zilongwang/ReadingBank huggingface dataset:
Course Snapshot Health Science Clinical Rotation Course Overview: Clinical Rotation is a health science course designed to introduce students to the variety of careers in the medical field. Students will also learn basic first aid, AED, and CPR skills. For this course, students will intern and observe various departments at the local hospital, such as physical therapy, obstetrics, pediatrics, radiology, and surgery. General Requirements: Grade Levels: 11-12 Recommended Prerequisite: Principles of Health Science, Medical Terminology Required Prerequisite: Students must pass a drug screen to participate in this course. Guiding Questions: What are elements involved in the decision making process, especially as related to medical diagnosis? What are effective communication skills used with patients and colleagues? What are the ethical behavioral standards in the health care industry? What are the academic requirements for a career in the health care industry? What are the elements of infection control and the prevention of disease? Units of Study: Leadership Communication Ethical and Legal Employability Skills and Professionalism Safety and Governmental Regulations CPR/AED & First Aid Infection Control Body Systems Structure and Function Therapeutic and Diagnostic Key Vocabulary: Conflict Resolution Chain of Command OSHA CDC, WHO Sterile technique Vital signs Admission, transfer, discharge Products & Outcomes: Students will take part in a non-paid internship experience at the local hospital, where they will observe or train with health care professionals. This course takes place in both a classroom and clinical setting, where students apply skills and explore careers in the medical field. Student Leadership Organization: In grade 9-12, students will have the opportunity to participate in: National Technical Honor Society Health Occupations Students of America (HOSA) Certification & Licensures: CPR Certification Credit: 2 or 3 credits
Republic of Yemen University of Aden Faculty: Department: Name of the Programme: Template for Course Specification Course Identification and General Information: 1 Course Title: 2 Course Code & Number: 3 Credit hours: C.H Total Th. Seminar Pr. Tr. 4 Study level/ semester at which this course is offered: 5 Pre –requisite (if any): 6 Co –requisite (if any): 8 Program (s) in which the course is offered: 9 Language of teaching the course: 10 Location of teaching the course: 11 Prepared By: 12 Date of Approval Please delete all instructional text and replace it with your course information Course Description: Intended learning outcomes (ILOs) of the course: Writing CILOs, and mentioning the code of the program sub-learning outcome from which it derived. On the completion of the course, the students will be able to:
D3- D4- Course Content: A – Theoretical Aspect: Order List Number of Weeks Sub Topics List/ weekly contact hours Learning Outcomes 1 2 3 4 5 Number of Weeks /and contacts Hour Per Semester B - Practical Aspect: (if any) Order Task/ Experiment Weekly contact Learning Outcomes 1 2 3 4 5 6 7 8 9 10 Number of Weeks /and contacts Hour Per Semester
Teaching strategies of the course: Assignments: No Assignments Aligned CILOs(symbols) Week Due Mark 1 2 3 Schedule of Assessment Tasks for Students During the Semester: No. Assessment Method Week Due Mark Proportion of Final Assessment Aligned Course Learning Outcomes 1 2 3 4 5 6 7 8 9 Learning Resources: Written in the following order: ( Author - Year of publication – Title – Edition – Place of publication – Publisher). 1- Required Textbook(s) ( maximum two ). 1- 2- 2- Essential References.
PS 103: Human Factors and Safety* Lesson 1: Understanding the Science of Human Factors Human cognition, both conscious and unconscious processing, is prone to error in known ways. Human factors is an established science that uses many disciplines (such as anatomy, physiology, physics, and biomechanics) to understand how people perform under different circumstances. This course defines human factors as: the study of all the factors that make it easier to do the work in the right way. The science of human factors is particularly useful for understanding human behavior in safety-critical situations, such as providing health care. Issues that impact human performance and increase risk for error include the following: Factors that are in play before action takes place. These are predisposing mental and physiological states, such as fatigue, stress, dehydration, hunger, and boredom. Factors that directly enable decision making, such as perception, attention, memory, reasoning, and judgment. Factors that directly enable decision execution, such as communication and able to carry out the intended action. Lesson 2: Changes on Human Factors Design Principles The science of human factors — the study of the interrelationship between humans and their environment — has identified design principles that include the following: Simplify. Simplifying involves taking steps out of a process. Standardize. Standardizing removes variation and confusion and promotes predictability and consistency. Use forcing functions and constraints. Forcing functions make it impossible to do a task incorrectly. They create a hard stop that you cannot pass unless you change your actions. A constraint is the of being checked, restricted, or compelled to avoid or perform some action. Use redundancies. A typical redundancy is double-checking someone’s work. Avoid reliance on memory. Checklists are a valuable tool to reduce reliance on memory.
