zilongwang/ReadingBank huggingface dataset:
namely this, Thou shalt love thy neighbor as thyself. There is none other commandment greater than these (MK 12:30-31, KJV). shows us the importance of integrity. For Jesus told us specifically that He is “the way, the truth, and the life: no man cometh unto the Father, but by me” (JN 14:6, KJV). Jesus is truth; God is light personified; the Bible is clear about the importance of integrity. “He that walketh upright walketh surely: but he that perverteth his ways shall be known” (PR10:9. KJV). Walking upright is a reflection of integrity. It is from this concept that the adages and idioms related to hanging one’s head with shame must be derived. As a society, the people of the world should be ashamed, for society has become a place where integrity is alien, and the classroom has become a place where cheating is rampant. Cheating: A Contemporary Issue “Better is the poor that walketh in his integrity, than he that is perverse in his lips, and is a fool” (Proverbs 19:1, KJV). In the Beginning “In the beginning God . . .” (Genesis 1:1, KJV), and everything else came from this. In the same way that darkness is the absence of light, and cold is the absence of heat, evil is the absence of good. Integrity is a reflection of light, for it is good. Any form of dishonesty is, therefore, a lack of light. It has been said that “character is the action taken when no one is watching.” The response to this is that “God is watching. Always.” The question then arises as
Burrus Jr., R. T., Jones, A. T., Sackley, B., & Walker, M. (2013). It’s the students, stupid: How perceptions of student reporting impact cheating. American Economist, 58(1), 51-59. Fry, H. (2014, June 11). District hires ethics consultant in wake of cheating scandal. Daily Pilot (Costa Mesa, CA). Hall, S. (2011). Is It Happening? How to Avoid the Deleterious Effects of Plagiarism and Cheating in Your Courses. Business Communication Quarterly, 74(2), 179-182. doi:10.1177/1080569911404057 Hosny, M., & Fatima, S. (2014). Attitude of students towards cheating and plagiarism: University case study. Journal of Applied Sciences, 14(8), 748-757. doi:10.3923/jas.2014.748.757 D. R. (2011). Academic dishonesty: Are more students cheating?. Business Communication Quarterly, 74(2), 141-150. doi:10.1177/1080569911404059 Smith, K. J., & Smith, M. (2012). Academic dishonesty—Cheating behaviour and other forms of inappropriate conduct. Accounting Education, 21(3), 211-213. doi:10.1080/09639284.2012.692518 Smith-Richards, J., & Bush, B. (2014, June 25). State aims at dozens of Columbus educators’ licenses. <i>The Columbus Dispatch</i>. Spear, J. and Miller A. (2012). The effects of instructor fear appeals and moral appeals on cheating-related attitudes and behavior of university students. Ethics & Behavior, 22(3), 196-207.
Notes Output Created 17-SEP-2014 12:52:34 Comments Data Active Dataset DataSet1 Filter <none> Weight <none> Split File <none> N of Rows in Working Data File 40 Missing Value Handling Definition of Missing User defined missing values are treated as missing. Cases Used All non-missing data are used. Syntax DESCRIPTIVES Perceived_CAP_Learning_Scale /STATISTICS=MEAN STDDEV VARIANCE RANGE MIN MAX. Resources Processor Time 00:00:00.00 Elapsed Time 00:00:00.04 [DataSet1] C:\Users\Deb\Documents\liberty\educ812\SPSS_Assignment_Data_Set.sav
Output Created 17-SEP-2014 12:57:53 Comments Input Data C:\Users\Deb\Documents\liberty\ Active Dataset DataSet1 Filter <none> Weight <none> File <none> N of Rows in Working Data File 40 Missing Value Handling Definition of Missing User-defined missing values are treated as missing. Cases Used Statistics are based on all cases with valid data. Syntax FREQUENCIES Perceived_CAP_Learning_Scale /STATISTICS=MEAN MEDIAN /ORDER=ANALYSIS. Resources Processor Time 00:00:00.02 Elapsed Time 00:00:00.03 [DataSet1] C:\Users\Deb\Documents\liberty\educ812\SPSS_Assignment_Data_Set.sav
Pair 1 & GPA 40 .908 .000 Paired Samples Test Paired Differences Mean Std. Deviation Std. Mean 95% Confidence Interval of the Difference Lower Pair 1 - GPA 23.97500 9.19849 1.45441 21.03318 Paired Samples Test Paired Differences t df Sig. (2-tailed) 95% Confidence Interval of the Difference Upper Pair 1 - GPA 26.91682 16.484 39 .000 PARTIAL CORR
/STATISTICS DESCRIPTIVES /MISSING=PAIRWISE. Correlations Notes Output Created 17-SEP-2014 12:21:31 Comments Data Active Dataset DataSet1 Filter <none> Weight <none> Split File <none> N of Rows in Working Data File 40 Missing Value Handling Definition of Missing User-defined missing values are treated as missing. Cases Used Statistics for each pair of variables are based on all the cases with valid data for that pair.
