zilongwang/ReadingBank huggingface dataset:
Difficulty in selecting essential from non-essential information – the individual sees all the information at the same level of importance and finds it hard to ‘sieve’ it according to priority or see what may be risky Impaired working memory – this may make it harder to hold on to several pieces of information at one time and juggle information – the individual also can’t juggle several different tasks at once Difficulty in organisation and completing may prevent the individual even trying to begin the task. (76-77) In a presentation at Trinity College Dublin 2010) Kirby outlined how the study skills interventions at third level for students with Dyslexia may not be appropriate for difficulties related to the production of written work, because students with DCD may have further difficulties with ‘executive function tasks’ including time management and organization skills, which can be significantly poorer in students with DCD. Kirby et al. (2008b) carried out a study on three groups of students; those with a self-reported diagnosis of DCD, those with DCD and dyslexia and a third group with dyslexia. This study found the DCD group (54.2%) reported executive functioning as a weakness significantly more than the dyslexia group; problems cited related to organization and memory (208). However, there was no difference in the type of support being given between the three groups. (209) Students with DCD may receive the same supports as those with dyslexia in many cases as often students with DCD received a diagnosis of dyslexia because of lack of standardised assessment tool for DCD. Kirby et al. (2008b) noted that students with DCD often are assessed using tools for dyslexia and the dyslexia-related issues that they experience in addition to any others are sufficient to give a diagnosis of dyslexia, although this results in them perhaps being under-supported or given inappropriate supports. While students with DCD often experience dyslexia-related difficulties a holistic approach that appreciates all the possible motor and organization difficulties associated with DCD should be taken into consideration during assessment. This
Other format/way used to map user needs to design requirements; please provide reference and short description: Verification of use cases or other with users and experts; please provide short info (where, how, with how many and which type of users and experts): No Use Cases, conceptual models or other format has been used to map user needs to design requirements; explain why: whatever format you have followed) with users and experts. 3 Following your requirements mapped with Personas (see previous issues), please design and schedule your evaluation with users and experts in an iterative matter and upon concise experimental plans, defining specific research hypotheses, targets, evaluation approaches and measuring tools and success thresholds for each phase. In each iteration, the level of maturity of the solution towards evaluation should This is a necessary follow-up in order to ensure ethics compliant development and ensure that users (all types, addressed directly and indirectly) will be involved from the first phase of design until the final release of the solution. in the AEGIS UCD plan, the Phase 3: “From Concept to Working Prototype” and Phase 4: “ Field trials” proposes a series of approaches to proceed from quick & dirty testing to HiFi Prototype redesign (see D1.1.1, downlodable from the web site, or above figure for a quick overview). Please make sure that the users that you will involve will satisfy your Personas (or user profiles) and that the evaluation tasks/scenarios will be in compliance with your previously built conceptual models, use cases and scenarios. Please also make sure that besides experts, you need to involve in the evaluation indirect stakeholders (i.e. tutors, carers, etc.) as well as experts in the field through focus groups and interviews. Conduct of evaluation; please define type: Iteration evaluation framework and experimental plans built; please provide it in short, responding also the following: Iterative nature; please define number and type of iterations: Representation of targeted users (satisfaction of Personas/user profiles); please Please specify how many iterations you have foreseen and provide a short and concise experimental plan, which will make obvious the validity and strength of your evaluation and the approaches that you will encompass providing a reasoning.
