zilongwang/ReadingBank huggingface dataset:
Assessing Assumptions (Re-Mapping Exercise) The feelings I am experiencing are: The internal dialogue creating these feelings is: My unconscious assumptions, about myself, creating this internal dialogue is: The new conscious choice I would like to make regarding my assumption is: The new internal dialogue resulting from these assumptions might be: This new internal dialogue reframes my perspective and
Assessing Assumptions The feelings I am experiencing are: The internal dialogue creating these feelings is: My unconscious assumptions, about myself, creating this internal dialogue is: The new conscious choice I would like to make regarding my assumption is: The new internal dialogue resulting from assumptions might be: This new internal dialogue reframes my perspective and emotional response to:
2. Key Literacies The ability to identify, interpret, create, communicate and compute using materials in a variety of media and contexts. Literacy acquired in multiple areas, such as textual, quantitative, information/technology, health, intercultural, historical, aesthetic, linguistic (world languages), and scientific, enables individuals to achieve their goals, to develop their knowledge and potential, to lead healthy and productive lives, and to participate fully in their community and wider society. Assessment Ideas Suggested Scoring Criteria Examples Interpretation of a graph, table or formula Solution to a real-world problem using mathematical skills Answer a scientific or health-related question; include evaluation of the source of information Read and interpret an article about science, history, health, etc. Reflect on a painting, a drawing, a poem, a movie, a song. Describe how it makes you feel and why you think the artist/author created it in a specific way. Critique a statistical presentation by media sources Evaluate reference sources for quality and veracity of information Assess veracity of media presentations of information using verifiable supporting facts Determine information needed Access information effectively Evaluate information Use information for a purpose Use information appropriately (e.g. use of quotations, citations, paraphrasing, etc.) -AAC&U VALUE rubrics - Information literacy, Create a digital exhibit of artifacts from different historical eras based on a given theme. Write an essay defending why you selected these artifacts and linking them to readings. Present your exhibit to the class. Isolate and critique arguments from articles, newspapers, or other sources in the field. Identify and evaluate the supporting evidence authors provide both explicitly and implicitly. Explain why you do or do not accept assertions and supports. Stage a debate around a current event in class with pro and con panels. Students should be responsible for obtaining relevant information, including both electronic and paper resources. Consider asking students to argue a position opposite to their own. 3. Critical and Analytical Thinking The habit of mind characterized by comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating a conclusion. It is the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Assessment Ideas Suggested Scoring Criteria Examples
Based on Winchester-Seeto (2002). Options for student assessment of group process Assessment option Some possible advantages Some possible disadvantages Peer Evaluation - average mark, using predetermined criteria Students in a group individually evaluate each other's contribution using a predetermined list of criteria. The final mark is an average of all marks awarded by members of the group. helps clarify criteria to be used for assessment Encourages sense of involvement and responsibility on part of students May assist students to develop skills in independent judgement Provides detailed feedback to students Provides experience parallel to career situations where group judgement is made May reduce lecturer's marking load may increase lecturer/tutor workload in terms of - briefing students about the process - ensuring the criteria are explicit and clear - teaching students how to evaluate each other students may allow friendships to influence their assessment - reliability an issue students may not perceive this system as fair because of the possibility of being discriminated against Self evaluation- moderated mark, using predetermined criteria Students individually evaluate their own contribution using predetermined criteria and award themselves a mark. Lecturers/tutors moderate the marks awarded. helps clarify criteria to be used for assessment Encourages sense of involvement and responsibility on part of students May assist students to develop skills in independent judgement may increase lecturer/tutor workload in terms of - briefing students about the process - ensuring the criteria for success are explicit and clear - teaching students how to evaluate themselves self-evaluations may be perceived as unreliable Based on Winchester-Seeto (2002). Available at:
Application Server The Application Server role of Windows Server provides an integrated environment for deploying and running server-based business applications, whether they are Microsoft or third-party applications. An Application Server using Windows Server 2008 requires server or processor licenses depending on the edition. Additionally, users or devices accessing an application server require CALs. When a server is not enabled with the Application Server role but is running Windows Server and Microsoft® Exchange Server, SQL Server software, or another Microsoft or third-party application, Windows Server license and CAL requirements still apply. One additional point of guidance: If you have more server or CAL licenses of a specific application than Windows Server licenses, then you are probably under-licensed for Windows Server. Consolidation server roles One way you can greatly simplify your licensing requirements is by using virtualization technology to consolidate multiple server functions or roles onto fewer servers. You can use Microsoft Hyper-V™ technology or third-party hypervisor products to create and manage virtual machines and their resources. Each virtual machine is a virtualized computer system that operates in an isolated execution environment. This means you can simultaneously run multiple instances of an operating system on a single physical server. For example, both Windows Server 2008 Enterprise and Windows Server 2008 Datacenter can run any number of virtual instances of the software for various server functions on each licensed physical server. As a result, you can accomplish the same goals with fewer servers, thus eliminating the need to license each separate server for a particular role. (You can virtualize with Windows Server 2008 Standard as well, but because you need to separately license each server instance, you’re only saving on hardware costs.) Virtualization does not reduce the number of CALs required—the users and devices accessing the Windows Server software must still be properly licensed. However, if you are using a server only as a hypervisor for a version of Windows Server earlier than 2008, you need a CAL just for the version of Windows being hosted. For example, if you are using Windows Server 2008 solely as a hypervisor for Windows Server 2003, then you only need Windows Server 2003 CALs, even though you are indirectly accessing Windows Server 2008. For more detailed Windows Server licensing information, please refer to the and the .
