2021-2022 Student Handbook
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Gunsmithing Department Faculty
POSITION TITLE: Construction Shop Assistant/Instructor POSITION #: TBD POSITION STATUS: Full-time FLSA STATUS: Exempt REPORTS TO: Division Chair SUPERVISES: Work-Study Students CAMPUS: Trinidad POSITION SUMMARY: Trinidad State College is seeking a Shop Assistant/Instructor. This individual is responsible for direct support to the Construction Technology Faculty member and instruction in assigned classes. This position reports directly to the Division Chair. DUTIES AND RESPONSIBILITIES: • Uphold the values and credibility of the college • Provide direct support to Construction Technology faculty and students • Order and maintain supplies and inventory of same • Have a basic understanding of the tools and supplies necessary for the operation of the department • Supervise and coordinate Work-Study Students • Teach assigned classes in keeping with college mission and philosophy • Abide by all relevant college and CCCS and SBCCOE policies and Procedures • Provide students with a syllabus for the course that includes all components of the course master syllabus • Provide the Division Chair with a copy of the course syllabus • Complete requisition forms and follow policy and procedure rules for purchasing or acquiring materials and or supplies for the Construction Technology program • Develop and maintain a strong and positive working relationship with the community as it relates to utilization of property, equipment and any other sources of assistance that is received from the community or business partners • Evaluate student performance in accordance with student learning outcomes as stated in the course syllabus • Conduct student evaluations of instruction in accordance with established policies and procedures • Maintain accurate records of attendance and grading of all students and submit required records according to published deadlines • Attend departmental / divisional / instruction-wide meetings as called by the Departmental Chair, Dean or Vice President for Instruction. -
Lincolnsudbury Regional School District Residency Policy
LincolnSudbury Regional High School 390 Lincoln Road Sudbury, MA 01776 LINCOLNSUDBURY REGIONAL SCHOOL DISTRICT RESIDENCY POLICY The LincolnSudbury Regional School Committee feels that students best flourish in a supportive school environment that is in concert with an equally supportive home environment. With the exception of rare and unique circumstances, a student’s residence is the home where his or her parent(s) or legal guardian(s) reside. In circumstances where parents or guardians live separately and custody is shared, or another arrangement exists, one guideline that the Superintendent/Principal will use in any residence consideration is whether or not the district is the principal location of the student’s domestic, social and civil life. In order to attend LincolnSudbury Regional High School, a student must be a resident dependent, with his/her parent(s) or legal guardian(s), of either the Town of Lincoln or the Town of Sudbury as defined in MA General Law Chapter 76, Section 5 or qualify in accordance with one of the following exceptions: o A student participating in the METCO Program o A student participating in the Student Exchange Program o A student whose parent or legal guardian is an employee of LincolnSudbury Regional School District (teacher, administrator, clerical, educational support or buildings & grounds) who works a minimum of 20 hours per week and who would also be eligible for such benefits as health insurance. o A student whose parent or legal guardian is an employee of the Lincoln or Sudbury Public Schools, provided that said school districts have a policy which provides dependent children of LincolnSudbury Regional School District employees equivalent access and said policy is implemented in the same manner as this policy is implemented. -
Husson University Student Handbook
HUSSON UNIVERSITY STUDENT HANDBOOK 1 College Circle • Bangor, ME 04401-2999 Revised: August 25, 2021 HUSSON UNIVERSITY STUDENT HANDBOOK WELCOME FROM THE OFFICE OF STUDENT LIFE Fall 2021/Spring 2022 Welcome to the 2021-2022 academic year at Husson University! On behalf of the Husson University community, it is our pleasure to welcome you to a new and exciting year. You are joining a community with a long history of transforming lives and preparing students for success. The academic classes and experiential learning opportunities will give you a solid foundation as you pursue your lives and careers. The information in this Student Handbook provides you with a detailed guide to campus life. Some components may not be as applicable this year due to guidelines related to