zilongwang/ReadingBank huggingface dataset:
What does it mean to know a word? Word Know it well, can explain it, use it Know something about it, can related it to a situation Have seen or heard the word Do not know the word Tyranny Surreptitious Grapnel Purport Sensitive Dubious
Commentary from Beck & Team Which words did you select? Trying to be all-inclusive, selecting any words that might fit Tier Two, we chose comment, occurrence, tended, mention, emerging, admit, haunting, reality, sinister, and fortune. We considered them Tier Two words as we viewed them as fairly "general but sophisticated words." That is, they are not the most basic or common ways of expressing ideas, but they are familiar to mature language users as ordinary as opposed to specialized language. The concepts embodied in each word are ones that students already have some understanding of, as shown in the accompanying list. Tier Two words Students' likely expressions comment something someone has to say occurrence something happening tended took care of mention tell emerging coming out admit to say you did something haunting scary reality being real sinister scary fortune luck Now, the notion of tiers of words is not a precise one, and the lines between tiers are not so your selection may not match ours. Thinking in terms of tiers is just a starting point — a way of framing the task of choosing candidate words for instruction (see the accompanying box). Even within Tier Two, some words will be more easily familiar and some will be more useful than others. For example, our hunch is that admit, reality, and fortune are likely known to most fourth or fifth graders; that tended is not often used in a way that is key to understanding; and that fifth graders may already associate haunting with scary things — a Halloween context — which is fitting for this story. Thus we ended up with comment, occurrence, mention, emerging, and sinister. We judged the first four of these to be most useful across a range of contexts, and we chose sinister because it is a strong word with emotional impact that is used in literature to describe fictional characters as well as in nonfiction, such as when describing a group's sinister plans to invade another's territory. (*an excerpt from Isabel Beck, Margaret McKeown & Linda Kucan, 2010)
Alliteration Comprehend Develop question answer demonstrate key details understanding text details information recount fables folktales determine central message moral resolution sequence problem describe sequence of events distinguish alliteration emphasis rhyme rhythm repetition analyze paragraph section chapter point of view opinion dialogue contrast illustrations character setting plot digital text compare author culture theme story interpretation comprehend literature question outline passage main topic focus graphic organizer historical technical scientific timeline dictionary bold print subheading caption icons glossaries indexes author’s purpose description explanation images diagram charts graphs clarify example conclusions reasons justify explain support graphics text features informational text
appropriate to autonomous practice, grounded in the application of the NASW Code of Ethics. Met expectations 5.6% 8.3% 21.4% Not as yet met expectations 0.0% 8.3% 0.0% No indication will meet expectations 0.0% 0.0% 0.0% Not applicable or not available 0.0% 0.0% 0.0% TOTAL 100.0% 100.0% 100.0% Foundation Objective 6.1: Evaluate, design, and conduct research studies, apply findings to practice, and evaluate their own practice interventions. Intern excelled 44.4% 8.3% 7.1% Functioning above expectations 27.8% 16.7% 14.3% Met expectations 11.1% 8.3% 35.7% Not as yet met expectations 0.0% 16.7% 0.0% No indication will meet expectations 0.0% 0.0% 0.0% Not applicable or not available 16.7% 50.0% 42.9% TOTAL 100.0% 100.0% 100.0% Foundation Objective 6.2: Write effectively in a variety of formats used in social work practice. Intern excelled 44.4% 16.7% 21.4% Functioning above expectations 33.3% 50.0% 28.6% Met expectations 11.1% 16.7% 42.9% Not as yet met expectations 0.0% 8.3% 0.0% No indication will meet expectations 0.0% 0.0% 0.0% Not applicable or not available 11.1% 8.3% 7.1% TOTAL 100.0% 100.0% 100.0% Table 23 Quantitative Field Data: Concentration (Threshold for success: 85% met or exceeded expectations) PROGRAM OBJECTIVE TO BE MEASURED Rating 2009-2010 2010-2011 2011-2012 Concentration Objective 1.1: Demonstrate advanced self-awareness and comfort about Intern excelled N.A. 60.0% 55.6% Functioning above expectations N.A. 35.0% 44.4%
Academic Year Casework Internship Application 2017 Equal Opportunities In order to help us monitor the effectiveness of our equal opportunities policy, we ask all internship applicants to provide the information indicated below. This information will only be used for monitoring and statistical purposes. Ethnic origin I would describe my ethnic origin as: A) White English Scottish Welsh Irish Other White: ______________ B) Mixed White & Black Caribbean White & Black African White & Asian Other Mixed: ____________ C) Asian Indian Pakistani Bangladeshi Chinese Other Asian: _____________ D) Black Caribbean African Other Black: _______________ E) Other Any other ethnic background, please describe: ______________ F) Would prefer not to indicate Age Date of birth: Would prefer not to indicate Disability Do you consider yourself to have a disability? Yes No Would prefer not to indicate If yes, please tick any of the list below which apply. Dyslexic Blind / partially sighted Deaf / hearing impairment Wheelchair use / mobility difficulties Need personal care Mental health difficulties Unseen disability (eg asthma, diabetes, epilepsy Multiple difficulties Other: ____________________________ Would prefer not to indicate
