zilongwang/ReadingBank huggingface dataset:
New York City Department of Education (2009). Standard operating procedures manual: The referral, evaluation, and placement of school-age students with disabilities. Retrieved from bb9156eee60b/0/03062009sopm.pdf. Paul, R. (2007). Language disorders from infancy through adolescence (3rd ed.). St. Louis, MO: Mosby Elsevier. Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with Specific Language Impairment. Language, Speech and Hearing Services in the Schools, 36, 172-187. Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28, 323–332. Plante, E. & Vance, R. (1994). Selection of preschool language tests: A data-based approach. Language, Speech, and Hearing Services in Schools, 25, 15-24. Shakespeare, W. (2007). Hamlet. David Scott Kastan and Jeff Dolven (eds.). New York, NY: Barnes & Noble. Wolfram, W. (2000). The grammar of urban African American Vernacular English. In Eds. B. Kortmann and E. Schneider. Handbook Varieties of English (111-132). Berlin: Mouton de Gruyter.
Name: _________________________________________________ Position applied for: 1) PRESENT EMPLOYER Employer’s name, address & nature of business: Job title held Dates Employed description of main duties Period of notice to be given: Current salary: 2) PREVIOUS EMPLOYMENT (please continue on a separate sheet if necessary) Employer’s name, address & nature of business: Job title held Dates Employed description of main duties and reason for leaving 3) EDUCATION (Secondary, Further/Higher) Schools, colleges, universities or institutes of further education attended: Date of Qualification gained, including subject and grades (or expected results):
Details of any professional qualification(s)/membership(s) of professional association(s): Details of any training undertaken (please continue on a separate if necessary): Please note, English National Opera may request evidence of any qualification you have given above before making an appointment. 4) REFERENCES Please give the names & addresses of two employment referees, one being your current or most recent employer (we will not contact them until permitted to do so): Name: Name: Address: Address: Telephone: Telephone: Email: Email: Occupation: Occupation: Years known to you: Years known to you: 5) EXPERIENCE Please outline your experience, relevant skills, suitability, and interest for this position:
What two points did Amy make defending parental favoritism? Why was Mr. Shurgart successful where Amy was not? What was the positive byproduct of Amy’s extreme parenting? Chapter 10 – Teeth Marks and Bubbles What are the three big differences between the Chinese and Western parental mind-sets? What were some differences between Amy’s parents and Jed’s parents? Why did Amy and Jed end up adopting the Chinese parenting model? Chapter 11 – “The Little White Donkey” Explain the interaction between Jed and Amy when Lulu couldn’t “get” The Little White Donkey? Chapter 12 – The Cadenza Why was there no pet in the household? What was the expectation regarding extra credit? Why was “the cadenza” so important? What did Amy promise if Lulu did it really well? Chapter 13 – Coco How did Amy apply Chinese parenting to Coco? What was the response from Jed and the girls? What ended up happening? Chapter 14 – London, Athens, Barcelona, Bombay What did the girls have to do on vacation? How did Amy make that happen? Chapter 15 – Popo Who was Popo? How did Florence and Amy differ? Provide a number of examples. Chapter 16 – The Birthday Card What did Amy do in response to the original birthday from the girls? Why? How did Sophia challenge Amy when she asked her to write a short speech for Popo’s funeral? Chapter 17 – Caravan to Chautauqua What was the life changing conversation with Peter? What challenges existed for the trip to the Chautauqua Institution? Chapter 18 – The Swimming Hole How did the lesson with Mrs. Vamos go? Did Lulu practice after it? Explain.
Chapter 19 – How You Get to Carnegie Hall How did Amy and Jed feel about “expertise”? What was hard about recording the pieces for Sophia? Chapter 20 – How You Get to Carnegie Hall, Part 2 waiting to hear back about Sophia, what were Amy’s plans for Lulu? Chapter 21 – The Debut and the Audition What were the outcomes of the “debut” and the “audition”? Chapter 22 – Blowout in Budapest When is the Chinese parent approach the weakest? What’s the answer to the “Who are you doing this for?” question? Why was the experience with Lulu and Mrs. Kazinczy important for Lulu and Amy? Chapter 23 – Pushkin What are the two huge differences between Chinese parenting and dograising? Why do you think Amy treated her graduate students the opposite of her daughters? Why couldn’t Amy trust the girls to d this if she could trust the dogs? Chapter 24 – Rebellion How did Lulu start rebelling? How did Lulu go “public with her insurgency”? Chapter 25 – Darkness What had happened to Katrin? Chapter 26 – Rebellion, Part 2 When did Amy feel like she had lost? How had Amy’s relationship with Lulu changed by this point? Why was the Bat Mitvah a point of conflict? Chapter 27 – Katrin What is the update regarding Katrin? Chapter 28 – The Sack of Rice
__Strategies __MTSS Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current Practice __Best Practice __Strategies Strategies, materials and programs that are research based are a required element of any objective. Include additional strategies that increase the amount and quality of learning time __Strategies __MTSS __CTE/STEM All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum. Include strategies for meeting the educational needs of historically underserved subgroups, and at-risk students __Strategies __MTSS __Early Warning System may include counseling, pupil services, and mentoring services. State the means of determining whether student needs in the above requirement (#5) are being met __Strategies __MTSS __Early Warning System Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met Incorporate instruction by highly qualified teachers __Highly Qualified Teachers All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.
