zilongwang/ReadingBank huggingface dataset:
Paula Constant, admin support Claire Fisher – Nursery Nurse District Nursing Team: District Nurses: Jenny Scott Sarah Doughty, Carolyn Alcazar, Louise Crewe Health Care Assistant: Teri Abbott Community midwife: Our Royal Bournemouth Hospital Midwife is Samantha Dancer. She comes to the surgery to hold her clinic all day on a Monday. In-house counselling service: We have an in house counselling team. Appointments with the counsellors are via referral from your GP. Doctor Appointment Times Dr Cowley – GP Partner a.m. p.m. Monday 7.50 – 10.40 2.00 – 4.50 Tuesday 7.50 – 10.50 3.30 – 6.50 Wednesday 7.50 – 9.05 (then tutorials for trainees) 3.00 – 5.50 Thursday 7.50 – 10.50 3.00 – 5.50 Friday 7.50 – 10.50 No clinic Saturday Closed Out of hours Sunday Closed Out of hours Dr Kerstin Smith – GP Partner a.m. p.m. Monday 7.50 – 10.45 3.00 – 5.50 Tuesday 7.50 – 10.50 3.45 – 6.50 Wednesday 7.50 – 10.50 No clinic Thursday 8.30 – 11.20 2.30 – 5.20 Friday 7.50 – 10.50 or Wimborne Hospital 3.00 – 5.50 Saturday Closed Out of hours Sunday Closed Out of hours Dr Emily Monks – GP Associate a.m. p.m. Wednesday 8.30 – 11.30 2.30 – 5.20
Thursday 8.30 – 11.30 2.30 – 5.20 Dr Miriam Santer – GP Associate a.m. p.m. Tuesday 9.20 – 12.20 4.10 – 18.40 Dr Rupesh Seth – GP Associate a.m. p.m. Monday 8.30 – 11.30 2.50 – 5.50 Tuesday 8.30 – 11.30 4.00 – 6.50 Wednesday 8.30 – 11.30 2.50 – 5.50 Thursday No clinic No clinic Friday 8.30 - 11.30 2.50 – 5.50 Saturday Closed Out of hours Sunday Closed Out of hours Dr Mike Furze – GP Associate a.m. p.m. Monday 8.30 – 11.30 2.40 – 5.40 Wednesday 8.30 – 11.30 2.40 - 5.40 Friday 8.30 – 11.30 2.40 – 5.40 Saturday Closed Out of hours Sunday Closed Out of hours Dr Jasvinder Kandola – GP Registar a.m. p.m. Monday 8.30 – 10.30 2.00 – 5.00 Tuesday 8.30 – 10.30 2.00 – 5.00 Wednesday University University Thursday 8.30 – 10.30 No clinic Friday 8.30 - 10.30 2.00 – 5.00 Saturday Closed Out of hours Sunday Closed Out of hours Monday Tuesday Wednesday Friday Saturday Closed Out of hours Sunday Closed Out of hours
Parts Text Interrelationship Conclusion Self-Assessment and Reflection: (Day 2) Please score yourself using the following rubric: 4: Distinguished 3: Proficient 2: Limited/Competent 1: Unsatisfactory Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Evidence is convincing; rich in detail; every example connects to the argument; more than three specific examples of textual evidence are used. Evidence is appropriate and persuasive but not every example is convincing; regularly connects to the argument; at least three specific examples are used. Evidence is mostly appropriate and is persuasive for the most part, though lapses may over half of the examples have a clear connection to the argument; at least three specific examples are used Evidence may be inappropriate or less than half of the examples have a clear connection to the argument; less than three specific examples are used.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the…persuasiveness … of the text. Clearly and convincingly presents the author’s argument; developed discussion of the author’s use of visual rhetoric to reinforce the argument. Clearly presents the author’s argument; discussion of author’s use of visual rhetoric is somewhat developed but lacks specificity and doesn’t consistently reinforce interpretation of the argument Discussion of author’s argument is vague or unclear; discussion of author’s use of visual rhetoric is somewhat developed but lacks specificity; fails to make connections between rhetoric and argument. Discussion of the author’s argument is off-topic or inappropriate; little or no discussion of the author’s use of rhetoric; makes little or not connection between rhetoric and argument. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s)… and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. is logically organized; claims are effectively introduced and supported by evidence; transitions are consistently used to sequence claims and evidence in an elegant manner. Essay is logically organized; most claims are effectively introduced and supported by evidence; transitions are consistently used to sequence claims and evidence with few lapses. is organized, though confusing at times; most claims are effectively introduced and supported by evidence; inconsistent use of transitions to sequence claims and evidence. Organization is confusing; claims are not effectively introduced or supported by evidence; transitions are used inconsistently or are not present. Which portion of your OPTIC analysis essay do you think is the strongest? Why? Did you meet the writing you set for yourself before you began writing? Why or why not?
