zilongwang/ReadingBank huggingface dataset:
Examples of how we deal with other categories of unreasonable behaviour We have to take action when unreasonable behaviour impairs the functioning of our organisation. We aim to do this in a way that allows a complaint to progress through our process. We will try to ensure that any action we take is the minimum required to solve the problem, taking into account relevant personal circumstances including the seriousness of the complaint and the needs of the individual. Actions we may take include: Where a complainant repeatedly phones, visits the College, raises repeated issues, or sends large numbers of documents where their relevance isn’t clear, we may decide to: Limit contact to telephone calls from the complainant at set times on set days. Restrict contact to a nominated member of staff who will deal with future calls or correspondence from the complainant. See the complainant by appointment only. Restrict contact from the complainant to writing only. Return any documents to the complainant or, in extreme cases, advise the complainant that further irrelevant documents will be destroyed. Take any other action that we consider appropriate. Where we consider continued correspondence on a wide range of issues to be excessive, we may tell the complainant that only a certain number of issues will be considered in a given period and we ask them to limit or focus their requests accordingly. In exceptional cases, we reserve the right to refuse to consider a complaint or future complaints from an individual. We will take into account the impact on the individual and also whether there would be a broader public interest in considering the complaint further. We will always tell the complainant what action we are taking and why. The process we follow to make decisions unreasonable behaviour Any member of staff who directly experiences aggressive or abusive behaviour from a complainant has the authority to deal immediately with that behaviour in a manner they consider appropriate to the situation and in line with this Policy. With the exception of such immediate decisions taken at the time of an incident, decisions to restrict contact with Edinburgh College are only taken after careful consideration of the situation by a more senior member of staff. Wherever possible, we will give a complainant the opportunity to change their behaviour or action before a decision is taken. How we let people know we have made this decision When an Edinburgh College employee makes an immediate decision in response to aggressive or abusive behaviour, the complainant is advised at the time of the incident. When a decision has been made by senior management, a complainant will always be told in writing why a decision has
olympians Tom Shields, Natalie Coghlin and Anthony Erwin from and the home grown talents of Ross Murdoch, Robbie Renwick and Hannah Miley. Chris Spice, National Performance Director, British Swimming states that in 2016 the meet will play ‘a critical part of our national racing strategy as we head toward the 2016 Olympic Games in . In 2015, this top-line domestic meet provided our British athletes with the preparation they needed prior to our best ever result at the 2015 World Championships in . The British national senior squad will again be in attendance in 2016.’ FINA has been asked for approval for the times set at the event to be used for qualifying for the 2016 Olympic Games. MEET INFORMATION - CONTENTS Page 3; Venue Swimming groups Events Prizes Session times and swimming programme Page 4; Entries and timelines Entrée fee and payment Multi classification entries Withdrawals Page 5; Consideration times and reserves Coaches information and packs Page 6; Results service / Live streaming Photography Accommodation and food Spectator information and car parking Technical officials Meet sponsors Other information Annexes 1 - Swim programme 2 – Summary sheet
I pledge to raise or exceed the stated fundraising target SIGNED: PRINT: DATED: YOUR PRIVACY Youth Sport Trust is committed to protecting your privacy. Our full Privacy Policy can be found on our website www.youthsporttrust.org Communicating with you further about our work and fundraising activities You are now part of #TribeYST From time to time we would love to keep you updated about our work, events and campaigns. Please tick to indicate why and how you would like us to contact you REASON METHOD Ways to provide financial support Post Newsletter Email Information Telephone Our Campaigns Text Message Our Impact and Research Social Media Message Ensuring we contact you in the ways that you would like to be communicated with is very important to us. You can change your preferences at any time by contacting us at . Participation Terms and Conditions The fundraising package is for an event place only. All travel and accommodation costs incurred by taking part must be met by the participant. By applying for this challenge, you agree to raise 80% of the fundraising target by the date of the event and are responsible for making up any fundraising shortfall personally. If you withdraw from the event after 10th April 2019, your fundraising target will still be applicable as costs to the charity are non-refundable at this point. You to collect all remaining sponsor money and pay over to the charity within 4 weeks of the date of the event. REGISTRATION FEE PAYMENT Youth Sport Trust Account No: 29788323 Sort Code: 60-14-10 Ref: EMF2019
Curriculum Vitae Please provide a short (2 page max.) CV or career history detailing dates and descriptors of positions held. Please only include your initials and surname on your CV. You should attach this to your completed application form. Declaration If you give any information which you know is false, or if you withhold relevant information, this may lead to your application being rejected. I declare that the information I have given is, to the best of my knowledge or belief, true and complete. I declare that I have read the Edinburgh College Board of Management Code of Conduct for Board Members Signature ______________________________________ Date ____________________ (Initials and Surname Only)