Syntax CORRELATIONS GPA /PRINT=TWOTAIL NOSIG /STATISTICS DESCRIPTIVES /MISSING=PAIRWISE. Resources Processor Time 00:00:00.03 Elapsed Time 00:00:00.06 [DataSet1] C:\Users\Deb\Documents\liberty\educ812\SPSS_Assignment_Data_Set.sav Descriptive Statistics Mean Std. Deviation N 27.03 9.818 40 GPA 3.0500 .68687 40 Correlations GPA
Input Data C:\Users\Deb\Documents\liberty\ Active Dataset DataSet1 Filter <none> Weight <none> File <none> N of Rows in Working Data File 40 Syntax GRAPH /SCATTERPLOT(BIVAR)=GPA WITH Community_Connectedness_Scale /MISSING=LISTWISE. Resources Processor Time 00:00:00.31 Elapsed Time 00:00:00.39 [DataSet1] C:\Users\Deb\Documents\liberty\educ812\SPSS_Assignment_Data_Set.sav
Course Schedule EDUC 871 Textbook: Parkay et al., Curriculum Leadership (2014). Reading & Study Assignments Points 1 Parkay et al.: ch. 1 Instructor’s Notes 2 presentations 1 article Course Requirements Checklist Ed.S Advising Guide Quiz Ed.D Advising Guide Quiz Class Introductions DB Forum 1 Article/Chapter Assessment 1 10 0 0 0 25 50 2 Parkay et al.: ch. 2 Scripture Reading Instructor’s 3 presentations 1 article DB Forum 2 Article/Chapter Assessment 2 Leadership Scripture Assessment 1 25 50 25 3 Parkay et al.: ch. 4 Instructor’s Notes 2 presentations DB Forum 3 Synthesis Paper 25 125 4 Parkay et al.: ch. 5 Instructor’s Notes 2 presentations DB Forum 4 Article/Chapter Assessment 3 25 50 5 Parkay et al.: ch. 6 Instructor’s Notes 3 presentations Article/Chapter Assessment 4 Leadership Scripture Assessment 2 50 25 6 Parkay et al.: ch. 7 Instructor’s 2 presentations Synthesis Presentation 125 7 Parkay et al.: chs. 8, 9, or 10 (depending upon school-level curriculum of interest) Literature Review 300 8 Total 1010 DB = Discussion NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.
2 No If No, Go to Question 38 37. Before giving you pain medicine, did the doctors and nurses describe possible side effects in a way you could understand? 1 Yes, definitely 2 Yes, somewhat 3 No PEOPLE WHO TOOK CARE OF YOU IN THE EMERGENCY ROOM Please answer the following questions about the people who took care of you while you were in the emergency room. 38. During this emergency room visit, how often did nurses explain things in a way you could understand? 1 2 Sometimes 3 Usually 4 Always 39. During this emergency room visit, how often did doctors listen carefully to you? 1 2 Sometimes 3 Usually 4 Always LEAVING THE EMERGENCY ROOM 40. Once you found out you would have to stay in the hospital, were you kept informed about how long it would be before you went to another part of the hospital? 1 Yes, definitely 2 Yes, somewhat 3 No
Strategy (Maximum 2000 words) Provide a comprehensive statement (this may include attaching charts, graphs etc.) of the strategy for the project with reference to: The project objectives The project strategy – steps/process to achieve the objectives Reasons this strategy chosen Challenges The timeline Planning and milestones Resources involved Budget Evidence of best practice (2000 words / 20 points)
Principles of Business 75 Electronic Document Preparation and Management 89 Office Administration 85 Social Studies 76 Spanish 72 II I am therefore an outgoing, self motivated individual which I believe would be an asset to your company. I am available for an interview at any convenient time. Yours sincerely ………………………………… (Students’ name) MARK SCHEME – ASSIGNMENT # 1 LETTER – (25 ACCURACY – 11 MARKS Recognizing and Correcting Errors Total Available Marks Poor Fair Good Communication of information in a logical way using appropriate grammar 3 Correct spelling used throughout 2 Word usage correct 2 Appropriate punctuation 2 Free of transposition errors, misstrokes, omitted or added words 2 TOTAL ACCURACY 11 SPEED – 9 MARKS Available Marks
SPEED – 5 MARKS SPEED – 5 MARKS Available Marks Total Marks Awarded Create and save a presentation 2 a PowerPoint presentation 2 Present PowerPoint presentation 1 TOTAL SPEED 5 PRESENTATION AND USE OF TECHNOLOGY – 8 MARKS A. GENERAL CRITERIA Total Available Marks Total Marks Awarded Appropriate margins Appropriate layout Appropriate centering Appropriate line spacing Attractive style of presentation and creativity Appropriate use of emboldening, underscoring, lettering Appropriate font, font size, font style Use of word art/graphics 2 B. SPECIFIC CRITERIA PowerPoint Mail Create, open, modify and save presentation Use templates or wizards to create a presentation Add slides or cards Insert text, format text, add text box Use toolbar/menus to apply formatting changes Insert or change slide/card design Navigate using scrollbar, slide sorter menu, key commands Switch between different page views Re-arrange order of slides Apply background and objects appropriately 3 3
(Maximum 500 words) Provide a summary of the budget and major points you feel show the effectiveness and key outcomes of the project. Please save completed form in Word format: Last name-Category, ie: Smith-Admissions and send to awards@educateplus.edu.au Please add any attachments. If posting material – send 3 x copies to Educate Plus Awards 2 Tanderra St Wahroonga NSW 2076 Australia
2018 Excellence Awards - Mentoring Title First name Last name Institution Position title Contact phone Contact email Nominator’s Name Nominator’s Contact Details Detail specific initiatives along with details of mentoring and support undertaken. (Max 500 – 1000 words) (250 words / 10 points) Please save completed form in Word format: Last name-Mentoring, ie: and send to Please scan and add any attachments.