COVID-19, but they are provided for your reference. Husson Student Life offers you both enriching and supporting opportunities that extend your education beyond the classroom. Residence life, athletics and intramurals, student employment, student government, student activities, and clubs and organizations are important university life programs that create experiences for leadership, service and personal growth. It is our expectation that you will use this Handbook to become more informed about our community standards and the expectations for all students as well as the numerous opportunities to you here at Husson University. We wish you the very best in the upcoming academic year and welcome you as part of the Husson University community. Sincerely, The Division of Student Life • Campus Chaplain • Community and Student Engagement • Commuter Services • Residence Life • Student Activities • Student Development • Wellness Center (Counseling Services and Student Health Services) UPDATED: August 12, 2021 HUSSON UNIVERSITY STUDENT HANDBOOK VISION Husson will be a University of choice for premier professional programs where students succeed, experiential learning is championed and global engagement is emphasized. -
Budget Worksheet Alamosa, CO Account Summary for Fiscal: 2019 Period Ending: 07/31/2019
Budget Worksheet Alamosa, CO Account Summary For Fiscal: 2019 Period Ending: 07/31/2019 Defined Budgets 2017 2017 2018 2018 2019 2019 2019 Total Budget Total Activity Total Budget Total Activity Total Budget YTD Activity 2019 DR Fund: 02 - GENERAL FUND Department: 00 - UNDESIGNATED 02-4-00-61111 GENERAL PROPERTY TAX… 496,870.00 496,227.42 500,000.00 475,756.97 500,000.00 0.00 500,000.00 02-4-00-61211 SPECIFIC OWNERSHIP TA… 61,300.00 70,542.39 62,000.00 46,479.08 65,000.00 0.00 65,000.00 02-4-00-61311 GENERAL SALES TAX 2,442,000.00 2,608,793.66 2,515,260.00 1,576,486.75 2,578,142.00 0.00 2,578,142.00 02-4-00-61312 CONSTRUCTION USE TAX … 65,480.00 66,175.22 50,000.00 52,248.11 55,000.00 0.00 55,000.00 02-4-00-61321 GENERAL SALES 1.2% 3,176,800.00 3,389,799.35 3,272,104.00 1,727,388.20 3,353,907.00 0.00 3,353,907.00 02-4-00-61411 CIGARETTE TAX 33,800.00 27,584.51 32,000.00 14,718.43 25,000.00 0.00 25,000.00 02-4-00-61511 ELECTRIC FRANCHISE 207,650.00 205,763.42 207,000.00 96,553.41 200,000.00 0.00 200,000.00 02-4-00-61521 OCCUPATIONAL TELEPHO… 10,600.00 9,520.24 8,000.00 2,708.94 8,000.00 0.00 8,000.00 02-4-00-61531 TELEVISION FRANCHISE 71,100.00 67,058.84 65,000.00 16,999.58 65,000.00 0.00 65,000.00 02-4-00-61541 GAS FRANCHISE 116,790.00 100,842.86 110,000.00 60,585.91 110,000.00 0.00 110,000.00 02-4-00-61612 PMT IN LIEU OF TAXES 33,300.00 44,316.92 33,000.00 34,667.68 33,000.00 0.00 33,000.00 02-4-00-62121 GF PERMITS (ALL TYPES) 40,700.00 71,537.30 50,000.00 69,174.80 50,000.00 0.00 50,000.00 02-4-00-62211 GF LIQUOR LICENSES AND… 13,600.00 -
Alternative Education A
CHAPTER 4: Alternative Education A. What is alternative education? n continuation schools n juvenile court schools The term ”alternative education” refers to schools n and programs that students may either decide to go opportunity classrooms to as a voluntary transfer, or are forced to go to as the See a comparison chart of these examples on page 21. result of an expulsion or involuntary transfer. Each alternative school or program operates differently B. What is the difference between a and should meet the specific needs of the students it is voluntary and an involuntary transfer? trying to help. They may be helpful for some students, n An involuntary transfer is often the result of like those who need to make up course credits, or need a student getting in trouble and/or missing too more flexibility due to their personal life. However, they much school. A student can be involuntarily are also used as a placement for students because of transferred to an alternative school or program behavior issues. In general, they do not provide the against their wishes or the wishes of the parent or same educational or extra-curricular opportunities as guardian only in very limited circumstances. traditional, comprehensive schools. Alternative schools and programs tend to have fewer types of classes and n A voluntary transfer is often proposed by extracurricular activities (such as sports and student school/district staff as a way of avoiding an clubs) than traditional schools. They may not offer the expulsion—but it is optional. It is usually not courses your child needs to graduate or to prepare in a student’s best interests and generally not for college available each semester. -
The Kindergarten Student