A YEAR VIEWED FROM SPACE SCORING RUBRIC Dimension Level 4 and beyond Level 3 Complete and correct 2 Almost there Level 1 On your way Level 0 X Total Communication Skills: Response uses communication skills to present ideas in the following format: Written: sentence structure, grammar, spelling. Students accomplish Level 3 AND enhance communication in some significant way, such as: Using additional images or diagrams effectively Using additional formats of communication effectively. Student communicates ideas clearly with few or no technical errors. Student may have several technical errors BUT they do not prevent the audience from understanding the message. Student’s communication is unclear OR many technical errors seriously distract the audience from understanding the message Student message is missing, illegible or irrelevant. Student had no opportunity to respond. 1.= 2 2.= 2 3a. = 2 3b. = 2 5. = 2 6. = 2 Understanding Concepts: What to look for: Response identifies and describes science concepts relevant to a particular problem or Student accomplishes Level 3 AND goes beyond in a significant way, such as: Using relevant information not provided in class to elaborate on your response. Using a diagram to clarify scientific concepts. Relating your response to other science concepts. Student accurately and completely explains or uses relevant science concepts. Student explains or uses scientific concepts BUT has some omissions or errors. Student incorrectly explains or uses scientific concepts. Student response is missing, illegible, or irrelevant. Student had no opportunity to respond 7. = 2 Analyzing Data What to look for: Response accurately summarizes data, detects patterns and trends, and draws valid conclusions based on the data used Student accomplishes Level 3 AND goes beyond in a significant way, such as: Explaining unexpected results. Judging the of investigation. Suggesting additional relevant investigation. Student analyzes and interprets data correctly and completely AND student’s conclusion is compatible with analysis of the data. Student notes patterns or trends BUT does so incompletely. Student attempts an interpretation BUT ideas are illogical OR ideas show a lack of understanding. 4. = 2
When I used words such as can’t and don’t, I put in the apostrophe. LESSONS 13, 14, 15 –Optional Graphic Organizer Opinion List at least 2 Strong REASONS why you think_______________ Important fact/s that support your reason Explain more facts for or against zoos that support your reason Reason #1:
Component Credit Value: 3 Component Level: One Component Guided Learning 27 Ofqual Component Reference No: K/616/0452 Component Review Date: 31/07/2022 Component Sector: 14.2 Preparation for Work Component Summary In this component learners will review their skills and experiences in order to identify the next steps for their learning. They will plan and review their own personal learning programme. Standards This component has 4 standards 1 Know about the relevance of previous skills and experience for future learning 2 Be able to use guidance and advice for own learning needs 3 Know about the purpose and value of negotiating own learning programme 4 Be able to review learning programme in the context of own needs and development Summary of Assessment This component is assessed internally by the centre and externally verified by AIM Awards. The following information details what the learner must successfully complete to achieve the component. Knowledge that must be demonstrated by the learner is highlighted in purple and any associated assessment requirements have been provided. Assessment verbs are displayed in italics and expectations for these at each level, along with information on different assessment methods, are available in ‘A Guide to Assessing AIM Awards Qualifications’ on the AIM Awards website (). This document has been designed to be used as a Record of Learner Achievement Form; Assessors must make it clear to Internal and External Verifiers where achievement of each standard has been evidenced. Once the work has been marked and signed off as meeting the standards by the Assessor, final feedback should be provided to the learner.
Kohli, R. Piontek, F. Ellington, T. VanOsdol T., Shepard, M. & Brazel, G. (2001. Managing customer relationships through E-business decision support applications: a case of hospital–physician collaboration, Decision Support Systems, 32 (2), 171–187. Kumar, R., & Uzkurt, C. (2010). Investigating the effects of self efficacy on innovativeness and the moderating impact of cultural dimensions. Journal of International Business & Cultural Studies, 4 (November), 1-15 Kuo, K. M., Liu, C. F., & Ma, C. C. (2013). An investigation of the effect of nurses’ technology readiness on the acceptance of mobile electronic medical record systems. BMC medical informatics and decision making, 13(1), 1-14. Kwon, O., Choi, K., & Kim, M. (2007). User acceptance of context-aware services: user innovativeness and perceived sensitivity on contextual pressure. Behaviour & Information Technology, 26(6), 483-498. H., Xue, Y., & Byrd, T. A. (2003). PDA usage in healthcare professionals: testing an extended technology acceptance model. International Journal of Mobile Communications, 1(4), 372-389. Lu, J., Yao, J. E., & Yu, C. S. (2005). Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology. The Journal of Strategic Information Systems, 14(3), 245-268. Mairinger, T., Netzer, T., Schoner, W, &. Gschwendtner, A. (1998). Pathologists’ attitudes to implementing telepathology. Journal of Telemedicine and Telecare, 4(1), 41–46. Menachemi, N., & Brooks, R. G. (2006). Reviewing the benefits and costs of electronic health records and associated patient safety technologies. Journal of Medical Systems, 30(3), 159-168.