To: Faculty Council From: Academic Computing Committee Subject: Final Report from Academic Computing Committee for 2006-2007 Date: June 5, 2007 Attachments: Minutes of committee meetings The progress we made was somewhat different than originally anticipated at the start of the 2006- 2007 academic year. The initial charge from Faculty Council was to investigate the issue of how the computing labs are purposed and the utilization of the labs for the stated purpose. We made no progress on this other than to recognize that the 2006-2007 academic year was one wherein too much was changing in terms of computing labs for us to make a reasonable analysis. With the startup of the new REDC labs, the startup of the wireless network in the REDC, and the upcoming addition of the Nursing program we felt that any analysis would not be valid until at least the summer of 2007. In addition, some changes were underway in Spring 2007 to move some computing classes from a classroom/lab format to a strictly lab format. Two significant additional charges arose that required our attention. One was the security problems associated with unlocked podiums and the latches that were installed in the REDC. This was resolved in the short term with the help of MISC. A workaround was developed that significantly reduced the number of podiums found in the unlocked condition. The longer term security issues should be addressed by this committee in the near future to develop alternative security protocols for classroom computers. Another significant issue that was addressed was the upcoming implementation of Office 2007. The committee recommended that the campus proceed with the upgrade of the labs to this new (and very different) version of Office. Several communications were written to advise faculty and staff about the upgrade. Other issues tackled by the committee this year were: Developed a metric (average number of pages printed per student-semester) to track the usage of lab printers. This is a relatively easily tracked datum that can be evaluated rather than revisiting the free printing vs. limited printing issue. The current practice for utilization of student employees to perform work on faculty computers was documented. The committee did not discuss the practices in detail nor did we make any recommendations for changes. The committee reviewed the expenditure of the technology fee funds from the previous year and agreed that the distribution was reasonable. The key issues for the committee to address in the 2007-2008 academic year are the recommendation of updated security measures for classroom computers, the usage patterns of the computer labs, and the control of access of student employees to faculty computers. Submitted by Russ Warley 2006-2007 Chair
ACADEMIC APPEAL FORM The purpose of this form is to guide you through the process of appealing a decision made by an Award or Assessment Board. Please be aware that the University Academic Appeals procedure only applies to the decisions of Award or Assessment Boards at the University. If you feel that your performance in assessment was affected by exceptional personal circumstances, and the outcome you are seeking is to be able to complete an assessment again, without penalty, you should complete the “Request for Retrospective Extenuating Circumstances” form which is available at . Your claim MUST be submitted within 20 working days of the publication of your results on eVision. Later submissions will only be considered if you can provide evidence of why you could not submit the appeal on time; this should be detailed in Sections Three and Four. Before completing this form please ensure that you have read the Regulations and Procedure for Academic Appeals which is available at . The Students’ Union Advice and Support Centre provides an independent advice service. You are strongly advised to discuss your appeal with the Students’ Union before you submit it. You can contact them at: . IMPORTANT: Your claim will not be successful if: There is no evidence to support the claim It is submitted after 20 working days of the publication of results on e:Vision and there is no evidence of a good reason for the delay You must read this form carefully and provide all of the information requested. Incomplete appeals will not be considered. SECTION ONE - PERSONAL DETAILS Full Name Student Number Course Title Contact Address Contact Telephone Number Email Address
Good in Reading Good in Life Skills Good in Mathematics Good in English 27. Omphile Mphuthi Resourcefulness Positive Attitude Neat Work Good in Reading Good in Life Skills Good in Afrikaans Good in English 28. Owami Molaba Curiousity Good Self-discipline Neat Work Good in Reading Good in Life Skills Good in Afrikaans Good in English 29. Siyanda Madonsela Confidence Good in Reading Good in Life Skills Good in Afrikaans Good in Mathematics Good in English 30. Katleho Shezi Honesty Good Social Skills Neat Work Good in Reading Good in Life Skills Good in Afrikaans Good in Mathematics Good in English 31. Wanda Mabaso Shows Empathy Positive Attitude Neat Work Good in Reading Good in Life Skills Good in Afrikaans Good in Mathematics Good in English 32. Kgauhelo Thompson Shows Kindness Best Progress in Life Skills
4. Dieketseng Motsoeneng Best Progress 10% 5. Teboho Letuka Merit in Life Skills 80% 6. Karabelo Leripa Merit in Life Skills 80% 7. Naledi Thoabala Merit in Life Skills 80% 8. Teboho Mosia Merit in Social Sciences 80% 9. Mampho Kubeka Merit in SeSotho 80% 10. Thapelo Dlamini Merit in Life Skills 81% 11. Siyabonga Mncube Merit in Social Sciences 81% 12. Keneue Mohomane Merit in SeSotho 81% 13. Neo Tsotetsi Merit in Life Skills 82% 14. Sello Mokoena Merit in SeSotho 82% 15. Motshidisi Moloi Merit in Mathematics 82% 16. Sinolwazi Mkhize Merit in IsiZulu 81% Merit in Life Skills 82% 17. Mandisa Maduna Merit in Life Skills 81% Merit in IsiZulu 82% 18. Rethabile Simelane Merit in Life Skills 83% 19. Tieho Rasutha Merit in SeSotho 83% 20. Lereko Moloi Merit in SeSotho 83% 21. Sphephelo Ngubeni Merit in Afrikaans 83% 22. Palesa Mbhele Merit in SeSotho 84% 23. Reitumetse Moloi Merit in Life Skills 83% Merit in SeSotho 84% 24. Megan Dlamini Merit in Life Skills 84% Merit in Social Sciences 84% 25. Mahlatse Kgasago Merit in Life Skills 86% 26. Rethabile Molefe Thabo Mofutsanyana B-League U/11 Netball Winners