XXI. Education Service Centers is a certified visual impairment specialist at every regional Education Service Center in Texas. To find the visual impairment specialist at your ESC, go to the State Leadership Services for the Blind and Visually Impaired site at or contact Stephanie Isbell Walker, the SLSBVI State Lead, at 817-740-7594. Region 1 – Edinburg 1900 West Schunior Edinburg, TX 78541-2234 (956) 984-6000 Fax: (956) 984-7632 Region 2 – Corpus Christi 209 North Water Street Corpus Christi, TX 78401- 2599 (361) 561-8400 FAX: (361) 883-3442 Region 3 – Victoria 1905 Leary Lane Victoria, TX 77901-2899 (361) 573-0731 FAX: (361) 576-4804 Region 4 – Houston 7145 West Tidwell Houston, TX 77092-2096 (713) 462-7708 FAX: (713) 744-6514 Region 5 – Beaumont 350 Pine Street, Suite 500 Beaumont, TX 77701 (409) 951-1700 FAX: (409) 951-1800 Region 6 – Huntsville 3332 Montgomery Road Huntsville, TX 77340-6499 (936) 435-8400 Fax: (936) 295-1447 Region 7 – Kilgore 1909 N. Longview Street Kilgore, TX 75662-6827 (903) 988-6700 FAX: (903) 988-6708 Region 8 – Mount Pleasant 4845 U.S. Highway 271 N. Pittsburg, TX 75686-4303 (903) 572-8551 FAX: (903) 575-2611 Region 9 – Wichita Falls 301 Loop 11 Wichita Falls, TX 76306-3706 (940) 322-6928 FAX: (940) 767-3836 Region 10 – Richardson 400 E. Spring Valley Road Richardson, TX. 75081-5101 (972) 348-1700 FAX: (972) 231-3642
Region 11 – Fort Worth 1451 S. Cherry Lane White Settlement, TX 76108 (817) 740-3600 FAX: (817) 740-7600 Region 12 – Waco P. O. Box 23409 Waco, TX Location: 2101 W. Loop 340, 76712 (254) 297-1212 FAX: (254) 666-0823 Region 13 – Austin 5701 Springdale Road Austin, TX 78723-3675 (512) 919-5313 FAX: (512) 919-5374 Region 14 – Abilene 1850 Highway 351 Abilene, TX 79601-4750 (325) 675-8600 FAX: (325) 675-8659 Region 15 – San Angelo P. O. Box 5199 San Angelo, TX 76902-5199 Location: 612 South Irene Street, 76903 (325) 658-6571 FAX: (325) 655-4823 Region 16 – Amarillo 5800 Bell Street Amarillo, TX 79109-6230 (806) 677-5000 FAX: (806) 677-5001 Region 17 – Lubbock 1111 West Loop 289 Lubbock, TX 79416-5029 (806) 792-4000 FAX: (806) 792-1523 Region 18 – Midland P. O. Box 60580 Midland, TX 79711-0580 Location: 2811 LaForce Blvd., 79711 (432) 563-2380 FAX: (432) 567-3290 Region 19 – El Paso P. O. Box 971127 El Paso, TX 79997-1127 Location: 6611 Boeing Drive, 79925 (915) 780-1919 FAX: (915) 780-6537 Region 20 – San Antonio 1314 Hines Avenue San Antonio, TX (210) 370-5200 FAX: (210) 370-5750
The Education (Overseas Student) Bill 2017: repeals the Education (Overseas Students) Act 1996 and provides for new legislation to regulate providers of courses to overseas students, which better aligns with Queensland’s responsibilities under the cooperative model of shared responsibility between the Australian and Queensland government; provides a new legislative framework for the regulation of providers of international student exchange programs; amends the Education (Queensland Curriculum and Assessment Authority) Act 2014 to ensure that the Queensland Curriculum and Assessment Authority has the adequate functions to administer the new senior assessment and tertiary entrance systems from January 2019; and a number of minor and technical amendments relating to the Education (General Provision) Act 2006 and the Working with Children (Risk Management and Screening) Act 2000. Cabinet approved that the Education (Overseas Students) Bill 2017 be introduced into the Legislative Assembly. Attachments
Disclosing how public services are managed, and the cost and performance of specific services. NON-DISCRIMINATION Ensuring that services are available and applied equally to all. QUALITY OF SERVICE Publicising straightforward complaints procedures with independent reviews where possible. Providing, where errors have been made, an apology, full explanation and early correction of the error. VALUE FOR MONEY Providing efficient and economic public services within affordable resources. (3) The Teaching Service commits itself to provide a basic education to all learners in Namibia that promotes - (a) functional literacy and language development; (b) functional numeracy and logical reasoning; (c) intellectual development; (d) emotional development; (e) physical development; (f) spiritual development; (g) social and cultural development; (h) political development; (i) national unity and international understanding; (j) civic responsibility; (k) vocational orientation and economic development; and (l) development of environmental awareness. [regulation 64 inserted by GN 15/2004] Professional conduct for teachers 65. (1) In this regulation - in an appropriate manner” means to be dressed neatly and decently, and in clothing suited to the task of teaching (e.g. not too revealing by being too low-cut, too short, too transparent in respect of female teachers, or too tight in respect of female and male teachers);
A Per year Per trimester Per 198 65 16 356 119 33 475 158 40 554 185 46 594 198 50 Amount for 5 children divided by 5 119 40 10 B Per year Per trimester Per month 248 83 21 446 149 37 595 198 50 694 231 58 744 248 62 149 50 12 c Per year Per trimester Per 298 99 23 536 179 45 715 238 60 834 278 70 894 298 75 179 60 15 D Per year Per trimester Per month 619 206 52 1 114 371 93 1 486 495 124 1 733 578 144 1 857 619 155 371 124 31 E Per year Per trimester Per month 825 279 69 1 486 495 124 1 980 660 165 2 310 770 193 2475 825 206 495 169 41 Annexure B PART II Tariffs for meals and accommodation for essential boarders in state school hostels PERSONS MAKING USE OF ACCOMMODATION TARIFFS 1 ESSENTIAL BOARDERS 1.1 Superintendent, husband/wife and legally dependent children 1.1.1 Superintendent Free 1.1.2 Spouse Full hostel fees as applicable for that hostel 1.1.3 Children, 0-6 years of age Free
To view content without printing, scroll down. To print at full scale (A4), double-click the icon below. [The heading “MERGEFORMAT” appears to be in error.] [The word “EDUCATION” is misspelt in the phrase “MINISTRY OF BASIC EDUCATION, SPORT AND CULTURE”.]
