if Lesson 3 Outline 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. if Lesson 3 Outline Multiple, Related Conditions #1 Multiple, Related Conditions #2 Multiple, Related Conditions #3 else if Clause #1 if inside else else if Clause #2 else if Clause #3 if-else if Can Short Circuit if-else if Might Execute No Clause if-else if Indenting if-else if Clause Order if-else if Example #1 if-else if Example #2 if-else if Example Flowchart Mixing Branching Clauses #1 Mixing Branching Clauses #2 Mixing Branching Clauses #3 Mixing Branching Clauses #4 Mixing Branching Clauses #5 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. if - else if - else Example #1 if - else if - else Example #2 if - else if - else Flowchart Multiple else if Clauses #1 Multiple else if Clauses #2 Multiple else if Clauses #3 Multiple else if Clauses #4 General Rule for Multiple else if Clauses Order of Condition Evaluations Multiple else if Example #1 Multiple else if Example #2 Multiple else if Flowchart if, Multiple else if, else Clauses #1 if, Multiple else if, else Clauses #2 if, Multiple else if, else Clauses #3 if, Multiple else if, else Clauses #4 if, Multiple else if, else Clauses #5 if, Multiple else if, else Example #1 if, Multiple else if, else Example #2 if Lesson 3 CS1313 Spring 2019 1
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 I am writing this email to let you know that I full understand the term of our agreement. I greatly appriciate you giving me this opportunity. You have my schedule for summer and fall of 2010. If there is anything else I need to do please let me know.
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Master Schedule (preliminary) Old Science Renovation Construction Summer 2018 – Summer 2019 Roy G. Cullen (single phase) Construction Fall 2019 – Fall 2020 Charles F. McElhinney (multi-phase) Phase I Construction Phase II Construction Fall 2020 – Fall 2021 Fall 2021 – Fall 2022 Agnes Arnold Hall Phase I Construction Phase II Construction Phase III Construction Fall 2022 – Summer 2023 Summer 2023 - Summer 2024 Summer 2024 – Winter 2024 Science & Research I (ongoing, multi-phase) Phase I Construction Phase II Construction Phase III Construction Phase IV Construction Phase V Construction Phase VI Construction 7/27/2018 Fall 2019 – Summer 2020 Fall 2020 – Fall 2021 Fall 2021 – Summer 2022 Summer 2022 – Summer 2023 Fall 2023 – Summer 2024 Summer 2024 – Winter 2024 Facilities Planning and Construction 7
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Overview: Accreditation AccreditationTimetable Timetable Overview: Fall Fall2009 2009 Spring Spring2010 2010 MSA: MSA: Review Annual Management Management Plans Plans and and Begin Begin Data Data Collection Collection for for Assessments Assessments in in SP2010 SP2010 Summer Summer2010 2010 MSA: MSA: BY BY END END OF OF SP SP 2010 2010 SECOND SECOND ROUND ROUND OF OF MANAGEMENT MANAGEMENT REPORTS REPORTS MSA: MSA: PROGRAM REVIEWS ON ON A A NEW NEW SCHEDULE SCHEDULE AND AND UNDERWAY UNDERWAY MSA: MSA: GEN ED ASSESSMENTS ASSESSMENTS UNDERWAY Fall Fall2010 2010 Fall Fall2011 2011 MSA: MSA: SUMMER SUMMER 2010 2010 TO TO DECEMBER 2010 DECEMBER 2010 –– FIRST FIRST DRAFT DRAFT MATERIALS MATERIALS FOR FOR PRR PRR MSA: MSA: Spring Spring 2010 start drafting reports reports on on Program Program Reviews, Reviews, Student Student Outcomes… Outcomes… Middle States Middle States Periodic Review Periodic Review Report Due Report Due June 1, 2011 June 1, 2011 MSA: MSA: DEC DEC 2010 2010 ongoing… ongoing… finalize finalize Program