MORGAN STATE UNIVERSITY DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, RECREATION AND DANCE HEALTH EDUCATION – HEALTH ADMINISTRATION TRACK CURRICULUM SEQUENCE 1st Year – Fall Semester 1st Year – Spring Semester BIOL 101 Introductory Biology I (BP) 4 ENGL 102 Freshman Composition II (EC) 3 ENGL 101 Freshman Composition I (EC) 3 INSS 141 Introduction to Computer Based Information Systems (IM) 3 HHXXX Healthful Living Elective 3 MATH 113 Introduction to Mathematical Analysis I (MQ) 4 ORIE 103 Freshman Orientation 1 HEED 103 Health Science: Human & Social Determinants 3 HEED 101 Orientation to Health 3 PHIL 109 Introduction to Logic (CT) 3 PHEC XXX Activity Course 1 Total Semester Credits 15 Total Semester Credits 16 1st Year – Fall Semester 1st Year – Spring Semester AHXXX Arts & Humanities Elective 3 AHXXX Arts & Humanities Elective 3 HEED 104 Foundations of Health Services 3 HEED 204 Community Health Practices 3 HEED 203 Personal and Community Health 3 HEED 303 Communications for Optimal Health 3 SBXXX Social and Behavioral Science 3 ACCT 202 Principles of Accounting II 3 ACCT 201 Principles of Accounting I 3 XXXX Social and Behavioral Science Elective 3 Total Semester Credits 15 Total Semester Credits 16 1st Year – Fall Semester 1st Year – Spring Semester HEED 350 Assessment, Implementation and Evaluation of Health Education Programs 3 HIST 350 Introduction to African Diaspora (CI) 3 HEED 322 Basic Epidemiology 3 MGMT 329 Resource Management 3 PHEC 358 Measurement and Evaluation in Health and Physical Education 3 HEED 419 Health Issues and Research I 3 MGMT 324 Organizational Behavior 3 GROUP 1 Elective 3 CHEM 101 or PHYS 101 General Chemistry or Physics (BP) 4 HEED 380 Health Service Management 3 Total Semester Credits 15 Total Semester Credits 15 1st Year – Fall Semester 1st Year – Spring Semester HEED 420 Directed Reading in Public Health Research II 3 HEED 450 Practicum: Field Work in Health 12 GROUP 2 Elective 3 GROUP 3 Elective 3 GROUP 4 Elective 3 HEED 410 Healthcare Finance 3 Total Semester Credits 15 Semester Credits 12 Total Credits – 120 Credits
Democracy The rule of law. Example of the Respect Curriculum overview Year A (2015/16) Year B (2016/17) Year C (2017/18) Autumn 1 RE The teachings of How do Christians apply scriptural teachings to the world today? The teachings of Mohammad How and why do Muslims practice the 5 pillars of Key Jewish figures in the Torah Citizenship Democracy and fairness (school council) Honesty and trust (school council) Rights and responsibilities (school council) 2 RE Islam and the media The importance of food in religion On balance, has religion made the world a better place? How has it changed in the UK in the 21st century PSHE Keeping yourself safe (inc road safety, water & fire safety, safe relationships) Keeping yourself safe (inc road safety, water & fire safety, safe relationships) Keeping yourself safe (inc road safety, water & fire safety, safe relationships) Spring 1 RE Journeys (pilgrimage) Places of worship What is the of prayer in the world today? What is the relationship between belief and art? Citizenship Justice, and laws (government) Diversity and identity Equality and liberty 2 RE Judaism –special celebrations (what connects Passover to freedom?) Significance of the resurrection (do all Christians about it? What does it mean for a buddhist to follow the teaching of ahimsa (non-violence)? PSHE Alcohol and drugs education Alcohol and drugs education Alcohol and drugs education Summer 1 RE What is the relationship between science and religion Religious law/beliefs versus criminal law (should there be limits of freedoms of expression?) Is Christianity one religion? Citizenship Tolerance and respect for others (addressing issues from the Prevent strategy) Tolerance and respect for others (addressing issues from the Prevent strategy) Tolerance and respect for others (addressing issues from the Prevent strategy) 2 RE What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today? What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today? What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today? PSHE Growing up and SRE Growing up and SRE Growing up and SRE The Leisure and Health is available to all students at Inscape House, regardless of their learning pathway and includes: swimming, visiting the local gym, walking, football and team games played on the school pitch, badminton and table tennis, horse riding, bowling & trampolining. Associated policies: Assessment reporting and Recording
APRIL N. FRENCH Senior Academic Coordinator, General Chemistry Lab Supervisor Department of Chemistry University of Kentucky Office phone: (859) 257-3789 505 Rose Avenue Lexington, KY 40506 AREA OF SPECIALIZATION: Organic Chemistry, Chemical Education, and Psychology and Research in Education ACADEMIC INTERESTS: Informal science education, informal chemical education, public outreach, K-12 science education, POGIL, symbolic interaction, general and organic chemistry, qualitative analysis, wiki use, collaborative learning, NMR education EDUCATION, degrees 2002 – 2007 Doctor of Philosophy, Chemistry with an emphasis in Chemical Education and Organic, University of Kansas, Lawrence, KS. Dissertation title: Informal Science Education at Science City, supervised by Dr. Joseph Heppert Research skills in statistical analysis. 1998 – 2002 Bachelor of Science in Chemistry, minor in Communication, University of Tulsa, Tulsa, OK. Research: Isolation and characterization of natural products from Dalea purpurea, supervised by Dr. Gil Belofsky. Graduated Cum Laude Member of Scroll and Lantern Honor Societies, 1999-2001. Member of the President’s Roll, 2001-2002. Recipient of the Ralph L. Kaufmann Award for Outstanding Academic Achievement in Chemistry, 2002. EXPERIENCE 2011 – present Senior Academic Coordinator, General Chemistry Lab Supervisor, University of Kentucky. 2007 – 2011 Assistant Professor of Chemistry, Northwestern State University. SU 2009 Cyber Forensics Camp Instructor for GC/MS, sponsored by Cyber Innovations, Inc. in Shreveport. SU 2009 ADVANCE Program for Young Scholars Chemistry Instructor, part of the Duke University’s Talent Identification Program (TIP), Northwestern State University SU 2007 Lecturer, University of Kansas. Organic Chemistry II Lab. Lecture (CHEM 627). SU 2006 Lecturer, University of Kansas. General Chemistry II (CHEM 188). SU 2005 Lecturer, University of Kansas. College Chemistry (CHEM 124/125). 2003 – 2007 Graduate Research Assistant, Dr. Joseph Heppert, Center for Environmentally Beneficial Catalysis (CEBC), University of Kansas.