person to a) ensure safety and appropriate use of playground facilities b) respond quickly to any person who is injured or at risk from injury and seek assistance As indicated on general risk assessment Mentor to ensure that they ID card on each outing and to remain with young person to respond quickly to any injury Mentor to familiarise with first aid points in the park. Repeat on each outing Animals Any Mentors to familiarise with and reinforce park warnings and advice regarding safety around animals. On-going supervision of young person to be maintained throughout the trip. Mentor to carry out on-going risk assessment and respond as necessary. Repeat on each outing and as necessary throughout each outing. Repeat on each outing and as necessary throughout each outing. General items; busy car park/ /lack of supervision/ strangers/ becoming separated/ fire/ toilets All How to control risks arising from these hazards are included in the general risk assessment which should be used in conjunction with this assessment. Mentors to be briefed on risk assessments during training and reminders given during support and supervision sessions. NOTES (Amendments)
Course Outline Week Topic / Activity Reading / Resources What’s due Foundations 1 Aug. 23-29 What is PI (or HPT)? Foshay, Villachica, & Stepich – Cousins but Not Twins: PI and ID Dessinger, Moseley, & Van Tiem – HPT Chevalier – Improving Workplace Performance Guerra – PI as Litmus Test (very short) Aziz - What’s In a Name? Kaufman – Ends and Means Discussion: Means vs. Ends; PI toolbox 2 Aug. 30 – Sept. 5 Performance Barriers, Part I Watkins Ch. 1 PI in … public sector / government, healthcare Handout: Performance Systems Barriers Handout and Job Aid Discussion: Case Study 1, Part 1 (includes videos); PI toolbox 3 Sept. 6-12 Performance Barriers, Part II Performance barriers analysis – introductory analysis of a performance system using the common barriers identified in PI (Watkins readings) Mager & Pipe Ch. 1 & 2 Addison & Witkuhn – HPT: The Culture Factor Marquardt, Smith & Brooks – Managing change across process, technology, and culture – Organizational culture PI in … K-12 & Higher Ed Discussion: Case 1, Part 2 Assignment: performance system analysis due end of Week 3 4 Sept. 13-19 HPT Models and Overview of Theories and Figures Chevalier – Updating the Behavior Engineering Model Dessinger, Moseley & Van Tiem – HPT model (review) Marker, et. al. – Spiral model Kaufman – OEM model PI in … industry, lessons learned in international projects Discussion: Case Study 2; PI toolbox
Since we have been discussing the benefits of Excel and spreadsheets in general, your first assignment will be based on a fictional class (former and current NFL quarterbacks), and their test scores from their Baseball 101 class. You can enter this data, or just download the file, then edit based on grade sheet. Good luck! Data for spreadsheet Lastname Firstname Test 1 Test 2 Test 3 Test 4 Test 5 Test 6 Test 7 Test 8 Test 9 Test 10 Test 11 1 Griese Bob 82 90 80 90 85 90 85 90 75 95 92 2 Unitas John 91 85 90 80 75 85 90 75 70 90 88 3 Elway John 70 90 90 80 90 70 90 75 80 83 75 4 Favre Brett 85 76 90 65 90 80 90 80 70 70 69 5 McNair Steve 75 90 75 90 75 90 80 80 72 70 69 6 Romo Tony 80 75 74 72 89 89 70 70 70 78 77 7 Palmer 65 70 75 80 85 90 85 80 75 70 50 8 Manning Archie 60 70 70 74 74 80 80 80 75 90 80 9 Marino Dan 90 90 95 95 80 80 80 80 99 70 90 10 Theisman Joe 55 60 65 70 80 80 90 90 90 90 85 11 Joe 52 45 33 100 66 75 90 81 23 100 73 Course Baseball 101 EDIT 4310 Exercise Grade sheet Excel Exercise 5: 50 points Grades Name Date 50 POINTS POSSIBLE TOTAL Directions: Change text to Arial Roundtop 11 pt # (5 pts): Yes (5) No (0) Align all 11 Tests to -90 (5 pts) Yes (5) No (0) Sort Worksheet by Lastname in Alphabetical Order (5 pts) Yes (5) No (0) Center All 11 tests (5 points) Yes (5) No (0) Put a double-line border around entire table (5 points): Yes (5) No (0) Renumber (5 points): Yes (5) No (0)
Previous employers Please list all previous employers. Use a separate sheet if required following the headings on this page. Please indicate the notice period required in your current employment. Employer Address Telephone number Job title Date employed from and to Description of role and responsibilities Reason for leaving Salary on leaving Employer Address Telephone number Job Date employed from and to Description of role and responsibilities Reason for leaving Salary on leaving
**Note: Once applicant has received notification from NACCAS of approval to serve as an ICPE, NACCAS must receive proof of Commercial General Liability (CGL) Insurance coverage from the applicant’s insurance agent. By signing below I affirm that the information contained in all of the application materials is true and accurate to the best of my knowledge and agree to allow NACCAS to perform any necessary background checks. __________________________________________________ Signature Date Disclaimer NACCAS welcomes any interested independent contractor peer evaluator candidates into the evaluation process. A thorough review of each candidate’s application will be conducted. The party must successfully complete the application process and receive this approval, prior to becoming a NACCAS independent contractor peer evaluator. The absence of statements in the review must not be construed as acceptance, approval, or endorsement of those specific statements by an applicant on the application and accompanying documents. Further, the review does not relieve the applicant of his/her obligation to comply with all of NACCAS’ requirements and selection process standards to become approved. It is the obligation of the NACCAS independent contractor peer evaluator to continue to meet qualification requirements in order to maintain eligibility to remain in the pool of available independent contractor peer evaluators after initial qualification had been verified and approved. Approval as a qualified independent contractor peer evaluator does not guarantee selection for any minimum number of assignments. NACCAS is striving to create a model of excellence and is continuously evaluating its systems and processes to ensure maximum effectiveness and operational success. To achieve this, NACCAS will select applicants and use independent contractor peer evaluators with the strongest levels of qualification in order to ensure that the best qualified persons are used to evaluate schools in NACCAS’ peer review process. NACCAS reserves the right and discretion to approve or reject any applicant based on its findings and internal selection criteria during the application review process. If an applicant may appear to qualify for more than one peer evaluator category, NACCAS will evaluate the area in which the applicant devotes 85% of his/her work.