Program Review Review and and Student Student outcomes outcomes drafts…. drafts…. MSA: MSA: BY END OF SP 2010 GEN ED REVIEW REVIEW DONE DONE START START WRITING WRITING CHAPTER CHAPTER MSA: MSA: Faculty Faculty Handbook Revisions and Faculty Assessment Assessment Reformed and Underway Spring Spring2011 2011 MSA: MSA: DEC DEC 2010 TO APRIL 2010 2010 SECOND SECOND DRAFT DRAFT AND FINALIZE FINALIZE PRR PRR MSA: MSA: Summer Summer 2010 2010 draft draft Faculty Faculty portion portion of MSA PRR MSA PRR MSA: MSA: FINANCE FINANCE report underway in annual strategic ratio analysis and updates NCATE: NCATE: PREPARATION PREPARATION OF OF 88 SPA SPA REPORTS REPORTS DUE BY FEBRUARY 1, 2010 DUE BY FEBRUARY NCATE: NCATE: SELF-STUDY SELF-STUDY REPORT REPORT PREP PREP –– BY SEPTEMBER 2010 BY SEPTEMBER 2010 CCNE CCNE NCATE NCATE Visit Visit MAR/April MAR/April 2011 2011
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The City University of New York 2016-2017 Year-End Financial Report Numerical Change: Fall 2015, Fall 2016, Spring 2017 I&DR Teaching I&DR Support Staff Academic Support Staff Student Services Staff M&O Staff General Admin Staff GIS Staff SEEK / CD Staff Other Staff Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Baruch College Brooklyn College City College Hunter College John Jay College Lehman College Medgar Evers College NYC College of Technology Queens College College of Staten Island York College Graduate Center CUNY School of Law School of Journalism School of Professional Studies School of Public Health (6) 7 (1) (27) (15) (1) 2 (24) 3 (9) (15) (26) 0 (2) 1 49 5 (7) (4) (4) (2) 0 (6) (3) (11) (1) (2) 2 1 1 2 1 9 (2) 29 9 10 10 2 3 2 5 2 (2) 0 0 (39) 2 (5) 3 2 (2) 7 (4) (2) 1 2 (4) 0 (4) 0 0 2 1 (2) 3 (2) (2) 1 5 1 (1) (2) 3 1 0 1 0 0 1 2 0 1 (3) 0 (3) 1 3 (2) (6) 0 (1) (1) 0 0 0 (11) 3 10 4 (2) 2 8 0 (6) (1) 0 (2) (1) 1 1 7 5 (11) 9 (5) 4 (1) (3) 0 1 1 3 (1) 0 0 22 0 24 (5) (9) (8) 0 (1) (4) (6) (5) (5) 5 (15) 0 0 3 0 (3) 3 (6) 3 10 2 (1) (2) (5) 1 (2) 0 0 0 0 1 0 (5) 12 4 (6) 7 (1) (2) (7) 0 4 (3) 3 (1) 14 27 (1) (2) (10) 6 3 1 3 (1) 0 0 (3) (5) 0 1 1 (10) (5) 4 (24) (6) 0 (5) (2) (3) (4) (2) 5 (4) (5) 14 9 2 (2) (5) (18) 8 0 3 3 (4) (3) 0 (1) 0 0 1 0 1 0 0 0 1 (2) 3 1 1 1 2 1 0 0 0 0 0 0 2 0 (1) 2 0 (1) 0 1 (2) 1 0 0 0 0 0 (1) (2) (56) (1) 0 (1) (7) (3) 1 (3) (3) (2) 0 (8) 16 0 8 6 9 1 2 0 5 3 1 6 3 1 1 1 (1) 10 Senior College Total (64) (28) 40 (3) 7 (9) 13 24 (26) 1 46 (17) (26) (17) 8 2 (70) 56 BMCC Bronx CC Guttman CC Hostos CC Kingsborough CC LaGuardia CC Queensborough CC 10 (1) 2 1 7 (4) 9 16 16 0 40 (7) 8 19 13 19 (4) 5 (4) 9 8 10 0 0 (3) (3) 7 (1) (1) (5) 2 1 (4) 16 1 20 1 (1) 0 (1) 20 0 10 6 10 6 0 3 4 (1) 1 (1) 0 (6) 4 (1) 11 4 (11) 8 (3) 1 1 (10) (7) 1 (3) (7) (1) (3) 3 0 7 0 6 9 2 (1) 2 (1) 2 (6) 2 1 (8) 9 13 (6) (6) 12 3 (7) (2) 0 1 (1) (1) (3) 0 0 0 0 1 0 2 0 0 0 0 0 0 0 (4) (5) (5) (3) 0 (2) (2) 7 1 0 7 0 1 (3) Community College Total 24 92 46 10 10 39 39 (4) 11 (30) 27 (1) 17 (13) 3 0 (21) 13 Shared Services 0 0 0 Source:Administration Average Salary Report, FISM115 V&Z Central 0 (Excludes IFR 0 positions) 0 0 0 (7) (3) (5) (9) (1) (4) (0) (2) 0 0 0 0 (7) (7) (25) (7) 21 0 (22) 0 0 0 0 0 0 0 0 0 16 48 17 (15) (29) 59 (50) 12 (52) 11 2 (91) 69 Senior College Staffing Spring 2017 as of 4/27/17, Prior Year(s) from FY16 Q1 Report as of 10/29/15 Community College Staffing Spring 2017 as of 4/21/17, Prior Year(s) from FY16 Q1 Report as of 10/23/15 Central Staff Includes Non Tax-Levy Positions as of 4/27/17 Note: OtherTotal Staff includes institutes such as Calandra Institute, University (40) 64 Puerto Rico 86 Institute, Sophie 7 Davis and Suspense at the Senior Colleges; for Community Colleges it includes Suspense 7 25
