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Biographical Sources in the Sciences -- Life, Earth and Physical Science (1989-2006) William Henry Jackson, 1843-1942. His pioneering photography for the U.S. Lag. Geological Survey helped convince Congress to preserve many treasures of the western U.S. as national Parks. From the National Park Service Web site. This guide offers a systematic approach to the wide variety of published biographical information on men and women of science in the life, earth and physical sciences, primarily from 1989 to 2006, and complements TB88-3 (Biographical Sources in fences shmoop the Sciences , compiled 1988) and of cultural, TB06-7 (Biographical Sources in the Sciences -- General Works and National Sources , compiled 2006). Works previously listed in TB88-3 have not been retained, but older works which did not make it into the previous bibliography have been included.
Both historical and colony, contemporary scientists are covered, with emphasis on Americans. As in TB88-3 , bibliographic citations include the indication of illustrations, particularly portraits, and lag, the inclusion of preliminary pagination extending to more than 13 pages and unnumbered as well as numbered series notes. A Visit To A Station Essay. Departing from the usual Tracer Bullet format, where one subject is treated per publication, Biographical Resources in the Sciences instead is being issued in three parts, General Works and National Sources; Life, Earth and Physical Sciences (1989-2006) ; and Technology and Computer Sciences (1989-2006) . Each Tracer Bullet contains an lag, introduction to the topic that includes basic works on francisco de goya artwork, biography and a general listing of subject headings. This part, TB06-4 includes Agriculture, Veterinary Medicine Conservation; Astronomy; Biological Sciences; Chemistry; Geology, Mineralogy, Paleontology; Mathematics; Medical Sciences; Physics; Abstracting and Indexing Services; Journals; and Selected Internet Resources. On Searching for Biographical Information. In seeking biographical information about scientists, one is apt to example lag, encounter contrary difficulties, most easily described as feast or famine. Dozens of book-length biographies may be available for the great figures, such as Newton or Darwin, while little or nothing is ready to hand for less well known or obscure individuals. A few suggestions may be in order for searchers confronted with the latter situation.
Look for journal articles; nowadays, authors' affiliations are usually given, and new england crops, these can provide a useful starting point. Check membership directories of societies in example lag the scientist's field where varying amounts of biographical information can often be found--at the colony crops, very least, an of cultural, address. If the individual is no longer living, a death date will facilitate the search for the law analysis, newspaper obituaries. If only the year of death is known, an obituary may be found by browsing journals and/or society newsletters in the scientist's field. The organization or institution that last employed the scientist may be able to offer advice or assistance. If the location of the person's home at the time of death is known, consider addressing a query to lag, the local library. Many libraries keep clipping files devoted to noteworthy local residents, and may even be able to supply addresses of surviving family members. Published genealogies and local histories can be consulted as well. If the scientist's educational background is known, examination of fences shmoop college and university alumni magazines may produce information; if these are not readily available, one can try contacting the lag, institution's alumni office.
Subject headings used by the Library of Congress, under which biographical materials on scientists and engineers can be located in artwork most card, book, and online catalogs, include the following: See also subdivision BIOGRAPHY under groups of scientists, e.g., African American Mathematicians; African American Scientists; Women Astronomers; Women Scientists; Scientists with Disabilities; Jewish scientists; Catholic scientists; Muslim scientists. See also subdivisions for of cultural, other countries or geographic areas, e.g., Scientists--China--Biography; ScientistsIndia--Biography; ScientistsEurope--Biography; ScientistsLatin America--Biography. See also subdivision BIOGRAPHY under other scientific disciplines, e.g., AERONAUTICS; ELECTRONIC DATA PROCESSING; PHOTOGRAPHY. Note: these headings are used for to a station, collective biography only. See also subdivision BIO-BIBLIOGRAPHY under other scientific disciplines, e.g., GEOLOGY; MEDICINE; SCIENCE. See also other occupational subject headings, with or without geographic area subdivisions, e.g., ANATOMISTS; ASTRONOMERS; BIOCHEMISTS; BIOLOGISTS; BOTANISTS; CHEMISTS; COMPUTER ENGINEERS; CONSERVATIONISTS; EARTH SCIENTISTS; ECOLOGISTS; ENGINEERS; ENTOMOLOGISTS; GEOLOGISTS; INVENTORS; INDUSTRIALISTS; MALACOLOGISTS; MATHEMATICIANS; METEOROLOGISTS; MICROBIOLOGISTS; MINERALOGISTS; MOLECULAR BIOLOGISTS; MYCOLOGISTS; NATURALISTS; OCEANOGRAPHERS; ORNITHOLOGISTS; PALEONTOLOGISTS; PHYSICIANS; PHYSICISTS; PLANT COLLECTORS; PSYCHIATRISTS; PSYCHOLOGISTS; TECHNOLOGISTS; VETERINARIANS. SCIENTISTS--ANECDOTES, FACETIAE, SATIRE, ETC. SCIENTISTS--CORRESPONDENCE, REMINISCENCES, ETC. See also subdivisions ANECDOTES; ANECDOTES, FACETIAE, SATIRE, ETC.; CORRESPONDENCE; CORRESPONDENCE, REMINISCENCES, ETC.; INTERVIEWS; and PORTRAITS under groups of scientists, e.g., ENGINEERS; PHYSICISTS; TECHNOLOGISTS, with or without geographic area subdivisions.
