zilongwang/ReadingBank huggingface dataset:
Definitions Clinical facility – a term applied to any hospital or clinic to which a student is assigned for the purpose of clinical education. Clinical rotation – period in which a student is completing competencies in a clinical setting. Course – a component of the program’s curriculum that can include one or a combination of the following: lecture, laboratory, recitation sessions/reviews or clinical rotations. Dismissal – termination from the program in which the student is enrolled, however enrollment status within West Virginia University is not affected. First Year - incorporates the Junior year including Fall I – Spring I within Medical Laboratory Science Division. - incorporates PGY1 didactic year including Spring I – Fall I within the Pathologists’ Assistant Program. Good standing – a student has not been assigned academic or professional disciplinary sanctions such as remediation, probation, suspension or dismissal. GPA – Grade Point Average Cumulative GPA incorporates all final grades in undergraduate courses completed within any accredited institution. Science GPA incorporates overall final grades in completed science and math courses only. Program GPA incorporates final grades within the specific program to which the student is enrolled. Grade Penalty – defined by the course instructor in the syllabus In writing – may include email correspondence. Probation – requires remediation within the program in which the student is enrolled. Remediation – process of correcting a deficiency. Second Year - incorporates the Senior year including Summer I – Spring II within Medical Laboratory Science Division. - incorporates PGY2 clinical year including Spring II – Fall II within the Pathologists’ Assistant Program. Suspension – occurs from the program in which the student is enrolled, therefore enrollment in program coursework is not permitted. Enrollment status within West Virginia University is not affected.
Agenda Item 5 Notes on Discussion WP-WF Update Vice President Costigan will bring the WP/WF policy to the next President’s Council meeting. Future Agenda Items Multi-Measures Update (standing item) Meeting End Meeting Schedule End: 4:00 PM Meeting Actual End: 3:10 PM Next Meeting Date: TBD Next Meeting Time: TBD Next Meeting Location: KN, President’s Conference Room
POINTS AWARDED Where appropriate, please enclose certificates of attendance, registration receipts, meeting programmes, name tags, etc Section D: TEACHING COURSES Date Name of Course Venue Length of Course (in hours) Postgraduate or Undergraduate? OFFICE USE ONLY POINTS AWARDED TOTAL POINTS AWARDED IMPORTANT – PLEASE RETURN THIS FORM BEFORE 1ST MAY Declaration: I declare that the information provided in and/or attached to this report is accurate and true. I understand that if I knowingly provide false information this may result in disciplinary action and that I may be liable for prosecution and civil recovery proceedings. I consent to the disclosure of this information from this form for the purpose of verification and the investigation, prevention, detection and prosecution of fraud. Signed (Perfusionist) _________________________________________ Date ______________________ Signed (Dept’al Tutor) _________________________________________ Date ______________________ Signed (Head of Dept) _________________________________________ Date ______________________ Valerie Campbell, Administrator, of , Royal College of Surgeons, 35-43 ’s Inn Fields, London, WC2A 3PE, England Tel: 020 7869 6891 Email: admin@scps.org.uk
Any data you share as part of your appeal will be treated in accordance with the University's statement on data protection, which can be viewed at: . See page 11 below for further details. Your Details The Special Cases Administrators or Research Student Co-ordinators will use the contact details you provided with your Formal Stage academic appeal to contact you. You must, however, identify yourself so that your Appeal documentation can be matched up with this Review request. Full name : Student number: (e.g. 105025253 not Y1231231) The Formal Stage appeal decision I wish to appeal against is (tick all that apply): My appeal was rejected by an administrator because it did not meet the submission criteria. I have been informed that it was rejected because (select all that apply): The Formal Stage Appeal form was not completed; I did not provide evidence by the 28-day deadline and did not adequately explain why; The form was submitted late, i.e. beyond the 28-day deadline and I did not explain why; The appeal did not fall within the grounds on which an appeal may be made. My appeal was investigated but it was not upheld. My appeal was upheld but I am dissatisfied with the remedy I was offered. You should consult with YUSU or the GSA if you require clarification. See page 1 for contact details. Short Summary You should complete below a short summary of your reasons for submitting a Review Stage appeal, consisting of no more than 250 words. This summary may be considered by the Special Cases Committee to assist it in grasping the key points of your request before considering the full detail. You should therefore ensure that this Summary is completed as concisely as possible. You may wish to complete the rest of this form before completing this section, as the later sections of the form will guide you in determining which information is most relevant to include here. This summary must not exceed 250 words in length, and you must complete the remaining sections of the form before submitting your appeal. This should not be the same summary as your Formal Stage Appeal summary, as this summary must set out your reasons for requesting a Review of the Formal Stage appeal outcome.