CURRICULUM VITAE Stephen W. Waldo stephen.waldo@ucdenver.edu Education 06/2001 B.S. University of California, San Diego Department of Bioengineering (Summa Cum Laude) 06/2007 M.D. University of California, San School of Medicine Clinical Training 06/2007 – 06/2008 Intern, Internal Medicine / Clinical Fellow Massachusetts General Hospital / Harvard Medical School 06/2008 – 06/2010 Resident, Internal Medicine / Clinical Fellow Massachusetts General Hospital / Harvard Medical School 07/2010 – 06/2013 Clinical Fellow, Cardiovascular Medicine University of California, San Francisco 07/2013 – 06/2014 Clinical Fellow, Interventional Cardiology Massachusetts General Hospital / Harvard Medical School 07/2014 – 06/2015 Clinical Fellow, Vascular Diagnostics and Intervention Massachusetts General Hospital / Harvard Medical School Research Training 06/2000 – 09/2001 Beckman Research Scholar in Bioengineering Advisor: Geert Schmid-Schönbein, Ph.D. University of California, San Diego 11/2001 – 08/2002 Research Associate in Bioengineering Advisor: Geert Schmid-Schönbein, Ph.D. University of California, San Diego 06/2004 – 06/2005 Howard Hughes Medical Institute Research Scholar Advisor: Howard Kruth, M.D. National Institutes of Health 07/2012 – 06/2013 Advanced Training in Clinical Research Scholar Advisor: Peter Ganz, M.D. University of California, San Francisco Positions Held 07/2014 – 06/2015 Attending Interventional Cardiologist Massachusetts General Hospital 08/2015 – Present Co-Director, Interventional Cardiology VA Eastern Colorado Health Care System
American Dental Association Texas Dental Association Heartland Dental Association Academy of General Dentistry UMKC School of Dentistry Alumni Association Psi Omega Dental Fraternity Flight Christian Dental Society Flying Dentists Association Christian Dental and Medical Association Missionary Dentists Medical Group Missions Professional and Board Activities, Educational Presentations: 1981 – 1983 Delegate, American Student Dental Association 1983 – 1986 Trustee, American Student Dental Association 1984 – 1985 Student Delegate, Kansas Dental Association 1985 – 1987 Health and Manpower Committee, Kansas Dental Association 1988 – 2003 Lecturer, Southwestern Iowa University School of Nursing 1988 – 2007 Semi-Annual In-service Educational Lecture, Clarinda Regional Hospital 1990 – 1995 Airport Board Member, Clarinda, IA 1994 – 1996 Lecturer, AGD, Flying Dentist Association, “Non-Pharmacological Patient Behavior Management”
School of Dentistry 2012 Judge, Midwest Dental Conference Table Clinics 2012-present American Academy of Dental Group Practice, Executive Board 2012 Lecture, Flying Dentists Association, “Modern Oral Cancer Diagnostics through Fluorescence” 2012 – present Member, Board of Directors, National Practice Solutions 2013 Lecture, American Academy of Dental Group Practice, “Strategies for Hiring Right” 2013 American Dental Association, Strategic Planning 2013 – present Chairman of the Board, Cypress Concierge Medicine; Cypress Pharmacy; Cypress Management Group 2014 – present Member, American Dental Association’s National Roundtable for Dental Collaboration 2014 - 2015 Lecture, Family First Dental Partners, Risk Management and Practice Efficiency 2015 Lecture, Family First Dental Partners, Periodontal Standard of Care 2015 Committee Member, American Dental Association Annual Session, Dental Forum, Hybrid Dental Groups 2015 – present Board Member, Blue IQ Information Technology Service 2016 Lecture, Edge Study Club, Prosthodontic Standard of Care 2016 Lecture, Master’s Study Club, Prosthodontic Standard of Care 2017 Airport Board Member, Kerrville/Kerr County Airport
Megan Kathleen Rhoads Curriculum Vitae 3044 River Run Trail Lexington, KY 40511 859.948.4352 megan.rhoads@uky.edu Education University of Kentucky, Lexington, KY PhD Candidate, Biology (2012 – present) GPA: 3.7 Expected Graduation Date: May 2018 Western Kentucky University, Bowling Green, KY Bachelor of Science, Biology (2004 – 2008) GPA: 3.33 Fellowships & Awards American Heart Association Council on Hypertension Poster Competition Winner (2017) American Physiological Society Teaching Section Abstract Award (2017) American Association Great Rivers Predoctoral Fellowship 16PRE30010011 (2016-2018) American Physiological Society Porter Physiology Fellowship (2016, declined due to AHA) American Physiological Society Porter Physiology Travel Fellow (2016, 2017) American Physiological Society Caroline tum Suden Award (2016) UK Department of Biology Gertrude Flora Ribble Foundation Mini-Grant (2015, 2016) University of Kentucky Lyman T Johnson Fellow (2014, 2015) Western Kentucky University Presidential Scholar (2004 - 2008) Memberships & Service American Association of the Advancement of Science (2012 - present) American Heart Association (2014-present) American Physiological Society (2012 - present) Communications Committee (2017-2019) Biology Graduate Student Association (2012- present) Secretary (2015) Graduate Affairs Committee Representative (2016-2017) International Society of Hypertension (2015-present) Teaching Experience Teaching Assistant (Fall 2013, Summer 2014, Fall 2015) Primary Instructor for Biology 304: Genetics
Doug Reese Field and Laboratory Investigations of habitat use by nearshore marine fish, with an emphasis on rockfish. (Genus Sebastes) Darcie Johnson Colonization by the lizard Sceloporus woodi in a managed landscape. Naomi Jones Training effects on performance and muscle composition in the Six-lined Racerunner, Cnemidophorus sexlineatus. John Steffen variation in the lizard, Gambelia wislizenii, in the Great Basin Desert. Amanda Segars Thermal and reproductive biology of the Northern Alligator Lizard, Elgaria coerulea. David Waltz Microgeographic variation in desert rodent populations in the Great Basin Desert Eleanor Rose Investigating foraging mode variation in the Leopard Lizard, Gambelia wislizenii. 2002