Interested in working with children, young people and/or the general public Creative Keen to meet new people in a beautiful setting All the information you’ll need about Forty Hall, our local history and our changing exhibition will be provided. Support & Training Induction session Full training on all aspects on the role Regular volunteer coffee mornings Regular update on organisation activities Advice and guidance from programming and learning officer Opportunities for further mentoring and training Benefits of volunteering at Forty Hall Become part of a friendly and dedicated team Opportunity to develop new and existing skills Opportunity to meet new people Contribute to the valuable work of making Forty Hall available to the public and developing art and heritage in Enfield Gain experience working in the arts and heritage industry Enjoy spending time in the magnificent setting of Forty Hall For more information contact Helen Hamlyn on 020 83795500 or helen.hamlyn@enfield.gov.uk or fortyhalllearning@enfield.gov.uk
10. NEXT MEETING DATES DATE LOCATION TIME FOCUS January 29 Steveston-London Secondary Library 7:00-8:15 pm To be advised February (two dates) To be advised To be advised To be advised March 12 (2nd Monday of March because February 26 is Jr Board Meeting as kickoff to Education Week and March 19-29 is Spring Break) Steveston-London Secondary Library 7:00-8:15 pm Best Practices - Secondary April 23 Steveston-London Secondary Library 7:00-8:15 pm Best Practices - Elementary May 28 Steveston-London Secondary Library 6:30-8:00 pm June Chiba, AEEA, Ed Week Update page 2/2
14:30 – 14:45 Optimising medical experience of co-morbidities in osteopathic education Judith Neaves Using behaviour change models to enhance learning Dr Jerry Draper-Rodi 14:45 – 15:00 Pain knowledge, attitudes and beliefs in osteopathy students undertaking a 12 week course in clinical pain neurosciences (oral presentation) Kylie Fitzgerald To explore the attitudes of osteopathic teaching clinic tutors to the shared-decision making model, add to the discourse surrounding shared decision-making in osteopathy, and encourage osteopathic education institutions to consider the addition of this model to the curriculum Annmarie O’Sullivan 15:00 – 15:15 Investigating the beliefs and attitudes of UK registered osteopaths towards chronic pain and the management of chronic pain sufferers Roy Macdonald ‘Sometimes, I don’t feel like an osteopath at all’- a qualitative study of final year osteopathy students’ professional identities Holly Clarkson 15:15 – 15:30 Developing an embodied approach to values-based practice in osteopathic education: getting in touch with what really matters Hilary Abbey A qualitative analysis of student experiences from an international osteopathic clinical exchange placement: a pilot study Kylie Fitzgerald 16:00 – 16:15 Preliminary study on learning strategies of osteopathic techniques and clinical decision-making Elise Leroux Evaluating clinical competence in osteopathic education: a qualitative comparison of assessors’ experiences of two different assessment methods Dr Oliver Thompson 16:15 – 16:30 Strengthening patient-centred communication in osteopathic practice and education: a summary of learning from the OsteoMAP project Peter Simpson Values-based recruitment in healthcare: Evidence from theory and practice Vicki Ashworth 16:30 – 16:45 Patient reported outcomes measures (PROMs) must be embedded in osteopathic education Michael Fleischmann An evaluation of the effect on graded clinical competencies of part replacement of clinical placements with simulated learning activities for Year 3 osteopathy students at Victoria University Fitzgerald 16:45 – 17:00 Using PROMS to assess the progress of patients at the UCO Clinic - collaborative working with Arthritis UK Francesca Wiggins An evaluation of the effect on graded clinical competencies of part replacement with simulated learning activities Kylie Fitzgerald
So that we can anonymously match pre- and post-seminar questionnaires, please answer the following three questions first: What is the day in your date of birth? (e.g. if you were born on 04.03.1975, please write “4”) What is the first initial of your mother’s first name? (e.g. if your mother is called Julia, please write “J”) How many older brothers have you got? (e.g. if you have one older brother, please write “1”) How would you rate the overall quality of drug prevention in your country? (please tick the appropriate box in the scale below) Very high quality Very low quality Please explain why you this answer (optional) …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. For each of the following statements, please tick the option that corresponds best to your own position regarding the European Drug Prevention Quality Standards Strongly agree Neither agree nor disagree Disagree Strongly disagree I know where to find information about the EDPQS. I understand the purpose and contents of the EDPQS. I know how I could use the EDPQS in my own work. I can think of specific ways in which the EDPQS could be used in my organisation. I intend to personally use the EDPQS in the future. I intend to tell others about the EDPQS. The aim of introducing European quality standards in drug prevention is to ensure that ... (please tick the correct answers) ... target populations receive the best possible prevention activities … activities with no effects or harmful effects are avoided … prevention activities are informed by scientific research … all prevention activities consider the ethics of drug prevention ... identical interventions are used across Europe ... money is invested in the most effective approaches
Qualifications, Knowledge and Experience: A higher degree (PG Cert, Masters or PhD) in Education or Academic Practice or equivalent. Significant experience of staff development in the area of education or academic practice. FHEA Membership or equivalent experience, or membership of other appropriate professional bodies A proven record, significant experience and excellent skills in teaching and learning in higher education. A detailed understanding of the issues related to professional development for academic staff in higher education. PhD Track record of publication, conference presentation and successful grants bids. Knowledge of quality assurance and accreditation processes in higher education. Teaching qualification (PGCAP or equivalent) CV CV CV Interview Planning and Organising: Excellent planning and organisation skills for personal, group and institutional activities leading to the achievement of given objectives. Effective flexibility of response in relation to changing demands. High level of personal initiative. Project management skills. An understanding of organisational finance and budgets. CV & interview Problem Solving and Initiative: Excellent analytical and problem solving skills. Skills in the collection and critical use of evidence. Quantitative and qualitative evidence of analysis skills. Interview and possibly exercise Management and Teamwork: Ability to work effectively with a wide variety of individuals and groups at all levels. Ability to work well as part of a team. Effective networking skills. Interview and possibly exercises Communicating and Influencing: Excellent oral and written communication, interpersonal and IT skills. Presentation skills. Effective facilitation skills. Effective influencing skills. Experience of developing on-line learning resources. Interview and possibly exercise