Sports Achievements 7. Nokwanda Molaba Thabo Mofutsanyana B-League Hockey Second Place Winners 8. Philisile Moloi Thabo Mofutsanyana B-League Hockey Second Place Winners 9. Lesedi Mosia Thabo Mofutsanyana B-League U/13A Netball Runners-up 10. Lwazi Ntobela Thabo Mofutsanyana B-League Hockey Second Place Winners Thabo Mofutsanyana B-League U/13A Netball Runners-up 11. Mamokete Nyaile Thabo Mofutsanyana B-League U/13A Netball Runners-up 12. Keitumetse Mahlangu Thabo Mofutsanyana B-League U/11 Netball Winners 13. Lesego Dingalo Thabo Mofutsanyana District Provincial Boys Hockey Team 14. Kotloano Molise Thabo Mofutsanyana District Provincial Boys Hockey Team 15. Tlotliso Matseletsele Thabo Mofutsanyana B-League Hockey Second Place Winners Eastern Free State Athletics Academic 16. Katleho Matenana Best Progress 25% 17. Omphemetse Mabeleng Dramatised Poetry A+ Merit in Mathematics 80% 18. Theko Khoabane Merit in Social Sciences 81% 19. Siphiwe Msibi Merit in Mathematics 81% 20. Kutlwano Yika Merit in Mathematics 81% 21. Atisang Moiketsi Thabo Mofutsanyana District Provincial Boys Hockey Team Merit in Mathematics 84% 22. Sinenhlanhla Ndaba 100% School Attendance 1yr Thabo Mofutsanyana B-League
OTHER INFORMATION Please provide any other information that you think is relevant to this position DECLARATION Please read this carefully before signing this application I confirm that the above information is complete and correct and that any untrue or misleading information will give my employer the right to terminate any employment contract offered. Signed Date Please return this form by email to: to arrive no later than 12 noon on Friday 25th May
ACADEMIC ADMINISTRATOR Person Specification Attributes Essential Desirable Qualifications HNC/D or equivalent level of qualification, preferably in Administration, Information Systems or other related area ECDL or similar qualification Experience Experience in an administrative support role Attention to detail and working to deadlines Experience of working with information systems, databases and report writing tools Experience of working with the SITS: Vision Student Records System Experience with FE Sector Skills/Knowledge Highly IT literate Confident and experienced user of Database and Information Systems Strong verbal and written communication skills Strong interpersonal skills Demonstrable organisational skills Good time management Knowledge of SQA procedures and processes Other Able to work on own initiative or as part of a team Flexible approach to work Proactive and self-motivated Enthusiasm for delivering excellent customer service
Marquette Central Zilber Hall, Suite 121 (1250 W. Wisconsin Ave.) Phone: (414) 288-4000 E-mail: marquettecentral@marquette.edu Student Educational Services Coughlin Hall (1303 W. Wisconsin Ave.) Academic Services, Room 125 Phone: (414) 288-4252 Tutoring Program, Room 145 Phone: (414) 288-3270 Norman H. Ott Memorial Writing Center Raynor Memorial Library, Room 240 (1355 W. Wisconsin Ave.) Phone: (414) 288-5542 E-mail: Office of Disability Services 707 Building, 5th Floor (1102 W. Wisconsin Ave.) Phone: 414-288-1645 E-mail: ods@marquette.edu Office of International Education Holthusen Hall, 4th Floor (1324 W. Wisconsin Ave.) Phone: 414-288-7289 E-mail: world@marquette.edu Academic Integrity Office 707 Building, Room 332 (1102 W. Wisconsin Ave.) Phone: (414) 288-0262 E-mail: academicintegritycouncil@marquette.edu Career Services Center Holthusen Hall, 1st Floor (1324 W. Wisconsin Ave.) Phone: (414) 288-7423 E-mail: career.services@marquette.edu IT Services Cudahy Hall, Room 293 (1313 W. Wisconsin Ave.) Phone: (414) 288-7799 (Help Desk) E-mail: Office of Student Development Alumni Memorial Union, Rooms 121/329 (1442 W. Wisconsin Ave.) Phone: (414) 288-1412 E-mail: osd@marquette.edu. Alumni Memorial Union, 121 Counseling Center Holthusen Hall, 2nd Floor (1324 W. Wisconsin Ave.) Phone: (414) 288-717 helpful links Bulletin: Directory: Study Abroad at Marquette: College of Education’s Undergraduate Student Handbook:
JLAB 2012 JROTC UNIT BEST PRACTICE ACADEMIC AND LEADERSHIP TEAMS New Bedford High School JROTC – New Bedford, MA Our best practices MUST begin with our Academic and Leadership Teams. New Bedford is an urban high school which faces many of the same challenges all too familiar across the country. In our case, we are on the verge of being deemed a “Level 5 school” which would mandate being taken over by the state. Previously our JROTC program was not noted for academic excellence. However in three of the past four years we’re proud to say we’ve been able to send a Leadership Team to the Marshall Symposium. In that same span, we’ve been quite literally knocking on the door with our Academic team. In that same span, our Academic Team has two second place finishes and a third as well. Here is our list of Academic Team best practices: 1. Mandated Study Guides: Who: All Academic and Leadership Team Members What: Study guides and practices When: Home sessions and twice weekly practices in school Organization: AI / Team Advisor along with Captains and Co Captains: Staff Responsibilities / Command and Control: None – Not applicable Resources required: computer / internet access / printer / three ring binders Timeline: September collection of tm members and ongoing adjustments through year.