We will be testing once a week on the material that we cover in class. Tests will range from written assessments, foldables, projects, lab products, etc. A daily grade will be taken from homework or classroom assignments. (75% = tests; 25% = daily) Pacing Guide: (students will change science instructor in January) Instructor – Todd Physics: August/January – Process Skills Sept/Feb – Motion and Force Oct/March – Motion and Force Nov/April – Simple Machines Dec/May - Waves Instructor – Kennedy Chemistry: August/January – Process Skills Sept/Feb – Properties and States of Matter Oct/March - Atoms Nov/April – Equations and Formulas Dec/May - Solutions
Important Dates 9/1 Review Syllabus & Expectations/20TH Century Overview 9/8 European Imperialism’s effect on Modern Literature and the Arts HW Read: The Heart of Darkness by Joseph Conrad via Blackboard (REF PAPER #1) 9/15 WWI & the 20th Century Mood Swing (Dada) HW Read: Dado Manifesto by Hugo Ball (REF PAPER #2) 9/22 Surrealism HW Read: Jung, Approaching the Unconscious by Carl G. Jung & (REF PAPER #3) 9/29 The Harlem Renaissance: W.E.B. DuBois impact on the “Great migration” and the Arts HW Read: How it feels to be Colored Me by Zora Neale Hurston and “Theme for English B” by Langston Hughes (REF PAPER #4) 10/6 The (music of the) Jazz Age & how it impacted modern architecture and literature HW Read: “Ka’Ba” by Amiri Baraka (REF PAPER #5) 10/13 Hollywood- How Movies Accurately or Inaccurately Reflected the People 10/20 Mid-Term (From notes and readings) 10/27 Film and Discussion-TBA 11/3 WWII & The Holocaust HW Read: My Struggle by Adolf Hitler and The Death of God by Elie Wiesel (REF PAPER #6) 11/10 The Civil-Rights Movement HW Read: Like Me by John Howard Griffin (Blackboard) and Letters to Birmingham by Dr. Martin Luther King Jr. & (REF PAPER #7)
GENERAL GRADING A – 90%-100% B – 80%- 89% C – 70%- 79% D – 60% -69% F - below 60% COURSE ASSIGNMENTS Course Assignments & Point Values A detailed description of each assignment will be provided to students along with the breakdown of the assignment criteria and point value. This will allow students to clearly identify where points were lost for areas of improvement in future assignments. This information can be found in BlackBoard. Major Topic Assignment Due Points Earned Inro-Egypt Essay 9-19 100 Terms Test Online 9-19 100 Greek and Roman Essay 10-17 100 Selected Topics Group Presentations Start 100 Group writing due 10-24 100 Selected Topics Individual 11-14 100 Terms Test online 10-17 50 Final Online 12-12 50 24
General Topic Schedule Week Topics/Lessons Activities Assignments Week 1 Insert Insert Insert Week 2 Insert Insert Insert Week 3 Insert Insert Insert Week 4 Insert Insert Insert Week 5 Insert Insert Insert Week 6 Insert Insert Insert Week 7 Insert Insert Insert Course Policies & Procedures Communicating with the Instructor and TA This course uses a discussion board called "Hallway Conversations" for general questions about the course. Prior to posting a question, please check the syllabus, announcements, and existing posts. If you do not find an answer, post your question. You are encouraged to respond to the questions of your classmates. Email questions of a personal nature to your instructor or assigned TA. You can expect a response within 48 hours. Hybrid Course
Chapter 2- Standards, Codes and Permits Compare and contrast codes and standards. Explain the meaning of the term consensus standard. Discuss the organizations that develop national consensus standards. Describe a model code. Describe how codes and standards are kept current. Describe performance-based options. Explain how are developed locally. Explain the code adoption process. Explain the appeals process. Describe the code enforcement process. Describe the inspector’s role in the prosecution process. Participate in a legal proceeding. Describe the permit process. Recognize the need for a permit. Week 2 Chapter 3- Fire Behavior Describe physical and chemical changes of matter related to fire. Describe the four elements of the fire tetrahedron. Explain how the physical states of fuel affect the combustion process. Explain how oxygen concentration affects the combustion process. Explain the difference between heat and temperature. Describe sources of heat energy. Discuss the transmission of heat. Explain the self-sustained chemical reaction involved in the combustion process. Describe common products of combustion. Distinguish among classifications of fires. Describe the stages of fire development within a compartment. Summarize factors that affect fire development within a compartment. Describe methods used to control and extinguish fire. Chapter 4- Construction Types and Occupancy Classifications Describe each of the construction types defined by the model codes. Explain the purpose of occupancy classifications. Compare the occupancy classification groups used by the three main building codes. Describe the types of uses classified as assembly by the model building codes. Describe business and educational occupancies. Compare the factory, industrial, and high-hazard occupancies defined by each model code. Compare the International Code Council® (ICC®) institutional occupancies to the NFPA® occupancy classifications. Describe various institutional occupancies. Explain the primary concern or hazard in day-care occupancies. Describe the hazards usually associated with mercantile occupancies. Compare each of the residential occupancy classifications. Describe storage, utility, and miscellaneous occupancies. Determine the occupancy classification of a single-use occupancy.
Week 1 9/5/2012 Introductions. Course syllabus, 1 & 2 Chapter 1 and 2 9/12/2012 Week 2 9/12/2012 Chapter 3 Chapter 3 9/19/2012 Week 3 9/19/2012 Chapter 4 Chapter 4 9/26/2012 Week 4 9/26/2012 1 Quiz 1, Ch. 5 & 6 Chapter 6 10/3/2012 Week 5 10/3/2012 Ch. 7 & 8 Chapter 7 & 8 10/10/2012 Week 6 10/10/2012 2 Quiz 2, Ch. 9 & 10 N/A Week 7 10/17/2012 Ch. 11 & 12 N/A Week 8 10/24/2012 3 Quiz 3, Ch. 13 & 14 Chapter 13 and 14 10/31/2012 Week 9 10/31/2012 Ch. 15 & 16 Chapter 15 11/7/2012 Week 10 11/7/2012 4 Quiz 4, Ch. 17 & 18 N/A Week 11 11/14/2012 5 Quiz 5 Personal Budget Due N/A
Parent Course Timetable Autumn 2013 Course Dates Venue Booking contact Triple P Stepping Stones 8 weeks on Tuesday evenings starting 24th Sept Kings House, Grand Avenue, Hove BN3 2LS Amaze 772289 Time Out for ASC September COURSE FULL Seaside View, Brighton General Hospital, Elm Grove, Brighton BN2 3EW Seaside View 265780 Triple P Teen 8 weeks on Monday mornings starting 30th Sept Community Base, Queens Road, Brighton BN1 3XG Amaze 772289 Exploring ASC 6 weeks on Friday mornings starting 11th Oct Aldrington Centre, 35 New Church Road, Hove BN3 4AG CAMHS 718680 Looking After You 6 on Monday mornings starting 4th Nov Community Base, Queens Road, Brighton Amaze 772289 Time Out for Special Needs 7 weeks on Wednesday mornings starting 6th Nov Patcham House School, Old London Road, Brighton BN1 8XR Parent Course Timetable Spring/Summer 2014 Course if agreed Venue Booking contact Time Out for ASC 8 weeks, January and April Seaside View Seaside View 265780 Insiders Guide for parents of under 5s 6 weeks, January Community Base Amaze 772289 Triple P Stepping Stones 8 weeks, mornings, February Community Base Amaze 772289 Triple P Teen 8 weeks , evenings, Community Base Amaze 772289 Exploring ASC 6 Aldrington Centre CAMHS 718680 Looking After You 6 weeks, April Community Base Amaze 772289 This timetable is written to go with the leaflet “Courses and Groups for Parents”. This gives details of the courses and groups that are usually available for parent carers of children and young people with disabilities and special needs in Brighton and Hove. You can get copies of the leaflet and updated versions of this timetable from Amaze or Seaside View. Or download them from
Course Unenrollment Tool Students at SDU can unenrol from courses and communities older than 18 months. Log onto e-learn.sdu.dk > find the module ”Course unenrollment tool”: Click the link in the module a mark next to the courses/communities you wish to remove Click the Submit-button Important: You will receive an e-mail containing a link – click on the link to confirm the unenrolment. By doing so, you also confirm your identity – therefore it is important that you are logged in at e-learn with your own SDU-user account when clicking the link in the e-mail.