During the performance of this Agreement, the Contractor and its Subcontractors shall not unlawfully discriminate against any employee or applicant for employment because of race, religion, color, national origin, ancestry, physical or mental disability, medical condition, marital status, age (over 40), sex, or sexual orientation. The Contractor shall ensure that the evaluation and treatment of employees and applicants for employment are free of such discrimination. During the performance of this Agreement, the Contractor and its Subcontractors shall not engage in unlawful harassment, including sexual harassment, with respect to any persons with whom the Contractor or its Subcontractors interact in the performance of this Agreement. The Contractor and its Subcontractors shall take all reasonable steps to prevent harassment from occurring. The Contractor shall comply with applicable provisions of the Fair Employment and Housing Act, California Government Code, Sections 12990 et seq., and the applicable regulations promulgated under California Code of Regulations, title 2, Sections 7285 et seq. The applicable regulations of the Fair Employment and Housing Commission implementing California Government Code, Section 12990, set forth in chapter 5 of division 4 of title 2 of the California Code of Regulations, are incorporated into this Agreement by reference and made a part of it as if set forth in full. The Contractor and any of its Subcontractors shall give written Notice of their obligations under this clause to labor organizations with which they have a collective bargaining or other agreement. The Contractor shall include the nondiscrimination/no harassment and compliance provisions of this clause in any and all subcontracts issued to perform Work under the Agreement. Americans with Disabilities Act By signing this Agreement, Contractor assures the State that it complies with applicable provisions of the Americans with Disabilities Act (“ADA”) of 1990 (42 U.S.C. Sections 012101 et seq.), which prohibits discrimination on the basis of disability, as well as with all applicable regulations and guidelines issued pursuant to the ADA. Permits and Licenses The Contractor shall observe and comply with all federal, state, city, and county laws, rules, and regulations affecting services under this Agreement. The Contractor shall procure and keep in full force and effect during the term of this Agreement all permits and licenses necessary to accomplish the Work contemplated in this Agreement.
DAY CLASS III SYLLABUS 30 NOVEMBER (WEDNESDAY) ENGLISH LANGLIT 1 Comprehension L - Two Friends (Reference to context, word meanings, make sentences, who said to whom ) Related exercises in notebook and worksheets. Unseen Passage 2 DECEMBER (FRIDAY) LANGLIT 1 ] ifBr & tc eq>dks lk¡i us dkVk 5 DECEMBER (MONDAY) NUMERACY CONCEPT AND SKILL I Smart charts-Interpretation of data from the given charts ( table, bar graph ,pictograph) Division : Forming groups , division by repeated subtraction , oral division, division by 1 digit divisor and related word stories.Related workdone in notebook and spiral. 7 DECEMBER (WEDNESDAY) ENGLISH LANGLIT 2 Grammar – Verbs, Subject verb agreement, Articles Vocabulary – Synonyms (only the first column in the spiral) Related exercises in notebook, spiral and worksheets 15 DECEMBER (THURSDAY) HINDI LANGLIT 2 fo’ks”k.k] foykse ‘kCn 11&22] i;kZ;okph i`”B& 33] vusd ‘kCnksa ds fy, ,d ‘kCn 6& 10 19 DECEMBER (MONDAY) NUMERACY CONCEPT AND SKILL 2 Play with patterns- Complete the patterns based on numbers(series form) ,pictures etc M.M – Ex.3 and 4 half past, quarter past and quarter to , reading time in a clock , writing time in two ways ;time duration ; addition and subtraction , concept of a.m. and p.m. ,conversions and timeline. SYMMETRY : Identification of symmetrical and drawing of lines of symmetry in given figures) Related workdone in notebook and spiral. 22 DECEMBER (THURSDAY) TRANSDISCIPLINARY(SA) will be intimated later EXAMINATION /IC: COORDINATOR: HEADMISTRESS:
Child safeguarding modules to be completed every year and documented in your eportfolio (minimum level 2 in ST1) Check on your eportfolio that your POSTS are correct – full details of their location and the correct dates – if not, notify your local GP administrator
ASSESSMENT SUMMARY This page will be completed by the assessor when your submission is returned to you Section 1 First Submission Comments – activities and questions that need to be resubmitted: Section 2 First Submission Comments – activities and questions that need to be resubmitted: NOT YET COMPETENT What you need to do if you are not yet competent (NYC) If you have been marked Not Yet Competent (NYC) this that you have not yet met all the requirements for this Unit. This may be because you have not given enough detail when answering all the questions, you may have left out a question or you may have answered some questions incorrectly. Being NYC does not mean that you have to redo the whole unit. You simply need to resubmit the questions that the marker has asked you to as outlined in the Assessment Summary on the previous page. On this page the marker will have identified exactly which questions you need to resubmit. This page is not designed to give you feedback; it is simply to provide you with clear guidelines as to what you need to resubmit. In your workbook, the marker will have given you feedback regarding the question(s) you need to resubmit. Feedback may be given in the Comments beside the question you need to resubmit and/or in the Assessor’s Comments Box at the end of each section.