Statement of Single Largest Completed Contract(SLCC) [Date] The Chairperson, SBAC Bases Conversion and Development Authority 2/F BonifacioTechnologyCenter, 31st St., cor. 2nd Avenue, Bonifacio Global City, TaguigCity Dear Ma’am, In compliance with the eligibility requirements for the bidding of the Construction of NCC to Access Road, this is to certify that [name and complete address of Bidder] has the following completed government and private contracts: Tab No. Name of Contract Date of Contract Contract Duration Owner’s Name and Address Nature of Work Contractor’s Role (whether sole contractor, subcontractor or partner in a JV) Total Contract Value at Award (in PhP) Date of Completion Total Contract Value at Completion, if applicable (in PhP) Percentages of Planned & Actual Accomplishments, if applicable Value of Outstanding Works, if applicable (in PhP) Yours sincerely, [Signature over printed name of Authorized Representative] [Title] [Name of Firm]
The Charity does not undertake to accept the lowest Tender; or part, or all of any Tender and the acknowledgement of receipt of any submitted Tender shall not constitute any actual or implied agreement between the Charity and the Tenderer. The Charity reserves the right to accept any part, or all, of any Tender or Tenders at its sole discretion. 4.2 Tender not returned No part of the Tender submitted will be returned to the Tenderer. 4.3 Results of Tendering An evaluation team will consider all Tenders correctly submitted and will select one or more with a view to reaching an agreement subject to clarification of any outstanding matters. When the final decision on the results of the Invitation to Tender has been taken; all Tenderers will be informed in writing, whether or not they have been successful. No other information shall be given on the progress of the tendering. PART 3 - FORM OF TENDER Date: To : Claire Ball, Equality, Diversity & Inclusion Manager Age UK, Tavis House 1-6 Tavistock Square LONDON WC1H 9NA Dear Sir Subject to Contract AGREEMENT FOR THE PROVISION OF DIVERSITY AND INCLUSION TRAINING FOR LEADERS AND MANAGERS IN AGE UK. AGREEMENT NUMBER: AGEUK /ED&I/01 I/we have read the information provided in your Invitation to Tender and subject to and upon the terms and conditions contained in Part 4 - Agreement Documents - I/we offer to supply the goods [ and services ] described in the said Agreement documents in such manner as may be required. Terms and Conditions: I/we agree that this tender and any Agreement which may result there from shall be based upon the documents listed below, and that the Buyer is The Charity. The Agreement documents as shown in Part 4 of the Invitation to Tender.
School Name here 2016-2017 school year Instructor: NAME E-Mail: this class This class is taught by optimizing immersion using the TPRS® method. Our class activities are designed to provide students with many opportunities to be involved in the Spanish language at or just above their level of understanding. Each language-building activity is designed to introduce or strengthen the understanding of high frequency words and phrases in Spanish. 1. What is TPRS? TPRS® stands for Teaching Proficiency through Reading and Storytelling. It is based on the idea that the brain needs an enormous amount of “comprehensible input” in the language. We choose the most commonly used words and phrases and use them in stories, conversations and other activities. Everything we talk about in the target language is understood by the students. Materials Look, I Can Talk! Student Text Agentes Secretos novel Ana novel Frida novel Important dates
Question: What causes OCEAN WAVES & TIDES wave – movement of energy through a body of water usually formed when winds blow across the water’s surface transferring energy Parts of a Wave: crest – highest point of wave trough – lowest point of wave wavelength – distance from one to another, or from one trough to another amplitude – the amount of energy a wave carries (measured from resting point to crest) frequency – number of waves that pass a point in a certain amount of time tides – daily rise and fall of Earth’s waters on its coastlines caused by the gravitational interaction of Earth, the Moon and the Sun The gravitational force between the Earth and the Moon produces two bulges on ocean surfaces – one bulge on side of Earth facing the Moon and the other on the side that’s facing away from the Moon – these bulges represent high tides. tidal range – the difference in water level between a high tide and a low tide and vary depending on the positions of the Sun and Moon with respect to Earth spring tide – the largest tidal range and occurs when Earth, the Moon and the Sun form a straight line neap tide – the lowest tidal range and occurs when Earth, the Moon and the Sun form a right angle
lemon to mint. . Antirrhinum majus Tastes like: bland to bitter flavor Tulbaghia violacea Tastes like: a very mild garlic flavor Cucurbita pepo species (aka Zucchini Blossom) Tastes like: sweet, nectar flavor. . * Helianthus annus Tastes like: leafy, slightly bitter. Lightly steam petals to lessen bitterness. Unopened flower buds can be steamed like artichokes. Thymus vulgaris Tastes like: lemon, adds a nice light scent. . Begonia X tuberosa ONLY HYBRIDs are edible. The flowers and stems contain oxalic acid and should not be consumed by individuals suffering from gout, kidneystones, or rheumatism. Further, the flower should be eaten in strick moderation. Tastes like: crisp, sour, lemony Viola species Tastes like: sweet, nectar Yucca baccata Flowers (petals only) and fruit are edible. Other parts contain saponin, which is poisonous. Large amounts may be harmful. Tastes like: crunchy, fresh flavor Tastes like: crunchy, fresh flavor Flowers to Some flowers in particular to be avoided (but not a complete list) are: azalea, crocus, daffodil, foxglove, oleander, rhododendron, lily of the valley, and wisteria. See a more . *Only the petals of these composite flowers are edible. The pollen of composite flowers is highly allergenic and may cause reactions in sensitive individuals. Sufferers of asthma, ragweed, and hayfever should not consume composite flowers, and may
