other team members complete assigned tasks to a similar level of excellence. Completes assigned tasks by deadline; work advances project Fails to complete assigned tasks SCORE Empirical and Quantitative Homework Assessment: 1. 2.
Animal Health in Milk Production Monday 2503 Tuesday 2603 Wednesday 2703 Thursday 2803 Friday 2903 Saturday 3003 Sunday 3103 Morning 1 08:30-10:00 Team building activities Welfare of Dairy Cows Veterinary lecture Common diseases and disorders Group work; Case with sick cows…(PBL) Shopping in Piteå to Storforsen Morning 2 10:30-12:00 Introduction in the cow stable Daily routines The calf (colostrum), the cow after calving Afternoon 1 13:00-15:00 (16.00) Arrival at Grans Presentation of school and course The healthy cow; check of temperature, behavior, visitation, wound management Etc… Milking Routines, Udder dissektion Practical work, vaccination (ev. Dehorning of calves) Farm (Milk robot) Afternoon 2 15:00-17:00 Guided tour of the school Milking 2-3 students Milking 2-3 students Evening Welcome Dinner Baking activity Dinner and Bowling in
Monday 0104 Tuesday 0204 Wednesday 0304 Thursday 0404 Friday 0504 Saturday 0604 Sunday 0704 Morning 1 08:30-10:00 The use of Antibiotics in Dairy cow production The problem with antibiotic resistence.. Practice work with cows Cow signals Cow exterior condition Hoof care and hoof related problems Work Practice at Farms Work Practice at Farms The Ice road at Fårön, eating by the fire Skiing at Vallsberget Morning 2 10:30-12:00 How the environment affects the health of the cows Afternoon 1 13:00-15:00 Practice work with cows Clipping, weighing calves How the breeding affects the health of the cows Information and preparing for work practice at Farms and assignments Afternoon 2 15:00-17:00 Milking 2-3 students Milking 2-3 students Evening Student arranged activities
Monday 0804 Tuesday 0904 Wednesday 1004 Thursday 1104 Friday 1204 Morning 1 08:30-10:00 Work Practice at Farms Work Practice at Farms Work Practice at Farms Presentation of assignment at work placement Departure of students Morning 2 10:30-12:00 Afternoon 1 13:00-15:00 (16.00) Evaluation etc. Evening Farewell Dinner
Specialization / Electives: Second semester 1. Marketing Paper code Subject title Credit Hours Mid term Exam End semester Total marks MM 201 Marketing Research 1 40 40 60 100 MM 202 Sales & distribution management 1 40 40 60 100 2. Finance Paper code Subject Credit Hours Mid term Exam End semester Total marks FM 201 Security analysis & portfolio management 1 40 40 60 100 FM 202 Banking, financial services & Insurance (BFSI) 1 40 40 60 100 3. HR code Subject Credit Hours Mid term Exam End semester Total marks HRM 201 Human Resource Planning 1 40 40 60 100 HRM 202 Compensation management 1 40 40 60 100 4. Systems Paper code Subject title Credit Hours Mid term Exam End sem Exam Total marks SYS 201 Database management systems (DBMS) 1 40 40 60 100 SYS 202 System analysis & design (SAD) 1 40 40 60 100 5. Logistics & Supply Management code Subject Credit Hours Mid term Exam End semester Total marks LSCM 201 Logistics and Freight Transport 1 40 40 60 100 LSCM 202 Warehousing and Inventory Management 1 40 40 60 100
Specialization / Electives: Third semester 1. Marketing Paper code Subject title Credit Mid term Exam End semester Exam Total marks MM 301 Service Marketing 1 40 40 60 100 MM 302 Marketing Communication & management 1 40 40 60 100 2. Finance Paper code Subject title Credit Mid term Exam End semester Exam Total marks FM 301 Corporate finance 1 40 40 60 100 FM 302 Financial risks & derivative management 1 40 40 60 100 3. HR Paper code Subject Credit Hours Mid term Exam End semester Exam Total marks HRM 301 Industrial & welfare laws 1 40 40 60 100 HRM 302 Human resource development 1 40 40 60 100 4. Systems Paper code Subject title Credit Hours Mid term Exam End semester Exam Total marks 1 SYS 301 Software project management 1 40 40 60 100 SYS 302 Computer management 40 40 60 100 5. Logistics & Supply Chain Management Paper code Subject title Credit Mid term Exam End semester Exam Total marks LSCM 301 Supply Management 1 40 40 60 100 LSCM 302 International Trade Documentation 1 40 40 60 100
Intended Learning Outcomes 1. Advance and apply a knowledge base of concepts related to the mechanics of materials. 2. Analyze stress and strain within structures that are subjected to complex loading conditions. 3. Analyze the deflections of structures under complex loading conditions. 4. Predict component failure (yielding or buckling) under complex loading conditions. 