Developing a Telemedicine Program September 11, 2017 Rooms: Phoenix Tucson 9:00 – 9:10 Welcome and Introductions Tracy Skinner, Sr. Event Coordinator T-Health Amphitheater 2102* 9:10 – 10:00 Successful Telemedicine Programs Ronald Weinstein, MD, Director T-Health Amphitheater 2102* 10:00 – 10:20 Break 10:20 – 10:50 Continuing Education & Events Skinner, Senior Event Coordinator T-Health Amphitheater 2102* 10:50 – 11:20 Clinical Applications Ronald Weinstein, MD, Director T-Health Amphitheater 2102* 11:20 – 11:50 Evaluation (Videoconferencing*) Elizabeth Krupinski, PhD, Associate Director, Assessment T-Health Amphitheater 2102 11:50 – 12:50 Lunch (on your own) 12:50 – 1:20 Virtual Tour Janet Major, Technical Coordinator T-Health Amphitheater 2102* 1:20 – 1:50 Referral Case Process Phyllis Webster, Telemedicine Case Coordinator (1150*) T-Health Amphitheater 2102 1:50 – 2:20 The Business of Telemedicine Gail Barker, PhD, Co-Director, ATP Maricopa County T-Health * Amphitheater 2102 2:20 – 2:30 2:30 – 3:00 Telemedicine Network Pete Yonsetto, Video Conferencing Administrator T-Health Amphitheater 2102* 3:00 – 3:30 How to be a Telepresenter Janet Major, Technical Coordinator T-Health Amphitheater 2102* 3:30 Wrap Up Ronald Weinstein, MD, Director T-Health Drs. Review/Clinic 2102*
RBA Consulting would like to thank Jerome Thiebaud, Product Manager for Microsoft Office SharePoint Designer 2007 at Microsoft. Our team sincerely enjoyed the many opportunities to present about our experience building a business critical custom application on Microsoft SharePoint Products and Technologies. Sharing best practices on SharePoint development with customers, peer consultants, and experts from the Microsoft field has continually pushed us to evaluate the platform in thorough details from a developer perspective. During this process, Jerome has shown a profound understanding of the specific needs of each audience. Over the past few months, his guidance was instrumental in creating material about our project that is information-rich, enjoyable, and easy to consume. Among the many others who provided valuable feedback as we wrote this whitepaper, Mitch Prince stands out for suggesting creative ways to make the most of Office SharePoint Server 2007. There are often many paths to satisfy a business requirement using SharePoint Server; Mitch has in several occasions challenged us to “think outside the box” and find the optimal solution. Our consultants look forward to a future collaboration with Microsoft to further demonstrate the capabilities of SharePoint Server 2007. As just one example, we are especially thrilled currently by the integration scenarios between SharePoint Server 2007 and Microsoft Silverlight. n
& with InfoPath 2007 Business case Our consultant tracking solution implements a number of business processes for one or more stakeholders to submit or process requests. To support these processes, several forms had to be created. These forms would have to: Implement complex business logic. Some form sections must be shown or hidden dynamically based on underlying data Integrate easily with a data repository – in our case a number of SharePoint and forms libraries Integrate with web services without any need for custom code Work seamlessly with SharePoint workflows We selected InfoPath forms as the best option for the following reasons: The integration with SharePoint Server is delivered simply through wizards. Once your form is ready, it can be published as a template to a SharePoint form library. Any field in the form data structure can be promoted to a SharePoint column to the destination form library. As a result, data entered in an InfoPath form is readily available like any other SharePoint list item for search, sorting or displaying. The tool is intuitive to many business users. As a consequence we were able to design the form literally sitting next to a business user, receiving immediate feedback on the form design Here is the form as it looks in design mode, when every control is visible: Form data sources Internal data source Every form you create in InfoPath has an underlying Data Source. This is essentially an XML document that stores values as they are entered in fields throughout the form. Here is the data source for our Resource Request form:
• Require students to manipulate prior information •Why do you suppose.....? •“What can you conclude from the evidence? • Ask students to state an idea or definition in their own words. • Ask questions that require a solution to a problem. • Involve students in observing and describing an or object… “What do you notice?” •“Tell me about this.” •“What do you see?” •Ask students to compare or contrast. Tips for Creating High-Level Questions The following simple tips can get ALL students involved in the lesson and help them gain a deeper understanding of the content by challenging them to critically. Create a “HOT” Question for Each Lesson Require ALL students to answer the question (“all-write” strategy). Require students to defend answers. Differentiate questions as appropriate. Promote examination of new and different perspectives. DOK Question Stems DOK 1 Can you recall______? When did ____ happen? Who was ____? How can you recognize____? What is____? How can you find the meaning of____? Can you recall____? Can you select____? How would you write___? What might you include on a list about___? Who discovered___? What is the formula for___? Can you identify___? DOK 2 Can you explain how ____ affected ____? How would you apply what you learned to develop ____? How would you compare ____? Contrast_____? How you classify____? How are____alike? Different? How would you classify the type of____? What can you say about____? How would you summarize____? How you summarize___? What steps are needed to edit___? When would you use an outline to ___?