Lab: % Practicum/Service Learning: % Other: % Will 40% of grade points be completed by the 8th week of classes? Yes No Student Engagement- select one Activity and one Competency if appropriate (only available for 300- and 400-level courses). Activity TBD (allows each section to be listed for a different activity, or each student to earn credit for a different activity) CE – Creative Expression CP – Community Partnership DI – Discovery EN – Entrepreneurship IE – Intercultural Exploration LE – Leadership PD – Professional Development Competency TBD (allows each section to be listed for a different activity, or each student to earn credit for a different activity) CCR – Civic and Community DID – Diversity and Identity GIC – Global and Intercultural INC – Innovation and Creativity INT – Interdisciplinarity PRO – Professionalism SUS – Sustainability Approved Grading- select those that apply. Pass/Fail Option available to students Regular or Alternative Grades available to instructor (ABCDE/SPCDE) Honors Course- select one if appropriate. Honors Course Honors Contract available Available for Special Exam- select one if appropriate (not available at the graduate level). Special Exam- Credit Only Special Exam- Grade and Credit Writing Emphasis Course- regular junior or senior courses in which at least half the grade awarded is determined by written work appropriate to the academic discipline. Additional Course Information Minimum Units:
Day 1 Wednesday, October 3, 2018 Time Title Speaker 7:00-7:30 Exhibits Continental Breakfast 7:30-7:35 (5 min) Welcome and Introduction 7:35-8:35 (60 min) Overview of Cancer Pathophysiology Cynthia Smith Harrison 8:35-9:35 (60 min) Immunology, Hematopoiesis, and Growth Factors Kelley Blake Valley 9:35 – 09:45 (10min) BREAK 09;45 – 10:35 (50 min) Epidemiology, Prevention and early detection Nancy Thompson Swedish 10:35 – 10:45 (10 min) Break 10:45- 11:35 (50 min) Urinary Cancer Jim Dreschler UW 11:35-12:20 (45 min) Lunch 12:20-1:30 (70 min) Treatment Modalities Surgery and intro Chemo/biotherapy Kelly Godwin MultiCare 1:30-1:45 (15 min) Break 1:45-2:45 (60 min) Treatment Modalities BMT/Immunotherapy Lenise Taylor SCCA 2:45 – 2:50 (10 min) Break 2:50-3:45 (55 min) Treatment Modalities XRT Amy Lynes Kaiser 3:45-3:50 (5 min) Wrap-up Questions and Evaluations Day 2 Thursday, October 4, 2018
Time Session Facilitator 08.45 – 09.00 Registration 09.00 – 09.10 Welcome and Introduction to the day 09.10 – 09.45 Current Landscape Gillian Halley 09.45– 10.15 Weaning and Long Term Ventilation (LTV) Service Leila Holden Specialist Physiotherapist 10.15-10.45 What is chronic lung disease ‘defining the population’ Dr Lidia Casanueva Consultant Intensivist 10.45-11.00 Break 11.00-12.30 Case Based Discussion Case 1 – Weaning Case 2 - Weaning *Full Faculty to be confirmed - Dr Casanueva Consultant Intensivist Leila Holden Specialist Physiotherapist 12.30-13.15 Lunch 13.15-13.45 Specialist Respiratory Service Model *Full Faculty to be confirmed - 13.45-14.30 Case Based Discussion Case 3 - Discharge *Full Faculty to be confirmed - Dr Lidia Casanueva Consultant Intensivist Leila Holden Specialist Physiotherapist 14.30-15.15 Inter-professional communications & communication with primary care givers *Full Faculty to be confirmed 15.15-15.30 Summary and Evaluation
(CLO) Course learning outcomes articulated by the course are as follows (as defined in the syllabus of the course): CLO1. (a), (e) …… (SO) Student outcomes addressed by the course are as follows (as defined in the syllabus of the course): # Outcome Description General XXXXX Student Outcomes (ABET SOs) (a) apply knowledge …… 70% (e) Identify…… 30% Total 100% CO SO SO (a) – M SO (c) – M SO (d) – L SO (e) – H SO (g) – L CLO (1) √ √ CLO (2) √ √ √ CLO (3) √ √ CLO (4) √ √
This basic course shows you how to create and edit spreadsheets and how to use a workbook to analyse a wide range of numerical data. The course is designed for beginners, so there’s no jargon to confuse you - just simple, step-by-step instructions and demonstrations to help you feel comfortable using Excel 2010. You will learn how to create a new spreadsheet, entering text and numbers and saving the data you input. You will use formulas to add, subtract, multiply and divide numbers, learn how to analyse the information in your spreadsheet and how to print off different pieces of information or view it on the screen. A series of handy printouts and practice exercises throughout the course will ensure you have understood all the learning. Aim: Introduction to Microsoft Excel 2010. Outcomes, on completion of this course you will be able to: Open, navigate and close Microsoft Excel Create, layout and save a simple spreadsheet Enter and format numbers and text in a spreadsheet Copy, insert and delete data Create basic formulas Apply relative and absolute cell addressing Create basic charts Print a spreadsheet 25 May 2017 at 10:00 AM UNISON Regional Centre, Arena Point, 1 Hunts Bank Target audience: Designed for beginners, so there’s no jargon to confuse you - just simple,
◄ December January 2018 February ► Sun Mon Tue Wed Thu Fri Sat 1 New Year's Day 2 3 4 5 6 7 8 CONTRACT WRITTEN EXTENDED HOURS WRITTEN EH 9 10 11 12 13 14 15 Martin Luther King 16 17 18 19 20 21 22 FIP 4728 FIRST RESPONDER ACADEMY BEGINS ORIENTATION / HISTORY O800-1700 23 FIP 4728 LIFE SAFETY INITIATIVES TEAM BUILDING 0800-1700 24 FIP 3016 EMERGENCY MEDICAL CARE (12 HRS) 0800-1500 25 FIP 3016 EMERGENCY MEDICAL CARE (12 HRS) 0800-1500 26 FIP 3001 FD ORIENTATION AND SAFETY (18HRS) 0800-1800 27 28 29 FIP 3001 FD ORIENTATION AND SAFETY (18HRS) 0800-1800 30 FIP 3004 FIRE BEHAVIOR (14HRS) 0800-1600 31 FIP 3004 FIRE BEHAVIOR (14HRS) 0800-1600 February 2018 March ► Sun Mon Tue Wed Thu Fri Sat 1 FIP 3022 BUILDING CONSTRUCTION (18HRS) 0800-1800 2 FIP 3022 BUILDING CONSTRUCTION (18HRS) 0800-1800 3