5. Design load bearing structures using analytical and numerical techniques and create engineering design reports in a team environment. Learning Outcome Attribute KB PA IN DE ET IT CS PR IE EE EP LL 1 D 2 D D 3 D D 4 D 5 D D I D D I = Introduced, D = Developed (Intermediate), A = Applied (Advanced) Assessment Components, Attributes and Indicators Component Attributes Covered Indicators being assessed (explicit or implicit) Feedback Assignments 10% 1 Knowledge Base 2 Problem Analysis KB.3: Knowledge base for fundamental engineering PA.2: Develops or implements a strategy PA.3: Analyzes and solves problems S Term Test 10% 1 Knowledge Base 2 Problem Analysis KB.3: Knowledge base for fundamental engineering PA.2: Develops or implements a strategy PA.3: Analyzes and solves problems S, F Project: Report 1 10% 2 Problem Analysis (2%) PA.1: Identifies and Defines Problems PA.2: Develops or implements a strategy PA.3: Analyzes and solves problems PA.4: Evaluates solution S,F 4 Design (6%) DE.1: Understands the complexities and defines appropriate objectives and constraints DE.2: Uses an appropriate design process DE.3: Develops/implements possible solutions to an design problem, leading to an appropriate recommendation DE.4: Devises and implements a plan to evaluate a proposed design solution S,F
Course Number and Title: Number of Credits: Instructor Name: [Note: Include Teaching Assistants, if any] Address: Telephone Number: Office Location: Office Hours: [Note: Include Teaching Assistants, if any] Term/Year: Class Schedule: [For example, Mondays & Wednesday: 6 PM – 7:30 PM] [Note: If not full semester course (e.g. module) include dates of first and last class and total instruction time. For example, Course Dates: October 1 – December 10; Total Instructional Time: 2250 minutes] Prerequisites: [Note: Include course number(s) and title(s). If there are no prerequisites or co-requisites, please write “None.”] Co-Requisites: [Note: Include course number(s) and title(s). If there are no co-requisites or co-requisites, please write “None.”] Course Description: [Note: This is taken word for word from the Catalog.] Required Materials: [Note: This should include all required materials: Textbooks, readers, calculator….] Schedule & Topics: [Note: Review and Q&A in preparation for exams should be scheduled and noted on syllabus.] *Assignments may be supplemented to address student needs identified through assignments and the midterm exam. Week Topic Reading Non-Reading Home Tasks 1 2 3 4 5 6 7 [For example: Summary and Synthesis of Topics in Weeks 1-6] 8 [For example: Review of Exam. Focus on areas where mid-term performance indicates need for reinforcement or supplemental work] 9 10 11 12 13 14 15
Course Table: (Tentative) Date Topics From Larson 9th edition Topics from the online text book Recommended exercises Sep 7th Sep 11th Pre-calculus Review 0.1 The Real Number Line 0.2 Absolute Value 0.3 Exponents 0.4 Factoring Polynomials 1.2 Graphs 1.3 Lines 1.4 Functions 1.1-1.5 1.1: 1-8,22,25-30 1.2: 1-4,21-26 1.3: 1-5,7-9 1.4: 1-24 Sep14th Sep 18th Sep 21st Limits, Exponentials, and Logarithms 1.5 Limits 1.6 Continuity 4.1 Exponential Functions 4.2 Exp. Functions with Base e 4.4 Logarithmic Functions 4.6 Exponential Growth and Decay 2.1, 1.6,1.7,1.8 2.1:1,2,5-9 1.6:19-26 1.7:1-6
6.1 Integration by Parts and Present Value Improper Integrals 6.5 Improper Integrals (not in the text book) Extra problems for Improper Integral Nov 30th Dec 4th Multi-variable Functions 7.3 Functions of Several Variables 7.4 Partial Derivatives 7.5 Extrema of Functions of Two Variables 4.1,4.2,4.3 4.1:3 4.2:1-17,19,20 4.3:1-0,13-18 Dec 6th Review Final exam
Time Framework Research Activities Week 1 Week 2, 3 and 4 Week 5 and 6 Week 7 and 8 Week 9 Week 10 and 11 Week 12 Introduction Secondary data collection and Literature Review Design of data collection methods Primary Data collection and interpretation Analysis Conclusion & Recommendations Sending draft
NJALA UNIVERSITY School of Agriculture Department of Animal Science RESTRUCTURED PROGRAMME Bachelor of Science with Honours in Animal Science B.Sc. (Hons) ANS YEAR TWO: First Semester Course Code Course Title Credit Hours Course Type ANS 211 Introduction to Livestock Production 3 COS 21X Principles of Crop Production 3 SOS 21X Fundamentals of Soil Science 3 COP 21X Principles of Crop Protection 3 CHEM 21X Basic Organic Chemistry I 3 ENGL 21X English Language 2 Compulsory 17 YEAR TWO: Second Semester Course Code Course Credit Hours Course Type AEX 22X Introduction to Sociology Communications 3 AEC 22X Introduction to Micro and Macro Economics 3 AGE 22X Agricultural Engineering 3 NSRF 22X Right to Food 3 ENGL 22X English Language 2 Compulsory 14
Self-managed budgets A person can choose to self-manage all or some of the budgets in an NDIS Plan. The NDIS will pay the participant (or their nominee) directly who will then pay the providers. Sensory disability Sensory disability is a disability of the senses – sight, hearing, smell, touch, taste. It can affect how a person gathers information from the world around them. Strengths-based working is about using parents’ and carers’ skills to achieve goals or changes in behaviour. Summarising Summarising builds on what a parent has said and helps you check that you have understood the parent or carer. Support coordination Support coordination helps participants choose and access service providers and implement their plan. Support Coordinator A Support Coordinator is a person who helps participants choose and access service providers and implement their plan. Team leader Your team leader is your line manager or supervisor; the person who supports you in your role. Victorian Aboriginal Community Controlled Health Organisation (VACCHO) The Victorian Aboriginal Community Controlled Health Organisation (VACCHO) is the peak body for the health and wellbeing of Aboriginal people living in Victoria. VACCHO can support organisations in the child and family system to become culturally competent when working with Aboriginal and Torres Strait Islander people and families with disability. Working collaboratively Working collaboratively is about working in partnership, recognising the other person's strengths and skills, and not seeing yourself as the expert. Suggested responses to the Exercise 1: Family scenario