How would you describe___? How would you estimate___? How you organize___? What would you use to classify___? What do you notice about___? DOK 3 How is ____ related to ____? What conclusions can you draw How would you adapt____to create a different____? How would you test____? Can you predict the outcome if____? What is the best answer? Why? What conclusion can be from these three texts? What is your interpretation of this text? Support your rationale. How would you describe the sequence of____? What facts would you select to support____? Can you elaborate on the reason____? What would happen if___? Can you formulate a theory for___? How would you test___? Can you elaborate on the reason___? DOK 4 Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about___? DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking. From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins
Outsourcing What happens if an organization decides it doesn’t have the in-house expertise to support the system development process or any of the system maintenance required? No problem: outsource. There are hundreds of outside companies that will do the job. These companies offer expertise and experience, often at a lower cost than in-house staff. They can also offer smaller organizations economies of scale that make overall information processing cheaper. The total cost of ownership of a system can be cheaper because of outsourcing. Perhaps the outsourcing company can keep up with changing technologies better than the organization. It may simply be that the organization decides to spend in-house information resource dollars in other ways. Should you decide to use an outsourcing company to develop an information system, you must be more careful than ever to ensure that everything, right down to the smallest detail, is in writing and agreed upon by both sides. You are signing a contract with the outsourcer that carries the full force of law. You must agree on how changes will be made to the current system. How responsive will the outsourcer be to changing requirements? You still have some responsibilities for the system; what will they be? Get it in writing! You must continually analyze the outsourcing company’s performance and cost and make sure it remains the cheaper, better way to handle the organization’s At some point in time, you may find a different method is, in fact, cheaper. The table below provides information on the total cost of offshore outsourcing. Rapid Application Development for E-Business The supply of technical specialists is not enough to support the demand for new systems, or maintenance of the old ones. Something has to fill the gap—that’s why you see so many new methods already on the market and more advanced, easier-to-use tools coming down the road. The shortage of skilled technicians is also why you see more and more companies moving away from the structured methods we’ve reviewed. There just isn’t enough time. Rapid Application Development (RAD) reduces the time it takes to build systems by using many of the tools that we’ve discussed. You can choose from prototyping or fourth-generation tools to develop systems much more quickly. End users and techies can work hand-in-hand with joint application design (JAD) tools to reduce the development time for new applications. Modeling and Designing Systems
1 The learner will know how to Identify strengths and weaknesses in relation to learning The learner must know: Assessment Requirements Evidence Location 1.a What they are good at and what they find difficult Learners should recognise what they are good at and what they find difficult Assessment of this component must make use of the 1 Achievement Continuum, where judgements should be recorded on an Entry 1 Learner Transcript and indicate the stage on the continuum at which the learner has achieved the standard. Please see the Qualification Handbook for further information. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Further Information for Tutors/Assessors
2.a What they like and what they dislike in relation to learning Learners should communicate what they like and what they dislike in relation to learning Assessment of this component must make use of the Entry 1 Achievement Continuum, where judgements should be recorded on an Entry 1 Learner Transcript and indicate the stage on the continuum at which the learner has achieved the standard. Please see the Qualification Handbook for further information. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Further Information for Tutors/Assessors
2.a Key aspects of the meeting process and procedures Learners should describe key aspects of the meeting process and procedures. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The importance of having an agenda Learners should describe the importance of having an agenda. 2.c The structure of a conventional agenda Learners should describe the structure of a conventional agenda. 2.d The types of information and documentation that may be needed at a meeting Learners should describe the of information and documentation that may be needed at a meeting. 2.e The importance of taking notes and recording outcomes and decision Learners should describe the importance of taking notes and recording outcomes and decision. 2.f The role of the Chair in a meeting Learners should describe the role of the Chair in a meeting. 2.g Examples of acceptable and unacceptable behaviours in a meeting Learners should give a minimum of three examples of acceptable and a minimum of three examples of unacceptable behaviours in a meeting.
Name: _______________________________ 12:00 AM Responsibility: 12:00 PM Responsibility: 1:00 AM Responsibility: 1:00 PM Responsibility: 2:00 AM Responsibility: 2:00 PM Responsibility: 3:00 AM Responsibility: 3:00 PM Responsibility: 4:00 AM Responsibility: 4:00 PM Responsibility: 5:00 AM Responsibility: 5:00 PM Responsibility: 6:00 AM Responsibility: 6:00 PM Responsibility: 7:00 AM Responsibility: 7:00 PM Responsibility: 8:00 AM Responsibility: 8:00 PM Responsibility: 9:00 AM Responsibility: 9:00 PM Responsibility: 10:00 AM Responsibility: 10:00 PM Responsibility: 11:00 AM Responsibility: 11:00 PM Responsibility:
Making a Poster: Community Helpers Informational Poster __________________________________________________________ Teacher Name: Ms. Bennett Student Name: ___________________________________________ CATEGORY 4 3 2 1 Required Elements The poster includes all required elements as well as additional information. All required elements (fast words, 2 facts, an illustration) are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Content Accuracy More than 2 fast words are displayed on the poster. 2 required fast words are displayed in the poster. 1 required fast word is displayed on the poster. 0 required fast words are displayed on the poster. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student can accurately answer most questions related to facts in the poster and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster.