NEWSLETTER NO. 31 DATE: September 10 2017 Greetings BNC members and families, I am requesting some new photos (any age group) for publication in BNC’s newsletter. Please feel free to send them via email with your team match report. There is also a last reminder regarding WSSS trials – details below. Trials for BNC Open teams will take place in October. Stay tuned for further details. Have a great week! Kind regards, Jo Brown :) Wilson Storage Southern Saints Trials Are you interested in playing for Wilson Storage Southern Saints in 2018?? Trials for all divisions will be held in September 2017. We would love to see you there! For more information please contact Karen Saddleton via email at Facebook: Website: Mark these dates on your calendar and REGISTER NOW!! & Under Trials: For existing VNL athletes our trials will be held on Friday 15th & 22nd September 2017. For details and to register visit Trials (Champ & Division1): For existing VNL athletes who wish to try out for the OPEN division on Monday 4th, Friday 8th & 15th September 2017. For details and to register visit All VNL clubs hold trials during the same period and information for other clubs can be located on the Netball Victoria Website or the clubs’ on Facebook or website. If you have any questions at all or require further information please don’t hesitate to contact me via email or phone Ross Payne (President) on 0411 541 719.
NEWSLETTER NO.11 DATE: 12 2018 Greetings BNC members and families, I hope you are enjoying the school holidays. Well done to all the Parkville teams who played this week. Many thanks Kris for the photo of your team. Just a reminder all teams resume normal training this week. Kind regards, Jo Brown Dates to Remember: March 31 – Fees ($200.00) due – try booking - April 25 – ANZAC DAY – no game for Waverley U17 teams Training during the Holidays U13 & U15 – training resumes on Sunday April 15 (the day before Term Two starts) U17 – training will continue as normal (except for Easter Sunday) Open – training arrangements will be advised by your coach Fees (Instalment four of four) – due March 31 The link below is now open for parents/players to pay the final fee instalment of $200.00 (plus booking fees): Please Note: URL codes are different for each of the four payments. Please make sure you use the correct URL for each payment to ensure the correct amount is paid. Payment plans are available by contacting the Treasurer via the club email: . BNC Uniform BNC would like to remind players of BNC’s training uniform – i.e. black polo/singlet with black shorts/leggings. No other colours should be visible. On game day players should be wearing Bayside or plain white socks – no other colours please – with their BNC dress. Match Reports U13 Section 1 – no game U13 Section 4 – no game U13 Section 7 – no game U15 Section 1 – no game U15 Section 3 – no game U15 Section 3 – no game U15 Section 6 – no game U17 Waverley Prem. Section 1 – no game U17 Waverley Prem. Section 2 – no game
BAYSIDE DISTRICT SCHOOL SPORT Bayside District Secretary Rachel Graves Alexandra SHS Ph: 3820 1450 Email: rgrav2@eq.edu.au Principal Consent Form – District I hereby certify that the following students: who has/have been selected to compete in the _________________ Trial to be held on _________ are enrolled as full-time students of this school. I further declare that these students’ record of attendance and conduct are such that I have no hesitation in recommending and approving these athletes selection in the team. Date of Birth as listed corresponds with school records. I hereby consent to these students participation in the trial. Principal’s Signature: ___________________________________ School: ___________________________________ Date: ___________________________________ SCHOOL STAMP PLEASE RETURN TO: REGIONAL SPORTS CONVENOR AS LISTED ON THE TRIAL NOTIFICATION.
English Language Learner (ELL/ESD) Annual Assessment Student Name: _______________________________________ Date: __________________ School: _____________________________________________ _________________ Current Service: ◦ Pullout ◦ In Class ◦ Consultation ELL Matrix: Beginning (1) Developing (2) Expanding (3) Consolidating (4) Bridging (5) ELL Level Assessment Tool Oral 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 NES LES FES ELL Oral Matrix Primary Oral Communication Assessment Intermediate Oral Evaluation Idea Proficiency Test (IPT I Oral) Reading 1 2 3 4 5 Level: ____________ ELL Reading Matrix PM Benchmark Writing 1 2 3 4 5 1 2 3 4 ELL Writing Matrix School Wide Write Recommendations for Future Service Recommend ESD support next year. _____Elementary High School Has completed 5 years of support. Remove from ELL service with _________ years remaining ELL Teacher_________________________________________ ELL Level based on NEW BC ELL Standards
Battle of the Bulge Handout Who were the countries involved in the battle? The countries involved were Allies (USA, Great Britain, and France) Axis (Nazi Germany) What was the Battle of the Bulge? The Battle of the Bulge, (a.k.a. Operation Mist) was the last defensive used by Nazi Germany to gain an edge in the war by not fighting on two-fronts. Germans did a blitzkrieg (intense military campaign intended to bring about a swift victory) along the Western Front creating a “bulge” giving the battle its name. When was the Battle of the Bulge? From December 16th, 1944 to January 26th, 1945 Where was the Battle of the Bulge? The Battle of the Bulge happened in the Ardennes forest along the Western Front located in Germany, France, Belgium, and Luxembourg. Why did the Battle of the Bulge happen? The battle occurred because the Allies were closing in on the Nazis and they needed a strong win over the Allies in order to hold their stance and gain time to regroup their soldiers. They faced a two-front war, the Western Front was deteriorating in defense, and knew the Allies were unprepared, so a surprise attack was favorable. In the end Germany lost the battle. -- Germany up running low on supplies, ammunition, and fuel which was another reason why they lost. (Along with facing a two-front battle as a disadvantage.)