Drill for Balancing: Demo/Lab Activities with the different type of Chemical Reactions (see files) For Absent Student or extra practice on single replacement - Formative Assessments Interactive Web Pages Balancing Chemical Equations: ChemBuilder Interactive Site Interactive Tutorial & Practice: Balancing Chemical Equations (click on 3 links in upper left-hand corner of this site) Animations: Interactive simulations of Single Replacement Reactions (involves activity series) Common Assessment District: MULTIPLE CHOICE: For the following questions, the letter of the best answer on the line to the left.
Competency By the end of the course, students will be able to: Sub-competency/ Learning Objective Learning Activities What will students actively engage with as they progress towards the competency? Assessments (feedback & grading) What assessment methods will provide evidence that students have demonstrated the competency?
Look at the extract above and consider the following points in your answer: Who is the author of the text and what was his significance? How does he use language and imagery to make his point? What overall impression of Victorian life does the extract leave us with? What are the strengths and weaknesses of Comic Novels as sources for historians? 3. Crime & Policing Handbill, London, 1888 Look at the image above and consider the following points in your answer: What event is being depicted in the print? How does the artist use language and imagery to develop this theme? What overall impression of Victorian life does the extract leave us with? What are the strengths and weaknesses of Handbills and Posters as sources for historians? 4. Health & Sanitation A Visit to the Cholera Districts Of Bermondsey In the next house, the poor inmate was too glad to meet with any one ready to sympathise with her sufferings. We were taken up into a room, where we were told she had positively
Date: Contact Person: College: Department: ENTER DEPARTMENT NAME Course Level: Course Prefix/Number: Current Course Title: Inactivate Course? If yes, effective date: New Course Title? If yes, enter complete title: Abbreviated title - limited to 30 characters including spaces and punctuation. This is what will appear in the schedule and on official transcripts. New Course Description? If is a major, substantive change to the course, you must attach a syllabus. Current Course Description—attach copy as it appears in the catalog New Course Description. (As it will appear in Catalog. Indicate whether the course is cross-listed; prerequisites, co-requisites, etc.) Have the course prerequisites changed? New prerequisites or co-requisites: . Remove prerequisites or co-requisites: . Include changes in the course description in #4 above. Justification – Include purpose and objectives; resource implications of change, if any; effect on other programs. Attach additional pages if necessary. Has the credit hours changed? If yes, new credit hours: Has the course’s grading option changed? If yes, select new grading option: Has the course’s eligibility to be repeatable for credit changed? If yes, how many times can course be taken in total, and for how many total credit hours? for a total of Has the eligibility for students to enroll in multiple sections of this course in a single term changed? If yes, list eligibility: Have the Instructor/Departmental consent requirements changed? If yes, list new consent requirements: Is the course currently applicable to the Core Curriculum? Will the course be applicable to the Core Curriculum? If yes, what component(s) will it satisfy? or . Attach a syllabus. The syllabus must include state-required learning outcomes and assessments for the THECB. Also attach a . Is this course equivalent to an existing course at UT Tyler? If yes, what course(s)? Is course cross-listed with another department or program? If yes, list department: During which terms will the course typically be offered? What is the a.) ? b.) Course Component? Have the instructor contact hours per week changed? If yes, list new instructor contact hours per week: List course instruction mode:
VI. Learner Support Instructor Confirmed Designer Confirmed Comments: Access to OIT Helpdesk and/or UAF eLearning Student Services is clearly defined. Access to UAF resources is clearly defined (e.g., library, tutoring services, labs). Paper exams submitted to Assessment Coordinator. Date submitted: A Blackboard gradebook is set up for students in online courses to check their progress. Due dates are listed: ☐ Schedule ☐ Module level ☐ Gradebook A mechanism is in place for instructor to contact students who are falling behind. Please explain: Course details submitted for website description. () Date submitted: VII. Additional Comments STEP TWO of the review process is to list deficiencies and make a plan for correcting them. ACTION Instructor Confirmed Designer Confirmed Directions for future development List recommended course enhancements and give a target date for implementing the improvements. Start here: II. Follow-up This course should be modified when:
course does not meet QM expectations using the QM Rubric and standards. Amendments are made to the course by the course developer. The course is resubmitted for through the amendment form on the Quality Matters website. Once the course meets Quality Matters expectations, the review is marked “met standards” and the review is complete. If the course does not meet the QM Rubric expectations, it goes back through amendment. This cycle continues until the course meets the expectations of a QM Internal Review and is marked as “met standards.” back through amendment. This cycle continues until the course meets the expectations of a QM Internal Review and is marked as “met standards.” recognized course if: You have improved or clarified directions. You have added course materials to keep the course current or supplement instruction. You have added innovative technology such as lectures, videos, presentation software, publisher etc. (Remember to get videos captioned.) You have personalized information. You have updated policies. You have substituted one problem for a different one that is equal in content, such as different numbers in a math
COURSE EVALUATION TABLE Semester Course Number Credit Hours Number of Students/ Number Evaluating Course GPA Evaluation Average+ Dept/Div Average for that Level of Course ^Team taught or team taught evaluation. +If an evaluation instrument covers more than one dimension, e.g. the course as a whole, overall teaching effectiveness, indicate the one reported here.
Participation in a project under supervision of a faculty member. Approval of proposed project by the faculty member and Scholars Executive Director must be obtained prior to registration. Written final report required. Supervising faculty member must be a regular member of the Binghamton University faculty. Variable credit (1-4 credit hours; 40 hours per semester, per credit hour required). Prerequisites: SCHL127, SCHL227, SCHL280/281/380 (intended for junior and senior Binghamton University Scholars). SCHL499: Advanced Undergraduate Research Conduct independent research under the guidance of a faculty member or assist with ongoing faculty research. Approval of proposed research by the faculty member and Scholars Executive Director must be obtained prior to registration. Written final report required. Supervising faculty member must be a regular member of the Binghamton University faculty. Variable credit (1-4 credit hours; 40 hours per semester, per credit hour required). Prerequisites: SCHL127, SCHL227, SCHL280/281/380 (intended for junior and senior Binghamton University Scholars). Future SCHL 280/281/380 Course Offerings Predicting SCHL280/281/380 courses will be offered each semester or year is not possible due to the variables associated with faculty availability. Be assured that eight to ten courses will be offered each semester. Winter and Summer sessions: No Scholars courses are typically offered during sessions. Spring 2018 SCHL 280/281/380 Courses (and gen-eds) SCHL 280B, Applied Research Challenge - O SCHL 280G, The Psychology of Human Bodies – S, C SCHL 280I, Philanthropy, Nonprofit Organizations and Civil Society – J (O & C) SCHL 280T, Revolutions of the Heart - H, J (O & C) SCHL 280V**, Refugee Crisis in the Middle East – N, G, J (O & C) SCHL 281F, Materials Matter- A, Harpur W SCHL 281G, Fascism at Eye Level (None)
Course Home This How-to-Guide will demonstrate the different areas on the Course Home page inside VIULearn. From the My Home page, select your course from either the Course Selector or click on the course title of your course listed under My Courses. Course Home On the Course Home page you will see the blue minibar followed you into the course. This means it is very easy to navigate back to ❶ My Home, use the ❷ Course Selector to jump to another course or use the ❸ Personal Menu to Log Out from anywhere from within the VIULearn learning environment. The main features of the Course Home page are the ❶ blue Minibar, ❷ Course Navigation Bar and the ❸ Main Course area. Course Navigation Bar The Course Navigation Bar (Nav Bar) contains menus proving access to all of the tools in VIULearn. Course Home a link back to Course Home. Content a link to the Content Tool. Assessment & Evaluation menu contains tools associated with giving informal feedback to learners as well as activities for marks.