NAVPERS 15878K 20 Apr 09 APPENDIX A CAREER INFORMATION PROGRAM REVIEW A.1. General. This review focuses on dealing with career Development Programs (CDPs) and support systems controllable at the command level as directed by the references below. At the end of this review is a summary sheet indicating the command’s compliance with the directives in maintaining effective Career Information and Development Programs. 1. BUPERSINST 1001.39F (Administrative Procedures for Navy Reservists). 2. OPNAVINST 1040.10A (Argus Career Milestones Tracking Program). 3. OPNAVINST 1040.11B (Navy Retention and Career Development Program). 4. COMNAVRESFORINST 1100.4B (Reserve Enlisted Incentives Program). 5. OPNAVINST 1306.2E (Command Master Chief Program). 6. OPNAVINST 1540.56 (Navy Credentialing Programs). 7. OPNAVINST 1560.10C (Administration of the United Services Military Apprenticeship). 8. OPNAVINST 1740.3C (Command Sponsor & Indoctrination Program). 9. OPNAVINST 1740.4C ( Navy Family Care Plan Policy). 10. OPNAVINST 1752.2B (Family Advocacy Program). 11. OPNAVINST 1754.1B ( Program). 12. OPNAVINST 1754.2C (Exceptional Family Member Program). 13. COMNAVRESFORINST 1780.1A GI Bill – Select Reserve (MGIB –SR). A-1
Fort Pierre Flandreau Freeman Fruitdale Gary Gettysburg Gregory Groton Hartford Hermosa Highmore Hot Springs Howard Huron* Ipswich Kadoka Lennox Martin Milbank Mission Mitchell* Miller Mission Mobridge Murdo Newell Parkston Phillip Pickstown Pierre*** Platte Rapid City** Redfield Salem Sioux Falls* Sisseton Spearfish** Spencer Sturgis Timber Lake Vermillion Wall Webster Whitewood Winner Wood Yankton*
Samples for Math, Science, and Social Studies From the LEAP AND LAA2 Assessment Guides 4th Grade (Information taken from the Assessment Guides: LEAP and LAA2) LEAP LAA2 MATH The below represents the number of people who saw a movie at the Ritz Theater last week. Use this table to answer question 5. If each movie theater ticket costs $7.50, what steps would you take to find out how much money the movie theater made in ticket sales from Friday and Saturday? A. Add 300 and 326, then multiply the sum by $7.50 B. Add 300 + 326 + $7.50 C. Multiply 300 by $7.50 three times and add $326 D. Divide 300 by $7.50 and add $326 MATH Marie’s mother made a cake. She put the cake in the oven at 9:45 AM. The cake took 40 minutes to bake, 30 minutes to cool, and 35 minutes to decorate. A. How many minutes in all did it take Marie’s mother to bake, cool, and decorate the cake? Show your work. B. What time was mother finished decorating the cake? Show your work. SCIENCE Use the graph below to answer question 25, parts A and B. The above shows the owl population in a large forested area over a 20-year period. The graph also shows the acres of forest that were cleared for lumber over the same time period. A. Why did the owl population change? SCIENCE Use the sign to answer the following questions. (The picture/symbol for “recycling” is inserted under the prompt.) This sign is seen on materials such as glass, paper, plastic, and metals. A. What is recycling? B. Why is it important to recycle materials?