Ellen Locomotory evasion performance and foraging activity in the western whiptail lizard, Aspidoscelis tigris. Chris Fabry Patterns of Colonization by Lizard Communities in the Managed Ecosystem of the Ocala National Forest, Florida. Hannah Ecological correlates of hatchling survivorship in the western pond turtle, Clemmys insculpta in southwestern Washington. Gwen Bury Physiological responses of Ascaphus truei to a thermal stress similar to temperature perturbations observed in clear-cut forests. Aaron Jacobsen Post-fire recovery of animal populations in Great Basin communities. Sean Powers Effects of climate on rates of production in the Western Fence Lizard, Sceloporus occidentalis. Philip Dugger Potential effects of short-term climate variation on shrubs,
Newmark, G. L. (2004, March 12). Travel Time, Trip Frequency, Activity Duration, and Expenditure at Suburban Shopping Centers. Presented at the 2004 University of California Transportation Center (UCTC) Student Conference, Davis, CA. Newmark, G. L., Plaut, P. O., & Garb, Y. (2004, January 14). Shopping Travel Behaviors in an Era of Rapid Economic Transition: Evidence from Newly Built Malls in Prague, Czech Republic. Presented at the Transportation Research Board 83rd Annual Meeting, Washington, D.C. Shiftan, Y., & Newmark, G. L. (2002, January 15). Effects of In-fill Retail Center Development on Regional Travel Patterns. Presented at the Transportation Research Board 81st Annual Meeting, Washington, D.C. Newmark, G. L. (2002, January 14). New Jerusalem Central Bus Station: Enhancing Passenger Security through Design. Presented at the Transportation Research Board 81st Annual Meeting, Washington, D.C. Newmark, G. L. (2001, January 10). Emissions Inventory Analysis of Mobile Source Air Pollution in Tel Aviv, Israel. Presented at the Transportation Research Board 80th Annual Meeting, Washington, D.C. Newmark, G. L. (1999, January 14). Rail’s Share of Airport Access: Examining the Data. Presented at the Transportation Research Board 78th Annual Meeting, Washington, D.C. Presentations (Invited) Newmark, G. L. (2015, April 28). Income, Location Efficiency, and VMT. Presented at the Housing California 2015 Annual Conference, Sacramento. Newmark, G. L. (2015, February 27). Income, Location Efficiency, and VMT: Considering California’s Affordable Housing as Climate Change Policy. Presented at the University of Illinois, Chicago, Department of Civil and Materials Engineering Seminar Series, Chicago. Newmark, G. L. (2014, September 17). Right Size Parking. Presented at the FHWA Contemporary Tools and Approaches for Parking Pricing and Management Workshop, Houston. Newmark, G. L. (2012, March 13). Assessing the Potential Demand for Public Transit in Chicago’s Suburbs. Presented at the Transportation Research Forum - Chicago Chapter Luncheon, Chicago.
CURRICULUM Kaushik Chandra Deva Sarma Assistant Professor Department of Instrumentation Engineering Central Institute of Technology, Kokrajhar, BTAD Assam-783370, India Phone: 9706490533 Email: kcd.sarma@cit.ac.in Educational Qualification Exam Passed Board/University Subjects Division/Class HSLC (10th) SEBA GENERAL I HIGHER SECONDARY (12th) AHSEC SCIENCE I BE NEHU ECE I M.TECH TEZPUR UNIVERSITY ELECTRONICS DESIGN AND TECHNOLOGY I Ph.D. TEZPUR UNIVERSITY THESIS TITLE: SCALE LENGTH DETERMINATION, COMPLETE 2-D POTENTIAL MODELLING AND ENHANCEMENT OF SOME PERFORMANCE PARAMETERS OF JUNCTIONLESS TRANSISTORS THESIS SUBMITTED Work Experience Position held Duration University/ Institution From To Assistant Professor 24/01/2011 Till Date CIT, Kokrajhar Research Areas: Semiconductor Devices, Optoelectronics Teaching: 1. Electronics 2. Fiber Optics & Laser Instruments
Courses Taught Undergraduate: Principles of Marketing, Foundations of Marketing, Multicultural Marketing, Retailing and Services, Buyer Behavior Graduate: Services Marketing Management, Marketing Doctoral: Topics in Services Marketing, Marketing Strategy PROFESSIONAL EMPLOYMENT EXPERIENCE 1997 – 1998 Programmer Trainee, Alltel Information Services, Inc., Compass Bank, Birmingham, AL. 1998 – 2000 Information System Specialist, Alltel Information Services, Inc., Local Oklahoma Bank, Oklahoma City, OK. PRIMARY RESEARCH INTERESTS Services Marketing (Especially Business-to-Business, Retailing, and Volunteerism); Ethnic Marketing/Advertising; Applications of Social Identity Theory REFEREED JOURNAL PUBLICATIONS Briggs, Elten, Timothy Landry, and Patricia Daugherty (2016), “A Framework of Satisfaction Formation in Continually Delivered Business Services,” Journal of Business and Industrial Marketing, 33 (1), 112 – 122. Briggs, Elten, Zhiyong Yang, Tracy R. Harmon, and Todd J. Arnold (2016), “How Do Differing Community Engagement Strategies Affect Consumer Responses to a Retailer?” Journal of Marketing Theory and Practice, 24 (1), 109 - 127 Briggs, Elten, Fernando Jaramillo, and Fabrizio Naboa (2015), “Explicating Customer Orientation’s Influence on Frontline Employee Satisfaction”, The Service Industries Journal, 35 (3-4), 133-151. Arnold, Todd J., Elten Briggs, Timothy D. Landry, and Tracy A. Suter (2013), “The Development of Retailer Community Functions”, Journal of Marketing Theory and Practice, 21 (3), 243 – 256. Montoya, Detra and Elten Briggs (2013), “Shared Ethnicity Effects on Service Encounters: A Study across Three U.S. Subcultures”, Journal of Business Research, 66 (3), 314 – 320. Briggs, Elten, Fernando Jaramillo, and William A. Weeks (2012), “The Influences of Ethical Climate and Organization Identity Comparisons on Salespeople and Their Job Performances”, Journal of Personal Selling and Sales Management, 32 (4), 421 – 436.