The CIM and WINS Status will tell you the status of that particular course or program in CIM and WINS. Propose New Course To propose a new course, click on “Propose New Course.” Example 1 Things to know Hover over the light blue radio buttons for information about that particular field. Cross-Listings – if adding a cross-listing, please make sure to add the cross-listed department to the “Other departments consulted” field at the end of the form. This will add it into workflow and that department will receive an FYI Consultation email. Attach Other Documents - is where you would upload the consultations received from other departments. RED Boxes mean these fields are required. In order to “Start Workflow” these fields must be completed. The sponsor working on the proposal is able to make changes until it is submitted into workflow. The sponsor can click on “Save Changes” and come back to the proposal later. Clicking on the “Save Changes” button does not submit the proposal into workflow.
Appendix B: Course Modification Proposal Detail Sheet (If space is an issue for any of the items below, please detail the information requested in a separate attachment when you submit this form) CURRENT COURSE NUMBER: ___ ___ ___. ___ ___ ___ CURRENT COURSE TITLE: PROGRAM(S) WITH WHICH THE COURSE IS CURRENTLY AFFILIATED: PROPOSED START DATE FOR THE NEWLY MODIFIED COURSE: Semester Year PLEASE INDICATE THE NATURE OF THE PROPOSED COURSE CHANGE(S) (please tick all that apply): Change in course number1 Change in course title1 (If so, please state the proposed new course title): Change course descriptor1 (If so, please detail the proposed new course descriptor): Change in course goals/objectives and/or learning outcomes (If so, please detail how these changes align with program learning outcomes, SOE’s dispositions, and (if applicable) state/national/professional standards): Change in assessments or assignments related to key assessments (If so, please describe) Change in curricular content of course (If so, please describe) Change in course credit weighting2 (If so, please indicate the proposed new credit weighting): [Please review the section on Academic Credit in SOE’s Policies Governing Credit-Bearing Academic Courses to ensure that the course remains compliant with school and university policies governing credit hours.] Change in course delivery mode2 If so, please indicate the proposed new delivery mode: 100% Face-to-Face Web-Enhanced (1-30% online, the rest face-to-face) Blended I (31-50% online) Blended II (51-79% online) Online (80% >) format (please detail): Will this new delivery mode replace the existing delivery mode (Yes No ) or be offered in addition to the current delivery mode (Yes No )?2 Change in course status within program(s) from core required course to elective (or vice versa) (If so, please describe the change in course status): Other change(s) (If so, please detail the proposed course changes): 1 Requires follow-up action at the course level in SIS by the Registrar’s Office 2 Requires follow-up action at the section level in SIS by the academic program coordinator
This guide is intended to help you in preparing your course outline. The instructions for each section of the new 2012 course outline are highlighted in grey above each section of the outline. If you wish you can simply delete the instructions as you go or you may wish to print this document and refer to it as you create your course outline. The revised 2012 Course Outlines Document has been designed with extensive use of tables in an effort to reduce the difficulties faculty members have been experiencing with formatting this document. Before you begin using this document, you will want to ensure that Gridlines are turned on. With Gridlines turned on, you will see ‘blue dashed lines’ separating the cells within the tables in this document. When entering your course data, use the ‘tab’ key to move from one cell to another. Enter your detail in the ‘blank/empty’ cells that have been provided. This will allow you to enter information without compromising the layout. Note: If you require additional lines in one of the tables (for example, you have more than four methods of assessment), press the ‘tab’ at the end of the table and a new row will appear. To activate Gridlines Put your cursor inside the box below and ‘left click’ the mouse. This will turn on the ‘Table Tools’ menu bar. At the top of your screen, you will see the words “Table Tools” highlighted in ORANGE. Click on the Design tab and the following screen will appear: Pull down on the ‘Borders’ option and the following Choices will appear. Select the ‘View Gridlines’ options. Now look back at the box above. Can you see the ‘blue dashed lines’?
