zilongwang/ReadingBank huggingface dataset:
Appendix 2 – Letters of support 26 Appendix 3 – VRQA extension to accreditation period 32 Appendix 4 – 2011 Skills and knowledge profile summary 36 Appendix 5 – Steering Committee members 42 Appendix 6 – Steering Committee minutes 46 Appendix 7 – Course contents endorsement forms 82 Appendix 8 – Industry feedback on training numbers 100 Appendix 9 – Employability Skills summary 104 Section C: of competency 108
* 15 December 2011, David Mackie representing WorkSafe Victoria is a member of the Steering Committee. When he was requested to sign and send a copy of the Course Endorsement form, he said that he did not have the authority to do this and sent the form on to his manager Alan Beacom. Alan has now signed the course contents endorsement form, thereby agreeing to the Course as developed.
22203VIC Certificate IV in Professional Writing and Editing Modification History Version Date Details 2 June 2018 Course accreditation extended to 30th June 2019. 2 October 2017 Course accreditation extended to 31st December 2018. 2 April 2013 Correction of administrative errors: BSBIPR401A Use and respect copyright removed from CORE and replaced with CUFCMP301A Implement copyright arrangements. Nominal duration for the course amended to be 555 - 820 hours. 1 1 January 2013 Initial release Table of Contents
Section A: Copyright and course classification information Copyright owner of the course Copyright of this material is reserved to the Crown in the right of the State of Victoria. © State of Victoria (Department of Education and Early Childhood Development) 2012. Day-to-day contact: Curriculum Maintenance Manager – Human Services Swinburne University of Technology Telephone: 03 9214 8501 Address Curriculum Maintenance Manager – Human Services Swinburne University of Technology John Street HAWTHORN Victoria 3122 Type of submission Re-accreditation This course will replace the accredited course: 21674VIC – Certificate IV in Professional Writing and Editing Copyright acknowledgement Published by the Department of Education and Childhood Development, Victoria © State of Victoria Email: course.enquiry@edumail.vic.gov.au Telephone: (03) 9637 3092 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. The following endorsed units of competency have been imported into the course from the following Training Packages, with the permission of the Department of Education, Employment and Workplace Relations (DEEWR), the copyright holder on behalf of the Commonwealth of Australia. © Commonwealth of Australia BSB07 – Business Services: BSBDIV301A Work effectively with diversity BSBITU303A Design and produce text documents BSBITU306A Design and produce business documents BSBITU309A Produce desktop published materials BSBPUB403A Develop public relations documents BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro-business BSBSMB306A Plan a home-based business CUF07 – Screen and Media: CUFCMP301A Implement copyright arrangements CUFRES401A Conduct research CUFWRT301A Write content for a range of media CUFWRT403A Write narration and current affairs material – Visual Arts Craft and Design: CUVPRP301A Produce creative work CUVPRP401A Realise a creative project CUVPRP405A Develop and discuss ideas for own creative work
safe operating procedures / instructions use and maintenance of personal protective equipment assessment of appropriate hair, clothing and footwear emergency and evacuation procedures equipment maintenance and use material safety data sheets hazardous substances and dangerous goods code safe operation procedures mandatory reporting aid requirements OH&S resources may include but are not limited to: 06-2-1_incident_Notification_to_WorkSafe_Flowchart.pdf www,eduweb.vic.gov.au/edulibrary/public/ohs/DEE_EHU- 03-4-1_OHS_Responsibilities.pdf WorkSafe publications SafeWork Australia publications Material safety data sheets OH&S consultation processes may include but are not limited to: Refers to the participation in OHS consultation processes for identifying technology risks, reviewing risk control options and developing and implementing action plans applicable to technology areas OH&S risk control hierarchy includes Eliminating the risk (e.g. eliminating high risk activities from the curriculum) Reducing the risk through: substitution (e.g. using lower risk machinery and processes) engineering (e.g. using storage design, automation, guarding and barriers to isolate the risk from students) administrative solutions (e.g. purchasing pre-cut wood, implementing safe work procedures for using machinery and transporting materials, induction training of employees and students use of personal protective equipment
Hazard identification may include but are not limited to: workplace inspections consultation incident reporting and analysis incident investigations Risk areas in wood and metal technology may include but are not limited to: machinery manual handling chemicals slips and trips electrical hazards dust and fumes people-environment fit Appropriate personnel may include but are not limited to: principal supervisor leading teacher team member / other technology teachers OH&S representative OH&S consultant trainer mentor management OH&S nominee/committee WorkSafe incident notification officer Classroom Strategies may include but are not limited to supervision housekeeping safety culture EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the accreditation submission. Critical aspects for assessment and evidence required to assess competency in this unit Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria. In particular this shall incorporate evidence that shows a candidate is able to: implement Occupational Health and Safety workplace procedures and practices relevant to technology teaching including the use of risk control measures;