The great majority of the land burned is owned by the government. Possibly less than 2,000 acres of private land is involved, a state map indicates. Lockhart said that the forest service put 120 fire fighters into the battle, 90 of them from Illinois, Missouri, Indiana and Wisconsin. The DNR sent seven tractor-plow units, two log skidders modified to fight fires and two water units to the scene, Wilson said. Set to start new growths of jack pines for the warblers, the fire caused the death of a forest service worker who took a plow across M-33 to fight the blaze as it jumped the highway. The growing fire was only about a old at that time. Lockhart said Tuesday that it was still a puzzle how James L. Swiderski, 29, of Alto got caught in the fire. Wilson said a plane spotted the body a short distance from the plow. It is possible that the machine stalled, Wilson said. When the fire was about four miles from South Branch, in northeast Ogemaw County, residents were evacuated for a time Monday. Lockhart said it is too to assess the damage caused to the forest by the fire. The blaze destroyed natural and planted jack pines and red pines, and moved into stands of oaks and aspen before being halted. The Kirtland’s Warbler nests only in young stands of jack pines. The world’s population nests primarily in Oscoda, Crawford, Ogemaw and Roscommon counties, mostly in the Huron National Forest in Oscoda County. About 135,000 acres of suitable forest is dedicated to warbler management. Selected sites are burned in rotation in order to keep the jack pines at the stage of growth that is utilized by the nesting birds. Wilson said prescribed burning is a cheap tool for this management, but it is also a very useful tool in other types of forest management. He said he would hate to see it abandoned. A slight increase in the warbler population was tallied last year, while the breeding population pegged at more than 420 birds. The birds winter in the Bahamas and should be arriving now.
A. Fundraising. The PFA shall raise funds to provide educational programs, materials and beneficial services for the school. B. Information. The PFA shall endeavor to further the educational welfare of students and maintain a line of communication between home and school. The PFA shall keep the membership informed of legislation pertinent to education and our school district and keep the membership informed about district related issues. C. Activities. The PFA shall assist the school staff in youth activities. ARTICLE III -- Membership A. Members. All parents and legal guardians of Bay Laurel students are the PFA's sole members, hereinafter referred to as “general members.” All members are equal and their rights shall be equal, except where otherwise herein specified. B. Dues. shall be no dues for membership. ARTICLE IV -- Structure A. Executive Board. The PFA shall be led by a group of officers known as the "Executive Board." The officers on the Executive Board shall be President, Executive Vice President, Administrative Vice President, Treasurer, Secretary, and such Interest Group Directors as the Board shall establish in it Operations Manual and/or list of Roles and Responsibilities. B. Voting. Every Executive Board Member shall have one vote, except that President shall vote only when necessary to break a tie vote. The Board shall act by majority vote. C. Sharing Positions. No more than two people may any one position. If two people share a position, each will still have one vote. The two must work together and report to the Board as a unit. D. Chairpersons. Executive Board officers may not serve as PFA committee chairpersons, except in cases where event chairperson positions are unfilled after significant attempts to fill them from outside the Board.
BAZ Scholarship Application Application Deadline is May 31, 2017 Name: Address: Email: _________________________________ Telephone: _____________________________ Career Path: Higher Education Choice: Please include the following with your application: A current Camas High School transcript One letter of recommendation from a non-family member Answers to the questions below In 250 words or less, please tell us about your higher education and career plans. The Camas Educational Foundation is a nonprofit organization whose mission is to enhance the local community through our public education system. Please describe what you have done to enhance your community. (500 words or less) Please submit the application by May 31, 2017 to: Educational Foundation Attn: BAZ Scholarship 841 NE 22nd Avenue Camas, WA 98607
DIRECT STATION COLLABORATIVE STATION INDEPENDENT STATION Monday- Friday Teacher walks around during collaborative work sitting with each group checking for understanding and providing direct instruction when needed. Monday/Tuesday Chinese Excluion Act Pair Share Thursday/Friday- Immigration Sensory Statements Monday/ Tuesdsay. Chinese Exclusion Act Short Response Wednesday- Achieve 3000 Thursday/Friday- 15 Minute Quiz