4. GRADUATE AND POSTGRADUATE QUALIFICATIONS Date Title of award Subject Class Awarding body 5. MEMBERSHIP OF PROFESSIONAL BODIES Date Body 6. LEARNING AND TEACHING Summary of principal activities in learning and teaching (e.g. teaching and administration of teaching) Teaching responsibilities in the last two academic years Programme/Module Undergraduate/ postgraduate and year Leadership responsibilities Number of students Contact hours
(Best level 200 Female students) Earth Science – Charlotte Annan Mathematical Science – Emefa Tedeku Physical Science – Victoria Seguwa Acquah Agricultural Science – Georgina Pegu Biological Science – Joana Magnusen 6. Professor and Mrs. F. G. Torto Prize for the Best Graduating Student in Chemistry – Johnson Nketiah 7. Professor Eric Ago Kwei Prize for the Best Graduating Student in Marine and Fisheries – Commey Nii Amarquaye 8. Professor E. N. W. Oppong Prize for Best Graduating Student in Animal Science – Hannah Portia Danquah 9. Professor R. Orraca-Tetteh Prize for the Best MPhil StudentNutrition Part I Examination – Richard Stephen Ansong 10. Alexandra Amoako-Mensah Award for the Best Graduating Female Student in Geology – Stephanie Jennifer Adedo-Osuagwu 11. Professor Kwadwo Asenso-Okyere Prize for the Best Level 300 student in Agricultural Economics – Francis Abayateye 12. Myroc Prize for Best Graduating Student in Nutrition and Food Science – Tracy Kamerlaing Phillips 13. Professor & Mrs Obeng-Ofori Prize for the Best Graduating Female student in Agriculture – Docia Kumi-Mensah 14. The CWG Ghana Ltd. Prize for the best Graduating Student in Computer Science – Lydia Dugbakuor Akuaku 15. P. K. Anim-Addo Prize for Best Graduating Student in Computer Science – Elizabeth Yeboah 6. S. N. N. Ollennu Prize for the Best Level 400 Project Work in Chemistry – Samuel Banson 17. Daasebre Akuamoah Boateng Prize for Best Level 300 Student in Crop Science for the 2012/2013 Academic Year: Male – Michael Nii Adjah Torgbor Female – Fatia Doe
GRADING: 30 Points: BACKGROUND INFORMATION QUALITY AND RELEVANCE 0 NOT AN OPTION 1 Limited info given and info was irrelevant to assignment. Info cited properly OR: No citation was given no matter the quality of info. 2 Good amount info was given but some of the info was irrelevant however properly cited 3 Limited info was given but info was relevant and properly cited 4 Fair to good amount of relevant info was given and properly cited 5 Information was in depth, relevant and properly cited BACKGROUND INFORMATION ACCURACY 0 More than three inaccuracies 1 NOT AN OPTION 2 NOT AN OPTION 3 Most info was accurate but with one or two errors 4 NOT AN OPTION 5 All info was accurate GRAPHICS 0 No graphics 1 Little to no graphics or relevant graphics 2 Some use of graphics but not organized 3 Fair use of graphics but not organized well 4 Good, relevant graphics but not organized well 5 Relevant, well organized graphics GRAMMAR SPELLING 0 More than 6 Grammar or spelling mistakes 1 5 mistakes 2 4 mistakes 3 3 mistakes 4 1-2 spelling or grammar mistake/s 5 No grammar or spelling errors NEATNESS/ QUALITY 0 NOT AN OPTION 1 Project was disorganized and work presented on it is sloppy 2 Project is well organized but work done sloppily 3 Project is very neatly done (print) but not organized well 4 Project is well organized but some areas could be neater 5 Project is well organized and extremely neat COMPONENTS OF ASSIGNMENT 0 NOT AN OPTION 1 Less than half of the requirements met 2 3 out of 6 requirements met 3 4 out of 6 met 4 5 out of the 6 met 5 All requirements met GOOD LUCK AND HAVE FUN!
April 2017 ◄ April 2017 ► Sun Mon Tue Wed Thu Fri Sat 30 1 WORKING SATURDAY 2 3 ACADEMIC SESSION 2017-18 BEGINS G1-12 4 RAM NAVMI ACADEMIC SESSION 2017-18 BEGINS GK2 6 ACADEMIC SESSION 2017-18 BEGINS GK1 7 G4-9: STUDENT COUNCIL ELECTIONS 8 9 MAHAVIR JAYANTI 10 11 12 13 14 GOOD JAYANTI 15 WORKING SATURDAY 16 17 18 19 20 21 22 23 24 25 26 27 28 G4-12: INVESTITURE CEREMONY 29 WORKING SATURDAY WORKING DAYS: STUDENTS: 18 ACADEMIC STAFF: 21 ADMIN STAFF: 21
◄ May 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 WORKING SATURDAY PTM(G 4-9) 8 9 10 BUDH PURNIMA 11 12 13 SUMMER BREAK BEGINS: G K1-5 15 16 17 18 19 20 SUMMER BREAK BEGINS: G 6-12 WORKING SATURDAY 22 23 24 25 26 27 29 30 31 WORKING DAYS: STUDENTS: 14/32 ACADEMIC STAFF: 16/37 ADMIN STAFF: 24/45
◄ June 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 EID-UL-FITR 27 PROFESSIONAL DEVELOPMENT SCHOOL REOPENS(GRADE 9-12) 28 PROFESSIONAL DEVELOPMENT 29 PROFESSIONAL DEVELOPMENT 30 PROFESSIONAL DEVELOPMENT WORKING DAYS: STUDENTS: 0/32 ACADEMIC STAFF: 04/41 ADMIN STAFF: 21/66
◄ July 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 WORKING SATURDAY 2 3 SCHOOL (K-8) 4 5 6 7 8 9 10 11 12 13 14 15 WORKING SATURDAY 16 17 18 19 20 21 22 23 24 25 26 27 28 29 WORKING SATURDAY 30 31 WORKING DAYS: STUDENTS: 21/53 ACADEMIC STAFF: 24/65 ADMIN STAFF: 24/90
◄ September 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 2 ID-UL-ZUHA (BAKRID) 3 4 5 6 7 8 9 10 11 12 13 14 15 16 WORKING SATURDAY 17 18 19 20 21 22 23 WORKING SATURDAY 24 25 26 27 28 DUSSEHRA BREAK BEGINS (ASHTAMI) 29 (NAVMI) 30 DUSSEHRA WORKING DAYS: STUDENTS: 19/93 ACADEMIC STAFF: 21/109 ADMIN STAFF: 21/134
October 2017 ◄ October 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 MUHARRAM 2 GANDHI JAYANTI 3 4 \ 5 6 PROGRESS REPORT – TERM 1 G 1-5 7 WORKING SATURDAY GK-5 PTM (RESULT DISCUSSION) 8 9 \ 10 11 \ 12 13 PROGRESS REPORT – TERM 1 G 6-11 14 WORKING SATURDAY G6-11 PTM (RESULT DISCUSSION) 15 16 DIWALI BREAK BEGINS 17 18 19 DIWALI 20 GOVARDHAN POOJA 21 BHAI DOOJ 22 23 24 25 26 27 28 WORKING SATURDAY 29 30 31 WORKING DAYS: STUDENTS: 16/109 ACADEMIC STAFF: 19/128 ADMIN STAFF: 19/153