OPTION 2: Background check through the state police and FBI The most efficient way to complete these background checks is by using the Electronic Process. To schedule your online background check: Go to Choose the state in which you will be using fingerprinting services. You can do this by selecting it from the map you see on the home page. Choose the link – Make a New Appointment You will be taken through a step by step process: Step 1: Your Program Type of Background Check: NCPA/VCA Agencies Agency Name: The Education Alliance Account Number Validation: WVN30V126 Step 2: Your Details Personal Information: complete the online form Employer Information: The Education Alliance; Nonprofit Organization; 803 Quarrier Street, Suite 500, Charleston, WV 25301 Occupation: Volunteer Step 3: Your Appointment – select an available time from the list Step 4: Your Confirmation – confirm that the information entered is correct Step 5: Your Payment – there should be a $0.00 balance due. Click on the “Finish” button If there is not a Morpho Trust/Indentogo center nearby, you may use the Manual Card Submission Process. To complete the background check using manual cards, fill out the West Virginia Card Scan Services Information Form and follow the directions (Attachment B). *NOTE – you only need to complete Attachment B if you are NOT using the Electronic Process above. In addition to the form, you will need to: Go to your local police department to complete two (2) fingerprint cards printed and two (2) copies of the NCPA/VCA Fingerprint Authorization form. Send all completed documentation to: The Education Alliance Attn: Education Elevators 803 Quarrier Street, 500 Charleston, WV 25301 MANUAL Card Submission (ATTACHMENT B) West Virginia Card Scan Services - Information Form Instructions for applicant: Please complete and return Card Scan Information Form (this form) Payment made payable to L-1 Identity Solutions Two (2) completed fingerprint cards One (1) WVSP 39 Authorization form or one (1) WVSP 39C Authorization form for NCPA/VCA requests Send above packet to: L-1 Enrollment West Virginia Cardscan Dept 1650 Wabash Ave Suite D Springfield IL 62704 Checks should be made payable to L-1 Solutions Please Clearly ORI: Contributor Agency: The Education Alliance
AS Sociology Paper 1: Education Essay Pack ‘Define’ Questions: These questions will be worth two marks and require you to write a clear and succinct definition of the key term. You will have 10 minutes to answer all three short answer questions. Question Answer/Plan Define the term ‘social cohesion’ Define the term ‘social mobility’ Define the term ‘hidden curriculum’ Define the term ‘social solidarity’ Define the term ‘particularistic values’ Define the term ‘universalistic values’ Define the term’ meritocracy’ Define the term ‘marketisation’ Define the term class consciousness’ Define the term ‘ideological apparatus’ Define the term ‘cultural capital’
Define the term ‘anti school subculture’ Define the term ‘globalisation’ Define the term ‘labelling’ Define the term ‘self-fulfilling prophecy’ Define the term ‘streaming’ Define the term ‘educational triage’ Define the term ‘cultural deprivation’ Define the term ‘elaborated language code’ Define the term ‘restricted language code’ Define the term ‘correspondence principle’ Define the term ‘ethnocentric curriculum’ Define the term ‘privatisation’ Define the term ‘parentocracy’ Define the term ‘deferred gratification’
Education and Young People’s Services – Health and Safety Contacts Early Help and Preventative Services Information, Quality and Performance PRU, Inclusion and Attendance Corporate Directors Office 0-25 years Early Help and Preventative Services Troubled Families & Projects Business Management Nicholson Telephone Number:- 03000 417 144 Email:- Youth Justice and Safer Young Kent Alan Maitland Telephone Number:- 03000 417 216 Email:- Education Planning and Access Academies Conversion Team Corporate Directors Office SEN Placement and Assessment Fair Access – Admissions and Transport Area Education Officers Educational Psychology Schools Financial Services Tony Carty Telephone Number:- 417 243 Email:- Education Quality and Standards Standards and School Improvements – Secondary Standards and School Improvements – Primary Tony
Level 4 5 Level 6 Module 1 (PPAD) Module 2 (CD) Module 3 (comm) Module 4 (H & P) Module 5 (B4L) Module 6 (PES) Module 7 (UYP) Module 8 (safe) Module 9 (Inc) Module 10 (BCCEP) Module 11 (DED) Module 12 (RM) Module 13 (IRP) 1. Knowledge and Understanding 2. application 3. reflection 4. communication & presentation 5. technology 6. application of number 7. working with others 8. Learning 9. Analytical & problem solving Appendix C – The Staffordshire Graduate
Define the term ‘anti school subculture’ Define the term ‘globalisation’ Define the term ‘labelling’ Define the term ‘self-fulfilling prophecy’ Define the term ‘streaming’ Define the term ‘educational triage’ Define the term ‘cultural deprivation’ Define the term ‘elaborated language code’ Define the term ‘restricted language code’ Define the term ‘correspondence principle’ Define the term ‘ethnocentric curriculum’ Define the term ‘privatisation’ Define the term ‘parentocracy’ Define the term ‘deferred gratification’
Using one example, briefly explain how ‘multicultural education’ may reduce ethnic differences in achievement. Using one example, explain how education may reinforce social solidarity. ‘Outline three’ Questions These questions carry 6 marks and require you to write 3 separate bullet points and explain them in a second sentence. You will have 10 minutes to answer all three short answer questions. Question Plan/Answer Outline three ways in which schooling might contribute to social stability. 1 2 3 Outline three reasons why labelling in schools may lead to the formation of subcultures. 1 2 3 Outline factors inside schools that may affect the educational progress that pupils make. 1 2 3 Outline three factors outside schools that may affect the educational progress that pupils make. 1 2
aligned to our standards. For our accountability and evaluation system, we would need comparability across the state and the only way to do that is have students taking the same assessment." This spring, Commissioner McQueen terminated the state’s assessment contract with Measurement Incorporated. High school assessments were unaffected, but TNReady Part II TCAP in grades 3-8 was suspended. TDOE will be seeking a new vendor this summer. Tennessee’s Assessment Task Force called on LEAs to reduce the amount of time spent locally on assessment. However, it did not specify a method, such as the assessment audits authorized in ESSA.
