zilongwang/ReadingBank huggingface dataset:
Period covered: ____/____/____ to ____/____/____ Completed by Staff Member: Name: Griffith ID: School/Department/Centre/Institute: Member of Research Centre/Institute: (please list as appropriate) Current Level: Duration at this Level: Academic Supervisor: Current Mode of Employment is: (please mark appropriate boxes and enter profile percentages) Continuing Fixed Term Full Time Part Time ( %) Current Work Profile: _____% Teaching _____% Research _____% Scholarship _____% Service & Engagement Are you currently on probation? Yes No FUTURE PLANNING: Are you planning to apply for within the next 1-3 years? Yes No Are you planning to apply for either the or in the next 1-2 years? Yes No : Consider your plans for recreation and long service leave for the next 1-2 years. Seek agreement with your supervisor and/or Head of School/Department/Centre/Institute and apply for the relevant leave via the ‘’ in ‘my staff page’. Recreation leave proposed: Long service leave proposed: Proposed Work Profile: (Discussed with Academic Supervisor and approved by HOS/ Dept./Centre/Institute ) _____% Teaching _____% Research _____% Scholarship _____% Service & Engagement _________________________________ ______/______/______ (Head of School/Dept./Centre/Institute signature) (Effective date) LEARNING AND TEACHING
11.6 Where an Excessive Leave Agreement (ELA) is in place, the application for ASL supports the and management of this excess leave. RECOMMENDATION BY ASL COMMITTEE Eligibility and Other Requirements Met: ☐ Yes ☐ No Period of ASL Endorsed: ☐ Yes ☐ No ☐ Amended Period of ASL Endorsed: Financial Assistance Endorsed: ☐ Yes ☐ No ☐ Amended Financial Assistance Endorsed: $ Committee Comments ASL Committee Recommendation to Dean Chair of Academic Study Leave Committee School of XXX Date: Dean, School of xxx ASL Determination Signed: _______________________________________ / / Dean, School of XXX Approved Approved as Amended Not Approved (Strikeout those not applicable)
Introduction The following is a list (not exhaustive) of different ways that you could introduce what an author has said. Note: X is where you would place a reference X found… X proposed… X suggested… X asserted… X purported… X demonstrated… X illustrated… X claimed… X outlined… X concluded… X discussed… X maintained … X indicated… X conceded … X commented… According to X… X observed…. Based on X …. X argued … Previous work (X) has found….. X highlighted…. It has been suggested by X… X reported…. It has been illustrated by X… X noted…. It has been demonstrated by X…. X stated…. Research (X) has found…. Also look at
“Working from home can lead to employees feeling isolated and dissatisfied” (King, 2009, p.12). Paraphrased: King (2009) suggests that workers can feel alone and unhappy while working away from the office. Exercise A Original: “The increase in the number of students attending university has led to changes in the methods and style of lecture delivery “(Mendez, 2010, p.8). Your paraphrase: Exercise B Original: “Academic writing plays a very important role in university education as it is the medium in which students demonstrate their understanding of the subject” (Carter, 2001, p.222).
Explanation/ Elaboration Supporting information/example Reasoning Answer - Exercise 1 Topic sentence It has been argued that children are born with language and have the ability to recognise sounds in their mother tongue Supporting information/example Bailey (2010) claimed that this ability to understand language occurs in the womb during pregnancy Explanation/ Elaboration This explains how children learn a language so rapidly during the first few years of life and can respond so quickly to sounds that their parents produce. Supporting information/example Similarly Johnson (2011) highlights children’s ability to distinguish between sounds in their mother tongue at a very young age. Reasoning Collectively this would suggest that children are equipped with a set of pre-determined skills that enables them to quickly languages
Holt (2009) indicates that there is a worldwide increase in people enrolling into higher education, particularly in developed countries where over half of all young people are entering college. The majority of young people have entered college across developed countries, indicating a worldwide increase in the undertaking of higher education (Holt, 2009, p.678). Holt (2009) indicates that half of all young people are enrolled in college, indicating a worldwide increase in people in further education. A majority of young people are enrolling in colleges across developed countries, reflecting an international increase in the undertaking of higher education (Holt, 2009). Exercise 4 Four students have attempted to paraphrase the following quotation: “There have been indications of social and environmental drawbacks of the development of the tourism industry, where growing visitor numbers can bring a strain on resources and cause pollution” (Jordan, 2006, p.98) Which label best describes each paraphrasing attempt?