4 Super Bowl 5 FIP 3006 PERSONAL PROTECTIVE EQUIPMENT(23HRS) 0800-1700 6 FIP 3006 PERSONAL PROTECTIVE EQUIPMENT(23HRS) 0800-1700 7 FIP 3006 PERSONAL PROTECTIVE EQUIPMENT(23HRS) 0800-1600 8 FIP3005 PORTABLE FIRE EXTINGUISHERS (9HRS) 0800-1800 9 FIP 3009 ROPES (14 HRS) 0800-1600 10 11 12 FIP 3009 ROPES (14 HRS) 0800-1600 13 FIP 3017 RESCUE (23 HRS) 0800-1700 14 FIP 3017 RESCUE (23 HRS) 0800-1700 15 FIP 3017 RESCUE (23 HRS) 0800-1600 16 FIP 3007 FORCIBLE ENTRY (14HRS) 0800-1600 17 18 19 FIP 3007 FORCIBLE ENTRY (14HRS) 0800-1600 20 FIP 3010 LADDERS (18HRS) 0800-1800 21 FIP 3010 LADDERS (18HRS) 0800-1800 22 FIP3008 VENTILATION 0800-1700 23 FIP3008 VENTILATION (23HRS) 0800-1700 24 25 26 FIP3008 VENTILATION (23HRS) 0800-1600 27 FIP 3018 WATER SUPPLIES (23HRS) 0800-1700 28 FIP 3018 WATER SUPPLIES (23HRS) 0800-1700 March 2018 April ► Sun Mon Tue Wed Thu Fri Sat 1 FIP 3018 WATER SUPPLIES (23HRS) 0800-1600 2 FIP 3011 FIRE HOSE, STREAMS, AND APPLIANCES (23HRS) 0800-1700 3
4 5 FIP 3011 FIRE HOSE, STREAMS, AND APPLIANCES (23HRS) 0800-1700 6 FIP 3011 FIRE HOSE, STREAMS, AND APPLIANCES (23HRS) 0800-1600 7 FIP 3014 LOSS CONTROL 0800-1800 8 FIP 3014 LOSS CONTROL (18HRS) 0800-1800 9 FIP 3012 FOAM FIRE STREAMS (9HRS) 0800-1800 10 11 Daylight Saving Begins 12 FIP 3013 FIRE CONTROL (41 HRS) 0800-1800 13 FIP 3013 FIRE CONTROL (41 HRS) 0800-1700 14 FIP 3013 FIRE CONTROL (41 HRS) 0800-1700 15 FIP 3013 FIRE CONTROL (41 HRS) 0800-1700 16 FIP 3013 FIRE CONTROL (41 HRS) 0800-1700 17 Saint Patrick's Day 18 19 FIP 3003 FIRE ALARMS AND COMMUNICATIONS 0800-1800 20 FIP 3003 FIRE ALARMS AND COMMUNICATIONS (18HRS) 0800-1800 21 FIP 3019 SPRINKLERS (18 HRS) 0800-1800 22 FIP 3019 SPRINKLERS (18 HRS) 0800-1800 23 FIP 3021 FIRE AND LIFE SAFETY PREPARDNESS (14HRS) 0800-1600 24 25 26 FIP 3021 FIRE AND LIFE SAFETY PREPARDNESS (14HRS) 0800-1600 27 FIP 3024 HEALTH AND WELLNESS (9HRS) 0800-1800 28 FIP 3026 MAYDAY (9HRS) 0800-1800 29 BREAK 30 Good Friday BREAK 31 April 2018 May ► Sun Mon Tue Wed Thu Fri Sat 1 Easter 2 FIP 3025 SAFETY AND SURVIVAL (18HRS) 0800-1800 3 FIP 3025 SAFETY AND SURVIVAL (18HRS) 0800-1800 4 FIP7000A TRAFFIC INCIDENT MANAGEMENT SYSTEMS (6 HRS)0800-1500 5 FIP 3601 EMERGENCY VEHICLE DRIVER (24HRS) 0800-1700 6 FIP 3601 EMERGENCY VEHICLE DRIVER (24HRS) 0800-1700 7 FIP 3601 EMERGENCY VEHICLE DRIVER (24HRS) 0800-1700
Registration Information Students pre-register in (incoming 9th graders register in May) for the following year. Carefully read the course descriptions noting the important information about course prerequisites. Talk with your teachers, parents and counselor about which classes you should consider taking next year. Choose classes that support your career goals, enhance your interests or teach you a new skill. Classes will be offered based on staff availability and the number of students who request courses. Signing up for a course is not a guarantee of enrollment. Important Policies Yearlong Scheduling: West Seattle High School students register for the following year’s classes in the spring. Both semesters’ courses are selected at this time. Students will remain with the same teacher for the full year in yearlong courses. Students should choose courses carefully as schedule changes are extremely limited. Grading System: Grades of A, B, C, and D indicate credit earned in a class. An E grade indicates course failure and results in no credit earned. If a student wishes to take a class for a Pass/No Pass grade, this must be requested by the fifth week of the semester and may be chosen for only one course per semester. Honors and AP classes: Honors and AP courses are a full-year commitment. If students choose one or more of these courses, they are committing to the enrollment for the 2016-17 school year. AP Classes: Taking the AP exam is an expectation when a student up for AP course. Currently (2015), the AP exam costs $100 per test or $20 for students on free and reduced lunch. Schedule Changes (five day rule): Schedule changes must be completed before the end of the 5th school day of the first semester and before the end of the 5th school day of the second semester. Classes dropped after the 10th day of the semester but before the 5th week of the semester will result in a W on the student’s transcript. Students who are withdrawn from a class after the 5th week of the semester will earn an E on their transcript for that course unless the withdrawal is due to a move to another school. Parent/guardian signature is required to process a request for withdrawal. Incompletes are rarely given and must be completed within six school weeks of the end of