2 Silver This pupil can perform some basic skills and techniques with some degree of accuracy in practice or competition , but can perform these skills to a slightly higher level in practice This pupil understands some of the basic rules but their knowledge is limited as is their positional understanding and knowledge related to tactics/game strategies. This pupil can differentiate between more or less able pupils in the class but struggle to highlight specific strengths and weaknesses. A B C + 1 Bronze This pupil shows consistently low levels of skill and technique in both competitive and practice situations. Their practical performance will lack maturity. This pupil a low understanding of the rules related to the sports taught. Their positioning and understanding of tactics is limited. This pupil cannot analyse performance and lacks confidence in this area. A B C +
January 2017 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 Workday 3 4 5 6 7 8 9 10 Report Cards Go Out 11 12 13 14 15 16 Holiday 17 18 19 20 21 22 23 24 Progress Reports Out 25 26 27 28 29 30 31 Feb 1 Feb 2 Feb 3 Early Dismissal Feb 4 KEY: Elementary Middle High ALL Schools
Stiff painful joints accompanied by flexion contractures and systemic symptoms are associated with: Osteoarthritis Rheumatoid arthritis Gout What gait abnormality is characterized by shuffling steps and forward leaning posture? Ataxic Hemiplegic Parkinsonian The most prevalent form of arthritis experienced by adults is: Osteoarthritis Rheumatoid arthritis Gout The MDS reflects a change in self performance codes from a “2” to a “4”. This shows that the resident has: Declined Improved Needs assistance of 1 person assistance of 2 people To assess for _______, ask the resident to sit upright, close eyes, and hold arms out straight x 20 seconds. Coordination Balance Cerebellar disease Hemiparesis A maculopapular rash appears as: Flat red and inflamed Flat red with small raised bumps fluid filled bumps A defined raised area The most dangerous type of skin cancer is: cell Squamous cell Melanoma Plaque A shallow wound with an irregular shape that is found on the medial leg just above the ankle is most likely: An arterial ulcer A diabetic ulcer A venous ulcer A pressure ulcer Epithelial tissue appears: Pink and shiny Red and moist tissue adhering to wound bed Black or brown tissue that is hardened A deep on the lateral malleolus, with a punched out appearance and no drainage is most likely: An arterial wound A diabetic ulcer A venous ulcer A stage 4 pressure ulcer
• Please describe what happen to the records in the event of your early demise. • If a client requests that the records be transferred to another RN or health care professional, please describe how this process occurs. You distinguish when digital technology/applications enhance nursing practice and when they breach the Standards of Practice or the Code of Ethics and use them appropriately (eg. social media). You establish and maintain appropriate therapeutic nurse-client relationships. If you are self-employed, please describe how you track your hours and how these hours could be independently verified. If you are self-employed, how do you set and collect your fees? ___________________________________________________ ________________________________ Signature Date OFFICE USE ONLY: Reviewed by Practice Consultant(s): Date reviewed: ___________________________________ Reviewed practice with member: Date reviewed: ___________________________________ Reviewed by Practice Consultant(s): Date reviewed: ___________________________________ Reviewed practice with member: Date reviewed: ___________________________________
Approved Not Approved Signature(s): _____________________________________ _____________________________________ Date of decision: _____________________________________ Approved Not Approved Signature(s): _____________________________________ _____________________________________ Date of decision: _____________________________________
vegetable ghee specialist for confectionary and ready to eat food production frying oils confectionary fats. 4.1.2 Exporting country Customs data were analysed using individual entries of imported products under the 1516 and 1517 tariff codes by country of origin. Many countries were identified with the top 5 countries for Australia and New Zealand presented in Table 1 below. The top two countries exporting to Australia were Malaysia and Singapore with New Zealand ranked fourth. Australia was identified as the country with the most import entries into New Zealand, followed by Malaysia and Indonesia. Table 1: Top 5 source importing countries for Australian and New Zealand for 1516 and 1517 tariff code fats and oils Australia New Zealand Malaysia Australia Singapore Malaysia United States Indonesia New Zealand United States Indonesia Singapore Malaysia is the main source of imported hydrogenated, inter-esterified, re-esterified or elaidinised vegetable oils (tariff code 1516) into Australia (55% in 2016) and New Zealand (64% in 2016). The main source of imported margarine (tariff code 1517) into Australia is Malaysia (79% in 2016) whereas the main source of imported margarine into New Zealand is Australia (91% in 2016). Although the Customs data does not provide sufficient detail to determine volumes it does suggest that there is a substantial Trans-Tasman trade in fats and between
PROFESSIONAL DISCUSSION ASSESSMENT TEMPLATE Unit Number and Title: Qualification Title: Learner Name: Learner CMI No. Assessor Name: Assessment Criteria No. Question asked by Assessor Summary of Response by Learner or Tape Indicate Reference Assessor Feedback to Learner Learner Signature: Date: Assessor Signature: Date: Assessor General Comments: Internal Verifier Signature: Internal Verifier Name: Date: Pass/ Refer
Goal Cited in OU Mission Relevant Goals of Unit Student Learning Objectives Methods of Assessment Individual (s) Responsible for Assessment Activities Procedures for Using Assessment Results to Improve Program OU provides rigorous programs. A strong core of liberal arts is the basis on which undergraduates develop the skills, knowledge and attitudes essential for successful living and active, concerned citizenship, Each program provides a variety of courses and curricular experiences to ensure an enriched life. Communication combines theory and practice in a liberal arts emphasizing how people analyze and make responsible choices in communication contexts. As a result of their experience as a student in the Communication program, our students will develop cultural, ethical, communicative, disciplinary and professional competence. Formerly said: Students can analyze, compare and evaluate different approaches to communication. Students apply this knowledge to choose ways of communicating that will be effective in establishing roles and attaining goals in interpersonal relationships and in multiple communities. Post-test survey with open/closed-ended items in all COM 385 (Multicultural) classes. This course is required of all majors and meets the General Education Diversity requirement. Students in COM capstone courses (399, 491, 492) will be surveyed regarding their preparation in our program. Site supervisors and instructors for capstone courses (399, 491, 495) will be surveyed regarding the preparation and success of students in our program. Student retention data available from OIRA will be analyzed and closely monitored. Formerly said: COM 399, 491, 495 Experience in communication. Analysis of papers. Instructors will administer surveys in classes and the department assessment committee will perform data analysis. Two members of the Communication faculty will complete measures. Survey results from students and capstone site supervisors will be reviewed annually by the assessment committee. Information from OIRA will be reviewed annually by the assessment committee. Formerly said: Instructors will administer surveys in classes and the dept. assessment committee, led by Jacob Cayanus, will perform data analysis. Two members of the communication faculty will complete measures. Faculty in the department will discuss the programmatic implications of retention data, COM 385 data, and survey results at the annual retreat: May 2015. Formerly said: Discuss survey results and programmatic implications at annual retreat June 3rd, 2013.