23 **Case Study Group Presentations (5%) 24 Chapter 15: Enterprise & Global Management Systems- Developing an International IS Architecture, Business Drivers & Challenges in Global Environment, Organizing International IS. Case Study: Colgate- Palmolive Keeps the World Smiling 25 Chapter 15: Enterprise & Global Management Systems- Managing Global Systems, Disorganization on a Global scale, The Management Solution, Global Systems Strategy, Technology Issues & Opportunities for Global value chains. Case Can Phones Close the global Digital Divide? 26 PROJECT PRESENTATION (15%) 27 PROJECT PRESENTATION (15%) 28 FINAL PAPER (40%) *Discussion sessions should be organized on SAP, Sales Force.com ** Lums Case studies Presentations.
District: State: Hand Phone 1: Country: Postcode: Hand Phone 2: Nationality: Country of Birth: Country of Residence: Academic Details Include any course which you are currently taking and for which the outcome is not yet known. Level of Study e.g. Cert/Dip/Degree Start Date End Date Institution Attended, Subjects Studied & Full or Part Time Class or Grade If Exam still to be taken, predicted result with date of Relevant Employment or Work Experience - Please complete even if you have enclosed a Vita. Current Employment Organization Dates Job title & brief description of duties Previous Relevant Employment Organization Job title & brief description of duties Experience in the of Psychology – Enclose certificates if Possible English Language Requirement (not applicable for students from ) Is English your first or second language at your school or college? O Yes O No (If you have answered No, give details and dates of English Language qualifications and enclose copies of any results.) Examining Body (TOEFL, IELTS etc.): Date of Award: Score: If any other tests give details- a
18 And the second came, saying, Lord, thy pound hath gained five pounds. 19 And he said likewise to him, Be thou also over five cities. 20 And another came, saying, Lord, behold, here is thy which I have kept laid up in a napkin: 21 For I feared thee, because thou art an austere man: thou takest up that thou layedst not down, and reapest that thou didst not sow. 22 And he unto him, Out of thine own mouth will I judge thee, thou wicked servant. Thou knewest that I was an austere man, taking up that I laid not down, and reaping that I did not sow: 23 Wherefore then gavest not thou my money into the bank, that at my coming I might have required mine own with usury? 24 And he said unto them that by, Take from him the pound, and give it to him that hath ten pounds. 25 (And they said unto him, Lord, he hath ten pounds.) 26 For I say unto you, That unto one which hath shall be given; and from him that hath not, even that he hath shall be taken away from him. 27 But mine enemies, which would not that I should reign over them, bring hither, and slay them before me. Kingdom market place ministers will be used by God to cause a paradigm shift in the way human beings esteem money. Money is an excellent servant but a bad master. 1 Timothy 6:6-11;17-19 King Version (KJV) 6 But godliness with contentment is great gain. 7 For we brought nothing into this world, and it is certain we can carry nothing out. 8 And having food and raiment let us be therewith content. 9 But they that will be rich fall into temptation and a and into many foolish and hurtful lusts, which drown men in destruction and perdition. 10 For the love of money is the root of all evil: which while some coveted after, they have erred from the faith, and pierced themselves through with many sorrows.