WESTERN THEATRE EASTERN THEATRE CONFEDERACY Beauregard (Mississippi) Shiloh Albert Johnston (Mississippi) (Tennessee) Chattanooga Hood (Tennessee) Atlanta Campaign, Franklin and Nashville Beauregard (Potomac) First Manassas Lee (North Virginia) Seven Days, Second Manassas, Antietam, Chancellorsville, Fredericksburg, Gettysburg Stonewall Jackson (North Virginia) First Manassas, Shenandoah Valley, Seven Days James Longstreet (North Virginia) Second Manassas UNION Buell (Ohio) Shiloh Grant (Tennessee) Shiloh, Vicksburg, Chattanooga Sherman (Tennessee) Atlanta Campaign, Marching through Georgia Thomas (Cumberland) Franklin and Nashville McDowell (Potomac) First Manassas McClellan (Potomac) Shenandoah Valley, Seven Days, Second Manassas, Antietam Burnside (Potomac) Fredericksburg Hooker (Potomac) Chancellorsville Meade (Potomac) Gettysburg
JACKSON MCCLELLAN EASTERN THEATRE (SHENANDOAH VALLEY, VIRGINIA) Jackson (18,000 men) were sent into Shenandoah Valley to stop troops moving south into Richmond. From March-July 1862 there were 6 battles (7000 Union casualties, Jackson diverted 60,000 Union troops from other tasks and inspired the South) Why it was important Lincoln sent no troops to help McClellan, because he was worried about the threat Jackson posed on Washington D.C. 1862) MCCLELLAN EASTERN THEATRE (RICHMOND, VIRGINIA) Lee attacked at the end of June. Lee had overcomplicated battle plans and defects in command structure, which led to disjointed attacks. Stonewall Jackson was also lethargic (lacking enthusiasm). But it did save Richmond from being taken over by McClellan. C- 20,614 v. U – 15,849. Why it was important: Taints the reputation Jackson had at First Manassas and Shenandoah Lee’s offensive saved Richmond AUGUST1862) AND JACKSON POPE AND MCCLELLAN EASTERN (MANASSAS, NORTH VIRGINIA) Lincoln ordered McClellan to join forces with General Pope (commanding Union forces around D.C.). With a united army, Pope would advance on Richmond. Lee (determined to strike first) headed North with 55,000 men. Lee sent Jackson (25,000) north of Pope, who was still awaiting McClellan’s slow arrival. 26-27th August, Jackson captures Pope main supply depot. McClellan came and with Pope they attacked Jackson on the 29th-30th August. This was a Union disaster (failed to realise that the rest of Lee’s army was coming, Pope was defeated when Longstreet attack his left flank). Most Union troops escaped. C- 9,000 vs. U- 16,000. Why it was important Lincoln reluctantly reappoints McClellan 1862) MCCLELLAN
BAZZI: THE COSMIC TOUR July 10 – San Francisco, CA @ Regency – SOLD OUT July 11 – Los Angeles, CA @ El Rey – SOLD OUT July 13 – Los Angeles, CA @ El Rey – SOLD OUT July 14 – Santa Ana, CA @ The Observatory – SOLD OUT July 16 – Phoenix, AZ @ Club Red – SOLD OUT July 17 – Salt Lake City, UT @ The Grand at The Complex – SOLD OUT July 18 – Denver, CO @ Gothic Theater – SOLD OUT July 20 – Dallas, TX @ House of Blues – SOLD OUT July 22 – Houston, TX @ Warehouse Live! – SOLD OUT July 24 – Atlanta, GA @ Center Stage – SOLD OUT July 26 – Washington, DC @ The Fillmore – SOLD OUT July 27 – Montclair, NJ @ Wellmont Theater – NEWLY ADDED July 29 – Atlantic City, NJ – BeachFest Music Festival* July 30 – New York, NY @ Irving Plaza – SOLD OUT July 31 – New York, NY @ Irving Plaza – SOLD OUT August 3 – Montreal, QC @ Osheaga Music Festival* August 4 – Toronto, ON @ Danforth Music Hall – SOLD OUT August 5 – Chicago, IL @ Lollapalooza* August 7 – Detroit, MI @ St. Andrews Hall – SOLD OUT August 8 – Detroit, MI @ St. Andrews Hall – SOLD OUT August 9 – Chicago, IL @ House of Blues – SOLD OUT September 22 – Las NV @ iHeartRadio Music Festival* October 5-7 – Austin, TX @ Austin City Limits* October 12-14 – Austin, TX @ Austin City Limits* *FESTIVAL PERFORMANCE Justin Timberlake – Man of the Woods Tour w/ special guest Bazzi August 13 – Berlin, Germany @ Mercedes-Benz Arena August 16 – Zürich, Switzerland @ Hallenstadion August 18 – Vienna, Austria @ Stadthalle August 20 – Frankfurt, Germany @ Festhalle August 21 – Frankfurt @ Festhalle August 24 – Arnhem, Netherlands @ Gelredome August 25 – Amsterdam, Netherlands @ Ziggo Dome August 27 – Birmingham, England @ Birmingham Arena August 29 – Manchester, England @ Manchester Arena CONNECT: | | | | | CONTACT: Ted Sullivan |
(0.189) (0.101) (0.276) CONTINUITY -0.013 (0.089) -0.037 (0.096) -0.074 (0.075) PRIOR 0.191* (0.100) 0.129 (0.104) 0.521* (0.295) Firm Attributes UNCERTAINTY -0.280* (0.149) -0.526** (0.210) -0.258 (0.163) EXP 0.176 (0.111) -0.076 (0.062) 0.266*** (0.096) PRIOR FIN_PERF -0.067 (0.113) -0.375** (0.154) 0.044 (0.101) IMR1 – Outsourcing 0.172* (0.089) 0.361 (0.228) -0.506** (0.190) 1.175* (0.693) IMR2 – Contract 0.248 (0.150) -0.277** (0.133) -0.264** (0.123) -0.486** (0.235) Constant 0.034 (0.087) 0.111 (0.108) -0.723*** (0.227) 0.209 (0.337) R-square 0.10 0.38 0.30 0.49 *p<0.10, **p<0.05, ***p<0.01
B. Mobility numbers per academic year The partners commit to amend the table below in case of changes in the mobility data by no later than the end of January in the preceding academic year. FROM [Erasmus code of the sending institution] TO [Erasmus code of the receiving institution] Subject area code [ISCED] Subject area name cycle [short cycle, 1st , 2nd or 3rd] Number of student mobility periods Student Mobility for Studies [total number of months of the study periods or average duration] FROM [Erasmus code of the sending institution] TO [Erasmus code of the receiving institution] Subject area code [ISCED] Subject area name Number of staff mobility periods Staff Mobility for Teaching [min. number of teaching hours per week] Staff Mobility for Training C. Recommended language skills The sending institution, following agreement with the receiving institution, is responsible for providing support to its nominated candidates so that they can have the recommended language skills at the start of the study or teaching period: Receiving institution [Erasmus code] Optional: Subject area Language of instruction 1 Language of instruction 2 Recommended language of instruction Student Mobility for Studies Staff Mobility for Teaching B DIEPENB 01 Dutch English B1 B2