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The City University of New York 2016-2017 Year-End Financial Report Percentage Change: Fall 2015, Fall 2016, Spring 2017 I&DR Teaching I&DR Support Staff Academic Support Staff Student Services Staff M&O Staff General Admin Staff GIS Staff SEEK / CD Staff Other Staff Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Baruch College Brooklyn College City College Hunter College John Jay College Lehman College Medgar Evers College NYC College of Technology Queens College College of Staten Island York College Graduate Center CUNY School of Law School of Journalism -1.3% 1.3% -0.2% -4.1% -4.0% -0.2% 1.2% -5.7% 0.5% -2.5% -7.4% -7.7% 0.0% -10.5% 10.0% 0.0% 1.1% -1.4% -0.7% -0.6% -0.6% 0.0% -3.6% -0.8% -2.0% -0.3% -1.1% 0.6% 2.3% 5.9% 18.2% 2.0% 7.0% -1.2% 12.7% 4.7% 7.6% 7.1% 2.3% 3.0% 1.4% 3.1% 2.7% -2.8% 0.0% 0.0% -70.9% 0.0% -3.6% 1.8% 0.8% -1.0% 5.0% -2.6% -2.3% 1.0% 1.4% -2.4% 0.0% -5.8% 0.0% 0.0% 12.5% 50.0% -6.3% 4.8% -3.0% -3.6% 4.8% 10.9% 2.6% -2.6% -3.7% 11.5% 4.2% 0.0% 20.0% 0.0% 0.0% 0.0% 6.7% 0.0% 1.6% -5.7% 0.0% -5.9% 2.5% 8.1% -3.8% -20.7% 0.0% -1.5% -16.7% 0.0% 0.0% 0.0% -6.4% 2.1% 12.0% 2.8% -1.6% 2.2% 14.0% 0.0% -5.0% -1.0% 0.0% -5.0% -4.2% 14.3% 0.0% 0.0% 3.1% -7.6% 9.7% -3.4% 3.3% -1.1% -4.6% 0.0% 0.9% 1.0% 4.5% -2.6% 0.0% 0.0% 2200.0% 0.0% 20.5% -4.0% -4.8% -4.2% 0.0% -0.9% -5.2% -7.9% -3.3% -4.4% 7.2% -78.9% 0.0% 0.0% 0.0% 0.0% -2.1% 2.5% -3.4% 1.7% 11.8% 1.7% -1.4% -2.9% -3.4% 0.9% -2.7% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% -5.7% 13.2% 3.8% -6.7% 13.5% -1.4% -2.7% -8.6% 0.0% 7.5% -6.5% 15.8% -11.1% 0.0% 0.0% -1.2% -2.4% -9.7% 5.5% 3.6% 1.7% 4.4% -1.4% 0.0% 0.0% -5.3% -11.6% 0.0% 12.5% 7.1% -37.0% -3.1% 2.7% -10.8% -3.0% 0.0% -4.5% -3.2% -3.2% -3.3% -2.4% 5.4% -4.4% -18.5% 175.0% 81.8% 0.0% -1.3% -3.3% -9.0% 4.1% 0.0% 2.9% 4.9% -4.4% -2.5% 0.0% -1.0% 0.0% 0.0% 4.5% 0.0% 50.0% 0.0% 0.0% 0.0% 16.7% -18.2% 50.0% 16.7% 14.3% 20.0% 50.0% 20.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 40.0% 0.0% -14.3% 22.2% 0.0% -14.3% 0.0% 16.7% -33.3% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0% -100.0% -100.0% -75.7% -7.1% 0.0% -100.0% -100.0% -100.0% 5.9% -100.0% -100.0% -4.1% 0.0% -100.0% 66.7% 0.0% 0.0% 0.0% 50.0% 7.7% 0.0% 0.0% 0.0% 0.0% 5.6% 0.0% 0.0% 2.1% 0.0% 0.0% -2.5% 0.0% Senior College Total -1.3% -0.6% 2.4% -0.2% 1.3% -1.7% 1.0% 1.9% -2.0% 0.1% 4.9% -1.7% -1.7% -1.1% 11.4% 2.6% -34.0% 41.2% BMCC Bronx CC Guttman CC Hostos CC Kingsborough CC LaGuardia CC Queensborough CC 1.9% -0.3% 4.5% 0.6% 2.1% -1.1% 2.4% 2.9% 5.3% 0.0% 22.6% -2.0% 2.2% 4.9% 11.0% 17.3% -80.0% 6.0% -3.2% 7.4% 5.4% 7.6% 0.0% 0.0% -3.4% -2.5% 5.3% -0.6% -2.2% -9.1% 33.3% 4.0% -9.1% 16.8% 2.3% 45.5% 2.0% -12.5% 0.0% -2.5% 18.0% 0.0% 6.3% 8.1% 34.5% 6.7% 0.0% 1.9% 3.6% -0.6% 1.3% -2.6% 0.0% -5.2% 2.5% -0.9% 8.1% 3.7% -84.6% 12.7% -2.2% 2.0% 1.0% -6.8% -6.2% 50.0% -4.2% -5.3% -2.0% -3.0% 4.4% 0.0% 23.3% 0.0% 9.2% 10.7% 3.2% -1.4% 3.2% -2.7% 3.6% -8.5% 2.2% 1.6% -4.8% 7.6% 144.4% -6.7% -4.9% 7.1% 2.8% -4.5% -1.6% 0.0% 1.2% -0.9% -0.6% -2.8% 0.0% 0.0% 0.0% 0.0% 16.7% 0.0% 50.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% -66.7% -83.3% -100.0% -100.0% 0.0% -100.0% -28.6% 350.0% 100.0% 0.0% 0.0% 0.0% 0.0% -60.0% 1.1% 4.2% 6.5% 1.3% 3.2% 12.1% 5.3% -0.5% 1.8% -4.9% 6.3% -0.2% 2.2% -1.6% 8.8% 0.0% -72.4% 162.5% Shared 0.0% Source:Services Average Salary Report, FISM115 0.0% V&Z (Excludes0.0% IFR positions)0.0% Central 0.0%Prior Year(s) 0.0% 0.0% SeniorAdministration College Staffing Spring 2017 as of 4/27/17, from FY16 Q10.0% Report as of 10/29/15 -14.6% -4.6% -12.3% -15.8% -13.9% -13.9% -9.7% -9.7% 0.0% 0.0% 0.0% 0.0% -1.5% -4.9% -5.6% -5.3% 9.0% 0.0% -8.