2018-19 Provisional Facilitators Conference Calls Topic: Developing Program-wide Expectations Dates: December 7 & 10, 2018 Host: Julia Slater XY Host: Lisa Gragg X Y Western Region Central Region Eastern Region Patti Ansell (Learning Lamp) X Paula Cian Y Braelyn Beaver (Easter Seals) Y Karen Burau (HS of Beaver Valley) y Julie Della X Jessica Breslin (Kinder Academy) X Amanda Buttray-Hoovler (Timber Ridge) Y Mandy Gutshall y Steve Cotilus (MELC) Y Melissa Gerber (Learning Lamp) X Melissa Herriman Marisa Crapella (MCIU) Beth Glew (Butler Co. Children’s Center) Y Diane Koon (ECIC) X Mandy Crozier (Kinder Academy) Y Ashley Gruss (BVIU #27) Chae Korb X Jaclyn Dull (Easter Seals) Christine Henderson (Kid Biz East Maiden) Amy Niemiec (SPEC) X Krista Kearney (MELC) Crystal Horan (MIU IV) Y Jamie Shevlin Iresha Picot (Easter Seals) X Lainy Hummel (MIU IV) y Jessica Shimmel y Monica Stanoch (MELC) Christy Miller (SPEC) Y Holly Walker Christy Yee (Kinder Academy) X Alicia Sebastian (SPEC) Y Amy Wible X Britnee Cooke Y Kelly Tennett (Butler YMCA) y Darlene Burleigh Deneen Rickard Dana Jacobs Y Samantha Scharder- Central (Stepping Stones) Y Amy Ford- Stepping Stones- Central Y Jen LaPorte-(East-MCIU) Y Karen Emery-East (Stepping Stones) IF: Beth Huertas (Kinder Academy) X Donna Bartman (East) Allison Nick Janna Gohl SLT: Sue Zeiders Y Monica Stanoch Y Shelbie Eshleman
SCANS Plan Rubric CATEGORY 4 3 2 1 Focus on Topic (Content) is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is “getting at.” The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends.
23. The need to make sense of ourselves, the world, and our place in it is _____. a. need for meaning (Recall, Easy) b. need for control c. need for consistency d. need for competence 24. Researchers at the Institute for Social Research at the University of Michigan that parents who keep an orderly home are more likely to have children that _____. a. are less conscientious b. earn less money as adults c. stay in school longer (Recall, Easy) d. rebel against rules and structure 25. According to Kenneth Gergen, exposure to increased social stimulation through television, radio, and the Internet _____. a. increases the likelihood that we will question the values of our community b. personal feelings overload and confusion as well as excitement and opportunity c. increases the number of groups with which we identify d. all of the above (Recall, Difficult) 26. “Social saturation” results from _______. advances in transportation technology advances in communication technology advances in information technology all of the above (Recall, Easy) 27. Sherry Turkle uses the following term to characterize online tinkering with the computer environment. monitoring picotada bricolage (Recall, Easy) none of the above 28. Online games such as “The Sims,” which enable people to create characters, actions, and events, may _____. a. encourage children to anticipate the consequences of decisions b. enhance children’s problem-solving capacities c. evaluate the outcomes of choices d. all of the above (Recall, Moderate) 29. After analyzing over 50 studies about the impact of television, computers, the Internet, and video games on learning, researcher Patricia Greenfield found _______. surgeons who excelled in particular video game skills made fewer errors and performed faster the increase in the use of technologies appears to have improved visual skills and the ability to multitask skills associated with critical thinking decreased all of the above (Recall, Moderate) 30. The tendency to compare ourselves with others has been called _____. a self-fulfilling prophecy a collectivist culture the “looking glass self (Recall, Moderate) the need for belonging trial
Developing Student Rubric 2 points 1.5 points 1 point .5 points Problem Solving (Out of 2 points) No errors in solving math problems 1 to 3 errors in solving math problems 4 to 5 errors in solving math problems More than 5 errors in solving math problems Math Content (Out of 2 points) Shows clear knowledge on math skills Shows general knowledge of math skills Shows little knowledge of math skills little or no knowledge of math skills Math Communication (Out of 2 points) Accurately communicates steps to problems and concepts Satisfactory communication to solutions and concepts Limited communication to solutions and concepts Little to no communication to solution and concepts Student Name: Ariana Instructor Score: 3.5/6 points
2 Summarizing and Note-taking- Discussion/Debate Strategies 3 Reinforcing Effort and Providing Recognition- Student Interests 4 Homework and Practice- Application/Engagement 5 Non-linguistic Representations- Visual/Sensory Methodologies 6 Cooperative Learning- Multiple Perspectives, Diversity 7 Set Objectives and Provide Feedback- Reflection/Assessment 8 Generating and Testing Hypothesis- Critical Thinking Skills 9 Questions, Cues and Advance Organizers- Facilitation/Coaching With regard to Category #1, researchers found “Identifying Similarities and Differences” operations to be basic to human thought (Gentner & Markman, 1994). Category #2, “Summarizing and Note-taking” are two of the most powerful skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning (Marzano, Pickering, Pollock, 2001). Category #3, “Reinforcing Effort