THE KINDERGARTEN STUDENT Kindergartners are curious and eager to learn. Each specific task that absorbs them is part of a larger need to make sense of the world around them. They learn through acquiring information from adults and from observing what is happening around them, through observing and practicing skills of various kinds, through feelings and certain habits of mind (cooperation, curiosity, trust, etc.), and from being with others who exhibit these dispositions. The kindergarten classroom offers children an environment that nurtures their natural curiosity and love of learning, and that expands their perceptions of the world. It provides meaningful, concrete experiences, which are fundamental to the way young children learn. Learning is encouraged through active involvement: observing, comparing, investigating, manipulating, and problem solving. The kindergarten classroom provides experiences that allow children to make choices and decisions, to question, to take risks, to make mistakes and try again (it is often as a result of mistakes that learning takes place), and to enjoy many successes. Each child is unique, an individual with his or her own learning style and learning timetable. To accommodate individual differences, the kindergarten classroom makes a wide variety of materials and activities available. Teachers understand each child as an individual, and support and encourage each child in work and play. Parents/guardians are encouraged to be partners in their child’s educational process. They can provide information about their child, supplement the teaching and learning experiences at home, and provide assistance in the classroom as volunteers and resource people. GOALS OF THE KINDERGARTEN PROGRAM One of the main goals of the kindergarten program is to encourage the growth of positive and socially responsible attitudes in children. -
DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to Student Population Growth and Restricted Capacity, Al
DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to student population growth and restricted capacity, all Pre-Kindergarten classes will be held at Rose Union Elementary for the 2020-2021 school year. The consolidation of Pre-Kindergarten classes to Rose Union will allow us to continue providing a quality program for our Pre-K students while accommodating student growth in all of our elementary sites without changing elementary boundaries through the redistricting process. A free Pre-Kindergarten program will be offered on a space available basis for the 2020-2021 school year at the following site: Rose Union. The Pre-Kindergarten program enrollment will be open across the district. At the completion of the Pre-Kindergarten year, students attending Pre-Kindergarten should expect to attend their neighborhood school for Kindergarten. ELIGIBILITY: ⑨ Students must be at least four years of age on or before September 1, 2020, or not five years of age before June 1, 2021. (Born between June 1, 2015 and September 1, 2016) ⑨ Parent or legal guardian must be a resident of the Deer Creek Public School District. APPLICATION PROCEDURES: ⑨ Parents who are interested in having their child in one of the full day Pre-Kindergarten classes may complete the online application located on the district website. ⑨ Online applications will ONLY be accepted until January 22, 2020, for initial Pre-Kindergarten placement. ONLY ONE APPLICATION PER CHILD MAY BE SUBMITTED. IF MORE THAN ONE APPLICATION FOR A CHILD IS SUBMITTED, ALL APPLICATIONS FOR THAT CHILD WILL BE WITHHELD FROM THE DRAWING AND THE CHILD’S NAME WILL BE ADDED TO THE BOTTOM OF THE WAITING LIST. -
Texas Essential Knowledge and Skills for Kindergarten §110.11. English
revised August 2017 Texas Essential Knowledge and Skills for Kindergarten §110.11. English Language Arts and Reading §116.2. Physical Education §111.2. Mathematics §117.102. Art §112.11. Science §117.103. Music §113.11. Social Studies §117.104. Theatre §114.4. Languages Other Than English §126.6. Technology Applications §115.2. Health Education §110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010. (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In Kindergarten, students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and oral language skills. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. -
Executive Director's Column