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 1.7% 2.3% 0.8% -0.8% -1.5% 3.0% -2.5% 0.5% -2.0% 10.6% 1.7% -38.7% 47.9% School of Professional Studies School of Public Health Community College Total Community College Staffing Spring 2017 as of 4/21/17, Prior Year(s) from FY16 Q1 Report as of 10/23/15 Central Staff Includes Non Tax-Levy Positions as of 4/27/17 Note: Other Staff includes institutes such as Calandra Institute, Puerto Rico Institute, Sophie University Total -0.6% 0.9%Colleges it3.6% 0.3% Davis and Suspense at the Senior Colleges; for Community includes Suspense 26
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Work Activities Custom A B C COTS A B 1. Software Project Management and Quality Planning FULL GRADE GRADE GRADE 2. Software Risk Management FULL 3. Software Configuration Mgmt FULL 4. Procurement & Vendor Mgmt FULL 5. Software Requirements Identification and Management FULL 6. Software Design & Implementation FULL 7. Software Safety Design FULL 8. Verification & Validation FULL FULL GRADE GRADE GRADE FULL FULL FULL FULL FULL FULL FULL GRADE FULL FULL FULL FULL NA FULL FULL GRADE GRADE GRADE FULL C GRADE GRADE FULL FULL GRADE FULL FULL FULL NA FULL NA GRADE GRADE GRADE 12
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Writing Intensive Course Rubric 2=Acceptable 1=Unacceptable Writing assignments are incorporated as an integral, ongoing part of the course, and the writing assignments are effectively integrated, structured, and sequenced in a way that clearly articulates how it helps students improve their writing Writing assignments are not incorporated as an integral component of the course, writing assignments are not structured and sequenced in a way that can help students improve their writing in any clear way From the course syllabus and course assignments, it is clear that students have many opportunities to receive constructive criticism on drafts, and the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is unclear whether students have many opportunities to receive constructive criticism on drafts, or the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is clear that assignments and course planning devote ample time for students to reflect on their writing and their intellectual growth. From the course syllabus and course assignments, it is clear that assignments and course planning do not devote any time for students to reflect on their writing and their intellectual growth. As stated in the course syllabus, written assignments are a major component of the course grade. The course syllabus clearly and amply explains the writing-intensive nature of the course and contains a detailed schedule for writing assignments and revisions. Written assignments are not a component of the course grade. The course syllabus does not explain the writing-intensive nature of the course and does not contain a schedule for writing assignments and revisions. The Writing Intensive Course has at least one rubric created for grading writing assignments and the rubric is distributed to the students before the writing assignments are due. The Writing Intensive Course has no rubric, and thus no rubric is distributed to the students before the writing assignments are due.