Plate Tectonics Boundary Graphic Organizer Example Part 1 Part 2 Part 3 Part 4 Part 5 Use your lab sheet to describe what you observed in each part. I observed the graham cracker sliding past the other graham cracker and it getting stuck and crumbling at the edges. There was frosting left in the middle and some of it squished up between the graham crackers. The height of the graham cracker left a valley in between the two graham crackers. There was frosting left in the middle and some of it squished up between the Fruit Roll-Ups. The height of the Fruit Roll-Up left a ridge in between the two Fruit Roll-Ups because the frosting was higher than the Fruit Roll-Ups. There graham crackers squished together and pushed upward into the air forming a little mountain. The graham crackers kind of caught on one another and little pieces of graham cracker broke off where they were rubbing together. The graham cracker went over top of the Fruit Roll-Up. on your observations draw the movement using arrows. Which landforms or events are associated with this part? Faults and earthquakes Rift Valleys Ridges Mountains Faults and Earthquakes Subduction Zones, Trenches What is the name of the plate tectonic boundary that this part models. Transform Boundary Divergent Boundary Divergent Boundary Convergent Boundary Transform Boundary Convergent Boundary
Judging JUDGING: One judge must be provided for one or two policy teams. Two judges are required for three or four policy entries. A half-time judge will be obligated to judge 4 rounds. Public forum will require one judge for every three teams, or fraction thereof. Because of flighting in you will need to bring one judge for every three LD debaters, or fraction thereof. Congressional Debate will need one judge for every six entries or fraction thereof. JUDGES are obligated one round past the elimination of their students. Judges are also obligated one round past the elimination of their team and thru the first full elimination round. So, Doubles in policy, Doubles in LD and Doubles in Public Forum. We will have a limited number of judges available for hire at $300 for policy, LD and Public They can be hired by the round on tabroom. Hired judges for other divisions are the cost showing in tabroom. Also, I have to approve judge hires. If I approve your request YOU CANNOT BACK OUT. Once I approve I make arrangements and hire a judge to fill that slot. If a judge fails to pick up their ballot at the tournament. There will be a $50 per judge per round missed. All judges must have a tabroom.com account and be able to enter an electronic ballot while at the tournament. Registration and Fees Registration will be available between 7:00 to 11:00 PM on Thursday, December 13th. If you have paid then you will have the option of on-site registration done by tabroom. We would prefer that all schools pay prior to the tournament but if needed we will provide a phone option for registration of local teams on Thursday night. All entries will be automatically placed on a waiting list. Once the tournament director receives your fees or a copy of your submitted purchase order your entries will be removed from the waiting list and entered into the tournament. 2018 Fees Policy Debate $120/team LD $80/team Public Forum $80/team World Schools Championship Debate $125/team
Guest Lecturer, Triage in Physical Therapy 2008 Master program Tennessee State University 2007 Guest Lecturer, Health Settings Dr. Kanu’s Healthcare Administration class 2007 Judge, Diocese of Nashville Middle School Forensic 2007 to 2011 Presentations and Professional Workshops Conducted Peer Reviewed Presentations § Brown, A., McNair, K., Rawson, R.,Sibley, T., & Raynes, E. A. (2012). Does estrogen has an immunomodulatory effects on pregnant women with multiple sclerosis? Experimental Biology 2012 Annual Convention. San Diego, California. May 2012. § Raynes E. A., Barredo R, Kunnu E, Housel N Should Immunization be a Public Health Mandate or an Individual Choice (platform), Intellectbase Academic Conference, Nashville TN, May 27-29, 2010. § Barredo R, Murphree A., Raynes, E. A. Factors Influencing the Philosophies of Care of Student Physical Therapist Assistants After the First Clinical Education Experience (platform), Intellectbase Academic Conference, Nashville TN, May 27-29, 2010. § Housel N, Barredo R, Edmondson D, Raynes E. A., and E. Language Variation in Multiple Choice Testing and the Effect on Student Outcomes (platform). APTA Combined Sections Meeting in Las Vegas NV, February 9-12, 2009. § Raynes, E. A. Childhood obesity: How much information do we know? Annual Summer Student Research Symposium. Walden University. University of Minnesota, Twin Cities Campus. Minneapolis, Minnesota. July 2007 § Raynes, E. A. & O’Connell Jr., R. R. An analysis of prevention and control of tuberculosis in correctional facilities. Intellectbase Academic Conference. Atlanta, Georgia. October 2008 Invited Presentation § Speaker, Radiology for the Nursing Graduate Students
Court Ordered Conferences (“COCs”) Court Ordered Conferences are meetings that are held if you contest the application made by Child Safety Services. An independent chairperson runs the meeting, and the aim is to try to resolve the matters that are in dispute in the proceeding. Usually, if a party is not consenting to the order then a conference must be held, or reasonable attempts to hold a conference must be made before the court can make a Child Protection Order. However, a court may dispense with the requirement in some cases, including where there are concerns about the safety of a party if a conference were held and the court is satisfied this outweighs the potential benefit of holding the conference. The court may also order multiple conferences at different stages during the proceedings to address issues as they arise. The meeting may run in a similar way to the family group meeting, using a structure such as: What are we worried about? What is working well? What needs to happen? However, unlike a family group meeting, the focus of these questions in a Court Ordered Conference should be on how these matters relate to any disagreement regarding the order the court is being asked to make. You may consider, if you am not prepared to accept the order that Child Safety Services is asking the court to make, whether you could offer to agree to a different or a shorter order. You could also consider the length of time you believe is required to achieve case plan goals and ask Child Safety Services to justify why they are asking for the length of time they have specified. Information Kit on Child Protection for Parents 56