• Accuracy • Effective use of layout and colours when appropriate • Objectivity • Adequate summaries of arguments and discussion • Highlights of important/critical issues or information • Glossary of new or specific terminology • Effective capture of multimedia presentations • Enhancement of existing classroom material Personnel may include • Teacher • Presenter • Other students • Interpreter • Disability Liaison Officers Environment may include • • Layout • Acoustics • Noise • Distractions • Personnel • Other students Resources may include • Handouts, coloured pens, paper, highlighters • Technology e.g. voice recorder, laptop computer Situations and settings may include • Lectures • Discussions • Guest speakers • Seminars • Workshops • Presentations • Classroom • Excursions • Courtroom • Mediation • Counselling • Placements • Practical activities
results of the skills profile gave the steering committee direction in terms of which competencies should be included in the core. No new enrolments should be made into 21788VIC Diploma of Ornamental Horticulture after 31 December 2013. Transition arrangements to the following table for the mapping of units in the superseded 21788VIC Diploma of Ornamental Horticulture against units in the current courses. Units in superseded courses Units in current courses Relationship VBQU208 Work proficiently in the horticulture industry AHCWRK507 Implement professional practice Not equivalent VBQU209 Apply the science of botany to horticultural practices VU21515 Apply the science of botany to horticultural practices Equivalent VBQU210 Apply plant physiology to horticultural practices VU21516 Apply plant physiology to horticultural practices Equivalent VBQU211 Identify and select plants for a range of environments VU21517 Identify and select plants to enhance sustainability New unit VBQU212 Manage sustainable horticultural practices VU21518 Manage sustainable horticultural practices Equivalent AHCPCM501A Diagnose plant health problems AHCPCM501 Diagnose plant health problems Equivalent AHCPGD501A Manage plant cultural practices AHCPGD501Manage plant cultural practices Equivalent AHCSOL501A Monitor and manage soils for production VU21519 Manage soils to enhance sustainability Not equivalent VBQU213 Develop and implement a pruning program VU21520 Develop and implement a pruning program Equivalent VBQU214 Develop and implement a propagation program VU21521 Develop and implement a propagation program Equivalent VBQU215 Manage the care and maintenance of trees VU21522 Manage the care and maintenance of trees Equivalent VBQU216 Conserve and maintain heritage landscapes Deleted VBQU217 Plan, establish and maintain lawns and lawn alternatives VU21523 Plan, establish and maintain and lawn alternatives Equivalent AHCWRK403A Supervise work routines and staff performance AHCWRK403 Supervise work routines and performance Equivalent AHCWRK503A Prepare reports AHCWRK503 Prepare reports Equivalent VBN194 Prepare a garden design and maintenance program AHCPCM504 Design specialised landscape Not equivalent BSBPMG552 Undertake project work New unit VU21524 Select and use geographical information system technology (GIS) New unit 4. Course outcomes Standards 1, 2, 3 and 4 AQTF Standards for Accredited Courses
Contents Section A: Copyright and course classification information 1 1. Copyright of the course 1 2. Address 1 3. Type of submission 1 4. Copyright acknowledgement 1 5. Licensing and franchise 2 6. Course accrediting body 2 7. AVETMISS information 2 8. Period of accreditation 2 Section B: Course information 3 1. Nomenclature 3 2. Vocational or educational outcomes of the course 3 3. Development of the course 3 4. Course outcomes 8 5. Course rules 8 6. Assessment 10 7. Delivery 12 8. Pathways and articulation 15 9. Ongoing monitoring and evaluation 15 Section C: of competency 16
BSBPMG510A Manage projects UEENEEG169A Manage large electrical projects Not equivalent BSBPUR402B Negotiate contracts BSBPUR402B Negotiate contracts Same unit BSBWOR502A Ensure team effectiveness BSBWOR502B Ensure team effectiveness Equivalent BCGBC5005A Select and manage building and construction contractors CPCCBC5005A Select and manage building and construction contractors Equivalent ICA2006B Operate computing packages MSS404060A Facilitate the use of planning software systems in a work area or team Not equivalent TLIL507D conflict/grievance resolution strategies TLIL4005A Apply conflict/grievance resolution strategies Equivalent UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplace No equivalent unit VBQU449 Estimate electrotechnology projects UEENEEC005B Estimate eletrotechnology projects Not equivalent VBQU448 Prepare specifications for the supply of materials and equipment for electrotechnology projects UEENEEC006B Prepare tender submissions for electrotechnology projects Not equivalent VBQU450 Provide quotations for installation or service jobs VU21526 Provide quotations for installation or service jobs Equivalent VBQU451 Conduct an electrical contracting business VU21527 Conduct an electrical contracting business Equivalent VBP235 Use 2D computer aided drafting systems VU21156 Use computer aided drafting systems Unit updated 17 June 2013 VPAU283 Advise on electrical energy management VU21531 Advise on electrical energy management Equivalent VPAU284 Implement energy efficient systems VU21532 Implement energy efficient systems Equivalent VPAU718 Conduct electrical project scheduling VU21525 Conduct electrical project scheduling Equivalent VPAU719 Interpret building and electrical drawings and diagrams VU21528 Interpret building and electrical drawings and diagrams Equivalent VPAU720 Comply with relevant regulatory information and building codes VU21529 Comply with relevant regulatory information and building Equivalent VPAU721 Conduct electrical efficiency assessments VU21530 Conduct electrical efficiency assessments Equivalent
6. Course accrediting body Victorian Registration and Qualifications Authority 7. AVETMISS information ANZSCO (OCCUPATIONAL TYPE) CODES 233911 Aerospace Engineers ASCED (Field of education) Code 0315 Aerospace Engineering and Technology National course code 22272VIC 8. Period of accreditation 1 July 2014 to 30 June 2019