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 I am writing this email to let you know that I fully understand the terms of our agreement. I greatly appreciate your giving me this opportunity. You have my schedule for summer and fall of 2010. If there is anything else I need to do, please let me know.
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Barriers/Needs To Be Addressed • Need clear job descriptions of program directors/chairs, especially in a post ACT 10 environment • Need to have ample planning and preparedness for the post ACT 10 environment • Need for planning and assessment • Need to improve communication flow throughout the District • Review daycare at regional and metro campuses • Students need help in “navigating” the system – electronically and “faceto-face” • Review bookstore operations districtwide • Need ease in navigating the website • Admin need to come to campuses outside of Truax to meet with students and staff periodically • Need to promote what is available at Madison College • Need to increase communication and input from regional and metro campuses • Refine the registration process • Need to market the campuses • Need to clarify the enrollment process • Need to focus on consistency and clarity • Need to re-establish environment of trust • Need to “reduce” uncertainty • Silos need to be eliminated • Need framework for innovation • Need to “talk to people” about what we have • Need to redesign our thinking processes • Need to create an environment where managers can do their job without fear of losing their job • Reward faculty who make students better • Need greater response time to issues • Need better understanding of who are students are and their needs • Focus on diversity needs to be seen as a direct intent as opposed to lip service • Staff need to be valued and respected for their opinions and thoughts • Need greater outreach efforts • Need to address “bullying” and intimidation • Need to have open and transparent communication • Need to focus on affordability issues to increase access; “Open Door of Opportunity” • College needs to become more culturally relevant – more cultural awareness • Need to address issue aligned with “Best Kept Secret in Town” • Need to reassess our marketing focus to not have marketing drive what we do • Need to determine our campus facilities and operations
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OK IT Mentorship Program Completed (21 talks to 400+ recipients at 16 institutions): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Cameron U (spring 2011, fall 2011) East Central U (fall 2011) Eastern Oklahoma County Technology Center (fall 2011) Gordon Cooper Technology Center (fall 2010) Langston U (fall 2010, fall 2011) Oklahoma Christian U (fall 2010) Oklahoma City U (fall 2011) Oklahoma Panhandle State U (fall 2010, spring 2011) Oklahoma School of Science & Mathematics (fall 2010) Oklahoma State U (fall 2011) Oklahoma State U-Oklahoma City (fall 2010, spring 2011) Pontotoc Technology Center (fall 2011) Rose State College (fall 2011) U Central Oklahoma (spring 2011) OU Norman (fall 2010) OU Tulsa (fall 2010, fall 2011) OSCER State of the Center Address Wednesday October 12 2011 73
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End of the Month End of the Month Review that all receiving has been done (if there has been receiving and the expense has not posted to Banner please inform Joan or Rebecca.) Review that all redistributions have been approved and forwarded to Joan or Rebecca (if you have submitted a redistribution and do not see it in Banner, please email the grant team) Review that all stipends, supplemental, course releases have been approved and forwarded to Joan or Rebecca (if you have submitted a redistribution and do not see it in Banner, please email the grant team) Review that all travel reimbursements have been submitted to accounts payable (if there are reimbursements that have not posted to Banner please inform Joan or Rebecca Review that all credit card receipts have been forwarded to accounts payable (if there are any reimbursements that have not posted to Banner please inform Joan or Rebecca) Review the appropriate match fund (if applicable) to ensure items have been posted (if there are expenses that have not posted to Banner please inform Joan or Rebecca) Review that all copier, Chartwell’s, and print shop charges have posted to Banner (if there are expenses that have not posted to Banner please inform Joan or Rebecca) Review that all requested cost transfers have been processed (if there are expenses that have not posted to Banner please inform Joan or Rebecca)