Maggie L. Walker Governor’s School for Government and International Studies Robert Lowerre (Dr.) rlowerre 804/354-6800 804/354-6939 Grades 9-12; single site Massanutten Governor's School for Integrated Environmental Science and Technology Susan Fream Triplett Business and Mount 540/477-3226 540/477-3523 Grades 11 - 12; single site Mountain Vista Governor’s School Rosanne Williamson (Dr.) 540/347-6237 and 540/347-6238 540/266-3617 Grades 10 – 12; two sites New Horizons Governor’s School for Science and Technology Vikki Wismer 757/766-1100 ext. 3313 757/766-3591 Grades 11 –12; single site Piedmont Governor’s School for Mathematics, Science, and Technology Robert Johnson (Dr.) rjohnson@pgsmst.com P.O. Box 984 Martinsville, VA 24114 276/656-0328 276/656-0329 Grades 11-12; multiple sites Roanoke Valley Governor’s School for Science and Technology Mark A. Levy 540/853-2116 540/853-1056 Grades 9-12; single site Shenandoah Valley Governor’s School Lee Ann Whitesell (Dr.) 49 Hornet Road 540/245-5088 540/886-6476 Grades 11-12; single site Southwest Virginia Governor’s School for Science, Mathematics, and Technology Rebecca Phillips 540/440-5502 540/994-5841 Grades 11-12; single site for Science and Technology Ann N. Bonitatibus (Dr.) 703/750-8306 703/750-5036 Grades 9-12; single site
Space Scheduling Software Amanda Hamblin Astra Schedule has been approved as the official scheduling software for CNM. Astra Schedule will not only make the scheduling of meeting locations, events and maintenance more efficient, it will also facilitate transparency and communication by allowing staff and faculty to view room calendars/availability. Astra Schedule will enable CNM to track and provide space usage data and reports, supporting CNM’s mission to become a data-informed institution. Training for new users is underway. Look for upcoming training opportunities or contact the Master Scheduling Office at . CNM Offering a Final Voluntary Retirement Incentive to Employees Who Are Eligible to Retire On or Before Aug. 31, 2017 Jan 26 Mar 31 This will be the final Retirement Incentive Offer, since CNM does not expect to have the cash reserves in upcoming budget years to make this program possible. The 2017 RIO program will provide an incentive payment for those full-time employees who are eligible to retire through NMERB on or before Aug. 31, 2017, and who elect and agree to participate in the RIO program by March 31, 2017. CNM Students Featured for Their Development of Website for National Museum of Nuclear Science & History Paul Clark Four CNM students recently gained valuable skills in modern software development while developing a “virtual docent” web-based tour application for the National Museum of Nuclear Science & History. They used CA Agile Central software, a product of CA Technologies -- a multinational corporation with 11,000 employees and over $4 billion annual revenue. CA Technologies featured the students’ work in a recent customer success . The students were led by Alfred Lorber of Sandia National Laboratories and CNM instructor Paul Clark First Stages of Drone Certification Program Underway Rick Watson CNM’s School of Applied Technologies recently hosted a Developing a Curriculum (DACUM) event at the CNM Advanced Technology Center, adding momentum to the development of an Unmanned Aircraft Systems (UAS) Technician certification – better known as a drone technician certification.
CNM Mobile Welding Lab Moving from Main to Rio Rancho Campus CNM’s state-of-the-art Mobile Welding Lab that is part of the School of Applied Technologies (AT) welding program has been relocated from Main Campus to the Rio Rancho Campus. . Montoya Campus Library Is Looking for Volunteer Storytime Readers Allyson James-Vigil You’re invited to have fun reading to preschool children Thursday mornings from 9:30-10:15 a.m.in the Montoya Campus Bookstore, Building G. CNM students interested in gaining experience working in an educational setting with young children are also encouraged to participate. The Library provides organization, support, books and supplies. For more info, contact Allyson James-Vigil at or 224-4000 Ext. 51342. MS Max Salazar will be closing at the end of Fall 2017. Power BI (Business Intelligence) Information videos
Course Number Course Title Hours Course Not Approved / Reason: Course Delivery Classroom Online Other Start Date Click Below End Date Click Below Start Time End Time *Educational Leave Request (Refer to Instructions) Course Number Course Title Credit Hours Type of Course Course Not Approved / Reason: Course Delivery Classroom Online Other Start Date Click Below End Date Click Below Start Time End Time *Educational Leave Request (Refer to Instructions) Course Number Course Title Credit Hours Type of Course Course Not Approved / Reason: Course Delivery: Classroom Online Other Start Date Click Below End Date Click Below Start Time End Time *Educational Leave Request (Refer to Instructions) I certify that the above is true to the best of my knowledge. I understand that educational leave is not an absolute right and is subject to supervisory approval and that reimbursement is conditional upon satisfactory course completion, availability of funds and that reimbursement may be subject to withholding and FICA taxes. I, hereby, will release my course attendance and grade records for all courses I am seeking reimbursement. Selective Service (NCGS 143B-421.1): I am not eligible I am eligible and registered SECTION III – Approval AGENCY APPROVAL Number of Courses Submitted for Approval: Tentative Amount to be Reimbursed: $
Chapter 29: Civil Rights Read pages 904 to 932. Answer the questions. Section 1: Taking on Segregation What humiliating event did Jo Ann Gibson Robinson face in 1955? How did the segregation system work? What did the famous court case of Plessy v. Ferguson say about segregation? What was flawed about the ruling? During WWI, what did many southern African Americans decide to do? In what way is American segregation similar and different to South African Apartheid? How did WWII set the stage for the civil rights movement? How was Charles Hamilton Houston influential? What were the major accomplishments of Thurgood Marshall? What was at stake in the court case Brown v. Board of Topeka Kansas? What ruling did Chief Justice Earl Warren make? How did the state of Arkansas resist Brown v. Board decision? Who were the Little Rock Nine? What steps did President Eisenhower take to resolve the Little Rock Crisis? What historic action did Rosa Parks take in 1955? Who emerged as the leader of the Montgomery Bus Boycott? How did the boycott achieve success? Eventually what position did the Supreme Court take on the segregated buses of Montgomery? What ideas and philosophies did Martin Luther King bring to the civil rights movement? What organization did King start? What was this purpose of this group? What organization did college students start? What new tactic did CORE and SNCC create in Greensboro, NC? How does it work? Section 2: The Triumphs of a Crusade Who were the freedom riders? What was James Peck’s experience as a freedom rider like? Who was the leader of the Freedom Riders? What role did Federal Marshals play in the Freedom Rider Movement? What happened to a Freedom Rider bus in Montgomery? Who was James Meredith? What courageous act did he undertake? What happened at the college because of what Meredith was trying to do? Who invited King to Birmingham? Why was Birmingham perhaps the toughest of all places in the south? Who was the antagonist in Birmighham? What were his tactics to stop King and SCLC? What historic document did King compose in a jail? What did it say? What role did JFK play in the Birmigham demonstrations?