◄ ~ February 2018 ~ ► Sun Mon Tue Wed Thu Fri Sat 1 G6-9: TERM 2 REVISION BEGINS 2 3 WORKING SATURDAY PTM(G4-9) 4 5 6 7 8 9 10 11 12 13 14 MAHA SHIVRATRI 15 16 17 WORKING SATURDAY 18 19 20 21 22 23 24 25 26 27 28 WORKING DAYS: STUDENTS: 19/187 ACADEMIC STAFF: 21/212 ADMIN STAFF: 21/239
◄ ~ March 2018~ ► Sun Mon Tue Wed Thu Fri Sat 1 2 HOLI 3 4 5 6 7 8 9 10 WORKING SATURDAY 11 12 13 14 15 16 G1-3:RESULT DECLARATION PRIZE DAY 17 WORKING SATURDAY G4&5:RESULT DECLARATION PRIZE DAY K1&K2 RESULT DECLARATION 18 19 20 21 22 G6-9:RESULT DECLARATION PRIZE DAY 23 24 25 26 27 ORIENTATION G 28 ORIENTATION G 4&5 29 ORIENTATION G 30 ORIENTATION G 9&10 31 WORKING SATURDAY ORIENTATION- K1, K2 WORKING DAYS: STUDENTS: 15/202 ACADEMIC STAFF: 24/236 ADMIN STAFF: 24/263
Spring 2021 Class of 2024 Spring 2021 Class of 2023 Spring 2021 Class of 2022 Spring 2021 Class of 2021 Spring 2021 Veterinary Practice: Ethics and Animal Care (VIIb) Begins 1/20/21 Ends 3/14/21 Animal Health and Disease I (Va) Begins 1/18/21 Ends 5/14/21 Distribution Period A Begins 1/18/21 Ends 2/14/21 Spring Clinical Rotations Blocks C5 – D2 1/25/21 – 3/28/21 Neuroanatomy Begins 1/25/21 Ends 3/14/21 Distribution Period A Begins 1/18/21 Ends 2/14/21 Distribution Period B Begins 2/15/21 Ends 3/14/21 C5 C6 D1 D2 1/25 – 2/7 2/8 – 2/21 2/22 – 3/7 3/8 – 3/28 Distribution Period A Begins 1/18/21 Ends 2/14/21 Distribution Period B Begins 2/15/21 Ends 3/14/21 Distribution Period A/B Begins 1/18/21 Ends 3/14/21 Distribution Period B Begins 2/15/21 Ends 3/14/21 Distribution A/B Begins 1/18/21 Ends 3/13/21 Spring Clinical Rotation Blocks C3-D6 12/16 – 5/17 Distribution A/B Begins 1/18/21 Ends 3/14/21 Veterinary Practice: Public Health (VIIe) Begins 3/22/21 Ends 5/14/21 D3 D4 D5 D6 3/29 – 4/11 4/12 – 4/25 4/26 – 5/9 5/10– 5/23 Distribution Period C Begins 3/29/21 Ends 4/25/21 Function & Dysfunction I (IIIa) Begins 3/22/21 Ends 5/14/21 Distribution Period D Begins 4/26/21 Ends 5/21/21 Veterinary Practice: Communication Skills (VIIc) Begins 3/22/21 Ends 5/14/21 Distribution Period C/D Begins 3/29/21 Ends 5/21/21 Breaks & Holidays Clinical year students should check with the Section Chief before assuming holidays are off Spring Break 3/15 – 3/19 3/15 – 3/19 White Coat Ceremony TBD TBD Senior Celebration 5/17/21 Hooding 5/26/21 Commencement 5/27/21
Class of 2025 Fall 2021 Class of 2024 Fall 2021 Class of 2023 Fall 2021 Class of 2022 Fall 2021 Orientation 8/12 Function & Dysfunction II (IIIb) Begins 8/15/21 Ends 9/22/21 Animal Health and Disease II (Vb) Begins 8/15/21 Ends 12/17/21 Fall Clinical Rotations Blocks A7-C2 8/16 – 12/19 The Animal Body (I) Begins 8/15/21 Ends 11/5/21 Veterinary Practice: Physical examination (VIIa) Begins 8/15/21 Ends 11/5/21 Veterinary Practice: Introduction to Clinical Procedures (VIId) Begins 8/15/21 Ends 12/17/21 Veterinary Practice: Professional Development (VIIf) Begins 8/15/21 Ends 12/17/21 A7 B1 B2 B3 B4 B5 B6 C1 C2 8/16-8/29 8/30-9/12 9/13-9/26 9/27-10/10 10/11-10/24 10/25-11/7 11/8-11/21 11/22-12/5 12/6-12/19 Cell Biology and Genetics (II) Begins 11/8/21 Ends 12/17/21 Host, Agent & Defense (IV) Begins 9/26/21 Ends 12/17/21 General Pathology Begins 11/8/21 Ends 12/17/21 Veterinary Parasitology Begins 9/26/21 Ends 12/217/21 Breaks & Holidays Clinical year students should check with the Section Chief before assuming holidays are off Labor Day 9/6/21 9/6/21 9/6/21 Fall Break 10/1 – 10/3 9/23 – 9/26 10/1 – 10/3 Thanksgiving Break 11/24 – 11/28 11/24 – 11/28 11/24 – 11/28 Winter Break begins 12/20/21 12/20/21 12/20/21 Religious Holidays Students should refer to the policy on Religious Holidays found in the student handbook. Additional information can be found here: http://dos.cornell.edu/cornell-united-religious-work Fall 2021
Summer 2022 Class of 2023 Summer 2022 Class of 2022 Summer 2022 Class of 2022 Summer 2022 Class of 2022 Summer 2022 Summer 2022 Clinical Rotation A1 A2 A3 A4 A5 A6 5/24 – 6/6 6/7 – 6/20 6/21 – 7/5 7/6 – 7/18 7/19 – 8/1 8/2 – 8/15 *All dates are subject to change
Approximate Points Available Task M.P. #1 M.P. #2 M.P. #3 M.P. #4 Year Total Test 200 200 200 200 800 Quiz 410 410 410 410 1640 Lab 150 150 150 150 600 Classwork 330 330 330 330 1320 Homework 200 200 200 200 800 Totals 1290 1290 1290 1290 5160
Academic Description Form / Course Approval Please complete this form for each course you are offering and return to the CGE by October 1, 2018. *Attach syllabus prior to obtaining signatures A. Director Information Name of Faculty Program Director(s) Program Name Location of Program Beginning date Ending date B. Course Information Course Code –and– Course Title ITAL 300 – Italian Grammar and Communication, POSC 371 – Topics in Comparative Politics Number of Credits Instructor of Record for this course (Name, Title, and Terminal Degree) Description and objective(s) of course: C. List prerequisite(s) for the course, including language instruction: D. Please attach course syllabus E. Course Approval Signatures Department Chair / Date College Dean / Date Graduate School Dean/Date if applicable Associate Vice Provost, University Programs / Date GenEd courses only Date received by CGE: _________________________ Executive Director-CGE/Date