AGRICULTURE, VETERINARY MEDICINE, CONSERVATION. Agricultural veterinary sciences international who's who. 5TH ed. Harlow, Essex, UK, Longman Group; New York, Stockton Press, 1994. 1157p. S415.W45 1994 SciRR Desk . contains details of over 10,800 senior agricultural and veterinary scientists concerned with research from 132 countries.
A country and subject index (p. 1125-1157) lists names under professional fields for each of the countries included. Axelrod, Alan, and Charles Phillips. The environmentalists: a biographical dictionary from the 17th century to the present. New York, Facts on File, 1993. xiv, 258 p. illus., ports. Example. Includes bibliographical references. Fences Shmoop. Treats organizations as well as individuals. S926.A2A94 1993 SciRR Becher, Anne, and others.
American environmental leaders: from colonial times to example of cultural, the present. Santa Barbara, CA, ABC-CLIO, 2000. De Goya. 2 v. (xviii, 921 p.) illus. Includes bibliographical references. GE55.B43 2000 SciRR Biographical dictionary of American and Canadian naturalists and environmentalists . Lag. Edited by Keir B. A Visit To A Station Essay. Sterling and others.
Westport, CT, Greenwood Press, 1997. xix, 937 p. Bibliography: p. 881-890. QH26.B535 1997 SciRR Braun, Elisabeth. Portraits in conservation, Eastern and Southern Africa. Golden, CO, North American Press, 1995. xxxiii, 268 p. illus., maps, ports. Bibliography: p. 257-262.
Each conservationist is striving to find a balanced and interactive relationship among people, wildlife, and lag, the environment. Kafka. Breton, Mary Joy. Women pioneers for the environment. Boston, Northeastern University Press, 1998. Lag. xiv, 322 p. illus. On Abortions. Bibliography: p. 305-309. Example Of Cultural Lag. GE55.B74 1998 SciRR Drum, Sue, and H. Ellen Whiteley. Fences Shmoop. Women in veterinary medicine: profiles of success. Ames, Iowa State University Press, 1991. xv, 270 p. ports. Biographies of 20 women. Environmental activists.
Edited by John Mongillo and Bibi Booth. Westport, CT, Greenwood Press, 2001. 356 p. illus. Includes bibliographical references. Example Of Cultural. GE55.E57 2000 SciRR Holmes, Madelyn. Individuality. American women conservationists: twelve profiles. Of Cultural. Jefferson, NC, McFarland, 2004.
202 p. illus. List of published writings of a visit essay twelve women conservationists,#8221; p. 191-197. Mary Austin -- Florence Merriam Bailey -- Rosalie Edge -- Marjory Stoneman Douglas -- Helen Nearing -- Rachel Carson -- Contemporary women conservationists : Faith McNulty, Ann Zwinger, Sue Hubbell, Anne Labastille, Mollie Beattie, and Terry Tempest Williams -- Conclusion, ideas for our time. Marczakiewicz, August, and Jan Stepinski. Slownik biograficzny dzialaczy kólek rolniczych . Warszawa, Krajowy Zwiazek Rolników, Kólek i Organizacji Rolniczych, Komisja Historyczna, 1992. 157 p. ports. Muhm, Don, and Virginia Wadsley. Iowans who made a difference: 150 years of agricultural progress. West Des Moines, Iowa Farm Bureau Federation, 1996. xvi, 367 p. illus., ports. Bibliography: p. 361-367.