RESULTS HYPOTHESIS 4: FOSTERING PARENTAL RESILIENCE SENSE OF BELONGING FACILITATOR “[A young lady who] really came from a place of being in adaptive despair not in a good place in her life, accepting help from the agency and participating in the program. I was able to see the growth and changes in her, her daughter, and their relationship.” (Trusting Loving Connections) “[The relationship between peers] is amazing. They come in as a group of strangers and they leave as friends. Talking about resiliency and support network – they often don’t have a lot of support. They need this new support, which is a really neat thing.” (Trusting Loving Connections) CAREGIVER “At the end of the day is what you guys want: to bring these tools home and use them…I think it also promotes the communality…because the children know what they are doing, we know what the children are doing, and see each other do it. A lot of times children work from example, so they see their parents doing that and having found that, they may be more encouraged.” (Mindful Caregivers & Kids) “I enjoyed the interaction piece and being able to discuss with other moms that have similar problems and similar upbringings. We just need to know how to do this and it really helps being in that group to talk about it.” (Trusting Loving Connections) 13. Pre- and post- test scores for Sense of Belonging Using Proxy Variables Programs Pre Post Category Mindful Caregivers & Kids - - Strengthening Families 1.25 2.00*** Enjoy my time with my child Trusting Loving Connections - - a p < .10, * p < .05, ** p < .01, *** p <.001
6 C’S of PRIMARY SOURCE ANALYSIS (modified) CONTENT Main Idea Summarize the major points of the document. CITATION Title, Author, Date CONTEXT What is going on in the world, the United States, and Georgia when this was created? CONNECTIONS Prior Knowledge Connect the major points of this document to other things that you already know or have learned about. COMMUNICATION Point-of-view or bias Is this source reliable? Why or why not? What is the author’s motivation for creating this? CONCLUSIONS Explain how this source changes your understanding of history.
My Work Monday Tuesday Wednesday My Progress MONDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ TUESDAY # of questions # correct _____ I need more help with… ________________________ ________________________ ________________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ Monday Tuesday Wednesday Thursday
Available spring only REQUIREMENTS Applicants must be juniors, seniors, or graduate students with a major in one of the following ancient art specialties: Classical archaeology, classical studies, or art history with an interest in ancient Greek and/or Roman art. Knowledge of other ancient Mediterranean cultures (Egypt, Cyprus, and the Levant) desirable. OR Archaeology of the ancient Americas or art history with an interest in Maya, Aztec, or Inca cultures. Knowledge of related ancient American cultures desirable. TIME COMMITMENT One semester, with flexible schedule, 10–20 hours per week RESPONSIBILITIES Dependent upon academic background, interests, and talents of the intern. Will include some or all of the following: Research and write on objects in the Museum’s collection and potential acquisitions Research and provide substantive assistance related to planning special exhibitions and permanent collection installations Assistant with the planning of ancient art–related activities (Egyptology Seminar) and curatorial events (Art Day) To apply for this internship, contact Caroline Rocheleau, Curator of Ancient Art, MEMBERSHIP AND DEVELOPMENT DEPARTMENT Available fall, spring, and summer
My Work Monday Tuesday Wednesday My Progress MONDAY # of questions _____ # correct _____ I need more help with… ____________ ________________ ________________ TUESDAY # of questions _____ # correct _____ I need more help with… ____________ ________________ ________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ____________ _________________ _________________ THURSDAY # of questions _____ # correct _____ I need more help with… ____________ ________________ ________________
to Increasing the Value and Effect of Training. Advances in Developing Human Resources, 7(1), 86101. Chandramohan, B, Fallows, S. (2009). Interdisciplinary Learning and Teaching in Higher Education: Theory and Practice, Routledge, NY. Cheese, P., Thomas, R., Craig, E.(2007) The Talent Power Organization. London:Kogan Page. Chiang,R.,Goes,P.,Stohr,E. (2012). Business Intelligence and Analytics Education, and Program Development: A Unique Opportunity for the Information Systems Discipline. ACM Transactions on Management Information Systems, 2,3,article 12. Davenport,T, Harris J (2007) Competing on Analytics, Harvard Business School Press, Boston MA. Davenport, T, Harris, J, Morrison, R. (2010) Analytics at Work, Harvard Business Press, Boston MA. Davenport, T, Manville, B (2012). Judgment Calls 12 Stories of Big Decisions and the Teams that got them Right, Harvard Business Review Press, Boston MA. Davies, M, Devlin, M, M. (2010) Interdisciplinary Higher Education: Perspectives and Practicalities, Emerald Group, UK. , E. (1985) Six Thinking Hats, Little Brown and Company, Boston MA. , V., Sundararajan, A. (2007). Information Technologies in Business: A Blueprint for Education and Research, Information Systems Research, 18,2, pp125141. Edwards, Alan (1996). Interdisciplinary Undergraduate Programs A Directory, Copley Publishing MA. Elkeles, T., Philips,J. (2011).The Chief Learning Officer, Routledge NY.