Person Specification Criteria Essential Desirable Qualifications Higher degree First Degree X X Experience/Knowledge Significant experience of academic leadership at a senior level Experience of strategic leadership Extensive knowledge of doctoral provision Experience of communicating effectively with a wide variety of stakeholders including academic and professional service colleagues Knowledge of the external policy environment in which Higher Education operates and issues pertinent to doctoral education X X X X X Skills Highly effective leadership and management skills Ability to lead and manage strategic change Ability to command respect with stakeholders across the University Excellent interpersonal skills The ability to facilitate the sharing of good practice Ability to lead projects involving multiple stakeholders Working with other colleagues as appropriate, the ability to maintain oversight of doctoral provision (physical and virtual) High quality relationship management skills, both with internal and external partners X X X X X X X X Attributes
Petrology 8- Educations Stages Date Degree University/Place, Country Subject 1983-1987 B.Sc. Minufiya Univ./Minufiya, Geology (Special) 1989-1992 M.Sc. / Mineralogy and Petrology 1993-1996 Ph.D. Minufiya Univ./Minufiya, Mineralogy and Petrology 9- Professional Background Date Position Institution/Place, Country 10/1987 – 11/1988 Military Service Air Forces/Egypt 12/1988 - 6/1992 Demonstrator Minufiya Univ./Minufiya, 7/1992 – 1/1996 Assistant Lecturer Minufiya Univ./Minufiya, 2/1996 – 3/2001 Lecturer Minufiya Univ./Minufiya, 2/1997 – 5/1997 Researcher Gottingen Univ./Gottingen, 10/2001 – 3/2002 Researcher Athens Univ./Athens, 3/2001 – 6/2006 Assistant Professor Minufiya Univ./Minufiya, 6/2006 – Till date Professor Minufiya Univ./Minufiya, 8/2013 – Till date Professor and Head of Geology Department Minufiya Univ./Minufiya, Study and Research Abroad Date Institution/Place Purpose Financed By 10/1993 – 10/1995 Free Univ./Amsterdam, The Ph. D. Work (Study and Research) 2/1997 – 5/1997 / Research Cooperation 10/2001 – 3/2002 / Research Cooperation Fellowships Awards
DEFINITION OF FIREARM AS OTHER THAN A PISTOL OR REVOLVER PENAL LAW 265.00 (3) NOTE: If the definition of firearm as other than a pistol or revolver is in issue, then substitute, as applicable, the following for the definition of firearm in the existing charges: A FIREARM means: Select appropriate alternative: a shotgun having one or more barrels less than eighteen (18) inches in length a rifle having one or more barrels less than sixteen (16) inches in length any weapon made from a shotgun or rifle whether by alteration, modification or otherwise if such weapon as altered, modified, or otherwise has an overall length of less than twenty-six (26) inches an assault weapon.1 [Add if barrel length is in issue: The length of the barrel on a shotgun [or rifle] is the distance between the muzzle and the face of the bolt, breech, or breechlock when closed and when the shotgun [or rifle] is cocked.] [Add if overall length is in issue: The overall length of a weapon made from a shotgun [or rifle] is the distance between the extreme ends of the weapon 1 “Assault weapon” is defined in Penal Law § 265.00 (22) (added by L 2000, ch 189 § 10, effective November 1, 2000; amended by L 2013, ch 1, § 37, effective March 16, 2013.) The applicable portions of that definition should be inserted.
ACADEMIC FOCUS Deerwood Academy 2015-2016 SEMESTER TWO WEEK OF: January 4 – January 8, 2016 CONTENT Pre-K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 READING Main Characters Sentence Structure Informational Text Compare/Contrast Syllables Retelling Details Ask & Answer Questions Key Details Point of View Point of View Compare/Contrast Characters LANGUAGE ARTS Verbs Subject/Verb Agreement Irregular Verbs Commas Reflexive Pronouns Greek & Latin Roots WRITING Informational Informational Informational Informational Opinion Constructed Response MATH Counting & Recognizing Numbers 1- 20 Comparing Numbers Missing Addends Commutative Property Time Area Fractions/Decimals Adding & Subtracting Fractions SCIENCE Day & Night Seasons Sources of Energy Fossils Force & Motion Physical Change SOCIAL STUDIES Where We Live Thomas Jefferson Producers & Consumers Allocation of Services 3 Branches of Government 13 Colonies Westward Expansion FRENCH Family & Pets Family & Pets Extended Family, Pets, & Emotions Extended Family & Attributes Exploring School Life Strategies to Speak Another Language
1 Read the bracketed material only if an issue exists as to whether the automobile is stolen or is a public omnibus. 2 Added by the L 2000, ch 189, § 14, effective November 1, 2000, and thus as to crimes involving “large capacity ammunition feeding device,” committed on or after Nov. 1, 2000. 3 Added by the L 1987, ch 695, § 3. 4 Added by the L 2000, ch 189, § 14, effective November 1, 2000, and thus as to crimes involving “defaced large capacity ammunition feeding device,” committed on or after November 1, 2000. 5 “Explosive or incendiary” was added as predicate to “bomb” by the L 1970, ch 1012, § 2. 6 Added by the L 1986, ch 328, § 5. 7 Added by the L 1995, ch 219, § 5. 8 Added by the L 2008, ch 257, § 6, effective November 1, 2008, and thus as to crimes involving “plastic knuckles,” committed on or after November 1, 2008. 9 Added by the L1974, ch 179, § 4. 10 See Penal Law § 265.15 (3) (a). 11 See Penal Law § 265.15 (3) (b). 12 See Penal Law § 265.15 (3) (c).