Our history of lag women in veterinary medicine: gumption, grace, grit, and good humor. By the Association for Women Veterinarians; compiled and edited by Phyllis Hickney Larsen. Littleton, CO, The Association, 1997. 115 p. Kafka Analysis. illus. Example. Bibliography: p. Francisco De Goya Artwork. 105-109.
The Prairie practitioners: 20th century South Dakota veterinarians. Compiled and edited by example of cultural Thomas B. Ludgate and Janice Ludgate Kitzler. Freeman, SD, Pine Hill Press, 1996. 288 p. illus. Scheuering, Rachel White. Shapers of the to a essay, great debate on conservation: a biographical dictionary. Westport, CT, Greenwood Press, 2004. Of Cultural Lag. xxviii, 312 p. Fences Shmoop. (Shapers of the example lag, great American debates) Bibliography: p. 305-306. Stalheim, Ole H. V. Definition. Veterinary conversations with mid-twentieth century leaders. Ames, Iowa State University Press, 1996. xxvi, 302 p. illus., ports. Bibliographic Essay: p. 299-302.
Interviews with 28 innovators who led parts of the of cultural, prodigious expansion of veterinary medicine in the 20th century. Who's who of the environment. In The Environment encyclopedia and directory. 4th ed. London, Europa Publications Limited, 2005. p. 499-599.
GE10.E57 2005 SciRR World who is who and does what in environment conservation. Edited by Nicholas Polunin; compiled by Lynn M. Curme. New York, St. Crops. Martin's Press; Geneva, Foundation for Environmental Conservation, 1997. Example. 592 p.
Supplementing the biographies is an appendix providing names and brief information arranged by country, and another with listings of names under very narrow specialties. GE55.W67 1997 SciRR Bhathal, R. S. Australian astronomers: achievements at the frontiers of astronomy. Canberra, National Library of de goya Australia, 1996. 236 p. illus., ports. Bibliography: p. 229-232. Interviews with 18 astronomers. Bònoli, Fabrizio, and Daniela Piliarvu. I lettori di astronomia presso lo studio di Bologna dal XII al XX secolo.
Bologna, CLUEB, 2001. 282 p. Lag. illus. Before The Law Kafka. (Musei e archivi dello Studio bolognese, 7) Bibliography: p. 267-272. Brüggenthies, Wilhelm, and Wolfgang R. Example. Dick. Biographischer Index der Astronomie. A Visit To A Station. Frankfurt am Main, H. Deutsch, 2005. 481 p. (Acta historica astronomiae, v. 26) Alternative title: Biographical index of astronomy. Example Lag. Cocks, Elijah E., and fences shmoop, Josiah C. Cocks. Who's who on the moon: a biographical dictionary of lunar nomenclature. Greensboro, NC, Tudor Publishers, 1995.
600 p. 8 p. of of cultural plates. illus. Works consulted: p. 593-600. The appendix provides lists of women honorees, names of honorees arranged by profession and by country of origin, and lunar features by location and by size. QB600.5.C63 1995 SciRR DeVorkin, David H. Biographical, autobiographical and collected works. To A Station Essay. In his The history of modern astronomy and example lag, astrophysics: a selected, annotated bibliography.
New York, Garland Pub., 1982. p. 347-395. illus. (Bibliographies of the history of science and technology, v. 1) (Garland reference library of the humanities, v. 304) Z5154.H57D48 1982 SciRR Krishnamurthi, K. R. Indian astronomers. General editor, N. Mahalingam. Madras, International Society for the Investigation of Ancient Civilizations, 1991. 213 p. Short sketches of ancient Hindu astronomers. Levy, David H., and Wendee Wallach-Levy. Cosmic discoveries: the wonders of astronomy. Amherst, NY, Prometheus Books, 2001. Artwork. 232 p. illus. (some col.) Bibliography: p. 211-223. Masevich, Alla G., and Aleksandra K. Terent'eva.
Zhenshchiny astronomy. Example Of Cultural. In Na rubezhakh poznaniia? Vselennoi. Istoriko-astronomicheskie issledovaniia . A Visit To A Station Essay. vyp. Example Of Cultural Lag. 23, 1991. Otv. Before Kafka. redaktor, A. A. Gurshtein. Moskva, Nauka, 1992. p. 90-111. ports. Bibliography: p. 111. Biographical sketches and portraits of 26 Russian women astronomers.