7. The shows the record low temperatures of four different towns. Which of the following shows the record temperatures ordered from least to greatest? Record Low Temperatures Town Temperature (°F) Oakmont -7 Cherry Grove 3 Anderson 11 Glentown -2 F. 11, 3, -2, -7 G. -2, 3, -7, 11 10. Which of the following expressions is equivalent to 6(5 + 3x)? A 30 + 3x B 11 + 9x C 30 + 18x D 11 + 3x 11. ANSWER Graph and label point W(4, -1) on the coordinate plane. y H. -2, -7, 3, 11 4 I. -7, -2, 3, 11 2 8. of the following expressions correctly uses exponents to show the prime factorization of 360? A. 24 × 32 × 5 -4 -2 O -2 -4 2 4 x B. 23 × 32 × 5 C. 24 × 3 × 5 D. 23 × 3 × 52 12. What are the coordinates of the point in Quadrant IV on the coordinate plane? y 9. The expression −d− can be used to find t the average speed of an object that travels a distance d in time t. What is a car’s average speed if it travels 145 miles in 2.5 hours? F. 58 per hour G. 62 miles per hour S F. (4, 1) G. (1, 4) 4 2 -4 -2 O H -2 -4 C 2 4 x L H. 65 miles per hour I. 362.5 miles per hour H. (-4, 5) I. (5, -4)
19. ANSWER A kindergarten teacher has 22 −1 cups of juice to be divided 2 equally among her students. If each student is to receive 1 −1 cups of juice, 4 how many students are there? 23. Which of the following coordinate planes correctly shows point G(4, -5) graphed? A. y G 4 2 20. A plumber has 28 feet of PVC pipe that he wants to cut into sections that are 2 −1 feet long. How many sections of pipe 3 will the plumber have in all? F. 14 −1 sections 3 G. 13 −1 sections 2 H. 12 sections I. 11 sections 21. Which property is represented by the equation below? −2 × −3 = 1 -4 B. G -4 -2 O -2 -4 y 4 2 -2 O -2 -4 2 4 x 2 4 x 3 2 A. Multiplicative Inverse Property B. Multiplicative Identity Property C. Distributive Property C. y 4 2 D. Commutative Property of Multiplication 22. Alexandria is evaluating the expression below. -4 -2 O -2 -4 2 4 x G 3 × 8 ÷ 2 + (4 - 1)2 operation should be performed first according to the order of operations? F. Multiply 3 and 8. D. y 4 2 G. Divide 8 by 2. H. Subtract 1 from 4. I. Evaluate the power. -4 -2 O -2 -4 2 4 x G
Aspiring Nurse Directors Course Application Form Personal Details First name Surname Gender Male Female Current Employment Organisation name Position / Job Title Work address Work Telephone Work Email Mobile Home address Home Telephone Home Email If you have a disability that requires us to make a reasonable adjustment to enable you to apply, please tick
MONTH MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN NOVEMBER 15 (Day 1) -Intro to Philosophy 16/17 18 **Personal Philosophy Due -Branches of Philosophy -Socrates 19 -Philosophical Inquiry 20 -Logic and Reasoning -Critical Thinking 21 -What is knowing? -Questions and ideas around learning (Philosophers) 22 -Philosophy in the News -What is Knowing? 23/24 25 -What is Knowing? 26 - What is reality? 27 - What is Personal Identity? -What is a human? -Human nature 28 - Free Will 29 -Philosophy in the News -UNIT 2: What is a meaningful life? 30/Dec 1 DECEMBER 2 -UNIT 1 TEST 3 -What are good and evil? 4 -Does God exist? 5 -For and Against: the existence of God 6 -Philosophy in the News -Evil in the Universe -What is evil? 7/8 9 - Ethics 10 - Ethical Philosophies and Theories 11 - Modern Ethics 12 -Modern Ethics 13 -Philosophy in the News -Review 14/15
16 MONDAY -UNIT 2 TEST 17 TUESDAY -The Arts 18 WEDNESDAY -Art and its value 19 THURSDAY -What is Beauty? 20 FRIDAY -Philosophy in the News -Review/Activities 21/22 SAT/SUN 23 WINTER BREAK 24 WINTER BREAK 25 WINTER BREAK 26 WINTER 27 WINTER BREAK 28/29 JANUARY 30 WINTER BREAK 31 WINTER BREAK Jan1 WINTER BREAK 2 WINTER 3 WINTER BREAK 4/5 6 -What is Beauty -Aesthetics 7 -Aesthetics 8 -ISU Work Period 9 10 -Philosophy in the News -UNIT 3 TEST 11/12 13 -What is a Just Society? 14 -Social and Political Philosophies -Do we need government? 15 -Social and Political Philosophies -Who should govern? -Types of government 16 -Ideologies 17 -Philosophy in the News -Ideologies -Future of Ideologies 18/19
20 -Justice 21 -Aspect of Justice 22 -Justice (principles and Ideologoies) -ISU work period 23 -UNIT 4 TEST 24 -Philosophy in the News -Searching for Meaning -Exam Review 25/26 27 -Exam Review 28 EXAM PERIOD 29 EXAM PERIOD 30 EXAM PERIOD 31 (Term ENDS)
PHYSICAL EDUCATION UNIVERSITY INTERSCHOLASTIC LEAGUE (UIL) EVENTS Levelland High School offers a wide range of University Interscholastic League competitive sports. One unit of physical education credits is required for graduation by the state of Texas. Students may have up to 4 physical education credits. The UIL Athletics list is a list of courses from which both boys and girls may choose, depending upon their particular interests and abilities. Athletics offered at Levelland High School Football Basketball Track Baseball Softball Tennis Golf Cross Country Athletic Trainer Volleyball Power Lifting (done after school only) Physical Education—Individual and Team Sports 9-12 1/2-1 Individual and team sports will be taught, emphasizing sport specific skills and rules, agility, flexibility, hand-eye coordination, injury prevention, and sportsmanship. Also, cardiovascular conditioning will be stressed, providing students the opportunity to improve their current fitness level and to develop good lifelong fitness habits.