DEPARTMENT OFFICE LOCATION DEPT PHONE INTERNSHIP COORDINATOR EMAIL DIRECT PHONE Anthropology MND 4010 278-6452 Ragu Trichur rtrichur@csus.edu 278-4789 Art KDM 185 278-6166 Ruth Hansen 278-5786 Biology SQU 202 278-6635 Nancy Angell 278-6539 Business TAH 1030 278-2499 Suzanne M. Ogilby 278-5577 Chemistry SQU 506 278-6684 Linda Roberts 278-6684 Child Development EUR 401 278-7192 Civil Engineering RVR 4024 278-6982 Kevan Shafizadeh 278-5348 Communication Studies MND 5014 278-6688 Robert Humphrey 278-7895 Computer Engineering RVR 3018 278-6844 Thomas Matthews 278-5948 Computer Science RVR 3018 278-6834 Zhang 278-7628 Construction Mgmt RVR 4024 278-6982 Mikael Anderson 278-5990 Criminal Justice ALP 137 278-6487 Tim Croisdale sac52957@csus.edu 278-5157 Criminal Justice ALP 137 278-6487 Danielle Chervin (assists Tim) chervind@csus.edu 278-6487 Deaf Studies EUR 401 278-6639 William Vicars 916 760 3794 Economics TAH 3028 278-6223 Kristin Van Gaasbeck kavan@saclink.csus.edu 278-6194 Electrical Engineering RVR 3018 278-6873 Thomas Matthews 278-7895
Connotation=the feeling you get, the tone created by the word regardless of its dictionary meaning. **Words can have positive or negative connotations** For each of the following terms or phrases, write down the denotation of the word (in your own words) and then a SYNONYM with a negative connotation and a word with a positive connotation. Your synonym can be a phrase. WORD Denotation (actual emotion) SYNONYM with negative connotation SYNONYM with a positive connotation Rich Wealthy, having a lot of money Greedy, scrooge Affluent, well-off, doing well Acquaintance Colleague, classmate Work Labor, toil Ambitious Pushy, ruthless Determined, Boy/Girl Police Officer, detective trusting Wife/husband Car Athlete Walk Government Hit laugh
Learning Outcomes and Objectives, Assess cognitive levels in learning outcome and depth of learning required. Assessments/Evaluations Review percentage allocation of evaluations, type and nature of assessments. Course Credits Course Hours Other Compare textbooks, learning materials, other factors. Degree Course Factors: Applicable to all degree courses for which transfer credit/course equivalency is sought, in addition to the factors listed in section 2. No Match Moderate Match (40-79%) Strong Match (80-100%) Not Applicable SAIT depth of learning (junior/senior courses) TC: Refer to sending institution’s policy and/or course numbering procedure CE: Refer to SAIT process to determine depth of learning for junior/senior level courses Comments: Course Role(s) (Refer to Program of Study) How does course role match the program of study requirements for the receiving program? No Match Moderate Match (40-79%) Strong Match (80-100%) Not Applicable OVERALL RECOMMENDATION TC: If a SAIT subject matter expert is not available to evaluate, the AC will ensure a suitable expert completes the assessment. CE: When two SAIT programs are involved, an evaluator from each program is required. Is this a one-way equivalency? [For example, course B covers only 75% of course A and Course A covers 100% of course B. Therefore, a one way equivalency could be allowed: a student with course A is given equivalency One way equivalency Details:
On the Restrictions Comments screen, post “Student last attended (TERM YY). Needs to submit a new application. New degree plan on file.” Timestamp and Save (Figure 23). Figure 23 Save and Update out of the PERC screen. SPRO Enter SPRO (Student Profile) in the Form Search field and hit ENTER or Search. Figure 24 Bring up the same student by entering the “@” sign in the Person Lookup prompt. On the SPRO screen, detail into the Academic Program field (Figure 25) to close out any “active” old degree plans by entering a date one day prior to current date (Figure 26 & 27). Save and Update back to SPRO. Figure 25 Figure 26 Figure 27 **Note: The applicant can have a Non Credit (NC) and Credit (CR) degree plan active at the same time. You do not need to close out an active NC degree plan to activate a CR one. **Note: The applicant cannot have two CR degree plans active UNLESS, they are a Fort Hood THMCT, THMBL, or SUMT military contract courses. Back on the SPRO screen, in the Acad Program field, scroll-over to a blank line and type in the current degree plan and hit ENTER. Figure 28 Once you type in the new degree plan, the SACP screen will open. If the Search Results menu appears, select the correct degree plan and click +Add (Figure 29). Figure 29 On the SACP screen, the status should show an “A” for Active (be sure to enter the correct location and current catalog year). Enter the Admit Status from the previous degree plan (or refer to SPRO; they must match) (Figure 30). Save and Update back to SPRO. Figure 30
DEMAND Field Description Total Employment Enter the for the proposed SOC code. Note: Compare to the state employment, which is currently 2,796,413, to get a sense of whether the occupation is small or large. Projected Annual Openings Enter the number of projected annual openings for the proposed SOC code by state and region. State () (): Region ():
Program Review SLOs Report Program: page of Use one row for each course or program SLO SLO Semester conducted Assessment collection process Assessment method (s) Review team Date review completed Recommendations for additional resources needed, staffing, program changes** **DO NOT LEAVE FINAL COLUMN BLANK
First Quarter Perfect Attendance 12th Grade 11th Grade 10th Grade 9th Grade Trace Atkinson Traci Boatwright LaDaysha Bonaparte Emily Cooper Alyssa Cranford Judson Greene Rutledge Hamrick Hannah Hendrix Corey Howle Karlee Jordan Lacey Lane Madison Mack Angelique McDonald Jessie McGee Cierra Parnell Courtney Ponder Xavier Repass Marissa Robinson Isabelle Rowe Nicholas Shannon Logan Suggs Narcisse Toney Anna Yang Isaac Bracey Dustin Brown Sarah Fender Mary Alice Gainey Nigel Hankins Kinton Jackson Noah Kemmerlin True-Allah Liles Josh Lunn Mac McManus Alexandria Moore Bailee Nelson Anna Odom Josh Poole Amanda Scarborough Savoris Scipio Tyquavion Stevenson Patrick Williamson Matthew Alford Donovan Bryant Ben Cannon Erica Douglas Luke Flowers Tessa Fonteneau McKinley Gilbert Jordan Green Joshua Jefferson Connor Johnson A’Mari Joseph Mariscia Mark Earl McCullough Arkell Mingo Kalyn Phillips Yamilet Sanchez-Cruz Ericka Smith Emma Turner Gary Altman Kaylee Amerson Davis Batchelor Christopher Colclough Erial Cooper Dylan Crosby Keith Harry Rebecca Hawkins Natalie Hinson J’Asia Jackson Hunter Lee Benson Mark Timia Mitchell Zoha Rehman Madeline Severance Jada Shaw Austin Stafford Connor Strickland Tamia Willoughby Perfect Score on the End of Course Test Algebra I Biology I English I US History Grace Berdeau Malike Cooper Marcus Schroeder Allen Alford MyKenna Blankenship Isaac Bracey Dustin Brown Tyler Coleman Kayla Eldridge Sarah Fender Angel Gattison Nigel Hankins Damion Hickman Noah Kemmerlin Bradley Kempson True-Allah Liles Sydney McInnis Mac McManus Madison Moore Cooper Myers Jacob Nutter Anna Odom Destiny Phillips Dayana Pineda-Torres Josh Poole Caleb Riley Deionveon Rivers Amanda Scarborough Savoris Scipio Ben Sivillo Tyler Smith Sadie Turner Sam Turner Emily Weatherford Mac Weaver Gavin Young Corey Howle Anna Yang