VU21675 Unit Descriptor Work effectively as an Aboriginal Hospital Liaison Officer in an acute health setting This unit of competency describes the skills and knowledge required by an Aboriginal Hospital Liaison Officer to work effectively in an health setting with clients, staff, visitors, key stakeholders and others to Employability skills Application of the Unit ELEMENT Elements describe the essential outcomes of a unit of competency. meet established work requirements. Not applicable This unit applies to work in a range of health care settings, including, but not limited to : • In-patient services • Out-patient services • Emergency department services • Domiciliary care • Hospital in the home and related services • Mental health services PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold/italicised test is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Undertake work in a culturally appropriate manner. 1.1. Foster links between mainstream health and Aboriginal health organisations. 1.2. Identify specific cultural frameworks within a client-centred health care approach. 1.3. Work appropriately within a cultural framework with issues of relevance to local and broader Aboriginal and/or Torres Strait Islander clients and community. 1.4. Provide information to colleagues and Aboriginal community members on Aboriginal identity and relevant cultural aspects of Aboriginality. 1.5. Apply culturally appropriate approaches to bridge the gap between acute health services and the client’s needs. 1.6. Work with an awareness of traditional Aboriginal healing and other non-western models of health care delivery and their place in holistic health settings. 1.7. Maintain awareness of current Aboriginal and Torres Strait Islander health issues impacting on clinical practice and the development of Aboriginal health policy. 2 Maintain adherence to relevant confidentiality and informed consent policies and procedures. 2.1 Inform clients of confidentiality and informed consent policies, procedures and/or rights. 2.2 Comply with information security and confidentiality requirements in relation to client and staff matters. 2.3 Identify protocol in relation to clients who are unable to consent. 2.4 Work in a culturally appropriate way to negotiate consent and disclosure. 2.5 Ensure Aboriginal Hospital Liaison Officer referrals occur with permission/consent of client and within organisational confidentiality and privacy standards
VU21763 Apply basic oxygen resuscitation/oxygen therapy Unit Descriptor This unit describes the outcomes required to recognise and respond to situations that require application of oxygen therapy and/or oxygen resuscitation as appropriate until the arrival of medical assistance. Participants must be able to demonstrate current competence in Cardiopulmonary Resuscitation to undertake this unit. The unit excludes the use of bag-valve-mask, manually triggered resuscitators and closed-circuit oxygen units. No licensing, legislative, regulatory or certification requirements apply to this unit at the of publication. Employability skills This unit has not been mapped to the National Employability skills. Application of the Unit This unit can be applied in either the workplace or in the community at large. ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes of a unit of competency. Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Respond to the situation 1.1 The situation is assessed in a manner that recognises that it is time critical. 1.2 Physical hazards to the health and safety of self and others are identified and minimised and/ or removed according to established first aid principles and procedures. 1.3 Immediate risks to health and safety of self, casualty and others are minimised by isolating any identified hazard, such as a naked flame. 1.4 Casualty’s condition is assessed and the need for administration of supplemental oxygen is identified. 1.5 Appropriate emergency assistance is requested using relevant available communication media or equipment. 2 Assess situation and administer oxygen 2.1 The nature of the casualty’s condition is determined and CPR is applied if appropriate. 2.2 Casualty is reassured in a caring and calm manner, if conscious, and made comfortable using available resources.
3.2 Review for re- accreditation Not Applicable Course outcomes Standards 1, 2, 3 and 4 AQTF Standards for Accredited Courses 4.1 Qualification level Standards 1, 2 and 3 AQTF Standards for Accredited Courses The Course in Working with People who are Affected by Amphetamine Type Stimulants meets an identified community need but does not have the breadth, depth or volume of learning of a qualification. 4.2 Employability skills Standard 4 AQTF Standards for Accredited Courses Not Applicable 4.3 Recognition given to the course (if applicable) Standard 5 AQTF Standards for Accredited Courses Not Applicable 4.4 Licensing/ regulatory requirements (if applicable) Standard 5 AQTF Standards for Accredited Courses Not Applicable Course rules Standards 2, 6,7 and 9 AQTF Standards for Accredited Courses 5.1 Course structure To be eligible for the 22314VIC Course in Working with People who are Affected by Amphetamine Type Stimulants, learners must successfully complete a total of 2 core units. Where the course is not completed, a Statement of Attainment will be issued for any completed units. Unit of competency/ module code of Education code Unit of competency/module title Nominal hours Core units VU21871 090599 Identify the effects of Amphetamine Type Stimulants Nil 20 VU21872 090599 Respond to people affected by Amphetamine Type Stimulants Nil 20 Total nominal hours 40