Signed: ................................................................................
TASK To calculate the average speed for the entire ride. To calculate the work required and power needed to move you to the ride’s highest point. CONCEPTS Observation Thinking Concepts Data MATERIALS Stopwatch Calculator DIRECTIONS / ACTIVITIES Measure the time it takes the train to move from the beginning of the ride to its highest point. Calculate the average speed in m/s for the entire ride. Calculate the work (in joules) required to move you to the ride’s highest Calculate the power (in watts) needed to move you to the ride’s highest point. EXTENSIONS / ENRICHMENT 1. Convert your calculation from watts to horsepower. FEARFALL OVERVIEW Too chicken to go sky diving? Strap yourself in on Kentucky Kingdom’s FearFall ride, ascend 131 feet above ground level, and get ready to experience a free fall! TASK To experience the G-forces of free fall and calculate the maximum velocity of and distance traveled by the ride vehicle. CONCEPTS Observation Thinking Concepts Data
Length: 2,170 feet Top Speed: 60+ mph Designer/Manufacturer: Vekoma International Ride Height Requirement: 52 inches Ride Capacity: 2 trains, 14 passengers per train ENTERPRISE Opening Date: April, 2015 Height: 40 feet Ride Speed: 12 rpm Designer/Manufacturer: HUSS Maschinenfabrik Ride Height Requirement: 54 inches Ride Capacity: 20 gondolas, 2 passengers per gondola CYCLOS Opening Date: April, 2015 Height: 60 feet Rotation Speed: 12 rpm Manufacturer: Zamperla Number of Seats: 16 Ride Capacity: 16 Ride Height Requirement: 42 inches SKYCATCHER Opening Date: April, 2015 Height: 130 feet Rotation Speed: 10 rpm Manufacturer: A.R.M. Inc. Number of Swings; 12, with 2 persons per swing Ride Capacity; 24 Ride Height Requirement; 48”
University of Arkansas Hope -Texarkana ASSOCIATE OF SCIENCE IN EDUCATION 2+2 SAU K-6 Elementary Education Last Name: First Name: Student ID#: Advisor: Date Originated: Date: Remediation requirements based on placement exams. Placement scores/comments: English/Communication (6 credit hours) SAU ENGL 1013 Composition I ENG 1113 3 ENGL 1023 Composition II ENG 1123 3 Mathematics (3 credit hours) SAU MATH MATH 1053 1153 College Algebra Quantitative Literacy MATH 1023 MATH 1003 3 Lab Sciences (8 credit hours) SAU BIOL 1204 Biology with Lab BIOL 1013/1011 4 PHYS 1024 Physical Science with Lab PHSC 2023/2021 4 Fine Arts/Humanities (9 credit hours; 3 hours must be World Literature) SAU ENGL ENGL 2023 2123 World Literature I World Literature II ENGL 2213 ENGL 2223 3-6 ARTS MUSI PHIL SPAN 2003 2103 2003 1203 Art Appreciation Music Appreciation Intro to Philosophy Spanish I ART 2013 MUS 2013 PHIL 2403 SPAN 1053 3-6 Social Sciences (9 credit hours) SAU HIST HIST 1113 1123 World Civilizations I Civilizations II HIST 1003 HIST 1013 3 HIST HIST PLSC 2013 2023 2103 U.S. History I U.S. History II American National Government HIST2013 HIST 2023 PSCI 2003 3 ECON GEOG PLSC PSYC SOCI 2103 2203 2103 2303 2413 Microeconomics Introduction to Geography American National Government General Psychology Sociology ECON 2103 GEOG 2003 PSCI 2003 PSYC 2003 SOC 2003 3 Professional Requirements (27 credit hours) SAU EDUC 2003 Introduction to Education EDUC 2000/2003 3 EDUC 2103 K-12 Educational Technology EDUC 1003 3 EDCC EDCC 1213 1013 Child Development or Child Growth & Development E ED 2003 3 HIST 1023 Arkansas History HIST 4083 3 MATH 2013 Math for Teachers I MATH 2053 3 MATH 2023 Math for Teachers II MATH 2063 3 SPCH 1313 Principles of Speech SPCH 1113 3 MEDL 2033 Red Cross CPR and First Aid HS3413 3 Approved Elective (from Gen. Educ. Requirements section) 3 TOTAL HOURS: 62
Please complete all sections of the form as advised. Your organisation's details Company name Company name as you would like it to appear (FDF Website, case studies, Awards ceremony…) – if different from above Company address Postcode Contact information (we will use it to inform you about the progression of your entry) Title (Mr, Mrs, Ms, Miss, Dr…) First name Surname Job title Email address no. Size of organisation (please delete as appropriate) Small/medium – 249 employees or less Large - 250 or more employees did you hear about the FDF Awards? (please delete as appropriate) FDF email FDF Newsletter At an Event Word of Social Media (Twitter/Linkedin) Leaflet or Brochure Other (please specify)
Education Planning Processes Phase & Stage What to do Est. Duration Details to Perform, Questions to Ask, etc. At 1st PDS Keep Mission First 1st yr Learn individual and rating skills, keep mission as priority. Begin researching your education/training needs. Outcome =Earn Qualifications Research (Stage 1) (This should be done during 1st year) Research Careers During and Navy 2-4 weeks Research career interests at http://DANTES.kuder.com Review career info on Bureau of Labor and Stats – http://www.bls.gov/ooh/ Outcome = to pursue (as close as possible) Research Education/ Training Needs 2-4 weeks Speak w/ Experts in desired career (people who do what you want to do) Certs/Degree(s) needed… both Level (AA, BA, etc) & Subject/Major School(s) recommended or not recommended? Accreditation Needed? (Regional, national, or specialized e.g. AMA, ABET, etc.) Apprenticeship needed or helpful? Certificates? Outcome = req’d/recommended Votech/Degree level, subject, etc. Note: Stage 1 can and should be done during 1st year at 1st PDS. Counseling (Stage 2) Get Navy Counseling (ASAP doing career research) 30 min Gather research/homework. Contact VolEd Counselors for req’d counseling Discuss future interests, current duties, job aids and checklists to assist you. Discuss available options & programs and discuss how/when to best use them to reach goals, saving time, money, and effort. Outcome = Know programs and processes that may best suit individual needs and goals and know the next steps to take. Note: Stage 2 can and should be done during 1st year at 1st PDS. Begin Planning (Stage 3) School Shopping/ Research 2-4 weeks Using School Shopping Job Aid, shop at 5-7 (or more) schools that offer what you need. Narrow down to 1-3 schools, Review school list with experts in career field and narrow down to 1. Outcome = Single school for 1st degree. Note: 3 “Begin…” & “Complete Plan” phases can and should be done during 1st year at 1st PDS.