Outcome Measures Definitions Educational Functioning Level Descriptors—Adult Basic Education Levels Literacy Basic and Writing Numeracy Skills Functional and Workplace Skills Beginning ESL Literacy Test benchmark: CASAS scale scores Reading 180 and below Listening 180 and below BEST Plus: 400 and (SPL 0–1) Individual cannot or understand English, or understands only isolated words or very simple learned phrases. Individual has no or minimal reading or writing skills in any language. May be able to recognize and copy letters, numbers and a few words (e.g. own name). May have little or no comprehension of how print corresponds to spoken language. Individual may have difficulty using a writing instrument. Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words. May recognize only common words, signs or symbols (e.g., name, stop sign, product logos). Can handle only very routine entry-level jobs that do not require oral or written communication in English. May have no knowledge or use of computers. Low Beginning ESL Test benchmark: CASAS scale scores Reading: 181–190 Listening: 181–190 Writing: 136-145 BEST Plus: 401–417 (SPL 2) Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar. Individual can read numbers and letters and some common words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information. Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers. Outcome Measures Definitions Educational Functioning Level Descriptors—Adult Basic Education Levels Literacy Basic and Writing Numeracy Skills Functional and Workplace Skills
Map of PLOs to University Learning Goals (ULGs) No Change ULG 1 Specialized knowledge: Depth of knowledge required for a degree, as identified by its program learning outcomes ULG 2 Broad integrative knowledge: Mastery in each step of an investigative, creative or practical project (e.g., brainstorming, planning, formulating hypotheses or complex questions, designing, creating, completing, and communicating). An understanding of the implications of results of findings from a particular work in a societal context (e.g., social or economic implications of a scientific finding). ULG 3 Intellectual skills: Fluency in the use of specific theories, tools, technology and graphical representation. Skills and abilities necessary for life-long leaning: critical and creative thinking, effective communication, conscientious information gathering and processing, mastery of quantitative methodologies, and the ability to engage effectively in collaborative activities. ULG 4 Applied knowledge: The ability to integrate theory, practice, and to address practical issues. The ability to apply their knowledge and skills to new settings or in addressing complex problems. The ability to work productively as individuals and in groups ULG 5 Social & Global Responsibilities: The ability to act intentionally and ethically to address a global or local problem in an informed manner with a multicultural and historical perspective and a clear understanding of societal and civic responsibilities. Diverse and global perspectives through engagement with the multidimensional SJSU community. Objective 1a: Students will learn core psychological competencies x Objective 1b: Students will learn core I/O competencies x x x x Objective 1c: Students will learn data collection and analytical skills x x x x
Other pertinent information INTERVENING VARIABLE/CONTRIBUTING FACTOR DATA Now, please describe the type of data gathered and the key findings for each intervening variable and contributing factor for the alcohol-related priorities (UDWI/UBD, ADWI/ABD). Use the UAD/DWI Logic Model Provided at the Assessment Training. Try to make note of unique differences among different populations (under 18, 18-20 year olds, parents, etc). Add relevant contributing factors as needed. If you are using a data source that is not on the Assessment Guide or was not given to you by OSAP, please briefly describe the data source (what is the source, how many surveys were collected from whom, who collected it, and where it was collected, etc.) We would like to get an idea of the validity and reliability of the data and how representative the sample is for your community. Please tell us your 1st ALCOHOL RELATED PRIORITY: Intervening Variable Social Access Contributing Factors Data Source (i.e. YRRS, Focus Group with youth, survey name, etc) What do the data for your community reveal? Does this seem to be a main contributor to alcohol misuse or is it not really important? Minors access alcohol from of-age friends / relatives Focus Group data from Parents, Community Members and Youth. YRRS EXAMPLE (erase before submitting): This is a main contributor to UAD as it is the main way minors obtain alcohol a perception in many of our communities that people are “expected to do certain things at certain ages no matter what the law is…” and so older family member supply alcohol to youth • Law enforcement believes the same sentiments “A lot of parents within Happy County think that it’s okay to buy beer for their child… even though they are committing a felony.” • As above from the YRRS information, Happy County is higher than the state average for drinking before age 11, as well as middle school and high school binge drinking. The majority of our youth who drink give money to adults to purchase alcohol or it is given to them. • It seems the common theme is that youth are able to ask adults (from the focus groups youth indicate asking people who they know) who are willing to purchase them alcohol Minors consume alcohol at certain “hot spots” or unsupervised parties Other: fill in CFs as you identify them & add
1. Program/learning outcomes: What outcomes(s) did you assess? Are you assessing? 2. Expectations or targets: Did you define target performance (e.g., 75% of students will score . . . ) 3. Methods of assessment of outcomes: When and how you assessed/are assessing learning? Direct and/or indirect methods? 4. Results of assessments and findings: Who/what group is responsible for considering and interpreting the results? What did you find? Learn? 5. Improvements resulting from the assessments: Did you make or are you making changes to your program?