Information and assistance can be provided by the following persons and information sources: Institution [Erasmus code] Contact details (email, phone) Website for information B DIEPENB01 B DIEPENB07 G. SIGNATURES OF THE INSTITUTIONS (legal representatives) Institution [Erasmus code] Name, function Date Signature B DIEPENB01 B DIEPENB07 Prof. dr. Karin Coninx Vice-rector Education
In what book does a character explain to another that “my shin splints are the only reason you could even keep up”? Nuts to You Perkins p. 55 In what book is it explained that, “To the Baluba tribe of Hubba Island, the pooka stone is a symbol of deep affection"? Fabled Fourth Graders of Aesop Elementary School, The Fleming p. 139 In what book does a character say, "Of course I would much rather go there than read about it"? Mr. Popper’s Penguins Atwater p. 10 In what book does an important character drive "an old pale, blue car...rain or shine, snow or sleet, hail or wind"? Frindle Clements p. 6 In what book does a character explain, “These go back over ten years. This here is the last one we sent”? Stone Fox Gardiner p. 35 In what book does a character announce, “I'll find out. I'll find out what's wrong and make it better”? Stone Fox Gardiner p. 11 In which book would you read that someone has, "an abnormal, inordinate interst in illumination of all sorts"? Tale of Despereaux, The DiCamillo p. 88 In what book was a character described this way…"had plenty of ideas….and knew what to do with them"? Frindle Clements p. 1 In what book does a character report, no cure except in the person's own mind. I'm sorry”? Fox Gardiner p. 10 In what book is a character described as with a small head and a thin droopy mustache”? Stone Fox Gardiner p. 32 In what book does a character use a “R.O.F.L.” spell? King of Kazoo, The Feuti p. 170 In what book is it described that a character had a compress applied to her forehead, “an ice pack to her knee, and a splint to her pinkie"? Fabled Fourth Graders of Aesop Elementary School, The Fleming p. 81 In what book did a tailor make a suit with raspberry jam? Lafcadio, the Lion Who Shot Back Silverstein p. 66 In what book does a character say, "I thought you were a service man"? Mr. Popper’s Penguins Atwater p. 34
Chapter 1: What Does It Mean to be a Leader? Aug 27 – Sep 2 Chapter 2: Traits, Behaviors, and Relationships Sept 3-9 Chapter 3: Contingency Approaches to Leadership Sept 10-16 Chapter 4: The Leader as an Individual Sept 10 – Last day to drop/add classes Sept 14 – Report of Non-attendance Sept 17-23 Chapter 5: Leadership Mind and Emotion Leadership Development: Cases for Analysis: Transition to Leadership pg. 59 due 9/23/18. Analyze and complete questions at end. Submit APA formatted report through Turnitin. Sept 24- Sept 30 Chapter 6: Courage and Moral Leadership Oct 1-7 Chapter 7: Followership Midterm Leadership Development: Cases for Analysis: A Nice Manager pg. 128-130 due 10/4/18. Analyze and complete questions at end. Submit APA formatted report through Turnitin. Oct 8-14 Chapter 8: Motivation and Empowerment Chapter 9: Leadership Communication Oct Chapter 10: Leading Teams Leadership Development: Cases for Analysis: Commissions for Charlotte pg. 252-253 due 10/21/18. Analyze and complete questions at end. Submit APA formatted report through Turnitin. Oct 22- Oct 28 Chapter 11: Developing Leadership Diversity Oct 29- Nov 4 Chapter 12: Leadership Power and Influence Nov 2 – Last day to withdraw from a class Nov 5-11 Chapter 13: Creating Vision and Strategic Direction Leadership Development: for Analysis: Devereaux-Dering Group pg. 319-320 due 11/11/18. Analyze and complete questions at end. Submit APA formatted report through Turnitin. Nov 9 – Last day to withdraw from the university Nov 12-18 Chapter 14: Shaping Culture and Values Nov 19- Thanksgiving
In the Strategic Marketing Planning course there are essential topics that should be covered; these topics are listed in the table below. Week Chapter Topic 1 Introduction 2 Chapter 1 Marketing in Today’s Economy 3 Chapter 2 Strategic Marketing Planning 4 Chapter 3 Marketing Ethics and Social Responsibility in Strategic Planning 5 Chapter 4 Collecting and Analyzing Marketing Information Case: Mistine 6 Chapter 5 Developing Competitive Advantage and Strategic Focus Case: USA Today 7 Chapter 6 Customers, Segmentation, and Target Marketing Case: Apple Mid Term Exam (Subject to change) 8 Chapter 7 Product Strategy Case: Chevrolet 9 Chapter 8 Pricing Strategy Case: Gillette 10 Chapter 9 Distribution and Supply Chain Management Case: FedEx 11 Chapter 10 Integrated Marketing Communications 12 Chapter 11 Marketing Implementation and Control 13 Chapter 12 Developing and Maintaining Long-Term Customer Relationships 14 Project Report Submission 15 Feedback and Course Wrap-up Group Project Presentations Good Luck