Work Keys Achievements Bronze Silver Gold Alyssa Cranford Niesha Grant Rutledge Hamrick Timothy Jett Lacey Lane Madison Mack Ty’Anna Richardson Zach Askins Trace Atkinson Traci Boatwright Caulder Brigman Sidney Brown Bernice Burns Alaysha Commander Emerald Cooper Keenan Cottingham Elana Davis Josh Fountain Kendric Free Shane Gainey Victoria Gonzalez Brenden Graham Tianna Harrell Hannah Hendrix Angel Hough Delonte Hough Hil Howle Allana Ingram Dajonia Jackson Latavia Jackson Lemuel Jackson Shakirah Jackson Nyasia James Avery Jenner Heaven Jett Chase Johnson Emily Johnson Karlee Jordan Jeffrey Laffidy Taylor Lee Tazhan’e Lunn Temu Marine Cindy Martinez Jakayla McCollough Angelique McDonald Jessie McGee Caroline McLellan Ciara Miller Austin Mitchell Cierra Parnell Kelvin Polk Courtney Ponder Jaylen Pullom Marissa Robinson Isabelle Rowe Nicholas Shannon Alyssa Shelley Quadrion Simon Oya Small Logan Suggs Katherine Taylor Hannah Thompson Narcisse Toney Katlyn Travers Alex Usher Katie Walters Kirsten Wingfield Jake Wint LaDaysha Bonaparte Jaret Bryant Emily Cooper Laurel Dennis Sydney Dennis Mark Dionne Zach Freeman Judson Greene Taylor Hogan Corey Howle Madison Jeffords Marion Kirven Kelly Moyd Kaleigh Norton Justin Pullom Xavier Repass Isaac Rowe Maria Sanchez-Cruz Harley Schultz Kaylen Tomlin Ashleigh Windham Anna Yang
2016-2017 National Art Honor Society Inductees Caulder Brigman Emily Bryan Angel Gattison Hashani Goff Jordyn Gray Zach James Joshua Jefferson Jalen Lide-Scarborough Aytiana McCoy Bailee Nelson Bryson Sherrill Ben Sivillo Ericka Smith Cierra Spires Yorel Stevenson Merideth Tallon Abby Thomas Emily Weatherford Briana Wilson Terilyn Odom Tri-M Honor Society Inductees Landen Allen Grace Berdeau Jordan Bradshaw Zy’Aria Gary Dean Gerald Delonte Hough Jamsey James Kayla Mack Jessie McGee Arkell Mingo Madison Norton Marcus Schroeder Cierra Spires Grant Tucker Makayla Tyner Rakeera Waiters Bria Wilson Spanish Honor Society Inductees Trace Atkinson Traci Boatwright Jaret Bryant Keenan Cottingham Alyssa Cranford Elana Davis Laurel Dennis Zachary Freeman Niesha Grant Angel Hough Delonte Hough Corey Howle Allison Hubbard Allana Ingram Nyasia James Madison Jeffords Heaven Jett Marion Kirven Lacey Lane Tazhan’e Lunn Madison Mack Angelique McDonald Cierra Parnell Courtney Ponder Isabelle Rowe Alyssa Shelley Logan Suggs Kaylen Tomlin Ashleigh Windham Kirsten Wingfield National French Honor Society Inductees Kayla Eldridge Angel Gattison Riley Gibson Tianna Harrell Camille Knockemus Rebecca Knockemus Madeline McElveen Madison Moore Deionveon Rivers Emily Weatherford Anna Yang
PORTLAND PUBLIC SCHOOLS Special Education Department 501 North Dixon Street, Portland, Oregon 97227 Phone: 503-916-3152 Fax: 503-916-3174 Academic Evaluation Report Confidential Information Name: DOB: Age: PPS ID #: Home Language: Report Date: School: Grade: Examiner: REASON FOR REFERRAL: ***** was seen for an academic evaluation to assist parents and school staff in determining *** current level of functioning, eligibility for Special Education services under the Individuals with Disabilities Education Act (IDEA) in the category of Specific Learning Disability, and to assist in educational program planning. ASSESSMENT COMPONENT: The Kaufman Test of Education Achievement – Third Edition (KTEA-3) is a nationally normed individually administered test for measuring achievement. Achievement test results may be impacted by cultural and language factors and level of formal education, including level of formal education in a student’s first language. These factors should be taken into account when interpreting test results. *****’s home language is _______. *** is/is not eligible for English as a Second Language services. Overall, ***** responded carefully and monitored for accuracy. ***** approached tasks with confidence and persevered despite difficulty. ***** exhibited appropriate interpersonal skills (e.g., eye contact, conversation) and incorporated and made use of examiner feedback. Based on relevant observations of test taking behaviors, the following results are believed to be a valid representation of *****’s current academic achievement. Age based achievement scores, as measured by the KTEA-3, indicate the following standard scores (mean = 100; standard deviation = 15): COMPOSITE SCORES SS %ile Descriptor SLD Eligibility Area Reading Understanding Reading Comprehension Decoding Basic Reading Skills Reading Fluency 1 Reading Fluency
_____________________ Academic Skills Students’ Booklet _____________________ Instructor’s Name ________________________ Day - Period – Room No. ________________________ Student No. ________________________ Year - Class Number ________________________ Student’s Name ___________________
c. Now, watch this section again and check your answers. 10. Cloze: Listen to the final section of this lecture. Fill in the missing information. So, basically, what all this is about is that Hall _________ that people need to be aware of their different assumptions about __________. And Hall also believes that this has all kinds of relevance no matter what you’re doing. If you’re in business _____________, if you’re in __________, interpersonal relations, if you’re just dealing with people from different cultures in any way, its going to __________ every part of your life because these assumptions that we make are so ____________ that we don’t think about them. We ______________ assume that everyone thinks the same way about time, place, personal relationships in the same way. But Hall says these things are so __________, they are actually very different, that we unconsciously learn these things. These things are based on culture. And Hall basically says that we think of…as mind…what we think of as mind, is really ____________ culture. He’s of the belief that ________ is