Being embarrassed, Being on holiday. Procedural irregularity. You must provide: the reasons for the belief that an error has taken place, in what way this was material to the outcome. Bias or prejudice. This is a particularly serious allegation. Unsupported assertions of bias or prejudice do not constitute valid grounds for appeal. Claims under this ground require a full explanation and should: detail exactly the evidence of bias/prejudice, explain in what way you believe affected the outcome, provide evidence. That the decision reached was perverse in that it was one which no reasonable person could have reached on the available evidence. You must provide: details of why you believe this. provide evidence. Note 5 – Examples of Successful and Unsuccessful Appeals Very few Academic Appeals are successful. This is normally because students make general claims without evidence. Examples of weak claims – unsuccessful in the past include: Being stressed during examinations …. Having flu for X weeks during …. Being unwell – without medical certificates or other evidence. Being unaware of the procedure. Being on holiday. A number of module results are in the X classification – so the Board should have ignored Y results and given me X classification. Don’t understand why I did worse than my fellow students XX. X months ago there was a problem with the teaching on module XXX – or other perceived deficiency that should have been reported at the time. Having a disability – the impact of which has already been allowed for by extra time / extensions / equipment etc. Successful Academic Appeals are: Well founded. Well documented. Include good evidence. Do not involve double counting. For example - the appellant did not attempt to seek consideration of something that had already been given support by the School – by granted extension or other adjustment
On what basis are you appealing against the assessment outcome(s), as specified at point 7 of the appeals arrangements, to written evidence which you must also submit in order to substantiate your claims. Please ensure you have read and applied these definitions. You are reminded that there is no provision for appeal on the basis of a disagreement on academic judgement, as set out in point 6. Please write ‘not applicable’ where appropriate for either possible ground. Claim on the basis of material error or irregularity as defined in point 7.1 of the appeals procedure: List of evidence to support each claim, which should be attached / included with this submission: Claim on the basis of mitigating circumstances not known to the Assessment Board as defined in point 7.2 of the appeals procedure List of evidence to support each claim, which should be attached / included with this submission: What is the outcome that you are seeking? The completed form should be e-mailed, along with supporting evidence to , within 14 days of results notification Approved arrangements that students’ assessments are considered against include those for claiming mitigating circumstances and assessment regulations, each of which are available from the University’s Key Information Pages at , listed under ‘Mitigating Circumstances’ and ‘Assessment Regulations’. For students based at Harper Adams University, the University’s Student Wellbeing Officer (based in Student Services), or their nominee, is able to advise students on preparing appeals. Students based at a partner college should contact the college’s HE Manager for advice. Students enrolled on a programme run in conjunction with their employer or a training and regulatory authority should request initial advice from their programme’s Harper Adams based Link Tutor.
Assessment Method Explanation Description Student-Level Achievement a Program-Level Target b When Data Will be Collected Person Responsible SLOs First Year Composition Assignment Students are assigned a writing task in which they are to: (1) question the rhetorical appeal of written discourse; (2) invent, articulate, and understand their own ideas in the context of others; (3) use research to clarify and support positions; (4) demonstrate an awareness of the audience; (5) demonstrate control of genre and disciplinary conventions; and (6) demonstrate control over syntax and mechanics. A student will receive a score of Meets (3) or better on each of the six performance criteria on the rubric. 85% of all students will meet the student-level target (i.e., receive a score of Meets (3) or better on each of the six performance criteria on the rubric). During the last week of Spring semester Course instructor 1, 3, 4 Insert name of assessment method Insert a brief description in enough detail for an outside reader to get a picture of the assessment. Attach all instruments, surveys, performance assessment directions and rubrics. … Note. a Student-level target is the score or performance an individual student must demonstrate to say the student met the student learning outcome. b Program-level target is the percent of all students that must demonstrate they meet the student learning outcome.
Before Reading Week (3-6) 0900-1000 1000-1100 1100-1200 1200-1300 1300-1400 1400-1500 1500-1600 1600-1700 1700-1800 Monday Academic Grammar & Vocab A INTER-001 KS Building Pron INTER-028 NC A to Z INTER-243 PL Making the Most of Academic Reading INTER-045 JK Tuesday Advanced Academic Writing INTER-045 DC Academic Grammar & Vocab A INTER-029 ZM A to Z INTER-001 MEO Developing Critical Thinking INTER-031 MEO Wednesday A to Z INTER-029 DC English through Media A WINDSOR 1-02 GC Thursday Developing Critical Thinking INTER-045 DC Academic Grammar & Vocab B INTER-045 ZM Advanced Academic Writing INTER-045 PL Friday Academic Grammar & Vocab A INTER-001 JK A to Z INTER-031 NC Building Pron INTER-001 JK