EDUCATIONA PROVIDER DETAILS Educational Institution: Professional: Yes No Placement Year: Funded: Yes No Placement Supervisor: Coordinator: Email: Telephone Number: Fax: Unit Name and Code: Post Graduate Undergraduate Diploma Certificate Course Name: Total Placement Hours: Location of Placement: Metropolitan Country Office Use Only Placement Dates Number of Students Details Community Program Agreed Number to First year Second year Third year Semester Community Health Palliative Allied Health to First year Second year Third year Semester Community Health Palliative Allied Health to First year Second year Third year Semester Community Health Palliative Allied Health to First year Second year Third year Semester Community Health Palliative Allied Health to First year Second year Third year Semester Community Health Palliative Allied Health to First year Second year Third year Semester Community Health Palliative Allied Health Other information (Please Specify) Please return completed form to Silver Chain Group Capability by email at the below If you have any queries or require assistance in completing this form please contact the office on 9441 6000.
Education Resources Affordable Care Act/Health Coverage Alcohol Misuse (Provides CMEs) ASQ-3 & ASQ-SE (MIHP Training) Breastfeeding/Lactation Support (Provides CMEs) Cultural Competence DV Assessment (Provides CMEs) HNB and Safe Sleep Materials http://www.michigan.gov/mdhhs/0,5885,7-339-71548_57836---,00.html Growth Charts http://www.cdc.gov/growthcharts/ Immunizations Lifecourse Perspective Mandated Reporting Requirements Medical Home Components of Well Care http://www.hrsa.gov/healthit/toolbox/Childrenstoolbox/BuildingMedicalHome/whyimportant.html
Reform Policy for Education in China (For submission to China Quarterly). K. Forester. Revolutionizing Ritual Interaction in the Classroom—Constructing the Chinese Renaissance of the 21st Century (For submission to Comparative Education). K. Forester. Constructing the Chinese Renaissance of the 21st Century: The Policy and Practice of Chinese Curriculum Reform. (Book) WORKSHOPS CONDUCTED Northwest Normal University, Lanzhou, Gansu, P.R. China Workshop on Qualitative Research Methods, September 2008 Edu-Tech University, Philadelphia, PA Workshops on the use of N4 Qualitative Data Analysis Software, March 2005, October 2005 and April 2007 FELLOWSHIPS AND AWARDS • National Security Education Program P. Warren Graduate Fellowship for dissertation research in Gansu, China, 2008 • Edu-Tech University Nominee for AIEA's 2003 Eric Chatterly Award for Professional Promise in International Education • Foreign Language Area Studies Fellowship for the study of Chinese, 2006-2008 • National Science Foundation to attend Graduate Webshop for the scientific study of the impact of the Web on Societies, Sociology Department, Ivy League University, College Park, June 1-June 15, 2006 PROFESSIONAL ACTIVITIES AND SERVICE • Co-founder Comparative and International Education Forum, Edu-Tech University, Graduate School of Education, 2006-present (coordinator 2007-2008) • Student Organizations Committee, Edu-Tech University, Graduate School of Education, 2004- 2007 • Reviewer for Comparative Education Review • American Sociological Association—Sociology of Education Section, Asia and Asian America Section • Comparative and International Education Society • American Educational Research Association (reviewer for annual meeting 2010) REFERENCES Reference Names and Contact Information
advocates that each Aboriginal and Torres Strait Islander community should decide this matter for educational institutions in their area. Congress recommends that many more resources be made available to support the learning and teaching of Aboriginal and Torres Strait Islander languages and to strengthen existing language and cultural maintenance programs. Furthermore, the availability of Aboriginal and Torres Strait Islander language courses at the higher education level is extremely limited at present. Congress supports the recommendations of the of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs report Our Land: Our Languages: Language Learning in Indigenous Communities. CONCLUSION Aboriginal and Torres Strait Islander Peoples have always educated our children to participate in the cultural life of our communities and cultures, and to obtain the necessary skills to provide for themselves and their families. The institution of colonialism brought with it a requirement that Aboriginal and Torres Strait Islander children attend schools with an assimilationist agenda. At their worst, these schools had poor resources and facilitated the removal of children from their families. With this background, it is little wonder that many Aboriginal and Torres Strait Islander adults have had negative experiences with the education system. More positively, the Australian Government’s endorsement of the UN Declaration on the Rights of Indigenous Peoples, as well as its promotion of the Review of School Funding, provides hope that policy makers are now willing to devise an educational system that meets the needs of all Aboriginal and Torres Strait Islander Peoples and communities – whether they are in mainstream metropolitan schools or in remote locations where Aboriginal Peoples continue to live on their traditional lands. Educational institutions that achieve this aim will operate in true collaboration with Aboriginal and Torres Strait Islander Elders, community leaders, parents and carers, as outlined in this policy. In collaboration with the existing Aboriginal and Torres Strait Islander educational organisations, Congress looks forward to working with our Members, communities and governments to build an education system that works for our children. BIBLIOGRAPHY Australian Bureau of Statistics. Population Characteristics, Aboriginal and Torres Strait Islander Australians, 2006. Cat. no. 4713.0.