and Providing Recognition”. Most students do not recognize the fact that the effort put into a task has a direct effect on their success relative to the task (Seligman, 1994) (Urdan, Midgley, & Anderman, 1998). Category #4, “Homework and Practice- Application/Engagement”. There is a direct relationship between the amount of time spent on homework and student achievement, at the secondary grade levels (Keith, 1982). Skill learning commonly takes on a specific form and requires a fair amount of practice (Anderson, 1995). Category #5, “Non-linguistic Representations- Visual/Tactile- Sensory Methodologies” postulates that knowledge is stored in two forms – a linguistic form and an imagery form. The imagery form is expressed in mental pictures or even physical sensations such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983). Category #6, organizing students into “Cooperative Learning” groups has a powerful effect on learning, regardless of whether groups compete with one another (Marzano, Pickering, Pollock, 2001). Category #7, “Set Objectives and Provide Feedback” provides direction for learning. Mager, (1962) explained that effective instructional objectives contain the following three defining characteristics: performance expectations, conditions for success, and criterion for acceptable performance. Category # 8, “Generating and Testing Hypothesis”, by definition, the process involves the application of knowledge. It is something we do quite naturally in many situations (Koedinger & Tabachneck, 1994). Research has shown the
Evaluate your progress and adjust your plan the plan to your career as you continue to work Respond to opportunities and demands even if they are not part of your plan Don’t stick with the plan if it no longer works for you –modify the plan or create a new one. Example of a long-term career plan Career goal: My goal is to be the general manager of a major hotel. I want to run a profitable hotel that appeals to businesses and families, manage staff, assist in marketing and sales, and coordinate conferences. Qualifications: At least an associate’s degree in hotel or hospitality management Certification by lodging association Required skills: Work as part of a tem Get along with many types of people Solve problems Concentrate on details Communicate clearly Organize tasks Direct/manage others Setting a Short-Term Career Goal After creating a long-term career plan, set short-term goals that set you on your career path. Setting a short-term career goal do’s and don’ts: Guideline Do’s Don’ts Prepare for your career Get the right education; determine the qualifications needed (special training, work experiences, certifications) Enroll in classes or a program that your career requires Attend training sessions related to your career Take a job related to your career goals Find out what your occupation expect for advancement Don’t put of your education-look for or flexible programs that fit your schedule Don’t accept the first position offered to you if it’s not related to your career goals Be flexible Learn where opportunities are best in your field Don’t move to a new location if you are time
If you need additional resources (e.g., people, time, technology), will the district provide support? Writing a Communications Plan When you are ready to organize your communication tools, use the following chart to develop your plan. Examples are included in the first two rows of the table. Audience Key Messages Tool Timing Resource Students School lunch provides the fuel you need to do well in school Social media Post on social media three evenings/week until second quarter Smartphone Families School lunch is healthy and delicious School newsletter First Friday of every month School communication director
The following is a list of known hazardous chemicals used by our employees. Further information on each chemical can be found by reviewing the MSDS's. LIST OF HAZARDOUS CHEMICALS CHEMICAL NAME EX (Explosive) HT (Highly C-R (Corrosive/Irritant) CAR (Proven/Suspected Carcinogen) OTHER
CONFINED EVALUATION FORM Date of Survey Confined # Permit Required Yes No If yes, space must be labeled. Location of Space Description of Space Possible atmospheric hazards Possible content hazards Configuration of space Unusual hazards 1. Space can be bodily entered? No 2. Limited or restricted entry? Yes No 3. Not designed for continuous human occupancy? No 4. Hazardous atmosphere? No 5. Potential for engulfment? No 6. Internal configuration hazard? No 7. Other serious safety hazards? No Reasons for entering and typical activities Who usually enters space Frequency of entry Number of entry points External connections to space Survey completed by: (print and sign)
RESOURCES FOR SAFETY AND HEALTH INFORMATION MNOSHA AREA OFFICES Area Office (651) 284-5050 (877) 470-6742 Area Office (218) 733-7830 Area Office Nichols Office Center, 520 (507) 389-6507 Minnesota Department of and Industry Occupational Safety & Health Division (651) 284-5060 (800) 657-3776 Minnesota Safety Council, Inc. (651) 291-9150 (800) 444-9150 Minnesota Department of Labor and Industry James Collins, Program Director Consultation Division (651) 284-5060 (Provides free OSHA safety & health consultation) University of Minnesota Duluth Environmental Health & Safety Office 31-32 Durland Admin. Building (218) 726-7273 or (218) 726-7139 National Safety Council Itasca, Il 60143-3201 (630) 285-1121 (800) 621-7619 OSHA Regional Office , Room 3244 (312) 353-2220 State Offices Eau Claire Area Office 1310 W. Clairemont Avenue Eau Claire, WI 54701 (715) 832-9019 Extension Safety Specialist John Shutske (612) 626-1250 Minnesota Department of Agriculture