Using Language - developing and extending talking and writing skills in Mandarin, and developing knowledge and understanding of detailed and complex language covering the same four contexts. Assessment To gain the award for the course, learners must pass the Course assessments. There is likely to be an extra assessment at some point in the year. We are still waiting for this to be confirmed by the SQA. The external assessment determines the final grade for the course (A-D) and will consist of 3 parts: - a Reading and Writing question paper (2 hours 10 minutes, worth 40 marks); - a Listening and Writing (1 hour 20 minutes, worth 30 marks); - a Talking performance worth 30 marks. The Reading, Writing and Listening papers will be externally set and marked by the SQA, the Talking performance will be conducted, recorded and marked internally in line with SQA marking instructions and quality assured. Materials Required A Mandarin-English Dictionary MANDARIN ADVANCED HIGHER SCQF 7 Days Mon/Wed 2-4pm Location Oldmachar Academy Starting Date Wed 6th June Entry Requirements A Higher Mandarin pass at A or B is desired. Entrance to the course is at the discretion of the department. Course Content The Advanced Higher Mandarin course consists of 3 units: Understanding Language – within the contexts of Society, Learning, Employability and Culture students have the opportunity to develop and extend their reading and listening skills Using Language – in the same four contexts students develop and extend their talking and writing skills Specialist study – students develop and extend their planning, research and analytical skills to undertake an independent study based on literature or media. Assessment There will be one Unit assessment in each of the four skills (pass/fail) The course assessment will comprise - A Reading and Translation paper worth 50 marks A Listening and Discursive writing paper worth 70 marks
PONDICHERRY ENGINEERING COLLEGE, PUDUCHERRY – 14 B.TECH (2014 REGULATION) AUTONOMOUS STREAM COURSE COMPLETION - CHECKLIST NAME OF THE STUDENT : REGISTER NUMBER : BRANCH : MONTH AND YEAR OF PASSING : S. No Subject Code Course Type# (PC / PE / GE / PDC / MCC) Number of Credits Semester Registered Grade Additional Information (if any) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43
PONDICHERRY ENGINEERING COLLEGE, PUDUCHERRY – 14 B.TECH (2014 REGULATION) AUTONOMOUS STREAM COURSE COMPLETION - CHECKLIST S. No Subject Code Course Type# (PC / PE / GE / PDC / MCC) Number of Credits Semester Registered Grade Additional Information (if any) 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 #Course Type refers to PC: Programme Core PE: Programme Elective GE: General Elective PDC: Professional Development Courses MCC: Mandatory Certificate Courses Course Type CC PE GE PDC MCC Total count of courses Total Credits completed Remarks: Signature of Faculty Advisor Signature of HOD
Feedback processes are developed, explained to all teaching staff, and applied uniformly Requests via the Adverse Circumstances system are responded to in a timely and appropriate manner, and result communicated to relevant teaching staff Suspected academic misconduct is referred to the School Student Academic Conduct Officer (SACO) School processes are followed regarding special examinations Grades notification and returnable assessment items are managed in a timely manner Know the Manage teaching and learning activities Teaching and learning activities have been developed to align with course outcomes and assessments Teaching staff engage students in those learning activities throughout the teaching term For assistance with all teaching and learning activities contact or ext. 15032 Manage course evaluation strategies Student Feedback on Course (SFC) surveys are requested if significant changes have been made to the course and a survey is not scheduled for your Faculty Other internal and external review processes are undertaken and revisions implemented as appropriate during term Accurate records are kept to ensure valid course evaluation Contact (SPP) for SFC requests Contact (CTL, ext. 15032) for information about other course evaluation services At completion of the teaching term Finalise course grades Grades are received from all teaching and missing grades sought Grades that are unable to be finalised are noted with reasons (“I” and “S” grades) Final grades are submitted in the manner and time stipulated by your School Processes associated with review of final grades are applied where appropriate Refer to Section 19 of the Course Management and Assessment Procedure Manual Complete course evaluation Course is thoroughly evaluated using a combination of data sources: student grades, student feedback, peer feedback, and personal reflection Course Assessment Return (CAR) is completed when advised Strategies are put in place as required for course amendment Refer to Section 4.2 of the Course Management and Assessment Procedure Manual Key contacts Policy @ Newcastle
FOURTH YEAR COS 421 - Bible IV: Prophets, Psalms, and Wisdom Literature This course examines God’s Word as expressed through Israel’s prophets, selected Psalms, and selected passages from Wisdom literature. Students will be able to: Understand the origin, history, and use of these forms of biblical literature among God’s people. Exegete forms of biblical literature. Apply exegesis to preaching, other pastoral responsibilities, and issues of the present day. COS 422 – Theological Heritage IV: Wesleyan Movement This course covers the significant individuals, decisive events, and theology of the Methodist movement. Utilizing categories of grace, faith, and holiness, the student will appropriate the Wesleyan heritage. Students will be able to: Understand and reflect on the movements, major figures, and events that led to the eighteenth century revivals, especially the lives and ministries of John and Charles Wesley. Understand and articulate the vision of holiness and the theology of grace as it shaped the Wesleys, and the structures of the Methodist movement. Identify and discuss significant theological and historical developments in American Methodism, including ordination and episcopacy. Reflect theologically on their Wesleyan heritage and identity. COS 423 – Mission This course introduces the theology and scope of mission, and the pastor’s role in leading congregations in their mission as agents of God’s transforming redemption. Students will be able to: Articulate