B.A. Degree with a Major in Elementary Education (K – 6th grade) Buena Vista University Graduate & Professional Studies is exclusively for students seeking to complete degrees begun elsewhere. We facilitate the smooth transfer of credits from Southeastern Community College. This advising guide is effective for students entering BVU in the 2015-16 academic years. As course and degree requirements change, students are encouraged to consult with BVU personnel. Southeastern Community College has a full articulation with Buena Vista University. Students who have completed an approved associate’s degree at SCC can seamlessly move on to complete a bachelor’s degree through Buena Vista University. The Education Core: Buena Vista University Southeastern Community College EDCO 240 – Development of the School – Age No offered equivalence. EDCO 245 – Learning & Motivation EDU 240 – Educational Psychology EDCO 255/256 – Professional Seminar I & Field Experience: Learning & Motivation ECE 932 – Internship (Will need EDCO 256 if experience was in K or 1st grade classroom.) EDCO 280 – History of American Education EDU 210 – Foundations of Education AND an approved Humans Relations course EDCO 290/291 – Professional Seminar II & Field Experience: Human Relations EDU 920 – Field Experience EDCO 300 – Differentiated Instruction for Exceptional Learners EDU 247 – Teaching Exceptional Learners EDCO 390 – Instruction Technology No offered equivalence. Elementary Education Courses Including Student Teaching: Vista University Southeastern Community College EDUC 317 – Foundations of Literacy No offered equivalence. EDUC 335 – Development of Oral Communications No offered equivalence. EDUC 342 – Methods of Written Communications No offered equivalence. EDUC 362 – Methods of PE & Health for Elementary Teachers No offered equivalence. EDUC 363 – Methods of Elementary Visual Arts No offered equivalence. EDUC 371 – Methods of Data – Driven Literacy Instructions No offered equivalence. EDUC 380 – Language Development and Methods No offered equivalence. EDUC 393 – Elementary Math Methods & Field Experience No offered equivalence. EDUC 394 – Elementary Science Methods No offered equivalence. EDUC 410 – Elementary Curriculum/ Social Studies Methods No offered equivalence. EDUC 415 – Reading Strategies and Instructional Methods: Fiction No offered equivalence. EDUC 420 – Reading Strategies and Instructional Methods: Informational Text No offered equivalence. EDUC 443 – Literacy Field Experience No offered equivalence. TEAC 402 – Professional Seminar III: K Student Teaching OR TEAC 403 – Professional Seminar III: 1st – 3rd Student Teaching No offered equivalence.
Falsification of client records or other agency documents Falsification of client records during field placement can result in a student receiving a grade of “F” and can result in automatic termination from the field placement and/or program. Violation of confidentiality From the first day of the BA Program, students are taught to understand the complexities of client confidentiality and the importance of respecting and protecting a client’s right to confidentiality, which is embedded in the NASW Code of Ethics. Students learn that they cannot discuss information about a client outside of the agency context and within professional parameters (supervision, case conferences, consultations, other disciplines within the agency). Also, students cannot maintain personal contact with clients outside of the professional relationship and the context of agency guidelines. Violation of client confidentiality or developing a professional relationship with clients can result in termination from the field placement and/or program. Physical/verbal abuse of clients, colleagues, supervisors or other agency personnel Physical/Verbal Abuse of clients, colleagues, supervisors or other agency personnel during one’s field placement at an agency can result in termination from the field placement and/or program. Evidence of being under the influence, possession, use or sale of illegal substances and/or alcohol during agency hours can result in immediate termination from the field placement and/or program. Theft from Clients, agency personnel or agency sites can result in immediate termination from the field placement and/or program. Violation of the NASW Code of Ethics Violation of the professional standards set in the NASW Code of Ethics can result in immediate termination from the field placement and/or program. Field practicum attendance Because of the importance of the field practicum experience, attendance is critical. Consistent lateness and failure to report to the agency at the times designated by the field instructor can result in the development of a remediation plant by the Director of Field Placement and field instructor. If the lateness and absences persist and remediation is not successful, the student can receive a grade of “F” in field practicum. Should a student have reason to be absent from field practicum, the procedure below must be followed: If a student is to be absent from field practicum for any period of time, she or he must inform the field instructor in person or via phone in advance and provide the reason for the absence. The student must discuss with the field instructor what will be required to make up for the absence.