The Official Publication of the Colorado Nurses Association Quarterly circulation approximately 67,000 to all RNs, LPNs, and Student Nurses in Colorado Volume 112 • No. 3 August 2012 American Nurses Association Executive Director’s Column House of Delegates Approves Organizational Transformation Colorado Appeals Court Rules in Changes aimed at streamlining governance Support of Governor’s Opt Out and enhancing policy development Fran Ricker, RN, MSN SILVER SPRING, MD–Nurses participating in the American Nurses Association’s House of Delegates (HOD) took action to update and streamline Colorado Nurses Association and the Colorado governance of the association to more quickly address pressing issues and Association of Nurse Anesthetists were elated in July better meet the needs of nurses. These decisions represent significant change following a critical ruling by the Colorado Court of in the association’s governance structure. Appeals. Both nursing organizations had participated During the HOD sessions held on June 15 and 16 in National Harbor, as interveners in the critical lawsuit regarding Md., about 450 voting delegates from ANA’s constituent and state nurses physician supervision of CRNA’s under Medicare’s associations (C/SNAs) and Individual Member Division (IMD) approved Conditions of Participation. Colorado Hospital several measures that reflect the association’s focus on updating its Association also was an intervener aligning to support governance structure and processes. These measures are part of a larger and the Opt Out. continuing effort to position ANA and its C/SNAs to serve members and the On July 19, 2011 the Colorado Court of Appeals profession at large. Changes will go into effect at various times. -
Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US
Other Education: The Journal of Educational Alternatives ISSN 2049-2162 Volume 7(2018), Issue 2 · pp. 97-117 Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US. Abstract An online survey of unschooling families (student-directed form of homeschooling) sought to discover whether and how unschooled children experience a social justice curriculum (one that seeks equity between cultures, ethnicities, genders, classes, and sexualities). The 2016 survey asked about unschooled children’s relationships with/recognition of people different from themselves, their degree of critical analysis of systems and institutions in society which created, maintain, and perpetuate inequities, and whether they had opportunities to envision and work for a just and equitable society. The philosophical tenets of unschooling complicate this query, and are explored. Findings illustrate that unschooling’s educational philosophy of “curriculum-as- lived” (as opposed to “curriculum-as-plan”) (Aoki, 2004) has the potential (though not realized by all unschooling families) to provide a unique approach to social justice/multicultural education, allowing unschooled children to learn about minoritized cultures, systems that led to the minoritization, and the possibilities and pathways to a more equitable society. Keywords unschooling, multicultural education, social justice, student-directed learning, homeschooling Introduction Unschooling defined Student-directed learning in the home, termed unschooling (Farenga, 1999), is a form of education in which parents eschew a formal or standardized curriculum and instead allow their children curricular freedom. In unschooling, “the learner’s freedom and autonomy [is] limited as little as possible, ...learning always starts with the individual’s needs, goals, and desires, and not with any supposed body of knowledge or societal demands” (Miller, 2004). -
The Socialist Student
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Student Handbook
STUDENT HANDBOOK Updated April 2021 1 Table of Contents FREQUENTLY ASKED QUESTIONS ON BISON HILL .................................................................................6 1.0 THE STUDENT HANDBOOK .........................................................................................................7 1.1 MISSION STATEMENT ..................................................................................................................7 1.2 PURPOSE STATEMENT ..................................................................................................................7 1.3 CORE VALUES ............................................................................................................................7 1.4 ABOUT OBU .............................................................................................................................8 2.0 STUDENT RIGHTS AND RESPONSIBILITIES ...................................................................................9 2.1 INTRODUCTION TO RESPONSIBILITIES ...............................................................................................9 2.2 COLLEGE CITIZENSHIP ................................................................................................................ 10 2.3 SEEKING ASSISTANCE ................................................................................................................. 11 3.0 STUDENT POLICIES AND PROCEDURES ..................................................................................... 11 3.1 BEHAVIORAL DISCIPLINE