Extra-Institutional Learning [PeopleSoft: Transfer-In] Knowledge and skills acquired outside the institution and objectively verified through third-party certifications, industry-recognized testing/training, and crosswalks. Includes ACE Training programs/institutes, industry certification (e.g.NCLEX-RN) Includes Occupational Crosswalks (Police, Fire, AmeriCorps, Military, etc.) Course Challenges [ PeopleSoft: Class Enrollment] CBE-Credit by Exam Challenge examinations are sufficiently comprehensive to determine that the student has the same knowledge and skills as those students who enroll in, and successfully complete, the course. Only counts if ends up on transcript. A student should have previous training, private study, work experience, or other bona fide qualifications indicating the student has knowledge or abilities equivalent to course completers. Students enrolled in a course for which they receive credit through competency-based testing or other direct faculty arrangements will neither be considered Academic Credit for Prior Learning nor specifically denoted as such. Recommend that “CBE” code for “Credit by Exam” under “Course Challenges” be changed to distinguish from and acronym for “competency-based education.” Timeline: Feb. 2017: Articulation and Transfer Council approves recommendation. Feb. 2017: Instruction Commission revises and votes on recommendation. Feb/March: if approved by IC, WACTC Education Services Committee considers recommendation. Final recommendations will be processed by the Data Governance Committee and changes made to the “Credit for Non-Traditional Learning Document” that include updated categories and which categories will appear on a student’s transcript for transfer purposes. April 2017: final recommendation presented to the Joint Transfer Council as an information item. Standard 2.C.7 Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; c) limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process.
19. Justin is training to run in a 5-mile race. To practice, he ran 15 miles in one week. How many yards did he run in that week? 6.4H A 15,500 yards B 26,400 yards C 46,500 yards D 79,200 yards 20. What percentage of the figures below are squares? A 20% B 40% C 60% D 80% 21. Jared attempted 20 free throws during basketball practice. He made 16 of his shots and missed the rest. What percentage of the free throws did Jared miss? A 4% B 5% C 16% D 20% 22. Matthew answered 5 of 8 problems correctly on a math quiz. How is expressed as a decimal? A 0.58 B 0.625 C 1.6 D 5.8 23. Samantha is trying to help her dad organize his tools. He has four wrenches that are 0.125 inch, inch, 0.5 inch, and inch. Which list shows the wrenches in order from largest to smallest? 24. Which of these expressions is equal to 81 ÷ 3? 6.3A A 3 ÷ B 81 ÷ C 81 × D 3 × 25. Which statement correctly compares the numbers? 6.2C A -0.9 > B -11 > -10 C -5.75 > -2.6 D -0.85 < -0.6
Part II Subject to the provisions of Part I the procedures for regulating the employment of staff shall be subject to the following Schedules to this Ordinance, viz: General Provisions Disciplinary Procedure Grievance Procedure Redundancy Procedure Appeals Procedure These Schedules may be amended by the Court following consultation with the trades unions recognised by the Court as representing relevant staff groupings.