Domain 2: Excellence in contemporary curriculum design and engagement (Level A academics need to report against 2 areas of activity in this Domain) Area of activity Exceed expectations Meet expectations Not met Evidence (Examples only – preferably linked and/or included in ePortfolio) 1.Unit/curriculum design and development (including assessment) Prepares unit according to requirements with reference to the LTAS@UTAS and good Assessment guide documents Prepares unit materials according to minimum UTAS requirements (Unit outline template) Unit outline; Unit overview in MyLO, exemplar assessment tasks and rubrics, peer review of unit outline or of online unit (eg through Quality Matters) 2.Unit and course evaluation and review Leads unit evaluations and provides report drawing on data Participates in unit evaluations and provides relevant data Unit evaluation reports; data sets supplied 3.Management of unit/tutor/major/course Participates in the management of the unit with teaching team Provides support to unit coordinator including participating in meetings, communication to students, preparation of support material Communications to students and/or teaching team; meeting agendas; resources produced 4.Online curriculum management Participates in professional development of online curriculum design or management (eg QM rubric course) Takes a substantive role in setting up MyLO site and designing unit according to blended Learning Model Certificates of completion; reviewed units; students/peer feedback; MyLO screenshots 5.Vocational, clinical pathways and partnerships which address the workforce context Implement outreach activities which address the workforce context; integrates industry, vocational, clinical experience into teaching Contribute to outreach activities which address the workforce context; integrates industry, vocational, clinical experience into teaching Outlines of activities, invitations to events; media articles; teaching resources; letters from industry partners 6. Leadership roles in curriculum design, development, review and partnerships Designs new unit or actively contributes to design of course-wide curriculum through activities such as mapping, external referencing/comparison with similar offerings, collection of data/feedback from stakeholders Contributes to design of unit Unit review documentation, agendas of meetings; data; plans for review
#7 Listen to this story, and answer the question: What changed George Hill’s life, and why? https://storycorps.org/listen/george-hill/ GH: I was homeless 12 years and I can’t even begin to tell you the misery of rain. I don’t even care how slight the rainfall is, it was misery beyond belief. And then sometimes you sleep during the day because it’s warm enough to sleep and then at night you keep moving so you don’t freeze. And I used to watch people get on the busses and I used to say, you know, those are normal people and you feel anything but normal. One time I just happened to be sitting on this bag ’cause if you didn’t carry your blankets or your jackets around in a bag they were gone. And here comes a homeless man so dirty it was just awful I mean his hands were like black with the exception of his knuckles and joints where the bone had kind of rubbed through the dirt. He had rags tied on his feet and his hair was matted in two big nasty dreads. And out of all the people in skid row he looked down at me and reached in his pocket and pulled out a dollar in change, ’cause that’s all he had. And he gave it to me and he said, ”Here, man, I feel sorry for you!” And he shuffled away. Something about that moment changed everything and I just said, ”Oh no no no no. I’m going to get some help.” With that dollar in change I caught the bus and I went to the psych unit in the hospital. You know, I still think about it sometimes and I don’t have regrets for anything that happened because going through the homelessness just made me so grateful, determined, thankful. And now every time it rains and I have keys in my pocket, I have a joy of life that you cannot believe.
Record of the Programme/School Hearing Meeting and Decision This form should be completed by the Chair of the Hearing Panel. Date of the Hearing Members of the Hearing Panel Please provide names and roles/designations In attendance Please provide names of other attendees and roles/designations e.g. student, student support person, minute taker and any other staff observers. School/Off Campus Division (+ Partner Name) Copy details from Module Leader’s report form STUDENT DETAILS Copy details from Module Leader’s report form Name of Student Student Number Title of Programme Level and Stage of Programme Module Code/s & Title/s DETAILS OF SUSPECTED OFFENCE Copy details from Module Leader’s report form Nature of academic misconduct (tick as appropriate) 1 Plagiarism 6 Theft of work 2 Collusion 7 Bribery and blackmail 3 Fabrication of data 8 False declarations 4 Duplication 9 Misconduct in examination or in-course assessment 5 Commissioning 10 Other – please specify
Research Task Goals (Expectation Area) Task Actions (Expectations by level) Time Frame What has been Achieved? Conversation Leader comments Quality Assist PhD Supervisor in conducting research activities Assist PHD supervisor in recruiting other HRD Students by sharing my experience as an Associate Lecturer and PhD Candidate Feb 17 – Jan 18 Sept 17 and ongoing Output Under the guidance of XXX research Leader, undertake literature reviews on XXX and YYY. Collect data using a combination of primary research (surveys) and secondary research, record results and analyse. Summarise findings in a format consistent with the submission requirements of Journal XXX (B Journal) article. Submit paper to Professor XXX for review and feedback. Supports dissemination of research results through xxx industry body and xxx journals. By May 2017 By end of July 2017 Scholarly Impact Complete design of xxx in time for exhibition/demonstration at yyy expo/conference (stretch goal). Work with Professor xxx to finalise design report for xxx institute – equivalent to A/A* journal as per discipline norm (stretch goal). By end September By end November Leadership & Engagement (Service) Task Goals (Expectation Area) Task Actions (Expectations by level) Time Frame What has been Achieved? Conversation Leader comments Contribution to the Profession or Discipline Join xxx industry associations and attend annual XXX conference By April 2017 Social Engagement Participate in all school/community STEM expos during the year. E.G. Science in the Swamp Work, HSC & Careers expo, Sydney Science Festival (stretch goal). During 2017 school year