McCutcheon, Scott, and Bobbi McCutcheon. Space and astronomy: the people behind the science. Chelsea House, New York, 2006. Example Lag. xvi, 192 p. illus. (Pioneers in science) Includes bibliographical references. Crops. QB35.M224 2006 SciRR Mourão, Ronaldo Rogério de Freitas. Astronomia na época dos descobrimentos: a importância dos árabes e dos judeus nas descobertas. Rio de Janeiro, Brazil, Lacerda Editores, 2000. 486 p. illus. Bibliography: p. 480-486. Example. Appends an encyclopedic dictionary.
Schmidt, Hans. Astronomen der Rheinischen Friedrich-Wilhelms-Universität Bonn: ihr Leben und Werk, 1819-1966. Bonn, Bouvier, 1990. 183 p. illus., ports. Hill Essay. (Academica Bonnensia, Bd. 9) Bibliography: p. 163-170.
Turner, Gerard L'Estrange. Example Lag. Renaissance astrolabes and their makers. Aldershot, Hampshire, UK, Burlington, VT, Ashgate/Variorum, 2003. 1 v. New England Colony. (various pagings) illus. (Variorum collected studies series, 766) Includes bibliographical references. Winterburn, Emily. The astronomers Royal.
Greenwich, London, National Maritime Museum, Royal Observatory Greenwich, 2003. 64 p. illus. Example Of Cultural. (some col.) American nature writers. John Elder, editor. New York, Charles Scribner's Sons, 1996. 2 v. (xxiii, 1210 p.) illus., ports. Bibliographies cite not only each writer's publications but also biographical and critical studies. PS163.A6 1996 SciRR American Society of Limnology and Oceanography. Membership handbook and directory , 2000-2001. Washington, American Society of Limnology and Oceanography, 2001.
1 v. Supplement to Limnology and oceanography , v. 46, no. 2, 2001. Beidleman, Richard G. California's frontier naturalists . Berkeley, University of California Press, 2006. xv, 484 p. illus., maps. Bibliography: p. Before Analysis. 441-463. Bonta, Marcia. Women in the field: America's pioneering women naturalists. College Station, Texas A M University Press, 1991. xix, 299 p. illus., ports. Bibliography: p. Of Cultural. 273-287.
QH26.B66 1991 SciRR Boreiko, V. Hill Essay. IE. Slovar' deiatelei okhrany prirody . Izd. 2-e, dop. Example Of Cultural Lag. Kiev, Kievskii ekologokul'turnyi tsentr, TSentr Okhrany Dikoi prirody, 2001. 521 p. ports. (Seriia Istoriia okhrany prirody, vyp. 24) Includes bibliographical references. Enlarged ed. of: Populiarnyi biografo-bibliograficheskii slovar'-spravochnik deiatelei zapovednogo dela i okhrany prirody Ukrainy, tsarskoi Rossii i SSSR, 1860-1960 . 1995. (2 v.) Bridson, Gavin D. R. Biographies of naturalists. In his The history of natural history, an fences shmoop, annotated bibliography. New York, Garland Pub., 1994. Example. p. The Law. 20-154. (Garland reference library of the humanities, v. 991) (Bibliographies on the history of science and technology, v. 24) Contents Section Ba: Collected biographies. Naturalists; Botanists ( plant collectors); Zoologists ( anatomists); Artists ( illustrators); Portraiture--Individual biographies ( bibliographies). Z7405.H6B75 1994 SciRR Campbell-Culver, Maggie.
The origin of plants: the people and plants that have shaped Britain's garden history since the year 1000. Lag. London, Headline, 2001. 260 p. col. illus. Bibliography: p. 249. Carty, Winthrop P., and Elizabeth Lee.
The rhino man and other uncommon environmentalists. Washington, Seven Locks Press, 1992. 177 p. illus., ports. Bibliography: p. New England Colony. 175-176. Catalogue of portraits of naturalists, mostly botanists, in the collections of the Hunt Institute, the Linnean Society of London, and the Conservatoire et jardin botaniques de la ville de Genève . Example Lag. Compiled by Michael T. Stieber, and others. Pittsburgh, Hunt Institute for Botanical Documentation, Carnegie Mellon University, 1987+. 3 v. Contents: pt. 1. Group portraits.--pt.
2. Portraits of individuals, A-D.--pt. 3. Portraits of individuals, E-H. Pt. 3 compiled by Anita L. Karg and others. Charton, Barbara. A to Z of marine scientists. New York, Facts on File, 2003. Fences Shmoop. 230 p. illus., ports. (Notable scientists) (Facts on of cultural lag, File science library) Bibliography: p. 207-209.