Academic Decathlon & Career Fair May 1-4, 2018 Location: Aniak Jr. Sr. High School Grades: 7-12 6 Individual Competitions: Essay* Math Geography / Social Studies Keyboarding Speech** * Essay prompt is given in advance. One 3 x 5 note card prepared in advance can be used during the essay contest ** Speech prompt is given in advance please prepare early. 4 Team Competitions: Future Careers Super Quiz Engineering & Design Volleyball Basketball May 2rd Career Fair Financial Reality Fair Local & State Business/Industry Post Secondary Institutions Public Welcome Healthy Life Styles Workshops on May 3: Workshops for 9-12 Grades Healthy Life Choices – What are barrier crimes and how can they effect your dream job. 9-12 Healthy Life Choices – Social Media and how it can effect your dream job. 9-12 Healthy Life Styles – Stress and Coping Strategies 9-12 Assess Your Financial Health/Future – Guide to Money 9-12 Workshops for 7-8 Grades Healthy Life Styles – Strategies to Make Positive Choices with your Peers 7-8 Healthy Life Choices – Social Media and how it can effect your family, friends, and you. 7-8 Assess Your Financial Health/Future– Planning for Tomorrow 7-8 for more information
The AHC shall consist of at least three volunteer faculty members and/or tract administrators, and up to two student officers of the WHHS Academic Integrity Committee. i. The AHC is to act as a body of appeals for students who disagree with the teacher or tract administrator’s decision. ii. The AHC may interview other staff or students related to the inquiry. iii. Any disciplinary consequences suggested by the AHC will be delineated in writing to the Principal for final determination. iv. In all cases where a student has been found to be in violation of the Academic Integrity Policy, a record will be placed in the student’s disciplinary file describing the action and confirming the consequence(s) meted out by the school. v. AHC will practice confidentiality on all elements of an alleged infraction. At the outset of all AHC hearings, all AHC members present will recite the following AHC Confidentiality Pledge: “I promise not to divulge any names or information about this matter to anyone unless required to do so by WHHS administration.” IV. Range of Consequences for violations of the Academic Integrity Policy (AIP): Minor Violation Major Violation First Offense 0% grade for the assignment with no opportunity to make up the work in any way including extra credit work. Same as First Offense Minor violation PLUS: One session of central detention. Recommended loss of Bayer Honors Awards (BHA) and National Honor Society (NHS) eligibility for that school year. Second Offense Same as First Offense Minor Violation PLUS: One session of central detention. Recommended loss of BHA and NHS eligibility for Same as First Offense Minor Violation PLUS: One session of extended detention. Recommended loss of BHA and NHS eligibility for that school year.
Annual Planning 2017-18 Department of English Sr. No. Month Week Particulars Holidays Working Days 1 3rd 16th reopening day Department Meeting 4,11,18,25 (Sunday) 13 4th Welcome function Department Meeting 2 1st Teaching Syllabus Induction 2,9,16,23,30 (Sunday) 26thRamjan ID 25 2nd Teaching 3rd Teaching 4th Teaching Department Meeting 3 1st Teaching 6,13,20,27 (Sunday) 15th Independence Day 26 2nd Teaching 3rd Film Screening 4th Teaching Department Meeting 4 1st Teaching 3,10,17,24 (Sunday) 02nd Bakari Id Holiday 25th Ganesh Chaturthi 05thAnantChaturthi 24 2nd Teaching Film Screening 3rd Teaching 4th Teaching Department Meeting Film Screening 5 1st Star Batch Lectures Teaching Lectures on 1,8,15,22,29 (Sunday) 2nd - Gandhi Jayanti 19th Diwali Holidays 11
Communication skills in Englsih 2nd Teaching Students Seminar Guest lecture Diwali Vacation from 19st Oct. to 18th Nov. 2014 6 3rd Teaching 18 days for vacation 19,26 (Sunday) 12 4th Teaching Student Study Tours Lectures on Communication skills in Englsih 7 1st Teaching Seminar/Workshop Organization 3,10,17,24,31 (Sunday) 25th Christmas 25 2nd Teaching Guest lecture 3rd Teaching Film Fest 4th Teaching Department Meeting Lectures on Communication skills in Englsih 8 1st Teaching 7,14,21,28 (Sunday) 26th Republic Day 26 2nd Teaching 3rd Teaching Second Test/Tutorial Program Lectures on Communication skills in Englsih 4th Teaching Department Meeting 9 1st Teaching Lectures on Communication skills in Englsih 4,11,18,25 (Sunday) 19thChatrapatiShivajiMaharajJayanti 24th Mahashivratri Holiday 22
2nd Teaching 3rd Teaching 4th Students Seminar Teaching Department Meeting 10 1st Teaching Lecturer Series Program 4,11,18,25(Sunday) 28th Holi Holiday 26 2nd Remedial Lectures Teaching 3rd Revision 4th Exams Department Meeting 11 1st Supervisions 1,8,15,22,29 (Sunday) 14thAmbedkarJainti 17th Good Friday 23 2nd Oral exams 3rd Exams 4th Department Meeting Department of English (H.O.D)
Component VII Program Name Summary Work Plan <Due Last Week of _____________> (All recommendations must be substantiated by information included from the self-study.) Year 1 Year 2 Year 3 Year 4 Recommendation Number (From Component V) Supported by Component Number? Responsible Individual(s) Estimated Completion Date Constraints (if any) Associated Costs (if any) Recommendation Number (From Component V) Progress report Implementation and evaluation report
the University’s future Internal Demand The program provides minimal or no service to other programs The program provides moderate service to other programs The program provides exceptional service to other programs; such programs could not flourish without the service provided by this program Degree Profile Enrollments and awards granted are minimal compared to dedicated resources (faculty, sections, class size, etc.) Enrollments and awards granted are satisfactory compared to dedicated program resources (faculty, sections, class size, etc.) Enrollments and awards granted are exceptional given the dedicated resources (faculty, sections, class size, etc.) Quality Outcomes Evidence of exemplary student performance and results of student learning outcomes assessment and related actions are limited; placement data is weak; faculty productivity is minimal Evidence of exemplary student performance and results of student learning outcomes are satisfactory; placement data is acceptable; faculty productivity is adequate Evidence of exemplary student performance and results of student learning outcomes assessment and related actions are exceptional; faculty productivity is commendable Revenue Program generates little or no revenue on its own [Less than $_______] Program generates moderate revenue on its own [From $_____ to $_____] Program generates exceptional revenue, sufficient to sustain the program without draining institutional resources Costs Program costs are not commensurate with quality outcomes such as enrollments, awards granted, student performance, etc. Program costs are appropriate for quality outcomes such as enrollments, awards granted, student performance, etc. Program costs are minimal compared to quality outcomes such as enrollments, awards granted, student performance, etc. Impact There is minimal evidence that the program is There is moderate evidence that the program is There is an exceptional relationship between the program/service to the University’s mission. The program is integral to the University’s future Opportunity Analysis Projections for the future of this program are unknown or tenuous; additional resources may be needed to maintain this program Projections for the future of this program indicate a moderate potential for improvement and enhancement of the University’s overall portfolio Projections for the future of this program are exciting and hold great promise