CPCCOHS1001A Work safely in the construction industry N/A Removed CPCCLDG3001A Licence to perform dogging N/A Removed CPCCLRG3001A Licence to perform rigging basic level N/A Removed CPCCLRG3002A Licence to perform rigging intermediate level N/A Removed CPCCLRG4001A Licence to perform rigging advanced level. N/A Removed CUEIND02B Research and evaluate theatrical references to inform industry practice N/A Removed CUESET04C Use research, innovation and experiment to create props CUAINN501 Adopt an innovative approach to creating production elements NE CUESET07C Use research, innovation and experiment to create sets CUAINN501 Adopt an innovative approach to creating production elements E CUETEM03C Establish and manage production requirements and resources CUAPPM602 Manage construction workshop operations NE CUETEM06B Organise and monitor bump in/bump out N/A Removed CUETEM07B Tour the production N/A Removed CUFCOS504A Design costumes N/A Removed CUFDRT501A Direct rehearsals of performers N/A Removed CUFDRT502A Direct performers N/A Removed CUFIND401A Provide services on a freelance basis CUAIND402 Provide freelance services E CUFLGT501A Conceive and develop lighting designs CUALGT504 Develop lighting designs E CUFMUP501A Design and apply specialised make-up N/A Removed
singing Physical and psychological care may include: exercise meditation mentoring nutrition Pilates self-reflection support mechanisms such as counselling yoga Warm up techniques may include: musculo-skeletal exercises psycho-emotional exercises vocal exercises Reasonable duration may be influenced by: climate practice environment technique practiced physical limitations intensity of practice session existing injury Appropriate assistance may include: physiotherapy massage / myotherapy counselling / therapy general Practitioner (GP) voice coaching/therapist physical performance coaching first aiders Physical or psychological damage may include: vocal fatigue soft tissue injuries (damage to muscles, ligaments and tendons)repetitive strain injury (RSI) accidents (e.g. falls, trips, hits) stress
Please make cheques payable to: Sisters of Charity of Australia ……………………………………………………………………………………………… CURRAJEEN , 811 Bridge Inn Road, Doreen VIC 3754 Telephone: (03) 9717 3355 Facsimile: (03) 9717 3975 Emails: costigan.elizabeth@rscsisters.com.au
Easter Currant Biscuits Season: any Type: dessert Difficulty: easy Serves: 40 biscuits (6cm fluted cutter) From garden: lemon, orange or lime Source: taste.com.au Allergies: contains wheat flour and egg Equipment: Large mixing bowl Scales Wooden spoon Small mixing bowls Round bladed knife Fork Baking tray Baking Juicer Biscuit cutter 6 cm Rolling pin Ingredients: 2 cups flour 155g chilled butter 3/4 cup currants ½ cup caster sugar 1 orange, lemon or lime rind, finely grated 1 egg, room temperature Caster to sprinkle Optional Icing: 2 cups icing sugar of lemon, orange or lime What to do: Set oven to 180 degrees. Line 3 baking with baking paper Sift the flour into a large mixing bowl. Cut butter into small cubes, then use your finger tips to rub in the butter until the mixture resembles fine breadcrumbs. Add the currants, sugar and lemon rind, use a wooden spoon to mix well. Break the egg into a small bowl and whisk lightly with a fork. Add the egg to the flour mixture and use a round-bladed knife in a cutting action to mix until evenly incorporated and the mixture begins to come together. Turn onto a lightly floured surface and bring dough together with your hands. Divide the dough in half and place between 2 sheets of baking paper. Roll out until about 5 mm thick. Use a 6cm fluted cutter to cut out biscuits. Place on the lined trays, then sprinkle with caster sugar and bake for about 15 minutes or until golden brown. Meanwhile, if you have time you can make icing. Sift icing sugar and juice lemon, orange or lime. Gradually pour some of the juice into the icing sugar and mix well. Be careful not to add all the juice at once as your icing might become too runny. Cool biscuits on rack and then spread with icing. These biscuits are a version of a traditional English Easter biscuit. The soft, buttery textured biscuits were filled with currants and sprinkled with caster sugar to give a sugary crunch. They were usually slightly bigger than a traditional British biscuit, at up to 10cm in diameter. They were wrapped and given as gifts on Easter Sunday.
One of the major issues of studying sediment waves has been the inability to measure elevation changes of bars and beds at the resolution necessary to track sediment wave propagation (Lisle 1997). The photogrammetry described here is a cost effective method that provides the resolution required to track subtle elevation changes in great detail. According to Matthews (2008), if the correct workflow is used, a resolution of 0.25mm and a spatial accuracy equivalent of 0.025mm can be achieved. Other methods have also recently shown great advancements in creating DEMs, including terrestrial LiDAR. However, terrestrial LiDAR is orders of magnitude more expensive than photogrammetry and cannot be used on a landscape covered by water. For example, Westoby et al. (2012) applied both the photogrammetry technique and terrestrial LiDAR to three study locations and found that photogrammetry paired with software similar to Agisoft Photoscan produces better resolution than terrestrial LiDAR. A preliminary test of the photogrammetric methods was completed in September 2015 on Jacoby Creek, at Brookside Bridge, Arcata, CA. A one square meter area on a section of submerged gravel bar was used as a test site. Twenty seven photographs were taken at different angles of the area and then analyzed in Agisoft Photoscan to produce a dense cloud. At the Jacoby Creek site, a one square meter area was used because the purpose of the test was to evaluate if photogrammetry is possible on a submerged bar. On the Klamath River, the study sites will be much larger (on the order of tens of meters) to capture expected sediment deposition along the full bar length and full channel width. Figure 1.
Course Number Course Title # of Lecture Hours # of Lab hours # of credits (if applicable) Cognitive objectives taught (yes/no) Psychomotor/Affective Competencies taught (yes/no) Term Taken Prerequisite, if any Part 3: Background What are the reasons for this proposed change in the program’s curriculum?