Student Name________________________________________ Date___________________________ Summative Assessment Grading Rubric Letter 5 points 4 points 3 points Clarity Letter is clear and stays on topic. Facts are given and written with a clear objective. It has a clear beginning, middle, and end and flows with ideas. Letter is somewhat clear but jumps off topic. Some facts are given but not written clearly. Letter jumps off topic or is not on topic and no facts are presented. Grammar and Handwriting Letter has correct use of grammar, punctuation, and spelling throughout letter. Letter has some grammatical and spelling errors. Handwriting is not so clear. Spelling and grammar mistakes are evident and handwriting is not legible. Team Reasoning The team’s reasoning behind their choice is clearly explained and mentioned throughout letter. The team’s reasoning is stated but not clearly explained. Reasons are missing. The team’s reasoning is not stated nor mentioned throughout letter. No information or reasoning is * Use after client letter 2 for student template letter * Suggested Grading Scale 15-14 points = A 13-12 points = B 11-10 points = C 9-8 points = D Less than 7 =F Student total: _________________ Grade_______________
Mr Shaun Leukemans 011 559 3561 Administrative Assistant APK MAMS Projects Mr Richard Rikhotso 011 559 2288 Administrative Assistant APK Postal Services Ms Margaret van der Westhuizen 011 559 3571 Administrative Assistant APK Postal Services Mr Steven Mnisi 011 559 2590 Administrative Assistant APK Postal Services Printing Mr Babsy Maselela 011 559 5548 Administrative Assistant APK Postal Services Printing Mr Lazarus Maleka Administrative Assistant APK Postal Services Printing Mr Shadrack Matwa Administrative Assistant APK Postal Services Driver Ms Miranda Mutenda 011 559 1182 Assessment Officer APB Exam and invigilation matters on campus Ms Nadine Botha 011 559 1182 Assistant APB Exam and invigilation matters on campus Ms Juanita Sampson 011 559 1576 Administrative Assistant APB Postal Services Printing Mr Tladi Maluleke Administrative Assistant APB Postal Services Printing Ms Elaine du Plessis 011 559 6100 Assessment Officer DFC Exam and invigilation matters on campus
Ovaries. Fallopian Follicles. Mammary glands. What happens when a follicle ruptures? Menstruation Menopause Ovulation Lactation Where does fertilization of an ovum usually take place? In the ovary In the cervix In the uterus In the fallopian tube What reproductive structure is described as a hollow, muscular, pear-shaped organ? Uterus Vagina Perineum Ovary Which of the following is part of the uterus? Areola Perineum Fimbriae Fundus During menstruation, the bleeding is the result of: Detachment of the myometrium. Deterioration of the endometrium. A ruptured follicle. A ruptured fallopian tube. What part of the external female genitalia provides padding for the public bone? Clitoris minora Mons pubis Perineum When does a experience lactation?
Foundation Assessment Foundation Standard 4: 4.3 Career Decision-Making Central University has a Dental Assisting certification program connected with their dental school. Approximately how long is the program? 1 year 2 years 4 years 7 years Mr. Gonzalez is both a pharmacist and an entrepreneur. Where does he work? In a large chain retail store In his own pharmacy In a hospital emergency room In a college health clinic What health professional has a minimum of a bachelor’s degree? Physician Assistant EMT-B Phlebotomist Massage therapist What healthcare professional is sometimes referred to as an x-ray tech? Medical technologist Process technician Biotechnological engineer Radiologic technologist 5. A licensed healthcare professional must complete an approved educational program and pass a state board exam that is authorized by a: A. Government agency. B. Hospital or medical center. C. College or university. D. Professional association. 6. What is an example of a career in the Diagnostic Services Cluster?