RESOURCES FOR SAFETY AND HEALTH INFORMATION Safety & Environmental Health Auxiliary Services Bldg (701) 777-3341 Workforce Safety & Insurance 1600 E. Century Avenue, (701) 328-3800 (800) 777-5033 North Dakota Department of Health Injury Prevention & Control 2nd – Judicial Wing 600 E. Blvd. Avenue, Dept 301 -02200 (701) 328-4536 Safety Council (701) 223-6372 (800) 932-8890 Occupational Safety & Health Albert Koch Consultation – College Corporate & Continuing Education . (701) 224-5778 (Provides free OSHA safety & health consultation) National Safety Council Itasca, Il 60143-3201 (630) 285-1121 (800) 621-7619 OSHA Regional Office 1999 Broadway, (720) 264-6550 State Office Area Office (701) 250-4521
A few dos and don’ts of writing Do This… Not This… Follow the instructions precisely Use (local) data and research to back up what you say Know what the evidence says about your approach and share it Ask someone outside of your organization for feedback Submit your application on time Figure out your match in advance Tie your budget to your narrative Gloss over the instructions and get straight to writing Copy and paste from last year Fail to draw a clear connection between the problem, the activities, and the goals Submit an application that contains easy-to-fix errors Confuse passionate for compelling
McGruff County implements the best current evidence-based practices and uses the highest quality of services to best serve the children in our care. The program was designed to provide the best care available in our area and it is structured to keep the participant busy. 16
Character Name: __________________________________________________
Most people don’t like change, They think it’s quite strange, Overall it’s not bad, Even though sometimes it makes you mad.’ Another poem contained a selection of colour coded paper cut-outs with words representing the participant’s ‘likes’ and ‘dislikes’ of the organisation. For example, comment was made of the organisational culture as being “work, work, work”, “demanding”, “blame culture”, “hierarchical”, being “black and white”, “job security”. Another comment seemed to contrast (positive impression). For example, “social”, better “work life balance” compared to other laws firms, “benefits”, “CSR”. One comment mentioned that the organisation had the most female partners in law firms in the UK, (this being a figure of 26%). The respondent summed up: ‘My company is perceived as a great place to work for, and pride themselves in being friendly, approachable, fair, and a great place to work. I mostly enjoy working for my organisation, but their claims are misconstrued. From the outside (of the poem house) it’s sunny and welcoming, on the inside it’s cloudy (but not stormy) – overall I like my organisation, but there are things that can be improved.’ Another self-box was less elaborately decorated. However, some of the words on the outside appeared to convey anxiety from the respondent, for example, “please help”, “just do it”, and “what’s going on”. This was explained as follows: ‘Side 1 represents the Department of Learning and Development, within which I am a member. We have a high performing team with clear boundaries and expectations. We have open dialogue in which to share ideas and can professionally challenge each other. Side 2 represents my customer and the hospital within which I work with a new senior management team and changing middle management. The teams are micro-managed and are unable to make decisions which were within their remit; the scene depicts oppression. Sides 3 and 4 is a view of the ward staff in the hospital The feedback is that the staff that do not know the strategy. It is very difficult to lead learning and when motivation is so low.’ One self-box had the words “compassion”, “collaborative care”, “patients first”, “care”. As the respondent explained:
(Online cont.) Several online survey programs can be downloaded free of charge Online survey programs collate findings and do basic analysis of quantitative data Responses can be kept anonymous May be inappropriate for people who experience difficulties with English literacy or numeracy Telephone More direct approach resulting in good response rate High survey completion/question response rate Capacity to clarify questions with respondents to ensure proper understanding Time consuming to administer Can be expensive if aiming for large sample (administration and telephone costs) Not anonymous (though can still be Skills required for survey administrator e.g. to avoid bias Most direct, personal approach resulting in good response rate Often administered at the time an event or activity is occurring which increases response rate and captures feedback while it is fresh High survey completion/question response rate Capacity to clarify questions with respondents to ensure proper understanding Time consuming to administer Can be expensive if aiming