Trank, C., Rynes, S., Bretz, R. (2002). Attracting Applicants in the War for Talent: Differences in Work Preferences High Achievers, Journal of Business and Psychology, 16, 3 pp331345. Wixom, B., Ariyachandra, T., Goul, M. Gray, P., Kulkarni, U., Phillips-Wren, G. (2011). The current state of business intelligence in academia. Comm. Assoc. Inform. Syst. 29, Article 16. Received April 2012; revised August 2012; accepted August 2012 ACM Transactions on Management Information Systems, Vol. 3, No. 3, Article 12, Publication date: October 2012
Update the “Additional License” After clicking the “Update” button you will see the following screen notifying you that the metadata has been updated. You can now go back to the item record and see your updates. Adding more than one “Additional License” The Additional License field can have more than one value. If you have more than one CC BY license that applies to the Additional License field you can add it by selecting “taaccct.license.secondary” from the drop down menu at the top of the Item Metadata page.
This work is licensed a Creative Commons Attribution 4.0 International License. This workforce solution was created through a cooperative agreement between the U.S. Department of Employment and Training Administration and the California State University-Multimedia Educational Resource for Learning and Online Teaching (MERLOT).
SkillsCommons Repository User Guide Editing an Item in the Repository Type into your browser address bar. Click “CONTRIBUTE” located in the top menu of the SkillsCommons Repository website. Sign in to the SkillsCommons Repository your e-mail address and password. Once you have signed in click on the submission you wish to edit. For our purposes we will edit the “Solar Power Quiz #1” item. You are now on the item page. To edit this item click on “Edit this item” under the “Context” heading. After clicking on “Edit this item” you will be presented with the screen below. Click on the “Item Metadata” tab to edit the fields in this item. After clicking “Item Metadata” you will be presented with the full Metadata record. This record will show you the fields that you initially entered when you first submitted the item. TO ADD A NEW FIELD - find the field metadata name in the “Name” dropdown menu. Please see or for full list of fields and associated metadata names. Appendix A is for the Learning Resources Collection and Appendix B is for the Program Support Collection.
by the Rights Respecting Council. Their first meeting is to decide which charity we support this time. We made £151.50 for the charity and over £850 for our funds which is a fantastic amount. We hope that you have seen our fantastic new library this week at Parents Evening. We would like to thank Paul Henderson, one of our parents who painted the amazing murals on the walls. We worked alongside the Rights Respecting Council who had a wish list of items and managed to incorporate many of the items into the library, a rug, seating, colourful walls to name a few. We are also hoping to buy some tablets for the children’s use when they are in the library. We have all worked really hard on this project and I know the children are very excited by their new library which makes all the hard work so worthwhile. We have also bought some games for the Breakfast Club to use, please see that part of the newsletter for more information as well as giving each teacher £100 to spend on their classroom. We will report in a future newsletter about what the teachers choose to buy, but I have heard mention, new wet play games, a rug and a camera. All the items we have chosen to fund this term directly benefit your children and it’s great to be spending some money as opposed to making money all the time! Thank you for all your support this half term. For up to date information about all of our fundraising please request to join our Facebook group which is a group just for parents of children at Hawkes Farm Academy. Bamford - Chair of the Friends of Hawkes Farm From the staff and children at Hawkes Farm: A huge thank you to the Friends of Hawkes Farm for your wonderful work around school! We are absolutely thrilled with our new library, which is all down to their hard work organising the various fundraising events throughout the year. Thank you! Date Event Time Friday 3rd November School Immunisation Team Flu vaccination for R-Y4 inclusive All day
Each ward /department will have revalidation toolkits designed to provide all the information that managers and registrants will need to revalidate successfully. Remember if you allow your registration to lapse it may take up to a minimum of six weeks for the NMC to re-register you and this may mean that you cannot work until it is renewed and as such cannot receive a salary during this time. Please attend educational sessions and gather your information NOW to ensure that you are ready! Revalidation is here! Use revalidation as an opportunity to: new topics Extend your knowledge and skills Get to know the NMC code Develop reflective writing skills Have discussions with other registrants that will improve your practice Gain feedback on your practice Self-assess your practice and reflect upon how you can improve your practice. Short Report from the Training Needs Analysis Managers within the NHSCT were well represented across the directorates and identified that staff learning needs were Portfolio building Reflective writing Gaining Practice related feedback Achieving CPD hours They highlighted that they would benefit from having Portfolio example Examples of reflections and practice related feedback Practical sessions They also would like Resources on intranet and internet Hard copy information at ward level Newsletter Role definition of the confirmer Training in the role of the confirmer The registrant’s survey responses highlighted that 99% of registrants have registered online with the NMC 92% know their revalidation date 64% keep a portfolio but 55% would like help with construction of revalidation portfolio 60% highlighted that they would like reflective writing and portfolio development training Resources are being developed to address all of the learning needs identified.