GC9.C48 2003 SciRR Colmeiro, Miguel. La botánica y los botánicos de la península hispano-lusitana: estudios bibliográficos y biográficos . Francisco. Madrid, Ollero Ramos, 2000. Of Cultural. 216 p. (Colección Reprint) Originally published: Madrid, M. Rivadeneyra, 1858. The Law Kafka. Cullen, Katherine E. Example Lag. Marine science: the people behind the science . Essays. New York, Chelsea House, 2006. xviii, 174 p. illus., maps. Example. (Pioneers in science) Bibliography: p. The Law. 165-170. Example Of Cultural Lag. Dayrat, Benoît.
Les botanistes et la flore de France: trois siècles de découvertes. Paris, Publications scientifiques du Muséum national d'histoire naturelle, 2003. 690 p. illus. (some col.) (Archives (Muséum national d#8217;histoire naturelle (France))) Bibliography: p. 615-618. Dalil ulama al-bihar wa-marakiz al-biah al-bariyah bi-al-dwal al-arabiyah = Directory of marine scientists and marine environmental centres in fences shmoop the Arab states = Répertoire des océanographes et des centres d'étude du milieu marin dans les etats arabes. Example Lag. Selim Morcos and Mahmoud Kh. El-Sayed, editors. De Goya Artwork. Nairobi, Kenya, Oceans and Coastal Areas Programme Activity Centre, United Nations Environment Programme, 1990.
213 p. (Regional seas. Directories and bibliographies, no. 34) Desmond, Ray. Dictionary of British and Irish botanists and horticulturists: including plant collectors, flower painters and garden designers . Rev. and completely updated ed. London, Taylor Francis and the Natural History Museum, 1994. xl, 825 p. Bibliography of works consulted: p. xxi-xxxviii. A subject index is divided into three sections: Professions, etc., Plants, and Countries, etc. QK26.D47 1994 SciRR Directory of marine and freshwater scientists in of cultural lag Canada. Prepared by Secretariat, Canadian Committee on before the law kafka, Oceanography. = Répertoire des experts des sciences de la mer et des eaux douces au Canada. Preparé par le Sécretariat, Comité canadien d'océanographie. Ottawa, Fisheries and Oceans, Scientific Information and of cultural, Publications Branch = Pêches et océans, Direction de l'information et des publications scientifiques, 1989.
408 p. Evans, Howard Ensign. Pioneer naturalists: the discovery and before the law, naming of North American plants and animals. New York, H. Example. Holt, 1993. 294 p. illus. Bibliography: p. 275-282. Includes a chapter on Women in natural history of the nineteenth and early twentieth centuries (p. 252-258) and new england colony crops, a chronology, arranged by year of birth, of the example lag, naturalists discussed (p. 271-274). QH26.E77 1993 SciRR Fishman, Gail. Journeys through paradise: pioneering naturalists in the Southeast. Gainesville, University Press of Florida, 2000. xv, 306 p. illus., maps.
Bibliography: p. 291-297. America, History and Life (1964- ) Z1236.A48, Z1236.A484, Z1236.A485, Z1236.A486, Z1236.A488 and on abortions, Z1236.A487 MRR Alc and Electronic Format. Applied Science Technology Index (1913- ) Z7913.I7 SciRR AI and Electronic Format. Astronomy and Astrophysics Abstracts (1969- ) Z5153.A862 SciRR AI and Electronic Format. Bibliography and Index of Geology (1933- ) Z6031.G4 SciRRgt and Electronic Format. Bibliography of Agriculture (1942- ) Z5073.U572 SciRR AI and Electronic Format. Biography and of cultural lag, Genealogy Master Index (1975- ) Z5305.U5B57 MRR Biog BRS Biog and fences shmoop, Electronic format. Biography Index (1946- ) Z5301.B5 MRR Biog BRS Biog and of cultural lag, Electronic format.
Biological Abstracts (1926- ) QH301.B37 SciRR AI and francisco, Electronic Format. Of Cultural. Biological and Agricultural Index (1916- ) Z5073.A46 SciRR AI and Electronic Format. Chemical Abstracts (1907- ) Current Biography (1940- ) CT100.C8 MRR BiogBRS Biog and Electronic Format. Engineering Index (1884- ) Z5851.E62 SciRR AI and Electronic Format. Fences Shmoop. General Science Index (1978- ) Z7401.G46 and Electronic Format. Historical Abstracts (1955- ) D299.H5, D299.H512, and D299.H513 MRR and Electronic Format. Mathematical Reviews (1940- ) QA1.M76 SciRR AI and Electronic Format. New York Times Index (1913- ) AI21.N44 and AI21.N45 MRR Physics Abstracts (1898- ) Q1.S3 SciRR and QC1.P46 SciRR and Electronic Format. Readers' Guide to Periodical Literature (1900- ) AI3.R48 BRS and Electronic Format. Wellcome Bibliography for the History of example of cultural lag Medicine (2000- ) Continues Current Work in the History of Medicine (1954-1999) R131.A1C8.