a biblical and theological framework for Christian mission. Explain the Wesleyan relationship of personal piety and social holiness. Examine and reflect on unjust social realities and the response of the church locally and globally. Analyze their ministry context and develop strategies for transforming mission. COS 424 - Ethics This course introduces the biblical and theological bases for Christian behavior, emphasizing the pastoral skills needed for moral leadership in the congregation and community. Students will be able to: Articulate a biblical and theological basis for ethical thinking and moral behavior, and distinguish major approaches to ethical reasoning. Comprehend the relationship between their personal stories, pastoral vocation, local contexts, and responsibility as moral leaders. Develop a Christian framework for moral reason and action, and apply it to the use of power and the setting of boundaries in ministry.
Course Number/Name: Development Started: Target Delivery: Course Instructor: Email: Phone: Instructional Designer: Blank if Unknown Program Chair: Course Learning Objectives: In the space below, please write your course learning objectives. Course learning objectives should describe what the students will be able to do after completing this course. Assessment Strategy: In the space below, please describe how you plan to assess whether or not your students are achieving the course learning objectives. Assessments may include, but are not limited to, discussion activities, problem sets, group and/or individual projects, research papers, presentations, and exams. Module Outline: In the table below, please 1) provide a working title for each module, 2) write a brief description of what you plan to cover in that module 3) note how your assessment strategy will be implemented in that module, and 4) note the course learning objective(s) that module aligns with. Module # Module Working Title Module Description Assessments Course Learning Objective Alignment (#) 1 Project Management in an Earned Value Environment This module will cover the course introduction as well as a review of project management. Additionally the module will address the Work Breakdown Structure (WBS), the Organizational Breakdown Structure (OBS), and how those two structures are blended to establish the Responsibility Assignment Matrix (RAM). First team project assigned 1, 2, 6 2 Schedule Overview This module will the nature and purpose of scheduling and its importance to a project and project management. Also discussed will be the various scheduling types, the application of network logic, the Precedence Diagramming Method (PDM), scheduling devices, and the use of the Critical Path Method (CPM). 1, 2 3 Development of an Integrated Master Schedule This module will cover resource loading / leveling, the development of high quality and useful schedules, and the attendant scheduling health checks. Also covered will be top-down and bottoms-up planning, the Integrated Master Plan (IMP), as well as scheduling granularity, schedule approaches, and determination of the proper level of granularity in the schedule. Graded quiz/assessment of modules 1-3 1, 2, 3
FREE TRAINING LEARN TO GROW FOOD & FOOD GARDEN FREE TRAINING with ABUNDANT BORDERS We are working to create a network of local food production in the Scottish Borders and, with the support of the Salvation Army, Awards 4 All and the People’s Postcode Lottery, we are offering FREE training places in Hawick. Starting Tuesday 24th April and running EVERY TUESDAY until 3rd July, the course will help you learn how to grow fresh fruit and vegetables and create a fabulous food garden behind the Salvation Army Community Store, High Street. Only 15 places available so contact Karen asap to book a place. All Equipment Provided No previous experience necessary Contact: Karen via email robin@abundantborders.org.uk Telephone: 07885 905090 www.abundantborders.org.uk
8 22 Mar Online and/or in schools Go to LMS Learning materials – work on modules and journals 9 29 Mar Break or online Primary and Secondary school holidays commence Continue with modules and Journals 10 5 Apr Break Good Friday April 2 Easter Monday 5 11 12 Apr Secondary field work and or online Plan for ten days fieldwork in Years 7-10 over next four weeks Go to LMS Learning materials – work on modules and journals EDU4IMA – Task 1 EDU4IMA – Task 2 12 19 Apr Online and/or in schools Go to LMS Learning materials – work on modules and journals 13 26 Apr Online and/or in schools Go to LMS Learning materials – work on modules and journals 14 3 May Online and/or in schools Go to LMS Learning materials – work on modules and journals 15 10 May Teaching practicum or online Commencement of 20 days of primary teaching practicum. Shepparton area students commence this week, all other students commence on the 17th EDU4SMP 16 17 May Teaching practicum Primary teaching practicum EDU4MLA – Task 2 17 24 May Teaching practicum Primary teaching practicum 18 31 May Teaching practicum Primary teaching practicum 19 7 June Teaching practicum or online Primary teaching practicum or online modules 20 14 June Completion of work 21 21 June On line or break Completion of assignment work or EDU4IMA – Task 3 SEMESTER TWO 1 28 June On campus Intensive Two at Shepparton campus – Attendance compulsory. See Intensive timetable EDU4MLA – Task 1 EDU4MLA – Task 3 Practicum portfolio 2 5 July On campus Intensive Two at Shepparton campus – Attendance compulsory. See Intensive timetable 3 12 July Online Go to LMS Learning materials – work on modules and journals