for large sample (administration costs) Not anonymous (though can still be Skills required for survey administrator e.g. to avoid bias Guiding principles for survey development When developing surveys it can help to keep the following in mind as some guiding principles: Think about who your respondents are and what the most appropriate approach is for them Keep in mind the outcomes you are investigating in your evaluation and think about how your survey contributes to these Think about what you really need to know and only collect information for that purpose (e.g. what information do you need from a survey that you don’t or can’t collect in another way?) Avoid collecting data you will not use – this is respectful of respondents’ time and also helps keep your task manageable Keep your survey as short and simple as possible, while still making sure you gather the information you need Think about the type of analysis you want to conduct and ensure your survey is geared towards that – for example, open ended information is more time-consuming to analyse; closed questions are useful in providing a snapshot but the information may not be as rich Think about the potential answers you will get from the questions you are posing – will these help you answer your evaluation questions? Be clear and simple and do not assume respondents have the same knowledge or understanding of the subject matter as you do
Introduction: project scope and objectives The aim of this project is to identify digital skills requirements in the broader Australian workforce and examine the capacity of the VET system and industry training packages to effectively meet this growing need for digital skills. There are three broad categories of digital skills requirements (ECORYS 2016): Category 1: Basic computer literacy for everyday life Category 2: Digital skills for the general workforce, enabling them to effectively use information technology (IT) systems and general technology processes across all sectors Category 3: Digital skills for professionals specifically working in the information and communication technologies (ICT). While there is an abundance of research on Category 1 (for example, Bowles 2013; Bynner et al. 2010) and Category 3 digital skills (for example, Deloitte 2016), little attention has been paid to Category 2 skills. The evidence suggests however that there is a growing lack of skills essential to effectively implement the new, highly digitised and mechanised systems of work, and, furthermore, that the Australian economy is struggling to meet Category 2 digital skills requirements (Deloitte 2016, Hajkowicz et al. 2016). The consistent message is that for the Australian economy to ‘take full advantage of the opportunities presented by new technologies … the workforce must be equipped with digital skills’ (Deloitte 2016, p.5). Recent National Centre for Vocational Education Research (NCVER) studies show that the challenge lies not merely in adequately skilling new workers, but more importantly in how to upskill the existing workforce for ongoing productive employment (Snell, Gekara & Gatt 2016; Callan & Bowman 2015). This therefore focuses on a very important aspect of the workforce skills challenge facing Australia; that is, how to effectively equip the workforce with the appropriate digital skills for enhanced workplace participation and sustainable economic productivity. The research is guided by three key questions: What are the areas of digital skills-formation gaps (defined as the gap between the skills that industry employers want and what the training system is able to produce and supply) in the general workforce? What are the weaknesses and shortcomings in existing industry strategies, government policies and training programs, with specific regard to developing workforce digital skills? How can these shortcomings be addressed in order to eliminate the skills gap and effectively meet Australia’s growing demand for digital skills? The project employs an embedded industry case study methodology, drawing on the combined strengths of stakeholder interviews, a structured employer survey, secondary data
Unit: Developing Bricklaying Skills L1 CV4 Ofqual Unit Reference Number: J/502/3685 Unit Review Date: 31/12/2018 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Know the hand tools used in basic bricklaying processes and describe appropriate hand to be used in basic bricklaying processes Know the materials used in basic bricklaying processes and describe appropriate materials to be used in basic bricklaying processes Know the Personal Protective Equipment (PPE) used in basic bricklaying processes and describe appropriate PPE to be used in basic bricklaying processes Be able to apply safe working practices to produce half-brick walling and use hand tools safely to lay bricks in stretcher bond, minimum seven bricks in length, minimum five courses high, with one stopped end Be able to work responsibly with others a clean and tidy work environment responsibly in the workshop Be able to seek and respond to guidance when working as part of a team instructions when working with others appropriately with others Evidence Requirements Evidence of practical ability must be demonstrated. Final Tutor Feedback (Strengths and Areas for Improvement):