Key Stage Three Music Year 7 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 My Music Baseline Assessment – Keyboard and vocal performance Graphic Score Compositions Music Music for Chinese New Year Notation 1 – rhythm. Percussion composition Notation 2 – pitch. Keyboard performance Ensemble performance Structure: Wonderwall Year 8 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Music Technology – Music for Adverts World Music Gamelan composition Ensemble Performance 1 World Music from Africa The Classics: Structure and Form Pachelbel’s Canon Science Fiction and Fantasy Composition Year 9 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 The Blues Performance and Improvisation Music Technology Music composition Ensemble performance Music for film Composition Song1 Composition Song 2 Performance Key Stage Four: GCSE Music Aims of the course: Learners are encouraged to: Engage actively in the process of music study Develop performing skills individually and in groups Develop composing skills to organise musical ideas Recognise the between performing, composing and appraising and how this informs the development of music Broaden musical experiences and interests Recognise contrasting genres, styles and traditions of music Develop as effective and independent learners with enquiring minds Component 1 Component 2 Component 3 Component 4 Listening and Appraising Aural recognition and context of 4 AOS: Rhythms of the World Performing 4 minutes minimum of performance on instrument(s)0of choice Composing 2 compositions lasting minimum of 3 minutes in total
receiving agent deposits or final collections. Basically, describe how a transaction flows from start to finish. Copy of any enforcement action(s) issued by any local, state, or federal agency and all relating correspondence to such enforcement action, as well as a listing of any material litigation, pending or settled, against the company. Copy of wire transfer receipt and of each type of payment instrument. AUTHORIZED DELEGATE, DELEGATE RECORDS, and BONDING REQUIREMENTS Prepare the authorized delegates and company location information sheet – Attachment D Copy of surety bond, current invoice and proof of payment/or copies of current safekeeping receipts for securities pledged as a deposit in lieu of bond. Provide your agent policies: policies addressing delegate selection criteria, delegate operations, and delegate loss prevention. Blank copy of the authorized delegate contract or delegate trust agreement. List of domestic and foreign paying agents.
Wagner, Daniel (2011) “Watchdog: Gov't pay rules had few lasting effects” Associated Press Online, February 10. Wallison, Peter J. & Edward Pinto (2010) “How the Government is Creating Another Bubble,” AEI Articles and Commentary, December 27. Wallison, Peter J. & Alex Pollock & Edward Pinto (2011) “Taking the Government Out of Housing Finance: Principles for Reforming the Housing Finance Market,” AEI Online, January 20. Wedel, Janine (2009) Shadow Elites: How the World's New Power Brokers Undermine Democracy, Government and the Free Market, New York: Basic Books. White, William (2010) “Some Alternative Perspectives on Macroeconomic Theory and Some Policy Implications,” Federal Reserve Bank of Dallas Globalization and Monetary Policy Institute, Working Paper No.54 Williamson, John (2002) “What Washington Means by Policy Reform,” in Williamson, ed., Latin American Adjustment: How Much Has Happened?, Washington DC: Institute of International Economics. Vavilov, Andrey (2010) The Russian Public Debt and Financial Meltdowns, Basingstoke: Palgrave Macmillan. Yahoo! Finance (2011) “The Perfect Bailout: Fannie and Freddie Now Directly to Wall Street,” February 2. The Atlantic (2011) “Why Bank of America Must be Thrilled to Pay a 3 Billion Dollar Penalty,” January 4.
CURRENT ACCREDITATION ACTIVITY June 2018 Information regarding the procedures for obtaining or reviewing documents describing accreditation, approval, or licensing can be obtained by contacting Dr. Kevin Ball at keball@ysu.edu. Details: Program Status Art National Association of Schools of Art and Design (NASAD) The NASAD Commission voted to accept the Action Report submitted Sept. 1, 2017, and grant renewal of membership for the following degree options: BA in Art History (this program will be ending at YSU after all remaining majors graduate), BS in Art Education, BFA in Studio Art, and MA in Art Education. The next full review is scheduled for 2025-2026. The Commission voted to accept the Progress Report regarding the MFA in Interdisciplinary Visual Arts degree. Athletic Training Commission on Accreditation of Athletic Training Education (CAATE) The Master of Athletic Training program was granted initial accreditation by CAATE on April 18, 2018. The accreditation is for five years. The next review will occur in 2023. The first MAT cohort graduated from YSU on May 5, 2018. Business AACSB International—The Association to Advance Collegiate Schools of Business The AACSB Board of Directors has ratified the recommendation to extend the AACSB accreditation of the YSU BSBA and MBA programs. The next review is scheduled for Fall 2019 and will also include the new Master of Accountancy program. The AACSB Continuous Review application was submitted June 30, 2017. Chemistry American Chemical Society (ACS) The ACS notified the YSU Chemistry Department in August 2017 that its BS Chemistry program has met the requirements for continued ACS accreditation through 2022. At that time, the department must apply for re-accreditation. Counseling Council for Accreditation of Counseling and Related Educational Programs (CACREP) CACREP granted full accreditation to the MS. Ed. in Counseling—Addiction Counseling, Clinical Mental Health Counseling, School Counseling, and Student Affairs/College Counseling program tracks for the full eight-year period, until March 31, 2023. Dental Hygiene American Dental Association for continuing accreditation of the Dental Hygiene program was submitted September 2, 2017. Site visit occurred November