AREA F – MAJOR SPECIFIC ELECTIVES 18 HRS=6 COURSES REQUIRED F 1 *PSYC 1101 Introduction To Psychology 3 F 2 *PSYC 2110 Psychology Applied to Today’s Workforce 3 F 3 *PSYC 2103 Introduction To Human Development 3 Take three additional 1000/2000 level courses (Excludes PHED activity, 1000 level HFMG, TECH, and MSL courses; courses offered for institutional credit only; and career program courses not specifically approved in advance). Courses in the following areas are encouraged: foreign language, sociology, anthropology, philosophy, statistics, and biological science. Please note that no more than 12 total hours in Area F may be PSYC courses. IF MATH 1231 is not completed in D2, F, or as a related elective, PSYC 2105 MUST be completed with a “C” or above as a psychology elective in either area F or as an upper division psychology elective. If students complete MATH 1231 to meet the Department of Psychology statistics requirement, it must be completed with a “C” or above. F 4 *PSYC 2105 Psychology of Statistics (REQUIRED If MATH 1231 not taken; if MATH1231 is used to complete the major statistics requirement it must be completed with a “C” or Better) 3 F5 3 F6 3 *MUST EARN GRADE OF “C” OR BETTER B.S. Psychology Upper Division Curriculum Overview Courses #Credit Hours Required # Courses Required Division Major Requirements +24 Credit Hours + 8 Courses Upper Division Psychology Electives +18 Credit + 6 Courses Upper Division Related Electives +15 Credit Hours + 5 Courses Internship Requirement + 3 Credit Hours + 1 Courses Upper Division Courses Total= 60 Credit Hours Total= 20 Courses No more than two grades of D in upper-division courses are allowed. Upper-division courses are all courses other than those of Areas A through F of the core curriculum. 1000- or 2000-level courses used in the upper division are included in this restriction. UPPER DIVISION MAJOR REQUIREMENTS 24 HRS = ALL 8 COURSES REQUIRED
INTERNSHIP REQUIREMENT 3 HRS=1 COURSE REQUIRED REQUIRED CAPSTONE EXPERIENCE SEMESTER 1 COURSE REQUIRED ADVISEMENT NOTES Advisor Comments TRACKING YOUR PROGRESS TOWARDS GRADUATION General Core Curriculum Requirements (Areas A-E REQUIRED for all majors) 42 credit hours 14-15 Courses + 1 Lab (2 labs science majors) FRESHMAN (0-29 credit hours) SOPHOMORE (30-59 credit hours) Major Specific Requirements (Area F) 18 credit hours 6 Courses (5 for science majors) Lower Division Courses (1000-2000 Level) 60 credit hours 20-21 COURSES REQUIRED Upper Division Coursework (Typically 3000-4000 Level Courses) +60 credit +20 COURSES REQUIRED JUNIOR (60-89 credit SENIOR (+90 credit hours) GRADUATION (apply 2 semesters BEFORE completion) Visit: http://www.clayton.edu/registrar/Graduation 120 credit hours COMPLETION OF 40 – 41 TOTAL COURSES MAKE SURE CLASS COUNTS TOWARDS GRADUATION TOTAL NUMBER OF OUTSTANDING COURSES UNTIL GRADUATION
902 College Street, Auburn Day Time 12:45 – 2:15 pm Basics (Sara Lynn Baird, April 7) Puccini and Massenet (Thomas Beard, April 14, 21, 28, May 5 – Four weeks) 2:30 – 4:00 pm Impressionism: It’s More Than a Pretty Picture (Scott Bishop) Day Time Dance (1st Floor) Gardenia Room (1st Floor) Magnolia Room (1st Floor) Azalea Room (1st Floor) Ballroom A (2ndFloor) Ballroom C/D (2nd Floor) 8:30-10:00 am Yin Yoga Johnson) 8:30 – 9:30 am Great Decisions (Carl Thompson) Beating Viral Outbreaks: Science of Emerging Diseases (Felton Mitchell) 10:15-11:45 am French for Beginners, Part III (Paul Kouidis) Why Did Jesus, Moses, the Buddha, and Mohammed Cross the Road? (Bill and Janet Deutsch) Black Holes, Tides, and Curved Spacetime: Understanding Gravity, Part II (Ned 12:00 – 2:00 pm Becoming a Published Author: Self-Published Houses vs. Traditional Publishing Houses (Dan Bennet) April 29, one session only 5:00 pm Auburn University Architectural Walking Tour (Clark Lundell) April 8, one session (April 9 rain date) meet at the campus gateway in front of Biggin Hall CLASSES AT THE CLARION INN & SUITES WEDNESDAY & THURSDAY Ursula’s Home 503 Sanders St. Auburn 1:00 – 4:00 pm Culinary Creations: Courses with Ursula Big Dog Running Company 152 N. College St., Auburn 8:30 – 9:30 am Walk This Way: Couch to Walking 5K (Bob
Spring 2018 Learning Goal – To make a class film, to be judged for an Oscar ceremony. Programmes of Study – Adventure is out there! Key Stage 3 & 4 – To PIXAR and beyond! The SCERTS framework underpins planning and assessment and prioritises learning and development of Social Communication and Emotional Regulations skills. These skills are essential to enable our pupils to access the curriculum and wider world. English All pupils will cover objectives from the National Curriculum Programme of Study, differentiated according to each child’s previous experience. TARGETS MAY INCLUDE: Narrative To become familiar with key stories – Toy Story, The Incredibles, Cars, Frozen, Moana. Non-Fiction Mathematics All pupils will cover objectives from the National Curriculum Programme of Study, differentiated according to each child’s previous experience. NUMERACY FOCUS Enterprise & Enrichment Design & make a film for the Oscars. Community Links – BBC Studios Newcastle Library Tyneside Cinema Byker Sound Wall NAS Standards Covered: Teaching & Learning - Programme Curriculum Content and Methods Environment Social Understanding Flexibility of Thought Sensory Issues Partnership with Professionals Transition Community Partnership with parents