Values in Action: Our UNSW Behaviours Use the Values in Action and guidance from your manager to inform this conversation. The purpose is to discuss how we treat each other in our community and highlight positive behaviours. You can focus on specific goals or have a broader discussion about how you’ll demonstrate the Values in Action in your existing work. (Note: you can merge column cells as appropriate in this section.) At the end of year conversation, document and recognise achievements relative to opportunity. OPTION 1: using CLEAR goals method Values in Action Values in Action Discussion What has been Achieved? Conversation Leader comments Demonstrates Excellence As part of assisting XX HoS as a delegate for myCareer; Support others to deliver results (e.g. remove obstacles, act as a sounding board) Coach and mentor others Drives Innovation Be an advocate for Human Resources to implement the myCareer programme; Support change initiatives, communicate benefits and navigates resistance Builds Collaboration Provide feedback to Faculty and School Leadership teams on work being conducted by the XXX research Council. Make recommendations in how UNSW can be involved in Research Council activities; Seek input from peers and share information freely Identify key stakeholder and engage ahead of meetings to gain support Embraces Diversity Participate in Refugee and Migration Grand Challenge think tank Lead by example in demonstrating inclusion and diversity Displays Respect Organise and promote xxxx of practice forum held bi-annually. Encourage open and constructive feedback and work with HoS and Dean to incorporate feedback and ideas wherever possible. OPTION 2: using discussion approach Values in Action Values in Action Discussion What has been Achieved? Conversation Leader comments Demonstrates Excellence As a contributor to the leadership within my discipline and the school I model the Values in Action through inclusive and supportive coaching and mentoring of less experienced staff in the design and delivery of high quality teaching and research outputs; fostering innovation through the sharing of Drives Innovation Builds Collaboration Embraces Diversity
TIMESCALE(S): DATE SET: MID-POINT REVIEW Achieved On target Behind Schedule Revised No longer applicable Please Tick: Describe progress against objective: END OF YEAR REVIEW Achieved On Target Partially Not Achieved No longer applicable Please Tick: Describe progress against objective: User Notes: Setting Objectives – please see notes on setting SMART objectives Obtaining signatures – please use the box on page 7 titled ‘Signatures’ to add reviewer and reviewee signatures after the ‘objective setting’, ‘mid-point review’, and ‘end of year review stages. OBJECTIVE: [Insert Number] DESCRIPTION: TIMESCALE(S): DATE SET: MID-POINT REVIEW Achieved On target Behind Schedule Revised No longer applicable Please Tick: Describe progress against objective:
STATUS: School: Holy Family Parma Diocese: Cleveland OCSAA #: 004-CLE Principal: Thomas Brownfield E-mail Address: sch_holyfamparma@dioceseofcleveland.org Date: April 8, 2016 Goal: Students will improve critical thinking and problem solving skills across the curriculum. Means of Assessing the Goal (HOW): Documentation of Assessment (WHAT): Analyze ITBS/COGAT scores Analyze IXL scores Analyze rubrics ITBS/COGAT scores IXL scores Examples of presentations and projects for Invention/Engineering Day Strategies: Timeline: Person Responsible: Resources: Teachers will participate in ongoing Professional Development on ways to incorporate critical thinking and problem solving skills across the curriculum. Questioning strategies Project based learning IXL STEM learning Spring 2017 Fall 2017 Fall 2018 Fall 2019 Principal -Utc.ed/Walkercen terforteachingand learning -Criticalthinking.org $550.00 Teachers will analyze ITBS scores to develop benchmarks for measuring scores annually Fall 2017 Spring 2017 Spring 2018 Spring 2019 Spring 2020 Principal -ITBS scores Teachers will design lessons in critical thinking and problem solving skills across the curriculum through Professional Learning Communities Fall 2017 Fall 2018 Fall 2019 Seventh grade teacher -Learning.com -Internet sites teaching problem solving and critical thinking skills Students will use computer programs to demonstrate their critical thinking and problem solving skills Fall 2018 throughout Spring 2020 Computer teacher -IXL -$3000.00 from Auxiliary services
CATEGORY – III (D): RESEARCH GUIDANCE (The Maximum API score under this category is restricted to 60 with a minimum of 30) S. No APIs Engineering / Technology Max. Points No. of Candidates Points Scored Self Evaluation As per Screening Committee III (D) (i) All PG Degrees Degree awarded only 3 / each candidate III (D) (ii) M.S by Research Degree awarded only 5 / each candidate III (D) (iii) Ph.D Degree awarded 10 / each candidate for each Research Supervisor Thesis Submitted 7 / each candidate for each Research Supervisor
CATEGORY – III (E): TRAINING COURSES AND CONFERENCE / SEMINAR / WORKSHOP PAPERS (The Maximum API score under this category is restricted to 90 with a minimum of 45) S. No APIs Engineering / Technology Max. Points No. of Weeks / Days / Conferences / Lectures / Presentations Points Scored Self Evaluation As per Screening Committee III (E) (i) Attended Refresher Courses, Methodology Workshops, Training, Teaching Learning – Evaluation Technology Programmes, Soft Skills Development Programmes, Faculty Development Not less than Two Weeks duration 20 / each One Week Duration 10 / each Less than a week 1 / day Participation and Presentation of research papers (oral / poster) in III (E) (ii) Papers in Conferences / Seminars / Workshops etc International Conference 15 / each National 10 / each Regional / State level 5 / each Local University / College Level 3 / each III (E) (iii) Invited lectures or presentations for conference / Symposia International 10 / each National Level 5 / each
Data Headlines 2017-18 Progress Attainment Reading Writing Maths RWM KS2 St Mary's 0.35 -5.82 -1.22 57% Floor Standard* -5 -7 -5 65% Difference 5.35 1.18 3.78 -8% KS2 Expected St Marys National Compare Reading 87% 75% 12% Writing 63% 78% -15% EGPS 80% 77% 3% Maths 83% 76% 7% RW&M 57% 64% -7% Greater Depth St Marys National Compare Reading 37% tbc n/a Writing 3% tbc n/a EGPS 33% tbc n/a Maths 20% tbc n/a RW&M 3% tbc n/a KS1 Expected St Marys National Compare Reading 73% 75% -2% Writing 63% 70% -7% Maths 60% 76% -16% RW&M 57% 65% -8% Greater Depth St Marys National Compare Reading 0% 26% -26% Writing 3% 16% -13% Maths 0% 22% -22% RW&M 0% 12% -12% Year 1 Pass St Marys National Compare Phonics 86% 83% 3% EYFS GLD 70% 71% -1% Based on Fisher Family Trust (FFT) and Analyse School Performance (ASP) data
High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? Build Bridges to Certificates and Degrees Reach Higher for Adult Completion. Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education. High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? Reach Higher for Adult Completion Other Local Institutional Priority Areas for Degree Completion. High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report?