Classwork / Homework No School Whole Group: 1)Review Vocabulary lesson 4 words #1 and #2 2) Hand Out advanced organizer for Lesson 5 “Clarifying Questions” Review Infer Strategy and previous questions Students follow along and take notes Define “clarifying questions” Give examples of “clarifying questions 3) Demo how to use infer strategy to help students answer clarifying questions Independent work: (if time) Independent practice identifying and answering clarifying questions. Whole Group: 1)Review vocabulary lesson 4 word #3 Independent: (if not completed yesterday) complete independent practice on clarifying questions Whole Group: 2) Grade/check as a class , chart progress in your chart in inference folder 3) Stage 4 of Inference Strategy : Verbal practice - have students participate in a verbal review of the inference strategy. Students should be able to answer verbally the following The purpose of reading The benefits of being able to read well Where an when they should use the inference strategy The inference strategy steps The mnemonic device for remembering steps Whole Group: 1)Review vocabulary lesson 4 word #4 Whole Group: Independent: Inference Strategy Quiz -students must be able to Describe inference strategy in own words Name and explain each step of strategy Name and define 3 types of “Think and Seek Questions” Answer at least 3 questions that show the student understands the inference strategy Assembly Schedule Whole Group: Review vocabulary lesson 5 word #5 Kagan Classroom team building Game Whole Group: Kahoot Review of the Week Inference Strategy Vocabulary
Standards or Frameworks: LAFS.910.SL1.1 LAFS.910.WHST.2.5 LAFS.910.SL.26 LAFS.910.RI.3.7 LAFS.910.RI.1.1 LAFS.910.RL.1.1 LAFS.910.SL1.1 LAFS.910.WHST.2.5 LAFS.910.SL.26 LAFS.910.RI.3.7 LAFS.910.RI.1.1 LAFS.910.RL.1.1 LAFS.910.SL1.1 LAFS.910.WHST.2.5 LAFS.910.SL.26 LAFS.910.RI.3.7 LAFS.910.RI.1.1 LAFS.910.RL.1.1 LAFS.910.SL1.1 LAFS.910.WHST.2.5 LAFS.910.SL.26 LAFS.910.RI.3.7 LAFS.910.RI.1.1 LAFS.910.RL.1.1 LAFS.910.SL1.1 LAFS.910.WHST.2.5 LAFS.910.SL.26 LAFS.910.RI.3.7 LAFS.910.RI.1.1 LAFS.910.RL.1.1
Annotated Bibliography Dittmar, Helga, Emma Halliwell, and Suzanne Ive. “Does Barbie make Girls Want to be Thin? The Effect of Experimental Exposure to Images of Dolls on the Body Image of 5-to 8-Year-Old Girls”. Developmental psychology 42.2 (2006): 283-92. ProQuest. Web. 17 Jan. 2014. Helga Dittmar, Emma Halliwell and Suzanne Ive draws on a close study of Barbie and how it is possible for young girls’ to have body dissatisfaction. All three authors’ outlines some fundamental assumptions that supports the struggles girls go through when they’ve have played with a Barbie doll. The article will explain how girls who are exposed to Barbie can be reported to have low body esteem due to their desire to have the ideal body. However, the immediate effect of a Barbie doll was not present on adolescent girls and this implies if cease to provide an “ideal” role model such as Barbie, the damage has been done as early exposure to the doll will damage girls self esteem which would lead to body image dissatisfaction. I am considering this material because it showcases how Barbie and body image have a negative impact on young girls. It is causing young girls to believe that in order to be beautiful; you have be this “thin” body woman in order for you to be happy and successful in life. I intend to showcase and use this information to show how children are being taught to look after their looks and be like Barbie. I can relate this to Lippard where she claims that we are not aware of what’s being put in our subconscious (395) and this is how society instill ideas of what we should look like as children has no idea they are picking up gender roles.
Good personal IT skills and demonstrated interest in the use of IT to deliver library and information services Excellent verbal and written communication skills Excellent presentation skills Demonstrated self-motivation and commitment to professional development Qualifications Educated to degree level Relevant accredited graduate or post-graduate qualification in information management, librarianship, or equivalent Understanding of current developments in the university sector Advanced IT skills such as use of databases, website development, virtual or research learning environments Ability to work with very diverse customers Qualifications A qualification in, or demonstrated desire to undertake such training in professional management skills Date of issue Feb 2016
Academic Symposia Series 2014-2015 Schedule Optional Symposia Series for all Specialties Date Topic CanMEDS Role Location Target Group June 23, 2014 – 8:30am-4:30pm & June 24, 2014 – 8:30am-12:00pm ACLS Provider Medical Expert uOSSC New PGY-1 June 23, 2014 – 8:30am-4:30pm & June 24, 2014 – 8:30am-12:00pm ACLS Provider (French) Medical Expert Hôpital Montfort, 713, ch. Montréal Simul. Lab 2D127 New PGY-1 Sept 8, 2014 – 8:30am-4:30pm & Sept 9, 2014 – 8:30am-12:00pm ACLS Provider Medical Expert uOSSC New PGY-1 Feb 23, 2015 – 8:30am-4:30pm & Feb 24, 2015 – 8:30am-12:00pm ACLS Provider Medical Expert uOSSC New PGY-1 Sept 15, 22, 29 & Oct 6 – 5:00-8:00pm Retreat: Sept 27 – 9:00am-1:00pm Wellness: MBSR for Residents TBA TOH, Royal Room, General Campus All residents November 17-21, 2014 RALs: Residents as Leaders Manager/Scholar Canadian Museum of History Application Deadline: August 22, 2014 Date TBA Crucial Conversations (CC1) Professional/Communi- cator/Manager/ Collaborator TBA Residents and Fellows Date TBA Crucial Conversations (CC1) Professional/Communi- cator/Manager/ Collaborator TBA Residents and Fellows Date TBA Crucial Conversations (CC1) Professional/Communi- cator/Manager/ Collaborator TBA Residents and Fellows