Dungeons & Dragons 2nd – 6th grade M-F 12:45-3:00 pm $250 A fantasy role-playing game based on characters from The Hobbit & Lord of the Rings series by J.R.R. Tolkien. In playing D&D students will develop teamwork through group concentration, exercise their imaginations, make decisions and see the consequences of their choices. Students use history, mathematics, abstract reasoning, research and group to gain success, defeat obstacles, and win ‘treasure’... and along the way there will be laughs and fun. Week 4 July 17-21 Afternoons Spykids 1st-3rd grade M-F 12:45-3:00 pm $200 Learn all about crime scene investigation and forensic work. Take fingerprints, decode secret messages, search for clues and so much more! Explore the fascinating world of solving mysteries and develop observational and reasoning skills. Fun & Sports combined with Afternoon Art Studio or Fun & Sports combined with Computer Projects 1st-3rd grade M-F 12:45-3:00 pm $200 3rd-6th grade M-F 12:45-3:00 pm $200 This afternoon block gives your child an hour of fun PE and then another hour of either art or computer class, you choose which you prefer. Book Making: Pop-Ups, Book-within-a-book and more 2nd – 6th grade M-F 12:45-3:00 pm $200 Construct a few different kinds of books. Creating pop-up pages all your own and making your own book within a book project ala TechKidz: Video Game Creator 2nd – 6th grade M-F 12:45-3:00 pm $200 With our “Video Game Maker” software you will learn how to design and modify your own exciting arcade style video games. You will learn how to control characters, objects, and outcomes in your game then increase the difficulty level and add more features.
Course Choice Form 2019 Name: Male Female DOB: School: Tutor/Mentor Group: Address: Postcode: Home phone no: Student mobile no: Have you received SEN support? (please circle) Yes No Examination subjects to be in Year 11: School Set Target Current Hobbies/Interests & Career path– please give some idea of your intended career path/future job ideas: COURSE CHOICE DISCUSSION: (For school use ONLY) Date: Member of Staff: Level 3 Block A: Condition: Block B: Condition: Block C: Condition: Block D: Condition: Block E: Condition: Level 2 Column 1: Condition: Column 2: Condition: Hairdressing Condition:
Please tick the courses you wish to – one per column block. You should tick 3 columns for Level 3 courses. If you are not certain what to choose, please put the best fit, and this will be discussed at your Course Choice meeting in January. Block A Block B Block C Block D Block E LEVEL 3 - A LEVEL and VOCATIONAL DT Fashion & Textiles + Biology Applied Science BTec Biology Children’s Play, Learning & Development English Literature Art Chemistry DT Product + Geography Food Science & Nutrition Chemistry Creative Media BTec English Literature Music French DT Product + Dance BTec Film Studies Maths Geography Economics English Language German Religious Studies ICT Cambridge Technical English Language Health & Social Care BTec Ext.Cert (Single) * Health & Social Care BTec Nat.Dip (Double) * Maths History Photography History Sociology Psychology Psychology Technology BTec Ext.Cert (Single) * Sport BTEC Nat.Dip (Double) Physical Education AS in 1 year Further Maths AS 2019-20 The AS course in Block A must be in addition to your other 3 subjects Physics Core AS 2020-21 Religious Studies *Note* These courses are available as both a SINGLE and a DOUBLE award - to study the DOUBLE, you must also take the SINGLE course for that subject + You are not allowed to study more than one Design Technology subject Level 2 courses are full time, 1 year courses. You cannot study both Level 2 and Level 3 courses Please show which two Level 2 courses you wish to study by ticking one course in each of Column 1 and Column 2 LEVEL 2 Column 1 Column 2 Travel and Tourism NCFE Fitness Instructor IT Technical Creative Media You will also study English, Maths, Work Experience and Sixth Form Enrichment
LEVEL 2 Hairdressing This is a full time, 1 year course which cannot be studied with any other subjects. If you do not achieve a 4 in English or you will need to re-sit those. Please note this course requires you to purchase a kit – see course information for more details. If your subjects do not fit the blocks please let us know what they are: Please return this form by Monday 3rd December to the Head of Sixth Form at any of the three schools, clearly labelling your envelope “Cotswold Edge Course Choices”. Student signature: …………………………………………………… Parent/Carer signature: ……………………………………………………………………