Logistics messages Please, mark the message format at the message you want to send / receive, with “X“. Message type VW Europe Audi Europe Audi Mexico AHM Györ Bentley Lamborghini VW Rus VW India VW of America Porsche (VW Osnabrück) VW Argentina SEAT VW Mexico Skoda VDA4984 – Global DELFOR (Call off – Delivery instruction) VDA4987 – Global DESADV (ASN – Advanced shipping notes) EDIFACT DELJIT CALDEL (Genuine parts direct delivery process) Financial messages Please, mark the message format at the message types you want to send / receive, with “X“. Message type VW Europe Audi Europe Audi Mexico AHM Györ Bentley Lamborghini VW Rus VW India VW of America Porsche (VW Osnabrück) VW Argentina SEAT VDA4938 (Credit notes sent to supplier) VDA4938 EDIFACT (invoice sent from supplier) VDA4938 XML (invoice sent from supplier)
Odette OFTP/ISDN Production: OFTP SSID/SFID / Start-File-ID) O0013003911MIELE-GTXEM Password XEM Network ISDN ISDN-Number +49 (0)7212 55179264 Direction of transmission Send/Receive Character-Set ASCII Record Format / Length Fixed length 128 characters Test: OFTP SSID/SFID (Start-Session-ID / Start-File-ID) O0013003911MIELE-TEST / O0013003911MIELE-GTXEM Password XEM Network ISDN ISDN-Number +49 (0)7212 55179266 Direction of transmission Send/Receive Character-Set Record Format / Length Fixed length 128 characters AS2 AS2 Information: AS2 ID (Production) AS2MIELE AS2 ID (Test) AS2MIELETEST Transport: Protocol HTTP AS2 URL (Production) Available On Request AS2 URL (Test) Available On Request AS2-Process: Compress: Sign: Encrypt: MDN Mode: Signed MDN: Signature Digest Algorithm: Encryption Algorithm: NO YES YES asynchronous YES SHA1 3DES Certificate Production Encryption/Validation miele.cer (Available On Request) Certificate Test Encryption/Validation miele.cer (Available On Request) Firewall Information: Fixed IP addresses No dynamic IP addresses possible! Available On Request HTTP HTTP URL (Production) Available On Request HTTP URL (Test) Available On Request
Appendix F Assignment #6: Position Paper—Curriculum, Instruction, and/or Assessment Rubric—DELETED: Do NOT Do! ELCC Standards Assessed Standard 2: Curriculum and Instruction Standard 5: Ethical Leadership Standard Element Standard Competencies the Standard Does Not Met the Standard 5.2 Understand and model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to the superintendent’s roles in the district. ELCC Competency 5.2.c Develop and model appropriate verbal and nonverbal communication skills (including speaking, writing and listening). The candidate displays appropriate verbal communication skills in the position paper on a curriculum, instruction, and/or assessment. topic. The candidate does not display appropriate verbal communication skills in the position paper on a curriculum, instruction, and/or assessment. topic. -- Additional standard competencies will be assessed on the individual student’s choice of -- -- The chosen topic focuses on curriculum, instruction, and/or assessment. The chosen topic does not focus on curriculum, instruction, and/or assessment. Audience The audience for the submission is the mentor superintendent, administrative team, and/or board of education. The audience for the submission is someone other than the mentor superintendent, administrative team, and/or board of education. APA formatting The candidate utilizes correct APA formatting and referencing as appropriate to the assignment. The candidate does not utilize correct APA formatting and referencing as appropriate to the assignment. Correct spelling and grammar Correct spelling, grammar, punctuation and mechanics are utilized in the submission. Correct spelling, grammar, punctuation and mechanics are not utilized in the submission. A conversational, yet professional “voice” is utilized. The style is not appropriate to the assessment or the intended audience. Clarity of writing The writing is clear and succinct. The writer incorporates active voice and the readability is appropriate (7.0 to 11.0) as appropriate for the audience. The writing is not crisp, clear and succinct. The writer uses passive voice rather than active voice and the readability is inappropriate (below 7.0 or above 11.0) as appropriate for the audience. Comprehensiveness The presentation is thorough and comprehensive and addresses the guidelines for the assessment. The presentation is not thorough and/or comprehensive and does not address the guidelines for the assessment.