GROUP ASSESSMENT COVER SHEET Course Code: Course Name: _______________________________________ Assessment Item Number: Due Date: ____/___/____ Course Tutor/Convenor: _____________________________ DATE RECEIVED
Assessment/Data Leading/ Lagging As compared to Level Source/Cost Used by Annual Measurable Objective Lagging Self Standard Each district has a percentage of improvement calculated for all students and each sub-group Grades 3-10 OSPI Administrators OSPI State Board School Board Reported as part of OSPI report card Dynamic Indicators of Basic Early Literacy Skills DIBELS Leading Lagging Self Standard (predictive score) K-6 University of Oregon per student cost Teachers Administrators Monitor District Goal Curriculum Based Measures CBM Leading Self Standard K-12 OSPI No cost Teachers Administrators End of Course Mathematics, Algebra 1, Geometry, Science, Biology Leading Lagging Standard 10th Grade OSPI No cost Teachers Administrators Monitor District Goal Graduation Rate Extended Graduation Rate Lagging Standard 12th OSPI Report Card Teachers Administration Monitor District Goal State and Federal Accountability Math and Reading Benchmark Assessments Leading Self Standard Grades K-12 OSPI Teachers
MBA RBA Cost for Data Director Administrators Measures of Academic Progress MAP Leading Lagging Self Standard (proficient) Primary-High School Northwest Evaluation Association Cost Teachers Administrators Measure of Student Progress MSP Lagging Standard Grades 3-8 OSPI No cost Teachers Administrators Monitor District Goal Federal Accountability Positive Behavior Support Systems PBIS Leading Lagging Self Grades K-12 University of Oregon Cost per student Cost for Data Management System Teachers Administrators Monitor District Goal Post-Secondary Career or College Lagging Other Grades 13-15 Educational Data and Research Center No Cost Teachers Administrators Monitor District Goal Teacher Quality Leading Lagging Self Standard (Rubrics from Instructional Framework) Teachers EVAL No Cost Teachers Administrators Monitor District Goal OSPI
Underage Students Got it from someone under age 21 Used a fake ID Got it from someone over age 21 Bought it myself without being carded Bought without being carded Got it from home of parents or relatives Got it at party Got it at party Data Source [SCHOOL NAME] SLS 2015 NMHEPC 19.2 5.2 41.9 1.8 3.5 15.2 7.4 25.8 Underage Access to Alcohol Percent Data Source [SCHOOL NAME] [COUNTY] NM Percent of 18-20 year olds reporting they obtain alcohol from retail sources NMCS Percent of 18-20 year olds reporting they obtain alcohol from social sources Percent of adults 21 years old and older who have provided alcohol for a minor Summary of Trends Add example Underage Drinking and Driving us
Alcohol-Related Consequences (Experienced One or More in the Past 12 Months) for Students Who Drank Alcohol [SCHOOL NAME] NMHEPC Data Source Driven under the influence 26.1% SLS 2015 Performed poorly on test or important project 19.7% Been in trouble with police, RA or other college authority 6.6% Missed a class 29.4% Been arrested for DWI/DUI 1.9% Have been advantage of sexually 6.6% Have taken advantage of another sexually 1.8% Got into an argument or 26.8% Seriously thought about suicide 6.3% Damaged property 7.9% Been hurt or injured 12.9% Summary of Trends Add example Priority: Misuse of Prescription Opioids 2005 2007 2009 2011 2013 2015 Data Source
Potential Indicator Quantitative Data How do the qualitative data from the focus group summaries support or provide additional insight into the quantitative data? The perception of risk of people harming themselves prescription painkillers for nonmedical reason (NMCS ) Intervening Variable: Social Access Potential Indicator Quantitative Data How do the qualitative data from the focus group summaries support or provide additional insight into the quantitative data? Law enforcement efforts to reduce the social access of prescription opioids to others (local law enforcement) Prescription opioids disposed in local drug drop boxes Drug drop boxes in community Level of Sources without Permission Painkiller report source as: They were taken from someone without asking (NMCS) People report storing prescription painkillers in a locked cabinet or box (NMCS) Level of Friends and Relatives Providing Opioids People report giving or sharing any prescription (NMCS)
Assessment Report Worksheet #3 Unit/Office/Program (3-1) Assessment Period Covered (3-2) ( ) Formative Assessment (3-3) ( ) Summative Assessment (3-4) Submitted by & Date Submitted (3-5) Endorsed by: (3-5a) Evaluation Question (Use a different form for each evaluation question)(3-6): Student satisfaction is at 75%. First Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan 1a. Means of Unit Assessment & Criteria for Success (3-8): Student satisfaction survey October 2009 is to be at 75% 1b. Summary of Assessment Data Collected (3-9): Survey results indicated a rating of 76%. Goals was met. 1c: Use of Results to Improve Program/Unit Impact/Services[Closing the loop] (3-10): Review of detailed data indicated a student concern with the director dictatorship. A chawg will be established to monitor the director. Second Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan) (3-11): 2a. Means of Unit Assessment & Criteria for Success: 2b. Summary of Assessment Data Collected: 2c: Use of Results to Improve Program/Unit Impact/Services [Closing the loop]: Third Means of Assessment for Evaluation Question Identified Above (from your approved assessment plan) (3-12): 3a. Means of Unit Assessment & Criteria for Success: 3b. Summary of Assessment Data Collected: 3c: Use of Results to Improve Program/Unit Impact/Services[Closing the loop]: Assessment Report Worksheet #3 Directions & Recommendations for Development # Directions & Recommendations for Development 3-1 [Name of Unit/Office/Program]