Schedule for Program Reviews of Academic Departments ACAD. YEAR DEPARTMENT MAJOR(S) EXTERNAL REVIEW 2015 - 2017 Art & Art History Art & Art History External team visit Religion/Philosophy Religion, Philosophy External team visit Biology Biology, Medical Technology External team visit Languages French, German, Spanish External team visit MBA ACBSP report 2016 - 2018 Psychology Psychology External team visit History, Politics & Global History, Politics, External team visit Studies Global Studies Mathematical Sciences Math, ASC and CSC External team visit Business, Accounting & Ecn ACBSP report 2017 - 2019 Sociology/Criminal Justice Sociology/Criminal Justice English English Education PDE Major Review 17/18 2018-2020 Chemistry Chemistry, ACS Chemistry Biochemistry & Molecular Bio Biochemistry & Molecular Bio External team visit Physics Physics supplemental reports from Business, MBA, and Education 2019 - 2021 Digital Communications External team visit Neuroscience External team visit MSE External team visit Physical Therapy CAPTE report Music/MME NASM report supplemental reports from Physical Therapy and Music
Leadership, Service and Engagement Applicants should provide accurate details of all applicable Teaching and Learning activities as per the sections noted in the Application CV document, including: Service to School/Institute Service to the University External Service to the Profession/Discipline/Industry Other related engagement Applicants should include any additional engagement information (approved and conducted in line with University policy) which is NOT found in their report. Deans/Directors Reports The Promotions Coordinator will request Dean/Director reports for all academic promotion applications. The Dean/Director report will be provided to the applicant. Applicants are able to submit a 250-word response to the Dean/Director report if they wish. Document Preparation/Checklist Academic Promotions documents Action Owner Required Application Form (word format) Completed and submitted by applicant Yes Application CV (in required standardised format) Completed and submitted by applicant Yes Student Feedback on Units (SFU) reports Collated by HR Yes Student Feedback on Teaching (SFT) reports or other evidence of teaching quality Collated and submitted by applicant Yes Summary of Research Performance report (via REDI) Requested and submitted by applicant Yes Engagement activities recorded in the Tracking and Information Community Engagement (TICE) database report Requested by applicant and collated by HR As applicable Copies of five significant works (Levels D & E only) Collated and submitted by applicant Yes (D&E only) Documents in support of general equity consideration Collated and submitted by applicant As applicable Documents in support of an extension to the Application CV five-year cap Collated and submitted by applicant Yes, if extended cap is requested Dean/Director Reports Completed by Dean/Director & submitted to HR Yes List of referees (Levels B & C only) Applicant Yes (B&C only) Referee Reports (Levels B & C only) Organised and collated by HR Yes (B&C only) List of potential assessors (Levels D & E only) Completed by Dean/Director & submitted to HR Yes (D&E only)
continuing education programs; development of mutually beneficial and collaborative relationships with industry, community and professional organisations. In the case of the following Schools, other requirements, activities and/or evidence with respect to professional performance and service to the community may also include: Professional Performance (including Service to the Community) (cont) : evidence of professional activity may also include early committee work for hospitals, health services, postgraduate colleges or other professional bodies; interactions with lay organisations/media. and Midwifery: For staff with academic status, contribution to policy development.
Students who met the requirements stated above and passed the master degree examination administered by the examination committee will be awarded the master degree. Under normal conditions, students should take their master degree examination after completing all the required coursework. In some cases, with the recommendation of thesis advisor, a student may take the master degree examination before completing his/her courses. The degree will be awarded upon the successful completion of all the courses and the earning of sufficient credit hours. The master degree examination will be deemed invalid if the student fails to satisfy the requirements before the end of the semester. The Master Degree Examination is usually conducted in the form of an oral examination. An additional written examination may be held if necessary. The examination should be conducted according to the following rules. The oral examination should be held in public with its time, place and thesis topic of the candidate to be announced in advance. Members of the degree examination committee should attend the examination in person. No substitution or proxy arrangement is permitted. The examination can only be held with at least three committee members in attendance. Committee of the master degree examination should consist of 3-5 members. The committee members need to satisfy at least one of the following conditions: (i) Who had been a professor, an associate professor or an assistant professor. (ii) Who had been an academician, researcher, associate researcher or an assistant researcher in ACADEMIA SINICA. (iii) Who possesses Ph.D. degree, and does excellent in academia. (iv) Who has great achievements in special research fields. (iii) and (iv) should be recognized by a certain committee of this program. Relatives of the students cannot be the member of degree examination committee. A chairperson (other than the thesis advisor of the student) will be elected within the examination committee. The student is deemed passing the examination if he/she obtains an average score of seventy (70) or above out of one hundred (100). Nevertheless, when the majority of the committee members issue failing scores (lower than 70), a decision of failure will be made without calculating the average score.