Student will discuss with supervisor the values that contribute to her desire to work with at-risk adolescents By end of the first semester, student will provide supervisor with a list of personal biases that potentially impact her work with clients with HIV/AIDS Student will discuss with supervisor the ways in which her cultural background may impact her work with racial minority teens Student will discuss with supervisor concerns relative to her personal history that may affect her ability to work with perpetrators of domestic violence Student will meet with supervisor once-a-week for supervision Client will shadow case managers to observe protocol and procedure for conducting intake interviews of clients. PC-F5 PC-F5 PC-F5 PC-F5 PC-F6 PC-F6 PC-F1, Div-F1 PC-F1, Div-F1 PC-F1, Div-F5 PC-F1, Eth-F3, Div-F5 Ctxt-F1 Ctxt-F1 2) Ethics: Apply social work ethical principles to guide professional practice. Social workers are knowledgeable about the value base of the profession, its ethical standards, and its relevant laws. Social workers conduct themselves ethically and engage in ethical decision-making.
HBSE-F1 Apply evidence-based theories of human development including psychological, social, emotional, physical, neural, and spiritual development to assess whether clients are meeting developmental milestones HBSE-F2 Critique and apply knowledge to understand the person and environment using the bio-psycho-social-spiritual and ecological perspectives HBSE-F3 Apply theories and conceptual frameworks of human behavior to assessment, intervention, and evaluation of individuals and families HBSE-F4 Apply theories and conceptual frameworks of social systems to assessment, intervention, and evaluation of groups, organizations, communities, and policies / Student will demonstrate knowledge of psychosocial developmental stages and understanding of impact of stages on client situations Student will utilize psychosocial developmental charts to assess possible progression, regression or failure to thrive in toddlers and pre-school age children In meetings with supervisor, student will articulate application of and ecological perspectives with respect to assessment of processes in bereavement group In meetings with supervisor, student will articulate application of and ecological perspectives with respect to assessment of client needs in ER setting HBSE-F1 HBSE-F1 HBSE-F2 HBSE-F2 HBSE-F2 Rsch-F2, Asss-F2 Rsch-F2, Asss-F2 Rsch-F2, Asss-F2
Level Module Code Module Title Credit rating Level 6 AC3100 AC3200 AC3300 AC3400 AC3500 AC3600 BC3008 BC3000 Compulsory: Advanced Financial Accounting Advanced Management Accounting Auditing Theory and Practice Corporate Finance Business Strategy Taxation Theory and Practice Optional work placement/international study routes: Work Placement International Study 20 20 20 20 20 20 120 120 Bachelor Honours Degree BA Hons in Accounting Requires 360 credits including a minimum of 220 at Level 5 and 100 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Bachelor Degree BA in Accounting Requires 320 credits including a minimum of 180 at Level 5 and 60 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Level 5 AC2100 AC2200 AC2300 AC2410 AC2500 LA2155 Compulsory: Financial Accounting Management Accounting Professional Skills Development Finance for Managers Accounting Information Systems & Control Issues Companies and the Law 20 20 20 20 20 20 Diploma of Higher Education in Accounting Requires 240 credits including a minimum of 120 at Level 5 Level 4 AC1100 AC1200 AC1300 EC1002 LA1511 MG1009 Compulsory: Introduction to Financial Accounting Introduction to Management Accounting Information Systems & the Business Environment Introduction to Economics Legal Obligations in Business Fundamentals of Business Mathematics 20 20 20 20 20 20 Certificate of Higher Education in Accounting Requires 120 credits Including a minimum of 100 at level 4 15. Personal Development Planning The nature of the modules and their operation enables students to plan their work throughout the semester, the year and the course. A scheme of work provides students with a clear map of the contents of the module, the reading they should undertake and the work they must prepare prior to attendance at the seminar. Additionally the management of assessments, their preparation and timely submission prepare students for the realities of life after graduation. In year one within two compulsory modules, AC1100 and AC1300, staff from WISER will introduce personal development
Level 6 AC3100 AC3200 BU3413 BU3016 BC3010 AC3300 AC3400 AC3600 AC3650 AC3908 BC3001 HR3024 BU3207 CD3114 BC3000 BC3008 Advanced Financial Accounting Advanced Management Accounting Business Strategy Contemporary Issues in Business Dissertation Plus ONE of the following options Auditing Theory and Practice Corporate Finance Taxation Theory and Practice Risk and Capital Markets International Financial Environment Continuing Professional Development Evaluating HRM International Management Start a Business Or ONE option available within the School that the Course Leader appropriate for the programme of study. Further such options must be agreed upon by the External Examiner Work Placement International Study 20 20 20 20 20 20 20 20 20 20 20 20 20 20 120 120 Bachelor Honours Degree BA Hons in Accounting and Business Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Bachelor Degree BA in Accounting and Business Requires 320 credits including a minimum of 180 at 5 or above and 60 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits
Level 5 AC2100 AC2200 BC2000 Or CD2001 EC2102 MG2008 AC2410 AC2000 AC2500 AC2650 AC2906 EC2401 EC2006 HR2050 Financial Accounting Management Accounting Transition to Work (for students aiming to gain a placement) Planning Your Career (for students on the 3 year The Global Environment of Business Project and Operations Management Plus ONE of the following options Finance for Managers Enterprise Operations for Financial Managers Accounting Information Systems and Control Issues Introduction to Financial Services Markets International Financial Management Techniques Business Economics Economics and Business in the European Union Managing Personnel and Human Resources Or ONE option available within the School that the Course Leader deems appropriate for the programme of study. Further such options must be agreed upon by the External Examiner 20 20 20 20 20 20 20 20 20 20 20 20 20 20 Diploma of Higher Education in Accounting and Business Requires 240 credits including a minimum of 100 at Level 5 or above
13. Programme Structures 14. Awards and Credits* Level Module Code Module Title Credit rating Level 6 AC3100 AC3200 AC3300 AC3400 AC3500 AC3600 BC3008 BC3000 Compulsory; - Advanced Financial Accounting Advanced Management Accounting Auditing Theory and Practice Corporate Finance Business Strategy Taxation Theory and Practice Optional work placement/international study routes: Work Placement International Study 20 20 20 20 20 20 120 120 Bachelor Honours Degree BA Hons in Accounting and Finance Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Bachelor Degree BA in Accounting and Finance Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Level 5 AC2100 AC2200 AC2300 AC2410 AC2500 LA2155 Compulsory; - Financial Accounting Management Accounting Professional Skills Development Finance for Managers Accounting Information Systems & Control Issues Companies and the Law 20 20 20 20 20 20 Diploma of Higher Education in Accounting and Finance Requires 240 credits including a minimum of 100 at Level 5 or above Level 4 AC1100 AC1200 AC1300 EC1002 LA1511 MG1009 Compulsory; - Introduction to Financial Accounting Introduction to Management Accounting Information Systems & the Business Environment Introduction to Economics Law for Accounting Fundamentals of Business Mathematics 20 20 20 20 20 20 Certificate of Higher Education in Accounting Requires 120 credits at 4 or above 15. Personal Development Planning Personal Development Planning is introduced as an integral part of two year one compulsory modules. In addition the nature of the modules and operation enables students to plan their work throughout the term, the year and the course. A scheme of work provides students with a clear map of the contents of the module, the reading they should undertake and the work they must prepare prior to attendance at the seminar. Additionally the management of assessments, their preparation and timely submission prepare students for the realities of life after graduation. In year one within two core modules, AC1100 and AC1300, staff from WISER will introduce personal development topics for two weeks within each semester making eight weeks in total of various study skills such as
Level 6 AC3400 AC3100 AC3300 AC3200 AC3500 AC3600 AC3101 Corporate Finance Advanced Financial Accounting Auditing Theory and Practice Advanced Management Accounting Business Strategy Choice of 1 of the two modules below: Taxation Theory and Practice Cyprus Taxation 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 Bachelor Honours Degree Requires 480 credits (240 ECTS), of which a minimum of 100 must be at level 6, 220 must be at level 5 or above and 360 credits must be at level 4 or above Bachelor Degree Requires 440 credits (220 ECTS) of which a minimum of 60 must be at level 6, 180 credits must be at level 5 or above Level 5 AC2410 AC2100 AC2500 AC2200 AC2300 LA2155 LA2156 Finance for Managers Financial Accounting Accounting Information Systems & Control Issues Management Accounting Professional Skills Development Choice of 1 of the two modules Companies and the Law Companies and the Law in Cyprus 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 Diploma of Higher Education Requires 360 credits(180 ECTS) of which a minimum of 100 credits must be at level 5 or above e Level 4 AC1100 AC1200 AC1300 EC1002 LA1511 MG1009 Introduction to Financial Accounting Introduction to Management Accounting Information Systems & the Business Environment Introduction to Economics Legal Obligations in Business Fundamentals of Business Mathematics 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 20 / 10 Certificate of Higher Education Requires 240 credits(120 ECTS) at level 4 or above 4 MA1601 MG1550 20 / 10 Certificate of Achievement Requires 120 credits (60 ECTS) at level 4 15. Personal Development Planning
6 AC3400 AC3650 AC3100 AC3908 AC3300 AC3200 AC3500 AC3600 BC3000 BC3008 BC3006 BC3007 EC3007 EC3010 MK3013 BC3005 BC3001 Four streams from; - Corporate Finance Risk and Capital Markets Advanced Financial Accounting International Financial Environment Auditing Theory and Practice Advanced Management Accounting Business Strategy One of the four streams must be either AC3100 or AC3200 Options including; - Taxation Theory and Practice Work Placement International Study Student Initiated Module Student Initiated Module Economic Aspects of Trade & Development Economic Policy Management Marketing of Services Summer Internship 2 Continuing Professional Development Plus up to 2 options available within the School that the Course Leader deems appropriate for the programme of study. Further such options must be agreed upon by the External Examiner 20 20 20 20 20 20 20 20 120 120 10 20 20 20 20 20 20 Bachelor with Honours Degree BA (Hons) Accounting and Financial Studies Requires 360 credits including a minimum of 220 at Level 5 or above with a minimum of 100 at Level 6 Work placement requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits Bachelor Degree BA Accounting and Financial Studies Requires 320 credits including a minimum of 180 at Level 5 or above with a minimum of 60 at Level 6 Work placement route requires successful completion of BC3000 which has a notional credit rating of 120 credits. International study route requires successful completion of BC3008 which has a notional credit rating of 120 credits