Building the numeracy and information and communication technology capability of students with intellectual disabilities (LP140100163) This project investigates strategies to build numeracy and information and communication technology capability among students with intellectual disabilities. It aims to support teachers in mainstream and special education schools as they plan and monitor personalised instruction for their students. The expected outcome is an integrated program of assessment, reporting, curriculum, and instructional advice that promotes inclusive educational practices and seeks to ensure all children have improved opportunities to participate in a technology driven, emerging knowledge economy. The University of Melbourne Prof Patrick E Griffin; Dr Woods; Ms Karen Underwood; Mr Mark Tainsh Standing up to racism and racial bullying among Australian school students (LP140100413) This project aims to substantially increase understandings of bystander responses (including extent, nature, potential, merits, benefits, and constraints) as a means of countering racism and racial bullying among Australian school students. This aims to be achieved through examining experiences of, attitudes towards, and responses to, racism and racial bullying among school students; identifying health, wellbeing, education and social outcomes of racism and racial bullying for individuals, schools and communities; exploring the enablers and obstacles associated with bystander responses to racism and racial bullying; and by developing and piloting a school-based program to foster bystander responses to racism and racial bullying. The University of Melbourne Dr Naomi Priest; Prof Kevin M Dunn; A/Prof Yin C Paradies; Dr Jacqueline K Nelson; A/Prof Anne Pedersen; A/Prof Philip Curry; Ms Eveline Mouglalis; Ms Marica Stipanovic; Mr Christopher J Thompson; Ms Rivkah Nissim
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 6-7am Master’s Swim (Pool) 6-7am Master’s Swim (Pool) 6-7am Master’s Swim (Pool) 8-8:50am A.M. Calorie Burn 8-8:45am Express Spin and Tone 8-8:50am A.M. Calorie Burn 8-8:45am Express Spin and Tone 8-8:50am A.M. Calorie Burn 9-10am Step Aerobics 9:00-9:45 Bootcamp 9-10am Step Aerobics 9:00-9:45 Bootcamp 9-10am Step Aerobics 9:05-10am Zumba® 9:05-10am Zumba® 9:05-10am Zumba® 10-11am Water Aerobics I 10-11am Silver Sneakers 10-11am Water Aerobics I 10-11am Silver Sneakers 10-11am Water Aerobics I 10-11am Yoga 10:00-11am Fitness (corner of track) 10:00-11am Barre Fitness (corner of track) 10:15-11:15am Yoga 101 10:15-11:15am Yoga 101 10:15-11:15am Yoga 101 4:45-5:30 Body Sculpt 4:45-5:30 Cardio Fusion 4:45-5:30 Body Sculpt 4:45-5:30 Cardio Fusion 4:15-5:00 Body Sculpt 5:45-6:30pm Spin 5:45-6:30pm Fitness (corner of track) 5:45-6:30pm Spin 5:45-6:30pm Barre Fitness (corner of track) 5:30-6:30pm Yoga 5:30-6:30pm Yoga 5:45-6:45pm Spin and Tone 6:30-7:15pm Water Aerobics II 6:30-7:15pm Water Aerobics II 6:30-7:15pm Water Aerobics II 6:30-7:30pm Spin and Tone 6:45-7:30pm Spin 6:30-7:30pm Spin and Tone 6:45-7:30pm Spin
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 8-8:50am A.M. Calorie Burn 8-8:45am Express Spin and Tone 8-8:50am A.M. Calorie Burn 8-8:45am Express Spin and Tone 8-8:50am A.M. Calorie Burn 9-10am Step Aerobics 9:00-9:30 Bootcamp 9-10am Step Aerobics 9:00-9:30 Bootcamp 9-10am Step Aerobics 9:05-10am Zumba® 9:05-10am Zumba® 9:05-10am Zumba® 10-11am Water Aerobics I 10-11am Silver Sneakers 10-11am Water Aerobics I 10-11am Silver Sneakers 10-11am Water Aerobics I 10-11am Yoga 10:15-11:15am Yoga 101 10:15-11:15am Yoga 101 10:15-11:15am Yoga 101 4:45-5:30 Body Sculpt 4:45-5:30 Cardio Fusion 4:45-5:30 Body Sculpt 4:45-5:30 Cardio Fusion 4:30-5:00 Body Sculpt 6:00-7:00pm Spin 5:45-6:30pm Barre Fitness (corner of track) 6:00-7:00pm Spin 5:45-6:30pm Barre Fitness (corner of track) 5:30-6:30pm Yoga 5:30-6:30pm Yoga 6:30-7:15pm Water Aerobics II 6:30-7:15pm Water Aerobics II 6:30-7:15pm Water Aerobics II 6:45-7:30pm Spin 6:45-7:30pm Spin 7:00-7:45pm
Cultural Destination Vacation Rubric Student Name: ____________________________________________________ Criteria Level 4 Level 3 Level 2 Level 1 Trip planner demonstrates research and understanding of the culture /10 Trip planner demonstrates thorough research and understanding of the culture (trip planner is completely filled out) Trip planner demonstrates research and understanding of the culture Trip planner somewhat demonstrates research and understanding of the culture Trip planner does not demonstrate research and understanding of the culture Reflects on cultural events, habits, customs, and practices /10 Reflects on cultural events, habits, customs, and practices excellently (you include cultural events, customs, and practices) Reflects on cultural events, habits, customs, and practices Somewhat reflects on cultural events, habits, customs, and practices Does not reflect on cultural events, habits, customs, and practices Understands geographical Thoroughly understands Understands geographical Somewhat understands Does not understand
aspects of the destination and how that influences the client packing list /10 geographical aspects of the destination and how that influences the client packing list (you have all the necessary items the client would need for that destination) aspects of the destination and how that influences the client packing list geographical aspects of the destination and how that influences the client packing list geographical aspects of the destination and how that influences the client packing list Research notes/ Use of resources /10 Effectively demonstrates research notes and uses resources wisely (hand in rough notes, and website links where info was found) Completes research notes and uses resources Has some research notes and uses resources Does not complete research notes or effectively use resources Works cited page /10 Works cited page is complete with no errors in APA format (you don’t use any Wikipedia and you use reputable travel websites) Works cited page is complete with minor errors Somewhat completes a cited page with errors Does not complete a works cited page or has several errors Additional Comments: /50