Significant Dates: 31 – Teacher Workday (no students) 1 2 3 Heritage Day 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Teacher 31 Workday (no students) September, 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 1 – Teacher Workday 2 – First day of school (full day) 7 – Labour Day (schools closed) 18 – Welcome Back (a.m.) Staff Planning & Development (p.m.) (no students) 1 Teacher Workday (no students) 2 First Day of School (full day) 3 4 5 6 7 (schools closed) 8 9 10 11 12 13 14 15 16 17 18 & Long Service Awards (a.m.) Staff Planning & Development (p.m.) (no students) 19 20 21 22 23 24 25 26 27 28 29 30 October, 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 2 – Early Dismissal 21 - 31 – Christmas Vacation (schools closed) 1 2 Early Dismissal 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 First Day of Winter 22 23 Christmas 24 Eve Christmas 25 Day 26 27 28 29 30 31 January, 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 1 – Christmas Vacation (schools closed) 4 – School Resumes 6 – Early Dismissal 29 – Staff Planning & Development (no students) 1 Happy New Year (schools closed) 2 3 4 School Resumes 5 6 Early Dismissal 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Staff Planning & Development (no students) 30 31 February, 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 2 – Early Dismissal 4 – Staff Planning & Development (no students) 24 – PD Day – ATA School Based (no students) 25 – Good Friday (schools closed) 28 - 31 – Spring Break (schools closed) 1 2 Early Dismissal 3 4 Staff Planning & Development 5 6 7 8 9 10 11 12 13 Daylight Savings 14 15 16 17 18 19 20 21 22 23 24 PD ATA School Based (no students) 25 Good Friday (schools closed) 26 Easter 27 Sunday 28 29 30 31 April, 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 1 – Early Dismissal 28 – Last Day of Classes 29-30 – Teacher Workdays (no students) 1 Early Dismissal 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 27 28 Last Day of Classes 29 30 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Unions to take place, followed by formal consultation which will last for minimum of 3 weeks. EA to be published on- line and on Sharepoint for consultation for 3 weeks. EC & E&D Union participation. November 2016 to 28 March 2017. Individual formal consultation meetings between 29-30th March 2017. Group formal consultation period begins 31 March 2017. Feedback gathered and responded to as appropriate. and as a group since her arrival and documents about current developments (i.e. the Enhancement Framework, CPD Framework ITT) and direction of travel have been fully shared at the earliest opportunity and discussion and feedback welcomed. Started informal consultation with Unions in 2016. Full details of the proposals discussed with TUs between 9 March and 21 March 2017. Formal meeting with Unions on 21 March 2017
Vacant 176.29 12.1% 147.24 43.4% Total (acres) 1458.9 100% 339.3 100% Table LU-2 below identifies amount of the City assigned to each future land use designation for the City and its Potential Annexation Area (PAA). Together this area is known as the City’s Urban Service Area (USA). This is geographically depicted in Map LU-2. Table LU-2 Land Use Designations Land Use Designation City % PAA % Residential Single Family (RS) 709.63 48.6% 149.28 44% Residential Multi-Family (RM) 190.72 13% 59.84 17.6% Residential (RMD) 40 2.7% 0 0 Business (B) 167.53 11.5% 5.2 1.5%
i) Successful collaborations with other research teams/institutions ii) Demonstrable strengthening of the links between research and teaching ii) Activities and modes of research dissemination that increase public understanding of the discipline ii) Faculty or College-level activities on behalf of the academic community, such as the chairing or active membership of key committees, review groups, working parties and the like ii) An appropriate record of external grants for research; □iii) Membership of multi-centre, multi-disciplinary and/or multinational research teams iii) Enhancement of teaching and learning within the candidate’s department or school iii) Application of knowledge to improve the performance of public sector organisations by informing public policy, government, or the culture and heritage sector. This may include, for example, information technologies, artistic standards, or new procedures not otherwise protectable as intellectual property iii) Significant participation in Learned Societies, Research Councils, and other relevant external bodies iv) Established record of supervision of research students iv) Design or active development of innovative programmes within the candidate’s department/ school iv) Innovation that enables transfer and application of knowledge to the benefit of society through industry-sponsored contract research, schemes for employing students, Knowledge Transfer Partnerships, industrial secondments or comparable training provision iv) Activities whose outcomes have had demonstrably positive effects on the reputation or enhanced functioning of department/ unit and hence the College v) Invitations to give seminars and keynote/named lectures v) Active development of innovative activities within the candidate’s department or College, which adds value to the student experience or employability v) Generation of Third Stream income where this is of tangible benefit to the College as well as the individual vi) visiting appointments; vi) Receipt of an internal or external teaching award
DESCRIPTION OF TEACHING Please describe your approach to teaching (maximum 250 words). TEACHING ACTIVITY Undergraduate/taught postgraduate units Please provide the detail of your recent teaching activity (normally the last 3 years). Academic Year Unit code and title Type of activity (e.g. lecture/problem class/seminar/tutorial) Number (of lectures/ problem classes etc.) Number of students Contact time (hours) and % of unit taught by you Online unit evaluation from SAMIS attached? (delete as appropriate) Yes/No Yes/No Yes/No Academic Year Unit code and title Type of activity (e.g. lecture/problem class/seminar/tutorial) Number (of lectures/ problem classes etc.) Number of students Contact time (hours) and % of unit taught by you Online unit evaluation from SAMIS attached? (delete as appropriate) Yes/No Yes/No Yes/No Academic Year Unit code and title Type of activity (e.g. lecture/problem class/seminar/tutorial) Number (of lectures/ problem classes etc.) Number of students Contact time (hours) and % of unit taught by you Online unit evaluation from SAMIS attached? (delete as appropriate) Yes/No Yes/No Yes/No Please repeat this information in the format above for each unit EFFECTIVENESS OF TEACHING Please reflect on your teaching including what went well and areas for improvement. Describe any changes you will make generally or in relation to specific units, taking account of the feedback received (maximum 250 words). DEVELOPMENTS IN TEACHING OR SUPPORTING LEARNING Please describe how you keep up to date on general issues and current expectations in teaching and/or supporting learning in your subject (maximum 250 words). FUTURE TEACHING PLANS How do you expect your teaching to develop in the next five years and beyond? (Summary in up to 250 words).