Readings Author Title Publisher Duquette, C. Students at Risk Pembroke Publishers 2001 Ewing, R. Beyond the Reading Wars PETA publication, 2006 Fountas, & Pinnell. Guided Reading Heinemann 1996 S., Ewing, R., & Le Cornu R., (online text) Teaching Challenges and Dilemmas. Thomson, Melbourne, 2003 Harrison, N. Teaching and Learning in indigenous education Oxford University Press, 2008 Latham, G et.al. Learning to Teach new times, new practices Oxford University Press, 2007 Marsh, C. Becoming a Teaching Pearson Education 2004 Moss, J. et al. Invitations and Inspirations Pathways to Successful Teaching Curriculum Corporation, 2004 Zevenbergen, R,. et.al. (online text) Teaching Mathematics in the Primary School Allen and Unwin, 2004 Sections on Literacy and Numeracy Making a Difference – A Literacy Program for Middle Years student Tovani, C. (2005) I read it but I don’t get it Stenhouse Publishers Van de Walle, J. (2007) Elementary and Middle School Mathematics:
Cambridge Course Map Math Science English Soc Stud Academy Class Elective Elective Elective 9th IGCSE I/II Physical Sci or IGCSE Biology IGCSE Language IGCSE World History Freshman Seminar World Language 10th IGCSE II/III IGCSE Chemistry or Biology or Physics IGCSE Literature AICE History AS AICE General Paper AICE Thinking Skills World Language 11th IGCSE III/IV or AICE Math Physics or AICE Psychology or Marine Science or Chemistry AICE Language AICE History A AICE Global Perspectives AICE Elective 12th AP Stats or AICE Math or AP Calculus AICE Marine or Psych or Environmental Management or Chemistry AICE Lang A or AICE Literature AP Gov or AP Econ AP Elective AICE / AP Elective World Language – Two years of the same PE ½ & Personal Finance ½ 1 Wellness 1 Fine Art – Band, orchestra, chorus, guitar, art, theater… 3 Academy Pathway Courses 1 Capstone – AICE Global Perspectives is required for the AICE Diploma ***Wellness and Personal Finance are typically offered in the summer – 1st three weeks of June. AICE DIPLOMA TRACKER FOR 2017 & BEYOND Notes: _______________________________________ Student Name: _________________________________________ _____________________________________________ Candidate Number: ______ ______ ______ ______ _____________________________________________
Activity EndNote: Beginner Date(s) of Delivery Offered in semesters 1 and 2. 2016 Dates: 16 March 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 4 April 2016, 2:00 PM – 4:00 PM, Hub Central - Training Room 348 19 April 2016, 2:00 PM – 4:00 PM, Hub Central - Training Room 348 06 May 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 26 May 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 25 July 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 23 August 2016, 2:00 PM – 4:00 PM, Hub Central - Training Room 348 28 September 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 27 October 2016, 10:00 AM – 12:00 PM, Hub Central - Training Room 348 Target Audience All Postgraduate Research Students Pre-requisites This session for beginners provides an introduction to the EN program – no previous knowledge of EN is assumed. On completion students should be able to build an EN library manually or by direct export from databases; have an introduction to managing their library; use Cite While You Write to insert citations into a Word document and edit those citations. Mode of Delivery Face-to-Face CaRST Hours 2 RDF Domain Domain A Knowledge and Intellectual Abilities Domain B Personal Effectiveness Domain C Research Governance and Organisation Domain D Engagement, influence and impact Resources •A Library Guide tutorial on using EndNote is available at: •On Thursday afternoon’s during Semester times, EndNote drop-in sessions are available in the Writing Centre – Level 3, The Hub. Provider University Libraries Enquiries Ainsley Painter or 8313 1060 Booking through the University Course Bookings system Evidence of Completion The organiser will take attendance and returned a signed class list to CaRST. Attendance will be recorded online in the University Course Bookings system. Activity Learning Outcomes This course will provide students with an opportunity to develop the learning outcomes highlighted below (reproduced from the Vitae , a tool developed by to support researchers working with the RDF). Domain A Knowledge and Intellectual Abilities
Logging in to Blackboard for Students: In the address bar of your Web browser, type http://myMacEwan.ca and press Enter. to myMacEwan.ca with your MacEwan network user ID and password. Click on “Distance and Online Learning” tab Note: Your initial password has been determined for you and is printed on your course registration sheet. Most often the id’s are assigned as Last name and first initial. With the first letter of your last name and first initial being capitalized. For example: First Name: Jack Last Name: Henry Student Number: 1234567 User Id: HenryJ Password: 1234567 If you do not know your MacEwan Network ID or password please contact the CNS HelpDesk at or them in person in room 7-306. Seminars, Assignments and/or Reports: : will be 9 assignments; please see “Assignments” below for more information. Grade Evaluation: Term Exams (20% each) 40% Final Exam 40% Assignments 10% Quizzes (5% each) 10% Total 100% Examination Dates: Quiz 1: Thursday, September 12, in class Quiz 2: Thursday, November 14, in class Term examination 1: Thursday, October 3, in class Term examination 2: Thursday, November 7, in class Final Examination*: Thursday, December 12, 9-11, in GYM. This is a 2 hour exam. *Students are responsible for verifying the date of the exam (see here). Format of Examinations: written, closed book, no calculators Final Grade: Score 95- 100 90- 94 80- 84 75- 79 70- 74 65- 69 60- 64 55- 59 45- 49 0- 44 Final Grade A+ A A- B+ B B- C+ C C- D+ D F Please Note:
3) Slopes 1) 3) c 4) a, b, c Tests, quizzes 4) Equations of Lines 1) 3) c 4) c Tests, quizzes 5) Measurement 1) 5) a, b Tests, quizzes Real-world projects and applications
MSL50116 Diploma of Laboratory Technology Course Content Unit of Study Units of Competency Prerequisites Hours DMSL01 MSL973001 Perform tests N/A 60 MSL973002 Prepare working solutions N/A 50 MSL933004 Perform calibration checks on equipment and assist with its maintenance N/A 40 The Laboratory Workplace MSL913001 Communicate with other people N/A 40 MSL915001 Provide information to customers N/A 30 MSL944001 Maintain laboratory or field workplace safety N/A 50 DMSL02 MSL913002 Plan and conduct laboratory/field work N/A 40 MSL974001 Prepare, standardise and use solutions N/A 100 Testing and Maintenance MSL904001 Perform standard calibrations N/A 50 MSMENV472 Implement and monitor environmentally sustainable work practices N/A 40 MSL935002 Assist in the maintenance of reference materials N/A 30 DMSL03 MSL974003 Perform chemical tests and procedures N/A 100 MSL924001 Process and interpret data N/A 70 Quality Analysis MSL934002 Apply quality system and continuous improvement processes N/A 80 MSL924002 Use laboratory application software N/A 60 MSL934003 Maintain and control stocks N/A 50 DMSL04 Chemical Techniques MSL915002 Schedule laboratory work for a team NA 50 MSL935004 Maintain instruments and equipment NA 40 MSL925001 Analyse data and report results NA 80 MSL935001 Monitor the quality of test results and data NA 40 MSL975020 routine spectrometric techniques NA 150
Week Date Chapters covered Topic Events Homework 1 Sept.4-10 1.1—1.7 Number System 2 Sept. 10-16 2.1—2.9 Boolean Algebra Tutorials begin 3 Sept17-23 3.1-3.8 Minimization of Boolean Functions Labs Thursday Sept. 20th 4 Sept. 24-30 4.1-4.4 + timing Design Process Thursday Sept. 27 5 Oct. 1-7 4.5-4.10 Arithmetic Functions, Decoders Thursday Oct. 4th 6 Oct 8-14 4.11 Multiplexers Midterm Exam 7 Oct 15-21 5.1- 5.4 Latches and Flip Flops Thursday Oct. 18th 8 Oct-22-28 5.5 Analysis of Sequential Circuits 9 5.7 Design of Sequential circuits 10 Nov. 5-11 5.7 Design of Sequential circuits Thursday Nov. 8th 11 Nov. 12-18 6.1-6.3 Design of Registers and Counters Thursday Nov. 15 12 Nov. 19-25 6.4-6.5 Design of Other counters 13 Nov.26- Dec 2 7.5-7.8 PLDs Thursday Nov. 29 14 Dec.3-9 Make-up classes TEXT: Digital Design By Morris Mano, & M. Ciletti, Publisher Pearson, 6th edition [RECOMMENDED and used for assignments and lectures. Lecture contents may be shifted in time depending on time to deliver and answering relevant questions. LABORATORY: There will be approximately 5 experiments. Laboratory classes will start on (3rd week, the week of Sep. 17th),
Paper 1 – Medicine in Britain, c1250-present and the British sector of the Western Front, 1914-18: injuries, treatment and the trenches Section A: Historic Environment The British sector of the Western Front Knowledge, selection and use of sources for historical enquiries Section B: Thematic Study Medicine in medieval England The Medical Renaissance in England Medicine in eighteenth and nineteenth century Britain Medicine in modern Britain 2 – Anglo-Saxon and Norman England, c1060-88 and The American West, c1835-1895 Section A: Anglo-Saxon and Norman England, c1060-88 Anglo-Saxon England and the Norman Conquest, 1060-66 William I in power: securing the kingdom, 1066-87 Norman England, 1066-88 Section B: The American West, c1835-1895 The early settlement of the West, c1835-1862 Development of the plains, 1862-76 Conflict and conquest, c1876-95 Paper 3 – Weimar and Nazi Germany, 1918-39 The Weimar Republic, 1918-29 Hitler’s rise to power, 1919-33 Nazi control and dictatorship, 1933-39 Life in Nazi Germany, 1933-39
7.2.1 Opening: Social Status, Power, and Human Burials 7.2.2 Watch: Intro to History 7.2.3 Read: “Recordkeeping and History” 7.2.4 Activity: What Do You Know? What Do You Ask? 7.2.5 Watch: Migrations and Intensification – Crash Course 7.2.6 Activity: DQ Notebook 7.2.7 Read: “The Origin of Agriculture in Africa” 7.2.8 Activity: Little Big History – Research Questions 7.2.9 Activity: The Rise, Fall, and Collapse of Civilizations (WH) 7.2.10 Closing: Were They Pushed or Did They Jump? 7.2.11 Closing: Investigation 7 Unit 8—Expansion & Interconnection Start Date: March 6, 2017 (4 weeks) Learning Outcomes Analyze what propelled the expansion and interconnection of agrarian civilizations. Investigate the implications of interconnected societies and regions by looking at spread of people, plants, animals, disease, goods, and ideas. (WH) Explain how new networks of exchange accelerated collective learning and innovation. Describe the changing characteristics of societies in the four world zones before and after oceanic travel and the thickening of global networks. Unit 8 Driving Question "What are the positive and negative impacts of interconnection? " Lesson 8.0—Expansion 8.0.1 Opening: What Caused Expansion? 8.0.2 Watch: Why Did Civilization Expand? 8.0.3 Watch: The Modern Revolution – Crash Course 8.0.4 Activity: Zone Game 8.0.5 Vocab Activity: Part I 8.0.6 Read: “The Four World Zones” 8.0.7 Activity: DQ Notebook 8.0.8 Activity: Investigation Writing – Argument Lesson 8.1—Exploration & Interconnection 8.1.1 Opening: World Travelers 8.1.2 Watch: How Did the World Become Interconnected? 8.1.3 Read: “China: The First Great Divergence” 8.1.4 Read: “An Age of Adventure” 8.1.5 Activity: An Age of Adventure 8.1.6 Read: “Ibn Battuta” 8.1.7 Read: “Marco Polo” 8.1.8 Read: “Zheng He”