ICU Workplace-Based Assessment Form - PROCEDURES Name of Trainee: Initiated assessment: ☐ # ICU months: (Months of ICU rotation completed since beginning of CCM program) Name of Faculty: Initiated assessment: ☐ Date: MM / DD / YY Setting: ☐ ICU ☐ E.R. ☐ Ward ☐ Post-Op Unit Procedure: ☐ Intubation ☐ CVC insertion ☐ tube ☐ Bronchoscopy Complexity: ☐ Low Low-risk, non-urgent routine procedure with normal anatomy. ☐ Moderate Some elements of anatomical challenges, urgency, and/or circumstances. ☐ High Complex and atypical anatomy, emergency, and/or very high-risk circumstances. Brief case description: CHOOSE 2 AREAS OF FEEDBACK. For each, provide: 1) narrative comments on trainee's strengths, areas for development, and improvement strategies, and 2) choose a level of autonomy on the entrustment scale. NEEDS INTERVENTIONS Unable to do without others’ actions. NEEDS DIRECTIONS Partially able to do with others’ directions. NEEDS MINIMAL GUIDANCE Mostly able to do with minimal guidance. AUTONOMOUS Able to do without guidance; refinement possible with feedback. EXPERT Able to do in complex situations; personal insight on performance. Areas of feedback Feedback ☐ Knowledge of indications, anatomy, and technique Ability to understand and explain the indications, risks, anatomy, and technique of a procedure. Narrative Comments INTERVENTION ☐ DIRECTION ☐ GUIDANCE ☐ AUTONOMOUS ☐ EXPERT ☐ ☐ Consent/Communication Ability to provide clear and understandable information to patient/family and to encourage questions. Narrative Comments INTERVENTION ☐ DIRECTION ☐ GUIDANCE ☐ AUTONOMOUS ☐ EXPERT ☐ ☐ Preparation/Analgesia & Sedation Ability to prepare site and material, to position the patient, to anticipate complications, and to provide appropriate analgesia/sedation. Narrative Comments INTERVENTION ☐ DIRECTION ☐ GUIDANCE ☐ AUTONOMOUS ☐ EXPERT ☐ ☐ Technical Ability Manual dexterity, correct procedural sequence, and minimal hesitation or unnecessary actions. Narrative Comments INTERVENTION ☐ DIRECTION ☐ GUIDANCE ☐ AUTONOMOUS ☐ EXPERT ☐ Narrative Comments
My position is reasonable because.........................” [state your evidence] You will be graded on Criterion A: knowledge and understanding and Criterion C: Communication and Criterion D: Critical thinking. Criteria A Criteria C Criteria D Knowledge and Understanding Communicating Thinking Critically 0 The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors below. 1-2 The student: ii. demonstrates basic knowledge and understanding of content and concepts of RESOURCES and CHOICE with minimal descriptions and/or examples. The student: i. communicates information and ideas in a limited way, using a style that is limited in its appropriateness to the audience audience of the Chinese Government or the Western Media and purpose - to change or keep the One Child Policy The student: ii. summarizes information to a limited extent to make arguments limited points or arguments and limited supporting evidence iv. identifies different perspectives and minimal implications. The Letter is written from the perspective of your character and shows understanding of the perspective of the audience in a limited way 3-4 The student: ii. demonstrates adequate knowledge and understanding of content and concept of RESOURCES and CHOICE through satisfactory descriptions, explanations and examples. The student: i. communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience audience of the Chinese Government or the Western Media and purpose - to change or keep the One Child Policy The student: ii. summarizes information to make arguments Some points or arguments are supported by evidence iv. interprets different perspectives and some of their implications. The Letter is written from the perspective of your character and shows understanding of the perspective of the audience at times 5-6 The student: ii. demonstrates substantial knowledge and understanding of content and concepts of RESOURCES and CHOICE through accurate descriptions, explanations and examples. The student: i. communicates information and ideas accurately by using a style that is mostly appropriate to the audience of the Chinese Government or the Western Media and purpose - to change or keep the One Child Policy The student: ii. synthesizes information to make valid arguments points or arguments are supported by evidence iv. interprets different perspectives and their implications. The Letter is written from the perspective of your character and shows understanding of the perspective of the audience to some extent