C U R R E N T E M P L O Y M E N T V E R I F I C A T I O N F O R I N T E R N S H I P *Use this form to propose an internship WITH YOUR CURRENT EMPLOYER of more than 6 months. If proposing new job or promotion as internship (of less than 6 months), turn in your job description* STUDENT INFORMATION – PLEASE TYPE ALL INFO RMATION IN THIS FORM Name: Phone: Address: Student ID: Major: Specialty: Internship course selected : C U RR EN T EM PLO Y M EN T INFORMATION – FILL OUT COMPLETELY! Organization name: Current Supervisor name: Supervisor title: Current Department: Start Date: Address: City: State: Zip: Supervisor phone with extension: Supervisor e mail: Current position title: Hours per week: Current position duties: PROPOSED IN T ER N SHIP INFORMATION - FILL OUT COMPLETELY! Internship Position Title: Hours per week: Internship Supervisor name: Supervisor title: Internship Department: Address: City: State: Zip: Supervisor phone with extension: Supervisor e mail: Start date: End Date: Compensation: Primary Internship responsibilities (Major responsibilities, duties, expectations, etc. of the internship, including size and scope. Please be specific.): Secondary Internship responsibilities (Please note that administrative, coaching, etc. tasks can only comprise up to 30% of the internship duties): Internship Project(s): (Is a specific project with an expected outcome?): Internship Qualifications / Skills: (Degree(s) required or preferred / in progress, experience required, and/or expected or special skills): PLEASE READ BEFORE S IGNING You certify that your proposed internship meets the following criteria: It is in a different department than my permanent role I will be reporting to a different supervisor I will have substantially different responsibilities than my permanent employment role and the internship responsibilities are closely connected to my field of study at Davenport University
Corporate Equality Policy Promoting Equality and Respecting Diversity What are we trying to achieve? The Council strives to promote fair and equal access to services and equal opportunities in employment. It also seeks to recognise and value the differences in the people we serve and employ. These differences include: Age Disability Sex Gender reassignment Race Faith or religious belief Sexual orientation Pregnancy and maternity Marriage and civil partnership Why are we doing this? The Council is committed to delivering fair, accessible and relevant services, which recognise the different communities in the Borough. The Council is proud of its reputation as one of the best local authorities in the country. We recognise that that reputation is founded on our ability to: deliver services that meet the of our diverse customers and the different communities that we serve get the best from our staff by treating them fairly and providing equal opportunities for staff members to develop and progress. Procure goods and services that meet the needs of different users. The legal framework for the Council’s approach is provided by the Equality Act 2010 and specifically by the Public Sector Equality Duty. Under this Duty a public authority must have due regard to the need to: eliminate discrimination, harassment and victimisation; advance equality of opportunity and foster good relations between people with differing characteristics. Further detail on the Duty, and the Council’s approach to fulfilling its requirements, can be found at : What we aim to do Service delivery by the Council Consult widely with all interested parties to ensure our services meet the needs of those who live in, visit or work in the Royal Borough Ensure that our services are fair, relevant and accessible to our population Provide interpreting and translation when appropriate Make all Council buildings accessible where practicable Train all staff to improve the services delivered to our communities
Antioch LIFT Exercises Antioch Centre Copperworks Rd Llanelli SA15 2NE 02920 431555 11.00 – 12.00 Weekly MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A F T E R N O Antioch Luncheon Club Antioch Centre, Copperworks Road, Llanelli SA15 2NE (Deb 07974 213362) 12.00 – 2.00pm Weekly - £2.50 Crafty Seniors (Knitting & Crochet) Clos Llanfihangel Dafen Llanelli SA14 8DX 07932951853) 2.00pm – 4.00pm Weekly £1 Tycroes LIFT Exercises Tycroes Village Hall Tycroes SA18 3QS 02920 431555 1.15pm Weekly - £1.00 Silver Oldies Waddle’s Court Sheltered Housing Llanelli SA15 1TQ (Janice 01554 753749) 1.30pm-3.00pm 1st and 3rd Thursday of the month £2.00 Clos Llanfihangel LIFT Exercises Llanelli SA14 8DX 431555 3.00pm Weekly Ammanford Tea Ty Dyffryn Rhodfa Frank Gwynfryn Estate Ammanford SA18 2QE 590001 2.00pm – 4.00pm Fortnightly - £3.00 Tycroes Friendship Group Tycroes Village Hall Tycroes SA18 3QS (Lynwen 07879 845294) 2.15pm - Weekly £2.00 Bryntawel – LIFT Exercises Bryntawel Sheltered Housing Tumble SA14 6DN 02920 431555 2.00pm Weekly Ystradowen Friendship Group Ystradowen Comm. Centre 38 New Road SA9 2YY 830406) 2.00pm – 4.00pm Weekly - £2.00 Kidwelly Tea Dance Club The Princess Gwenllian Centre Hillfield Villas Kidwelly SA17 4UL (Sandra 01554 891544) 2.00pm-4.00pm Fortnightly £3.00 Art, Craft & Chat Yr Aelwyd Tregynnwr Carmarthen SA31 2ED (Sybil Hughes 01267 231207) 2.00pm – 4.00pm Weekly £1.00 St Johns & St Peter LIFT Exercises St John’s & St Peters Court Carmarthen SA31 3ET 02920 431555 3.30pm-4.30pm Weekly
O N Cwm Aur Friendship Group Heol Y Dderi Llanybydder SA40 9AB (Kathy 07891 064242) 2pm - 3rd Monday of the month Coffee, Cake & Company Ammanford Evangelical Church Wind St. SA18 3AF (Jon 07904 330169) 1.30pm-3.00pm Weekly
Rottenburg, L. and Morris, R. (2013) If you want to scale impact, put financial results first. Harvard Business Review Ryan, W. P. (2002). The new landscape for nonprofits. Nonprofit governance and management, 13-28. Schuller, T. (2007) Reflections on the use of social capital. Review of Social Economy, vol LXV, 1,11-28. Senate Economics and Legislation Committee Report 2014 VCOSS (2015) Strengthening the State and Building on the Sector http://vcoss.org.au/strengthening-the-state-and-building-on-the-sector/ Webster, E., & Harding, G. (2001). Outsourcing public employment services: the Australian experience. The Australian Economic Review, 34(2), 231-242.). Woodward, S. (2003). “Not-for-profit” motivation in a “for-profit” company law regime national baseline data. Company and Securities Law Journal, 21, 102-133. Wright, S., Marston, G., & McDonald, C. (2011). The Role of Non‐profit Organizations in the Mixed Economy of Welfare‐to‐Work in the UK and Australia. Social Policy & Administration, 45(3), 299-318.