3/5 & 6 Blended Learning- What is it? Can Disruptive Innovations Change the Curriculum? Hybrid and Disruptive Zones of Blended Learning Organizing the District and Schools to Innovate Innovation and Implementation Interdisciplinary Curriculum and Instruction—what is it? How does it work? How does the research inform, or your experience inform us of the efficacy of an interdisciplinary curriculum? The Horizon Report-2015 Read: blended-Using Disruptive Innovation to Improve Schools Create a board retreat with colleagues for your School Board on the concepts in blended: Using Disruptive Innovation to Improve Schools Select a school that is using blended learning… become a mini expert on this school. Interview school personnel and submit a report to class. Preparation for Discussion of the Horizon Report-2015. 5/7& 8 Personalize Learning Common Core Curriculum Embedded Formative Assessments What the Superintendent to Know about Educational Assessments Understanding by Design 21 Trends for the 21st Century NYC’s Engaged Curriculum What Clearing House Read: Self Selected Texts, literature, and resources on one of the following recommend areas: Understanding by Design Personalize Learning Embedded Formative Assessments Implementation of the Common Core in Reading/Mathematic Integrating Curriculum and Assessments Implementation of the Common Core” the Arts, Foreign Languages, Career and Technical, et al.- Create a self-selected dynamic presentation on a topic of your choice that is directly related to the curriculum. You will make an appointment with the instructor of record to formulate agreement on the topic. Create the ideal curriculum, the instructional delivery and assessments in a group activity. 21 Trends Activity (In Class) Detailed Description of Learner Focus, Textbook Assigned Readings, Weekend Assignment, What to Bring to Class on Specific Dates January 23 and 24, 2015
Common Core Standards Consortium on Chicago School Research http:ccsr.uchicago.edu CTB Mc Graw Hill Testing Education Trust http:www.ctb.com/ http:www.edtrust.org Education World Effective Schools http: www.educationworld.com http://www.effectiveschools.com Global Education Illinois Math and Science Academy Problem Based Learning www.globaledor/fianlcopy.pdf http: pbln.imsa.edu/ International Center for Leadership in Education http://www.leadered.com/ International Society for Technology in Education (ISTE) Technology Standards = NETS/ Iowa Professional Development Model . Leadership and Learning Center Learning Associates Microsoft Downloads Center Mid-continent Regional Educational Lab http://www.mcrel.org
1. Learn about experiences of disability in the 20th century, particularly in family and community settings. To do: (by 11:59 pm, Friday January 17) Watch/Listen: + KR introductory video Read: + Nielsen, A Disability History of the United States, ch.7 + Katherine Castles, “’Nice, Average Americans: Postwar Parents’ Groups and the Defense of the Normal Family,” in Steven Noll and James W. Trent, eds., Mental Retardation in America: A Historical Reader (NYU Press 2004): 351-370. + Gerald O’Brien, “Rosemary Kennedy: The Importance of a Historical Footnote,” Journal of Family History 29(July 2004): 225-236. + Janice A. Brockley, “Martyred Mothers and Merciful Fathers,” in The New Disability History: American Perspectives, Paul Longmore and Lauri Umansky, ed. (New York: New York University Press, 2001), pp. 293-312. Post by 11:59 pm Friday January 17, 2014: + Discussion Forum posts Submit by 11:59 pm Friday January 17, 2014: Unit 4 quiz Hint: There is a lot of work due next week, so you might want to read/watch ahead, or work on your research topic or web assignment project Unit #5 Tuesday January 21 , 2014 Disability Resistance and Activism in the 20th Century What we will do in this unit (Learning Objectives)
Learn about the rise of disability activism and civil rights work Learn about key laws: Section 504 of the 1973 Rehabilitation Act (1973) IDEA/ PL 94-142 (1974); ADA (1990). Learn about the parameters of contemporary disability rights issues: independent living, assisted suicide, telethon protests, and leadership positions To do: (by 11:59 pm, Tuesday, January 21) Watch/Listen: + KR introductory + The Disability Rights Movement. 12 minute video + Ben Mattlin, “Looking Back On 20 Years Of Disability Rights” NPR story, 3 min 21 seconds. + Ed Roberts: Free Wheeling 13 minute video. + The Power of 504, 18 minute video http://www.youtube.com/watch?v=SyWcCuVta7M + The “Deaf President Now!” movement, 1988 (27 minute DEAF MOSAIC #402 http://www.youtube.com/watch?v=OtsYVeRuBuw + The Americans with Disabilities Act Signing Ceremony - July 26, 1990 (8 minute video) + Celebrating 35 Years of IDEA. (8:56 minute video on education for All Handicapped Children Act: PL 94-142 (1975) + Mary Johnson, “Unanswered Questions” Ragged Edge May 23, 1990 + Jerry Lewis Award Protest On Oscar Eve - 2009 Academy Awards Read: + Nielsen, A Disability History of the United States, Ch 8 + Paul Longmore, “The League of the Physically Handicapped,” in Paul Longmore, Why I Burned My Book and Other Essays on Disability (Philadelphia: Temple University Press, 2003) pp. 53-101. + Sarah F. Rose, “The Right to a College Education? The GI Bill, Public Law 16, and Disabled Veterans,” Journal of Policy History 24, no. 1 (Winter 2012): 26-52 Post by 11:59 pm Tuesday January 21 , 2014: + Discussion Forum posts What do you think is the historical connection between disability rights and other civil rights and social activism of the 1960s and 70s? Unit #6 Friday January 24, 2014 Conclusions What we will do in this unit (Learning Objectives) Wrap up all our learning