Narrative To become familiar with key stories – ‘The Lighthouse Keeper’s ‘The Rainbow Fish’, ‘Tiddler’, ‘Sharing a Shell’, ‘The Snail and the Whale’, ‘Flotsam’. Non-Fiction To be introduced to non-fiction books which are structured in different ways – ‘Seaside Towns’, ‘Dougal’s Deep Sea Diary’. Writing To plan, sign, use PECS/VOCA, or say out loud what they are going to write about. To learn how to use punctuation and grammar correctly. Poetry To build up a repertoire of poems learnt by heart – ‘Ice-creams and seaside dreams’. To learn to appreciate poems. Reading To listen and respond appropriately to adults and peers. To predict what might happen on the basis of what has been read so far. Link what they read to their own experience. Recognise and join in with predictable phrases. Spoken/signed language & AAC communication To maintain attention and participate. To retell favourite stories using some of their own words. To use words specifically to make language clearer. To listen to and understand instructions what they are doing. Science All pupils will cover objectives from the National Curriculum Programme of Study, adapted to their individual needs. In this topic, pupils will cover: Working Scientifically To perform simple tests To use simple equipment Rocks To compare and group together different types of rocks on the basis of their appearance and simple physical properties. To describe in simple terms how fossils are formed. To recognise that soils are made from rocks and organic matter. Computing Suggested ‘Switched On’ units: Unit 1.1 – ‘We are treasure hunters’. Social Understanding Flexibility of Thought Sensory Issues Partnership with Professionals Transition Community Partnership with parents
**For waivers, complete part A ** For substitutions or equivalencies, complete part B. IMPORTANT NOTE BELOW Course substitution is defined as a 1-time substitution for 1 student Course equivalency is defined as a certain course from a specific institution that is a direct equivalent to an Athens State University Course. The equivalency will be applied to all students in the program. A. WAIVER REQUEST (be specific): Justification for waiver: B. APPROPRIATE BOX: Course Substitution (1-time substitution for 1 student) Course Equivalency (for all students in the program) Requirement (Gen. Ed. or ASU Course) Substituted Course or Equivalent Course Prefix Course Title Sem. Hrs. Prefix Course Title Institution taken Sem. Hrs. JUSTIFICATION/EXPLANATION: For students seeking certification through the College of Education, please include in the JUSTIFICATION/ EXPLANATION how Alabama State Department of Education Standards are met if applicable. If the course substitution/equivalency is outside the requesting advisor’s college, the appropriate department and dean must sign below: Dept. Chair:_______________________________ College Dean: _______________________________ C: APPROVALS Advisor Date Dept. Chair Date
High level written and oral communication and interpersonal skills and experience in the preparation of documents including briefings, reports and correspondence. Proven capacity to lead, motivate and influence a large team and the ability to manage complex tasks to facilitate change. Demonstrated ability to build the capacity of staff through the development and delivery of innovative programs and services. Knowledge of and commitment to the Department’s Aboriginal Education policies. One of the referees listed must be the applicant’s current principal or supervisor for non-school-based staff. Expressions of interest must not exceed 2 A4 pages and require the signature of the applicant’s current principal or supervisor. For further information contact Paul Gleeson on (02) 6937 3874 or at .
Expression of Interest Curriculum Advisor Expressions of interest are invited from teachers interested in a career opportunity relieving in the position of Curriculum Advisor from 20 February to Friday 7 April 2017 (with the possibility of an extension). The position with be located at: Wagga Wagga Education office 76 Morgan Street Wagga Wagga 2650 The Curriculum Advisor delivers high quality advice, service and support to schools to enhance the capacity of school leaders and teachers to implement curriculum, policies, priorities and programs. An expression of interest addressing the criteria, of no more than 2 pages in length should be submitted to Paul Gleeson, Learning, Teaching and Leading Coordinator at by 12 noon on Friday 17 February. Information on meeting the definition of ‘recent school based experience’ is available . This information is only accessible from a DoE site (this would be relevant to NSBTS positions but not school based positions). Statement of duties Liaising closely with schools to identify and deliver high quality curriculum programs to meet the diverse educational needs of students. Providing advice and support to schools on the effective implementation of curriculum, assessment, monitoring and planning of student learning development. Working with principals to ensure the effective implementation of the NSW syllabuses incorporating the Australian Curriculum. Enhancing principals’ capability to implement the curriculum to enhance students and achieve school excellence. Working closely with principals and classroom teachers to enhance the capacity of schools to achieve quality learning outcomes for all students through differentiated curriculum and personalised learning plans. Acting as a partner and broker with and between schools to implement and evaluate professional learning strategies for school staff involved in the delivery of curriculum. Contributing to data collection, resource development, identification of good practice and program evaluation to support high quality pedagogical practices and change processes in schools. Selection criteria Teaching qualifications and recent school based experience within the K-12 range. Demonstrated commitment to participating in and managing accreditation processes. Experience in leading curriculum implementation and demonstrated understanding of current trends, resources, quality teaching & assessment, policies, relevant legislation and programs.