Academic Resignation I, , Employee ID Number , do hereby tender my resignation from my position as Department/Discipline: ( only one box full-time contract / part-time academic employee) with the Ventura County Community College District, at: Moorpark College Oxnard College Ventura College This resignation will be effective at the close of business on , my last day of work in a paid status. This resignation is executed by me freely and voluntarily and of my own free will for the reason that: . NOTE: If this resignation is for the purpose of retirement from STRS (State Teachers’ Retirement System) or PERS (Public Employee’s Retirement System), please be aware that it is your responsibility to submit the necessary application forms. Questions may be directed to the Teachers’ Retirement Office of the of Schools Office, , at (805) 383-1993. Resignation for purposes of retirement only – intend to continue teaching part-time Employee Name (Please Print) Employee ID No. Employee Signature: _________________________ Date: _________________ Submit completed form to the office of your Dean and/or appropriate College Administrator who will forward to the Human Resources Department at the Administrative for processing. FOR REVIEW / SIGNATURE: College Dean: ______________________________ Date: ______________________ Chancellor, College President and/or Designee _____________________________ Date: ______________________ IMPORTANT: If you have health, vision and dental benefits at the time of resignation/ retirement, complete the COBRA information on the second page of this form. If you qualify for District-paid retirement benefits, it is NOT necessary to complete the second page. -NOTICE-
Greg Morris: How will the committee determine if the change in policy provided a better assessment? Johnson: That is up for the committee to determine. Sarraille: There is a linkage between the consideration to do more IDEA and what we mean by doing more evaluations. We are not evaluating teaching effectiveness, IDEA is not appropriate for judging people for retention; a thorough evaluation is a high climb for people who work in this institution. He does not have a solution. We need to consider the linkages, when we consider how many IDEA evaluations to do. Ghuman is concerned about the word “better”. Will the committee publicize their definition of “better”; can the senate discuss what “better” means? Speaker Carroll said that maybe a synonym for “better” will be suggested. Regalado expressed a concern about coming up with an evaluation system for their own department; departments cannot get rid of IDEA. In the spirit of getting a better evaluation, his department has a better system, but cannot dump IDEA. The process is worse than the Catholic Church as far as getting anything changed. Johnson: this review is required because of a resolution that was passed two years ago to review whether or not the 50% is appropriate. Thompson agreed with Regalado, there needs to be a movement to produce a path towards getting an alternate evaluation system. Committee would be asking the department RPT committees if the change provided a “better” level of assessment. Filling reframed Thompson’s question: evaluating 50% of courses provides more data; does it also provide more information? Nagel moved an amendment, seconded by Strahm to strike the first line of the charge to read as follows: “How did the change in policy affect assessment of faculty teaching effectiveness for periodic evaluation of faculty members?” Morris objected to the removal of “better”. Moving from 2 evaluations to 50% provides more data; does the 50% show the same results as the 2 evaluations? Ghuman also asked: does the data provide more valuable information? Johnson moved to offer an amendment to the amendment, seconded by Filling. “Did the change in policy increase the ability to assess faculty teaching effectiveness” for periodic evaluation of faculty members. Carroll suggested “did the change in policy provide a more useful basis to assess faculty teaching effectiveness?”
PROPOSED STUDY PLAN CREDIT DETAILS – SECOND SESSION/SEMESTER (If applicable) Host university unit Equivalent Western Sydney University unit Unit reference number Unit level: UG 1, 2,3 or 4 or PG Unit Name CP Value Unit Code Unit Name CP Value Core or Elective?