Kentucky Association of Teacher Educators (2001-present); President 2006-2007; delegate 2006-2008; executive board member 2001-present; western KY representative 2008-present Southeast Regional Association of Teacher Educators Association of Teacher Educators (2006-2008) Phi Delta Kappa International (PDK): Foundation Representative, Delegate, FEA Liaison, Past President, Executive Board Officer (1984-present) Eta Chapter, Alpha Upsilon Alpha, the Honor Society of the International Reading Association (2005-2007); President Area Reading Council of International Reading Association; Membership Director, Public Relations Officer (2003-2007) Professors of Reading Teacher Educators; member and program co-chair (2008-2009) International Reading Association (IRA) Reading Association (KRA) INTERNATIONAL EXPERIENCES (2009) (2002) (2001) Accreditation for Continuous Improvement of Educator Preparation: A Regional Conference - NCATE updates (2010) ETS/ATI Leading Professional Development in Formative Assessment Trainer of Trainers (2009) Professional Learning Communities at Work Institute (2009) Writing and Publishing workshop (2005) Thoughtful Educator workshop (2005) Blackboard– original and updated versions (2000-present) Educational Professional Standards Board KTIP Training (2007, 2001) Carolina Teacher Cadet Program (2002) Writing Project Marker Papers (2001) Effective Teaching Strategies: TESA, ITIP, 4-MAT, Social Skills HONORS, AND RECOGNITIONS
Multiple Choice Answers B B B D D A B C B C C D A C C A B C B D D C B D D A B C A, D B, D B, C A, D Free Response Answers a) Heating coils in parallel, voltmeter in parallel, ammeter in series. b) 1.3 A c) 11.35 V d) 14.9 W e) 4470 J a) Two resistors in series with the This reduces the currents to the required 0.5 A. b) 24 Ω c) 6 W a) 288 Ω b) 50 W c) The power is less. d) 0.42 A e) 80 V f) 40 V a) 24 Ω b) 0.6 V c) 0.15 A d) 6 V e) 1.5 W a) 8 Ω b) 1.3 A c) 10.7 V d) 2.25 W e) 1.7 W a) The 40W bulb does have a lower resistance than the 30W bulb so when the voltage across each is the same, the lower the resistance the higher the power. However the voltage is only the same for each bulb when they are connected in parallel. b) The 30W bulb does have a higher resistance than the 40W bulb so when the current though each light bulb is the same the higher the resistance, the higher the power. However, they will only have the same current when they are connected in series. c) Ranking: 2, 1, 3, 4 Corresponding powers: 40W, 30W, 9.4W, 7.1W
Current Event Write-Up Date:_________________________ Topic:____________________________________ News Station:______________________________ What was the news report (Who? What? Where? When? Why?) Why do you think that this is an important event to discuss and learn about? Who or what does this situation affect? How does it affect people, places, or situations?
Time Monday Tuesday Wednesday Thursday Friday Saturday 5:45am Java Jumpstart 5:45—6:10am Spin AM 5:45—6:30am *Starts Sept 19th Java Jumpstart 5:45—6:10am TRX Movement 5:30—6:15am *Starts Sept 21st Spin Interval 5:30—6:30am *Starts Sept 29th 8:30am Heated Yoga 7:00—7:45am *Starts Sept 20th 6 week Specialty Snapshot 8:30—9:00am 9:00am Forever Active 9:00—9:30am Forever Active 9:00—9:30am Pilates 9:15—10:15am *Starts Sept 22nd 10:00am 12:00pm Power Yoga 12:00—12:45pm *4-week session starts Sept 19th Noontime Fitness Fusion 12:05—12:25pm *Starting Sept 7th Spin Combo 12:00—12:45pm *Starts Sept 22nd 1:00pm **Health Switch 1:00—1:30pm 4:00pm After Work Shake Up 4:00—4:30pm After Work Shake Up 4:00—4:30pm 5:00pm **Health Switch 5:00—5:30pm Wild Card Workout 5:15—5:45pm Body Blast 5:30—6:00pm 5:45pm Fundamental Yoga- Monday PM 5:45—6:45pm *Starts Sept 18th Triple Threat Tuesday 6:00—6:30pm Cardio Drumsticks 6:00—6:45pm *Starts Sept 20th Pre/Post Natal Class 6:15—6:45pm *Starts Sept 21st 7:00pm Fitness Stretch and Tone 6:45—7:30pm *Starts Sept 19th Cardio Circuit and Stretch 7:00—7:30pm