Business Support Assistant, Childcare Strategy Out of School Support Adviser, Childcare Strategy Business Support Adviser, Childcare Strategy Early Years Support Adviser, Early Years, Learning & Welfare A representative from York CVS Assessment deadlines: Applications must be received at least ten working days prior to the following panel meeting dates: Monday 10 February 2014 Monday 19 May 2014 Monday 8 September 2014 Monday 24 November 2014 Any applications received after such dates will be considered at the next assessment panel meeting. Notification of outcome: Applicants will be notified of the outcome of their application within five working days of the assessment panel meeting via email (or earlier if possible). If applicants are unsuccessful, feedback will also be given detailing the decisions that were made and further advice and support that is available to providers. Completing the Childcare Sustainability Grant application form complete the form in English. write clearly in black ink if submitting a paper copy, or complete the form electronically. must submit the original copy of this form, if submitting a paper copy. Please ensure you make a photocopy for your records. your application carefully before you send it to us to make sure you have answered all the questions and sent us all the information we ask for. If significant errors or omissions are identified in your application then it may be rejected. note that no more than one application will be considered from the same provider within a two-year period, unless there are exceptional circumstances. Please do not submit any other documents (apart from those requested) in support of your application. If we require any further information to complete the assessment of your project we will request it from you. Returning your form – please make sure you keep a copy You should return your completed application form with all necessary enclosures by to or craig.waugh@york.gov.uk If you don’t have access to email you can return the form by post to:
3.5 Please provide a detailed description of how you propose to use any funding arising from this application. Description Cost of activity (£) When the outcome is expected Example Contribution towards playworker’s salary for 3 months in anticipation of increase in numbers from January 2012. £1,800 January 2012 1 2 3 4 5 funding requested: £ 4 FINANCIAL INFORMATION Please submit a copy of your most recent annual accounts and also complete the following information in support of your application: Income 2012- 13 (based on actual accounts) 2013- 14 (based on actual accounts) 2014 – 15 (latest estimates) Fees £ £ £ Free Entitlement Funding (if applicable) £ £ £
5. Criteria for "Programs of Distinction" at Berkeley City College (11:15am-11:45am) 6. Schedule Change (11:45am-11:50am): Final two meetings rescheduled to November 14 and December 5 from 10:00am-12:00pm. (Our final Tech Review session will occur on November 21 from 10:00am-12:00pm in TLC). Please review all of the above links in preparation for this meeting.
3rd YEAR OBLIGATORY SUBJECTS Subject Title Lecturer SEMESTER Total contact hours Individual work (hours) ECTS Winter Summer L S T L F ECTS P S V L T ECTS Research of security phenomena Bren 30 - 20 - - 5 50 100 5 Descriptive and inferential statistics Bren 30 - 20 - - 5 50 100 5 Diploma thesis Mentor 19 570 19 Total 30 20 5 30 20 24 100 770 29 ELECTIVE SUBJECTS – winter semester, a student chooses 5 subjects from the list of 7 subjects Subject Title Lecturer SEMESTER contact hours Individual work ECTS Winter Summer L S T L F ECTS L S T L F ECTS Forensic psychology Areh 30 - 20 - - 5 50 100 5 Criminal intelligence and criminal investigation strategy Frangež 30 - 20 - - 5 50 100 5 Penology Završnik 30 - 20 - - 5 50 100 5 Theory of social control Modic 30 - 20 - - 5 50 100 5 Methods in intelligence Prezelj 30 - 20 - - 5 50 100 5
CEFR ALTE ALTE Summary Cambridge ESOL IH London Level A1 You have no previous knowledge of the language A2 Waystage 1 Basic communication is possible with assistance and you understand simple sentences spoken slowly and clearly KET Elementary Pre-Intermediate A Pre-Intermediate B B1 Threshold 2 You can make effective and independent use of the language in familiar situations although there are still lapses in communication PET Lower-Intermediate A Lower-Intermediate B Mid Intermediate A Mid Intermediate B B2 Vantage 3 Your use of the language is consistent and usually appropriate but lapses in fluency and accuracy still occur in complex situations FCE Upper Intermediate A Upper Intermediate B Pre-Advanced A Pre-Advanced B C1 4 You have a good command of the language. It is fluent, accurate and well-organized with only a few uncertainties in complex and difficult situations CAE Advanced 1 C2 5 You have an excellent command of the language and can tackle the most difficult tasks CPE Advanced 2 Core Competencies
St Anne’s Primary School Welcome to Year 2 Autumn 1 2017 THE YEAR 2 TEAM Class: 2 Teacher: Miss Lane PPA: Mrs Glasford and Mrs Houghton Teaching Assistant: Mrs Huggins and Mrs W PE DAYS PE days are Tuesdays and Friday Please remember that you need your kit in school every day. Kit includes navy tracksuit , white polo shirt and trainers. Please note that hair below the shoulders must be tied back and earrings must be removed or covered with tape. Teachers cannot remove earrings and cannot be held responsible for any jewellery that might go missing. HOMEWORK Homework is sent home Monday and should be handed in on Friday. Please ensure that your completes his/her work to the highest of standards both in terms of content and presentation. In addition, we would kindly ask you to encourage your child to get in the habit of re-reading his/her work and editing for missing words, spelling and punctuation. If a has not completed his/her homework, a letter must be sent to the class teacher giving the reason. The teacher will arrange a time for the work to be completed – probably at break or lunchtime. Learn Its, spellings and reading must also be completed daily. Learn Its and spellings will be tested on a Friday. Children should be able to recall answers to Learn Its in any order and immediately. It Is vital that spellings are practised at home daily – both as single words (in order and out of order) and in sentences (writing the whole sentence). Please do make sure that your child understands the meaning of each word and how to use it in a sentence. Please do record reading in your child’s Reading Record book. NOTES