South African Vascular Ultrasound Course 09 - 11 December 2015, Cape Town University of Cape Town Groote Schuur Hospital & UCT Private Academic Hospital, Cape Town Course convener Dr. Nadraj G Naidoo Head: Vascular Surgery & Endovascular Therapy Department of Surgery Faculty of Health Sciences University of Cape Town Invited guests Professor Nicos Labropoulos (Stony Brook University Medical Center, New York) Professor ATO Abdool-Carrim (University of Witwatersrand, Johannesburg) Dr. Ahmed Kadwa (St. Augustine Hospital, Durban) Course faculty Nadraj G Naidoo Nicos Labropoulos Ahmed Kadwa ATO Abdool-Carrim Bhavesh Natha Laura Redman Loretta O` Neil (GSH) – Vascular ultrasonographer Nadia David (GSH) – Vascular ultrasonographer Belinda Stevens (Millpark hospital) – Vascular ultrasonographer Local Organizing Committee Chair: Nadraj G Naidoo Liezel Klinghorn (Vascumed) Craig Goodburn (Torquemed) Paul Young (Medtronic) Anadia Boshoff (BARD) John Orr (Marcus Medical) Caroline Alleson (Boston Scientific) Samantha Schofield (SA Biomedical) ACADEMIC PROGRAMME WEDNESDAY (09/12/2015) 07h40 – 07h45: Welcome NG Naidoo 07h45 – 09h30: SESSION 1 (Basic principles of vascular ultrasound) 07h45 – 08h30: Basic principles of ultrasound & vascular physiology
12h00 – 13h00: LUNCH (Live case transmission: Intravascular ultrasound) NG Naidoo 13h00 – 14h30: SESSION 3 (Upper extremity vessels; Vascular access for haemodialysis) Vein assessment (Subclavian; Axillary; Internal Jugular; Basilic; Cephalic) Arterial assessment (Subclavian; Axillary; Brachial; Ulna; Radial) Assessment of AVF for haemodialysis Principles of intravascular ultrasound Axillary - subclavian vein occlusive disease 13h00 – 13h30: Anatomico-pathological considerations & Ultrasound principles B Natha 13h30 – 14h15: Performing the scan A Kadwa (Technique and procedural considerations) (Live demonstration) 14h30 – 15h00: TEA 15h00 – 17h30: Practical hands-on session FRIDAY (11/12/2015) 08h00 – 09h30: SESSION 4 (Peripheral Arterial Disease - supra-inguinal imaging) Abdominal aorta (including abdominal aortic aneurysms) Iliac arteries Mesenteric vessels Renal vessels 08h00- 08h45: Anatomico-pathological considerations & Ultrasound principles ATO Abdool-Carrim 08h45 - 09h30: Performing the scan N Labropoulos (Technique and procedural considerations) (Live demonstration) 09h30 – 10h00: TEA 10h00 – 12h00: Practical hands-on session 12h00 -13h00: LUNCH 13h00 – 14h30: SESSION 5 (Peripheral arterial disease - infra-inguinal imaging) Femoral artery Popliteal artery Tibial vessels Vein assessment and vein marking Vein graft assessment 13h00 – 13h45: Anatomico-pathological considerations & Ultrasound principles Laura Redman
A number of constituents drive external demand for programs: students and their families, employers and business partners, and other university partners. Address the external demand for the program. Respond for S15, F15, W16 academic year only. Questions Sources Responsible Person(s) What is the demand for graduates of this program? Bureau of Labor Statistics - Occupational Outlook Handbook , The National Association of Colleges, and http:// software Department Head Program Response 1,000 Characters allowed: What relationships or partnerships did this program have with corporations, agencies, organizations in 2015-16? Department Head Program Response 1600 Characters allowed: How many and what proportion of your graduates have found placement in fields (e.g., graduate school, programs, or job placement)? Program placement statistics Departmental head Program Response 1,100 Characters allowed: CRITERION 3: INTERNAL DEMAND (12 points) Internal demand for programs is driven by how the program serves the university. For example, what is the relationship of the program to other programs or curricula? professional
exceed course requirements, service, or awards (e.g.; presentations, publications). Program Response 500 Characters allowed: CRITERION 6: SIZE, SCOPE, & PRODUCTIVITY (10 points) What is the size and breadth of the program? Respond for S15, F15, W16 academic year only. Prompts Sources Responsible Person(s) The number of students in your program and the total SCH resulting from courses within your program was as follows: Number of students (majors, minors, or enrollees) Institutional Research Registrar DATA DROP Program Response 500 Characters allowed: How productive is this program in terms of degrees or certificates awarded? Degrees or certificates awarded each year (if applicable). Institutional Research Department Head Faculty DATA DROP
What subjects are studied? Which Academy year are they studied in and where? Possible destinations on successful completion of Academy qualifications You will study and gain lots of hands on practical laboratory experience and data handling skills. You will gain work experience by visiting local industry and your work placement. 1 Borders College NPA in Laboratory science Subjects include: Microbiology Biochemistry Statistics for Science Media and Communication What subjects are studied? Which Academy year are they studied in and where? Possible destinations on successful completion of Academy qualifications Subjects studied include Writing for the Media; An Introduction to the Creative Industries 1 Edinburgh College – Milton and Sighthill Borders College West Lothian College HNC Creative Industries (Edinburgh College) BA (Hons) Film and Media (QMU) BA (Hons) Media (QMU) BA (Hons) Public Relations and Media (QMU) Creative Industry Apprenticeship Hospitality and Tourism Academy What subjects are studied? Which Academy year are they studied in and where? Possible destinations on successful completion of Academy qualifications
Oranjesig Bloemfontein Mob: 061 675 0097 PRIVATE SPORTS ACADEMIES IN FREE STATE NO NAME OF ACADEMY COORDINATOR PHYSICAL ADDRESS CONTACT DETAILS EMAIL ADDRESS Free State Sport Science Institute (FSSSI) 4 President Brand Street, Oranjesig, Bloemfontein Tel: 051 407 3507 FREE STATE DISTRICT ACADEMIES NO DISTRICT COORDINATOR CONTACT DETAILS EMAIL ADDRESS 1.