RETURN TO- Answer Key- Section I, Questions 1-13 1 FALSE 2 TRUE 3 TRUE 4 NOT GIVEN 5 FALSE 6 D 7 I 8G 9 J 10 B Section 2, Questions 14-26 11 C 12 E 13 K 14 NOT GIVEN 15 TRUE 16 TRUE 17 FALSE 18 NOT GIVEN 19 TRUE 20 TRUE 21 vi 22 viii 23 x 24 ii 25 v 26 vii Section 3, Questions 27-40 27 1772 28 1781 29 1787 30 1977 31 1986 32 YES 33 NO 34 NOT GIVEN 35 YES 36 NOT GIVEN 37 georgium sidus 38 Herschel 39 James L. Elliot 40 Miranda
13 F 14 G Reading Passage 2, Questions 15-28 15 B // are strongly linked to cigarette smoking 16 A // inhibits the flow of oxygen to the heart 17 C // formation of blood clots 18 NO // N 19 NOT GIVEN // NG 20 YES // Y 21 NOT GIVEN // NG 32 v // Anticipating results before data is collected 33 vi // How research is done and how it is reported 34 & 35 IN EITHER ORDER B F 36 YES // Y 37 NO // N 38 NOT GIVEN // NG 39 YES // Y 40 D // to help Ph.D students by explaining different conceptions of the research process
AC1B - QUALIFICATION STRUCTURE AND SCQF CREDIT RATING GRID (Accreditation) Awarding Body Name(s) Date Structure Approved Qualification Title SCQF Overall Level Group Award Code SCQF Overall Credit Date Accredited From Accreditation End Date Accreditation Cert End Date Structure Information (including how many Units are to be selected) Accred Code SSC/B Code Mandatory/ Optional/ Additional Unit Unit Title SCQF Level SCQF Credit Date of SCQF Approval Group A - Candidates must take Group B - Candidates must take
2.3 Repeat lecture $116.83 $120.34 $123.95 $127.98 2.4 Developed lecture $233.66 $240.67 $247.89 $255.95 2.5 Specialised lecture $292.08 $300.84 $309.87 $319.94 2 Tutoring 3.2 Tutorial $124.99 $128.74 $132.61 $136.92 3.3 Repeat Tutorial $83.33 $85.83 $88.40 $91.28 3.4 Tutorial by PhD $149.48 $153.97 $158.59 $163.74 3.5 Repeat Tutorial by PhD $99.66 $102.65 $105.73 $109.16 3 Musical accompanying with special educational services 4.3 Musical accompanying $83.33 $85.83 $88.40 $91.28 4.4 Musical accompanying PhD $99.66 $102.65 $105.73 $109.16 No. Casual Rates Clause Number Task $ Effective beginning of first pay period after lodgement 0.75% (incl 25% loading) $ Effective 21/9/14 3.0% (incl 25% loading) $ Effective 20/9/15 3.0% (incl 25% loading) $ Effective 18/9/16 3.25% (incl 25% loading) 4 Marking 5.2 Simple marking $38.59 $39.74 $40.94 $42.27 5.3 Standard marking $41.66 $42.91 $44.19 $45.63 5.4 Marking with judgement $58.36 $60.11 $61.92 $63.93 5.5 Marking with PhD $46.01 $47.39 $48.81 $50.40 5 Other required academic activity 6.4 ORAA $41.66 $42.91 $44.20 $45.64 6.5 ORAA with PhD $49.83 $51.32 $52.86 $54.58
6 Language studies – Conversation Courses 8.1 Casual conversation $41.66 $42.91 $44.20 $45.64 8.2 Casual conversation with PhD $49.83 $51.32 $52.86 $54.58 8.3 Repeat $27.78 $28.61 $29.47 $30.43 8.4 Repeat with PhD $33.22 $34.22 $35.24 $36.39 7 School of Architecture & Fine Arts 9.1 Tutorials – Assistant $86.78 $89.38 $92.06 $95.05 9.2 Demonstration – recent graduate $45.07 $46.43 $47.82 $49.37 9.3 Demonstration – current student $41.72 $42.98 $44.26 $45.70 9.4 Demonstration – recent graduate $46.00 $47.38 $48.80 $50.39 No. Casual Rates Clause Number Task $ Effective beginning of first pay period after lodgement 0.75% (incl 25% loading) $ Effective 21/9/14 3.0% (incl 25% loading) $ Effective 20/9/15 3.0% (incl 25% loading) $ Effective 18/9/16 3.25% (incl 25% loading) 8 Psychology – Laboratory Tutorial/ Demonstration 10.1 Original $83.33 $85.83 $88.40 $91.28 10.2 Repeat $62.50 $64.37 $66.30 $68.46 10.3 Original with PhD $99.66 $102.65 $105.73 $109.16 10.4 Repeat with PhD $74.74 $76.98 $79.29 $81.87 10.5 Practical for 410 $83.33 $85.83 $88.40 $91.28 10.6 Practical for 410 with PhD $99.66 $102.65 $105.73 $109.16 9 Sports Science, Exercise and Health 11.1 Original instruction $108.46 $111.71 $115.06 $118.80 11.2 Original instruction with PhD $112.54 $115.91 $119.39 $123.27