Humanities Geography: Local area - describe some physical features of their town. Explain what makes their town special. Describe some places which are not near the school. Describe the key features of a place, using words like, ‘forest’, ‘hill’, ‘mountain’, ‘valley’? Geography: Compare Enfield to Scarborough in Trinidad and Tobago contrasting place. Focus on the difference in weather, food, culture Name the continents of the world and find them in an atlas. Name the world’s oceans and find them in an atlas. Nam the major cities of England, Wales, Scotland and Ireland. History: Queen, Coronation, British Empire, Past and present, Britain’s History History: Events of the Great Fire of London, Samuel Pepys History: Focus on the lives of significant individuals in the past who have contributed to national and international achievements. Geography: Identify seasonal and daily weather patterns in the United Kingdom. Explain what makes the seaside special. Describe some of the features associated with an island. Describe the key features of a place, using words like, ‘beach’, ‘coast’, forest’, ‘hill’, ‘mountain’, ‘ocean’, ‘valley’. Arts Music Express Art Collage-Create a landscape by layering detail. Use different materials e.g. fabric, textured paper (wall paper) Magazine colours, etc) Music- Animals Food/ DT – Research and make food from Trinidad and Tobago. Look at the food they eat, why it might be different from here. Art- Portrait painting. How to construct a face. Drawing and painting. Artist Picasso Music- -Toys Art- Observational art. Use objects of different textures. Sketch pencils, pastel, charcoal. Art-African Art Printing and pattern. Create a repeating pattern. Music -Weather DT- Design a ride for the seaside/funfair. Music:-Water -Travel
PHSE SEAL New Beginnings SEAL Getting on and falling out SEAL Going for Goals SEAL Good to be me SEAL Relationships SEAL Changes RE LPC Myself Celebrations Visit to a synagogue Stories Leaders & Teachers Belonging Beliefs ICT Purple mash E Safety lesson 1 We are Astronauts: coding: purplemash- 2go, 2code-chimp, 2code-debug challenges-chimp And We are Game Testers: computational thinking: children will explore how computer games work. Purplemash: 2DIY 3D E Safety lesson 1 We are Photographers. Children will take, select and edit digital images. Creativity Purplemash: 2investigate We are researchers. Children will research a topic using the web and present it. E Safety lesson 1 We are detectives. Children will communicate clues. Purplemash: We are zoologists. Children will record bug hunt data. Purplemash: 2investigate, 2count, 2graph, 2DIY Grouping, 2Question PE Gymnastics Dribbling Games Balance Dance Communicate different moods, feelings and ideas Games Travelling with the ball Games Creating Games Dance Exploring gestures and formation. Creating short dances Dance Exploring patterns and pathways. Developing a simple dance Gymnastics Taking weight on different parts Gymnastics Transferring weight from body part to another Games Receiving Games Sending Telling a story through dance Visit to Synagogue Portrait Gallery Seaside
Curriculum Overview: Key Stage 1 Year 2 Topic 1 Let’s Pretend In this topic we’ll be: Finding out about puppets and making our own Using a range of different art techniques to create props that are linked to the stories Making different character masks and models Visiting a real theatre Planning Cinderella’s Ball In Literacy we’ll be working on: Traditional tales stories Acrostic Year 2 Topic 2 Our Earth – Our Home In this topic we’ll be: Learning about the plants and animals living in forests Researching and naming different types of trees Learning about plants and animals that live in other habitats Sorting living things into different groups Learning about what a is and what creatures live there Looking at how animals adapt to their environment Looking at how living things depend on each Observing habitats and nesting boxes for bees Discussing the loss of the world’s forest habitats In Literacy we’ll be working on: Stories with predictable pattern Pattern and rhyme Poem – weather Recounts Information texts Explanation Acrostic Poems
Researching the use of different materials and how to test materials Observing materials that are the same or different Discussing how we can group materials Investigating how to choose materials for specific uses Researching materials come from Learning to plan and design a classroom makeover Exploring the materials used to build our homes Discussing plastic waste is a global problem and what we can do about it
Visit to a Sikh Temple ICT Purple Mash E safety lesson We are software Developers. Children will develop a educational game Coding: purplemash- 2DIY 3D 2code- Gibbon 2code – freecode- Gobbon 2code- coding principals. We are toy designers: Children will prototype an interactive toy: purplemash; ideas) and 2publish extra(to create a booklet) E safety lesson 1 We are Musicians Produce a piece of music. purplemash Children to create a virtual world. purplemash E safety lesson 1 We are Children will communicate to each other using blogs and email. Purplemash: 2 blog/2email We are Meteorologists. Chidren will present the weather. Purolemash: 2investigate 2graph. PE Net / Wall Games Directing the ball Outdoor and Adventurous Activities Enfield Year 4 Unit Invasion Games Controlling and receiving Dance Creating a story Gymnastics Balance Invasion Games Keeping possession of the ball Dance Characterisation Invasion Games Marking and tackling Striking/fielding Games How to hit or strike the ball into space. Fielding as a team. Gymnastics Receiving Body Weight Athletics x 2 Developing good running, throwing and jumping techniques Greek Wow day Sikh Temple Lea valley-Habitat discovery day Library Visits Harry Potter world