S1 Mr. Adnan C315 Eng100/Eng1000 S2 New 2 C319 S1 Mr. Varghese Eng106/Eng1222 C207 Eng75/Eng1211 S1 Dr. Sharmila Eng201/Eng2001 C118 S1 Mr. John H111/H1100 C212 S2 New 3 C207 Eng65/Eng.1600 S3 Dr. Said C206 S2 Mr. Varghese Eng106/Eng.1222 C301 2.30 – 3.30 Old Code/New Code Sec Name of the Faculty Prerequisite (Old Code/New Code) Room No CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S1 Dr. Saleem Senior Level Teacher Office CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S2 Dr. Daiyan Senior Level Teacher Office CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S3 Dr. Aftab Senior Level Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S1 Dr. Nasar Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S2 Mr. Muqtadir Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S3 Mr. Arshad Teacher Office MAZOON COLLEGE ACADEMIC TIME TABLE – FALL 2018 SUNDAY / TUESDAY 3.30 - 4.45 5.00 - 6.15 Old Code/New Code Name of the Faculty Prerequisite (Old Code/New Code) Room No Old Code/New Code Sec Name of the Faculty Prerequisite (Old Code/New Code) No IST151 / IST1552 E Dr. Nasar IST51 / IST1551 L201 CS234 / CS2889 E Mr. Meble CS153 / CS1510 CS158 / CS1200 IST361 / IST4261 E Mr. Muqtadir IST151 / IST1552 L202 E Mr. Abdullah MATH3 / MATH1103 2
CS238 / CS2300 E Mr. Meble CS153 / CS1510 L304 CS263/CS3600 E Mr. Arshad CS53 / CS1570 IST321 / IST3321 E Mr. Kareem IST223 / IST3423 & IST233 / IST3333 L203 Bus 230/2910 Acc 240/3240 E New Bus110/1110, Eco121/1100 E Dr. Shamsher Math8 / Math1208 Math12/ Math1212 C118 Eco 121/1100 E New Math3 / Math1103 E Mr. Abdullah GFP Maths C110 CS158 / CS1200 E Dr. Aftab CS53 / CS1570 C116 // Eng1120 E New 2 E New 4 Eng20/Eng1120 Eco 122/1200 E Dr. Sushmita Eco121/1100 C205 Eng 337/ Eng 3214 E Mr. Daryoosh Eng1211/75 Eco 222/2200 E New 6 Eco121/1100, Eco122/1200 C210 E Mr. Adnan Eng75/Eng1211 Bus 270/5370 E Mr. Ihsan Bus110/1110, Bus 209/3209 C208 Bus 110/1110 E New 2 C308 6.30 – 7.45 Eco 75/1175 E New 4 C309 Code/New Code Sec Name of the Faculty Prerequisite (Old Code/New Code) No Psych 212/4700 E Dr. Jameela Psych 50/1101 C204 Psych 140/2200 E New 1 Psych 50/1101, Math 3/1103, Stat 115/1115, Stat 116/1116 Acc 131/1131 E Ms. Qudsia Acc130/1130 C304 E New 3 E John E Dr. Rashid Ling102/Ling1020 C212 E Ms. Abeer C315 Eng60/Eng1160 E Dr. Said Eng20/Eng1120 C314 Eng80/Eng1212 E Dr. Sharmila Eng75/Eng1211 C316 Eng.106/1122 E Mr. Varghese C319
S3 Dr. Said Al Saadi Eng20/Eng1120 C316 Eng105/Eng1221 Mr. Daryoosh Hayati Eng.75/Eng.1211 C211 S1 Mr. Adnan Reza C315 Eng100/Eng1000 2 Dr. kyle Lachini C319 S1 Mr. Varghese Kuncheria Eng106/Eng1222 C207 Eng75/Eng1211 1 Dr. Sharmila Bhattacharjee Eng201/Eng2001 C118 S1 Mr. John Case H111/H1100 C212 Ms. Sharita Furtado C207 Eng65/Eng.1600 Dr. Bakhtiar Naghdipour C301 2 Mr. Varghese Kuncheria Eng106/Eng.1222 C309 2.30 – 3.30 Old Code/New Code Sec Name of the Faculty Prerequisite (Old Code/New Code) Room No CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S1 Dr. Saleem Senior Level Teacher Office CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S2 Dr. Daiyan Senior Level Teacher Office CS397/IST397/MIS397 CS4096/IST4096/ MIS4096 S3 Dr. Aftab Senior Level Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S1 Dr. Nasar Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S2 Mr. Muqtadir Teacher Office CS210/IST210/MIS210 CS3010 / MIS3010 S3 Mr. Arshad Teacher Office 2.00 – 3.30 Old Code/New Code Sec Name of the Faculty Prerequisite (Old Code/New Code) Room No Psych 375 S1 Ms. Ayisha C204 MAZOON COLLEGE ACADEMIC TIME TABLE – FALL 2018 SUNDAY / TUESDAY 3.30 - 4.45 5.00 - 6.15
Criterion Senior Lecturer or Senior Research Fellow Associate Professor or Principal Research Fellow Professor Likely Applicant A medical practitioner with relevant College qualifications; or A health care professional with additional post registration qualifications; or An experienced health or medical researcher in a leadership role. As for Senior Lecturer level but with a leadership role within the health system. Evidence of local and national professional leadership would be expected (see clinical service section below). or A senior health or medical researcher with an established track record and at least national standing. A likely applicant may be someone who has achieved an international research reputation in his or her area of interest. They are also likely to be a significant leader at the national level of their profession and/or play a major role within the health system at the State level. Teaching A Senior Lecturer will undertake regular scheduled undergraduate, graduate and postgraduate teaching and assessment, some involvement in the organisation and development of courses. A Senior Research Fellow will provide leadership in research, including research training and supervision. An Associate Professor will be expected to take a lead role in facilitating teaching and assessment opportunities for Griffith students and/or supervising research higher degree students. In addition, some evidence of clinical teaching contribution may be expected. A Principal Research Fellow will play an outstanding role within their discipline and/or profession in fostering the research activities of others, and in research training. Involvement with undergraduate, graduate and postgraduate teaching and assessment. In the case of non-clinical staff, supervision of research higher degree students would be expected where relevant. Research A Senior Lecturer will be expected to participate in research projects required including clinical research or audit. A Senior Research Fellow will make independent and original contributions to research which have a significant impact on their field of expertise. This standing will normally be demonstrated by a strong record of published work. An Associate Professor will demonstrate evidence of facilitation of significant research and/or clinical publication in peer-reviewed journals would be expected. Evidence of continuing research collaboration and supervision of researchers would be expected. A Principal Research Fellow will make major original and innovative contributions to their discipline in research, which are recognised as outstanding nationally or internationally. Significant personal research and/or clinical publications in peer-reviewed journals of international standing would be expected with a substantial continuing involvement in basic or clinical research. Evidence of an ability to facilitate others to participate in research and evidence (current or past) of research supervision.