NO PROVINCE MANAGER PHYSICAL ADDRESS CONTACT DETAILS EMAIL ADDRESS Northern Cape Mr Thabiso Mohulatsi Mayibuye Centre C/o Hulana & Shaka Street Galeshewe Kimberley 8301 Tel: 087 310 5229 Cell: 073 180 6533 PRIVATE SPORTS ACADEMIES IN NORTERN CAPE NO NAME OF ACADEMY COORDINATOR CONTACT DETAILS EMAIL ADDRESS NORTHERN CAPE DISTRICT ACADEMIES
All the academies within the Trust are willing partners who have actively chosen to join the Focus-Trust and there is a very high degree of consensus, cooperation and commitment from within the group. From the outset, a half termly Leaders Forum (attended by Principals and their Deputies) has met. The purpose of the Leaders Forum is to deal swiftly with operational issues and focus mainly on pedagogical/educational issues. This has enabled a great deal of sharing of best practice from within the academies. During 2013-14, a range of other forum groups were established and have received overwhelmingly positive feedback and support. These include: English Leaders – externally facilitated Mathematics Leaders – externally facilitated Science Leaders – externally facilitated Early Years Leaders – externally facilitated Governors SENCOs Business Managers Y2 teachers Y6 teachers From September 2014, the Trust has run its own programme for the induction of newly qualified teachers, and commenced forums for Y4 teachers and phonic leaders. This has gone well and will mirror the Trust’s approach to “growing our own”. The Trust has robust policies and systems in place to govern and guide its work. These have been gradually implemented as the Trust has grown. The Trust has established productive relationships with trade unions and meets half termly with a group of trade union representatives to discuss policy development. This has enabled us to introduce and change a range of policies in a streamlined and cooperative way. The Focus-Trust Charter It is the purpose of the Focus-Trust to continually strive to be a learning organisation, where the learning of all children and adults is valued and promoted. The Focus-Trust Charter outlines the behaviours and expectations for everyone. Commitment ‘Learning together – making the difference’ The Focus-Trust Values Professional honesty is at the heart of everything we do. The Trust knows the academies well because of the strong working partnership between academy leaders and the Trust team. It is only by being honest and transparent with a balance of credible challenge and effective support, that we can move forward and get the best for all children and staff. Our work is underpinned by our values: Care for children, adults and the learning environment Share expertise and best practice for the benefit of all learners
11. Decision Meeting The Decision Meeting should be conducted by the Principal, unless the Principal has determined that the case should be heard by a member of the Local Governing Body. Where the Principal has delegated the formal meetings leading to the Decision Meeting to another senior manager, then that person should also attend the final decision meeting to ensure continuity. As with formal capability meetings and formal review meetings, at least 5 working days’ notice will be given and the written notification will give details of the time and place of the meeting and will advise the employee of their right to be accompanied by a work colleague, a trade union official. The outcome of the Decision Meeting will be one of the following: Performance has improved, the capability procedure will end and there will be a return to operational management and performance appraisal redeployment or demotion to lower graded role by mutual agreement Performance remains unsatisfactory with no likely hood of improvement and the employee will be dismissed or cease to work at the Academy. Alternative sanctions should be considered first and dismissal must be the last resort 11. Notice of Dismissal The Board of Trustees has delegated dismissal decisions to Principals in conjunction with Local Governing Bodies. The Decision Meeting, which can include a decision to give notice of dismissal should usually be chaired by the Principal (or in cases where the Principal is the direct line manager of the member of staff whose performance is subject of concern, this role can be undertaken by an appropriate member of the Local Governing Body. Staff members of the Local Governing Body may not undertake this role. Employees should only be dismissed, if despite warning, their capability has not improved within the specified timescale. The letter of notice of dismissal must contain: The reasons for dismissal The date on which employment will end The appropriate contractual period of notice The right of appeal against dismissal, including the timescales 12. Formal Warnings Where a First Written warning is issued, this will remain on the employee’s file for 6 months. Were a Final Written warning is issued, this will remain on the employee’s file for 12 months. On appeal, the possible outcomes are: The warnings are removed The length of the warning is reduced to a minimum of 6 months The warning is upheld
Academy of Hospitality and Tourism Miami Beach Senior High Academy of Hospitality & Tourism Graduation List of Completers Allison Agudelo Ariella G. Barrero Anais Bermudez Anthony C. Bolivar Victoria Cruz Akyra M. Davila Francisco R. Delacruz Moraima Diaz Agustina Duran Demetrius T. Jackson Lidiana Leon Amy M. Lopez Allison D. Lucas Nicole Mannarino Alfredo Miranda Ralph Motola Florencia Olivera Peter S. Pincay Ana M. Rivera Alejandro Rodriguez
Address: House name/number : Street name: Town/city: County: Postcode: Term time address (if different to the above): House name/number : Street name: Town/city: County: Postcode: Professional registration/membership of professional body details: Teacher registration number: Other registration number/s if applicable Newly qualified teachers – post May 1999 To be completed by NQT’s only. Please give details of your induction year and whether this was completed in full (if not applicable go to section 3.) Education and qualifications obtained Please include all public examinations passed, including GCSE, NVQ/GNVQ and ‘A’ Levels (or equivalents). For degrees, please specify class and division and whether honours or not.
Salary on leaving Reason for leaving Main duties Employer Dates employed Contact name for reference From Month Year To Month Year Referee’s Job Title Employer’s Address including post code Employer’s email address Your Job Title Reason for leaving Main duties Employer Dates employed Contact name for reference From Month Year To Month Year Referee’s Job Title Employer’s Address including post code Employer’s email address Your Job Title Reason for leaving