Education Support Plan (ESP) Name of student: Name of school: Year level: Period of plan: Goals Student’s educational goals Strategies for achieving the goals Responsible person for implementing the strategies or providing resources/services Available or required resources to support strategies Timelines for implementing and monitoring strategies Wellbeing Social Emotional Physical Academic Extension Support Participation Attendance Engagement Other goals Contributors to the ESP Who Contact details Endorsement of the plan (signature) Student Carer/s Principal
HISTORY OF PEDAGOGY AND THE EDUCATION IN BULGARIA BA in Pedagogy of Mass and Artistic English Summer 3 30 - - Senior Asst. Prof. M. Pironkova, PhD The course presents the evaluation of the education from the Antiquity to the Modern Times. The first part of the course focuses on the ideas of great philosophers and educators – from Aristotle trough Comenius, Rousseau and Pestalozzi to Montessori, Freinet and Dewey. The second part of the course focuses on the Bulgarian education, from the medieval times to the middle of the 20th Century. PERFORMING ARTS AND BA in Pedagogy of Mass and Artistic English Summer 3 30 - - Prof. Dsc Klavdia Sapundjieva The course introduces students to the basic characteristics of the performing arts and their ability to develop social communication skills and practices. The course is structured with a focus on theater and theatrical forms. INTERCULTURAL COMMUNICATION MA in Educational Sciences and Intercultural Education English Winter 4 15 15 - Senior Asst. Prof. Ekaterina Sofronieva, PhD Asst. Prof. Christina Beleva Course aimS: to raise students’ intercultural understanding and communication skills to enrich students’ experience in topics related to “communication in action”, ”encountering the one”, “studying abroad”, “good practices in successful foreign language acquisition”, etc. to raise the overall language and intercultural awareness of the students
to increase the students word power and consolidate their range of vocabulary INTERCULTURAL COMPETENCE OF TEACHERS MA in Educational Sciences and Intercultural Education English Winter 4 15 15 - Assoc. Prof. Rozalina Engels-Kritidis, PhD The academic discipline reveals the core of the intercultural competence as one of the key competences contemporary teachers need to acquire. Further on, the course introduces specific educational technologies aimed at intercultural education, mainly focused on pedagogical interaction with preschool aged children. FACULTY OF EDUCATION ERASMUS+ Faculty Coordinator: Prof. Siyka Chavdarova-Kostova, Course (in the foreign language) Semester ECTS (credits) Number of hours Professor Lectures Exercises/ Seminars Practical work PEDAGOGIE PROFESSIONNELLE Français Winter Hiver 5 30 30 Prof. Dr Habil Yana Merdjanova Le course englobe les problemes generals del’education professionnelle au niveau theorique et pratique en plan comparative et national specifique. Les etudiants peuvent exercer des differantes activites sur les casus de la formatio nprofessionnelle des jeunes. PHILOSOPHIE DE L’EDUCATION Français Summer été 5 pédagogie 4, 5 éducation 30 30 30 30 Prof. Dr Yana Merdjanova Le course réalise des objectifs lies avec laconstitution et support méthodique d’activités déterminées correspondant à la pensée et à la culture et introduction à leur apprentissage. Les étudiants forment successivement la pensée philosophico-éducative dans le ddialogue éducatif contemporain.
Breakdown by age of children registered with the Health Authority 2008-2016 Year 2008 2009 2010 2011 2012 2013 2014 2015 2016 0-16 124717 127337 130015 131952 133018 133351 135523 135106 136985 Source: Bradford District Education Organisation Plan September 2016 Growth in the pupil population Year 2006/7 2007/8 2008/9 2009/ 10 2011/ 12 2012/ 13 2013/ 14 2014/ 15 2015/ 16 2016/ 17 No 88339 88347 88780 89780 90761 92480 93740 98476 99296 99000 % +/- - 0.0% 0.5% 1.1% 1.1% 1.9% 1.4% 2.8% 2.2% 0.8% -0.3% Source: DfE January census (to 2015/16); DfE October census (2016/17only).Total number of children and young people attending mainstream, special and pupil referral units in Bradford district. Pupil first language in 2016 First Language Primary Cohort Secondary Cohort 2016 Bulgarian 10 2016 Czech 293 2016 Hungarian 252 2016 Italian 33 2016 Lithuanian 59 2016 Latvian 134 2016 Polish 997 2016 Romanian 98 2016 Russian 108 2016 Slovak 974 2016 Spanish 95 2016 Other EU countries 208 2016 Rest of World 19,539 Source: January 2016 School Census information School standards 2012 2013 2014 2015 2016 Proportion of children that are taught in schools that OFSTED has judged to be good or outstanding – primary schools 65% 82% 73% 68% 76% Proportion of children that are taught in schools that OFSTED has judged to be good or outstanding – secondary schools 28% 47% 39% 41% 36% Percentage of schools where leadership is assessed as good or better by OFSTED 75% 79% 72% 71% 75% Source: Ofsted outcomes derived from published reports as at 20th February 2017
OPS Open Day Thursday 3rd August “I Learn, We Learn” 9:20-10:10 Open Classroom Visit 10:15-11:30 Performances- Historical Journey 11:30-11:50 Picnic Lunch Bring a lunch to share with your child (canteen will be closed) 12:00-1:00 OPS Performing Arts Library Open- 8:45am-1:30pm Book Fair All Parents & Community Welcome