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Thinking Ahead Okay, it might seem a bit early to be thinking about your future career, but if you like to think ahead, this section is for you. We’ll discuss career planning from a financial perspective. Career planning costs are generally low, and for the big costs (e.g. volunteer internships) there are some great funding options. 1. Summer Internships Summer internships offer students a great opportunity to get experience in a field of interest. Of course, some internship programs only hire volunteers, and others may pay less than the cost of living where the internship is located. But don’t let this discourage you because there are great resources available. The Center for Environmental Studies has funding for internships having to do with the environment, and many academic departments have funds for summer research projects on campus. Starting your sophomore year, the Alumni Sponsored Internship Program is a fantastic funding resource; each summer this program provides funding for 60-75 interns in government, non-profit, the arts, entertainment, and community service sectors. There are two deadlines to submit proposals, one in the Fall and one in the Spring. If you’re interested, check out the information at http://careers.williams.edu Recall that the financial aid office expects students to earn money each summer. Since volunteering full-time for an unpaid internship makes earning money next to impossible, all financial aid students are permitted a summer earnings reduction (Williams scholarship replacing a portion of the summer earning expectation) for one summer (but one summer only). You can find the guidelines for Williams summer earnings exemption along with related information at: http://finaid.williams.edu
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My Superior Courses Widget Organized with the current semester at the top, then the rest are alphabetized underneath: 2016 Spring Campus Groups Continuous Development Fall (CE, DE) 2012 Fall (CE, DE) 2013 Fall (CE, DE) 2014 Fall (CE, DE) 2015 Spring (CE, DE) 2012 Spring (CE, DE) 2013 Spring (CE, DE) 2014 Spring (CE, DE) 2015 Summer (CE, DE) 2012 Summer (CE, DE) 2013 Summer (CE, DE) 2014 Summer (CE, DE) 2015 Current View Organized by the term, the highest number on top: Development Spring (CE, DE) 2016 Fall (CE, DE) 2015 Spring (CE, DE) 2015 Summer (CE, DE) 2015 Fall (CE, DE) 2014 Spring (CE, DE) 2014 Summer (CE, DE) 2014 Fall (CE, DE) 2013 Spring (CE, DE) 2013 Summer (CE, DE) 2013 Fall (CE, DE) 2012 Spring (CE, DE) 2012 Summer (CE, DE) 2012 Verion 10.6 View
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SAMPLE OF E-MAIL FOR A PERISHABLE PACKAGE You have received a package with tracking number: _____________________________ This email is to let you know that this is a PERISHABLE package and we are holding it for you in the Campus Post Office in the Eisenhower Campus Center. It is NOW available for you to come and pick up. Business hours are 9:30 am to 4:00 pm M-F during the academic year. From May 31st through August 5th our hours are 9:30 to 3:00 M-F and closed for lunch from 12:30 to 1:00. Please bring your student ID with you to claim your package. If you are unable to come to the window during these hours, please contact us at 717-691-6026 or [email protected] We will try to accommodate you as best as possible. Please be aware if this package requires refrigeration, we have no way to refrigerate if for you and Messiah College will not be responsible for any spoilage, loss or damage that may occur. Thank you. Campus Post Office SAMPLE OF E-MAIL FOR A LARGE PACKAGE You have received a package with tracking number: ________________________ This email is to let you know that this package is TOO LARGE to fit into your mail box or a locker and we are holding it for you in the Campus Post Office in the Eisenhower Campus Center. It is NOW available for you to pick up. Our academic year business hours are 9:30am to 4:00pm, Monday through Friday. After Memorial Day until the second Monday of August our summer hours are 9:30 to 3:00, Monday through Friday, closing for lunch from 12:30 to 1:00. Please bring your student ID with you to claim your package. If you are unable to come to the window during these hours, please contact the Campus Post Office at 717-691-6026 or [email protected] We will try to accommodate you as best as possible. Thank you. Campus Post Office
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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