The following electronic resources may only be available at a large public or academic library. The Library of Congress has subscriptions to these resources which are available to on-site researchers at the Library of Congress. Some titles may be available exclusively in electronic format, while others have components which are represented in book or microfiche formats. New England Crops. Consult a reference librarian for the location and lag, format of abstracting and indexing services in the Science Reading Room. African American Biographical Database. Before. Includes Chadwyck-Healey's Black Biographical Dictionaries 1790-1950, obituary files, slave narrative collections, photographs, illustrations, and other sources. American National Biography. CT213.A68 1999 MRR Biog and Electronic format. Portraits of more than 17,4000 men and women from example of cultural lag, all areas and walks of life whose lives have shaped the nation. Biography Resource Center.
Database of station biographical information on of cultural, more than 150,000 individuals from all parts of the world. The information is taken from standard biographical resources, many of which are also available in print format in the Library. Chambers Reference Online. De Goya. CT103.C4 MRR Biog and Electronic format. Contains Chambers Biographical Dictionary (1997 ed. with amendments) Elektronische Allgemeine deutsche Biographie (E-ADB and E-NDB) is a database for example of cultural, German biographies. JSTOR Arts Sciences I, II III, and Health General Science. JSTOR is a collection of full-text, keyword-searchable academic journals dating back to the late 17th century.
Oxford Dictionary of National Biography. DA28.O95 2004 MRR Biog and Electronic format. An illustrated collection of 50,000 specially written biographies of the men and women who shaped Britain's past. Proquest Historical Newspapers. World Biographical Information System. Current component indexes and archives include the essays, following, with more added yearly: American Biographical Archive (ABA Series I and II); Biographical Archive (ABEP Series I and II); Biographical Archive of the Benelux Countries/Archives biographiques des pays du Benelux (BAB I); British Biographical Archive (BBA Series I and II); Archives biographiques françaises /French Biographical Archive (ABF Series I and II); Deutsches biographisches Archiv /German Biographical Archive (DBA Series I and II); Archivio biografico italiano/Italian Biographical Archive (ABI Series I and II); Russisches biographisches Archiv/Russian Biographical Archive (RBA); Scandinavian Biographical Archive (SBA I); and Archivo biográfico de España, Portugal e Iberoamérica/Spanish, Portuguese and Latin-American Archive (ABEP Series I and II). Component sources include Debrett's Peerage and Baronetage, Debrett's People of lag Today, Macmillan Dictionary of Women's Biography, Penguin Biographical Dictionary of Women, Who's Who 2003, Who's Who in Ancient Egypt, Who's Who in Christianity, Who's Who in Gay and Lesbian History, and Who's Who in The Roman World. Journals that often contain biographical articles on scientists, or bibliographic listings of colony crops relevant books and articles, include: The Internet offers a growing number of sources that provide information on example, scientists in virtually every scientific discipline. Use your favorite search engine and the name of the individual or terms such as those provided in the section on subject headings at the beginning of this compilation.
Some Internet addresses that may be of interest include: Biographies of Women Mathematicians. The Bruce Medalists (astronomy) Chemical Heritage Foundation: Chemical Achievers. Francisco De Goya. Contains biographical, scientific, and pictorial material about famous chemists. History of Astronomy: Persons. See also #8220;Finding List of Obituaries of Astronomers (1900-1997) and list of other sources. The History of Chemistry. History of Geology Resources on the Web: a Selection by the History of Geology Group (HOGG) Includes links to geological organizations and online biographies of earth scientists. The MacTutor History of Mathematics Archive. Mathematicians of the African Diaspora. Example Lag. Natural History and Biology in the Nineteenth Century: A Bibliography. List of Prizes Named After People.
Science Subject Guide: Biography, History of Science.
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Assessment and of cultural lag Results Policy (MPF1326) The objective of this policy is to provide a framework for the design, delivery and implementation of assessment of artwork, students in award and non-award courses and subjects. Assessment is designed to contribute to high quality learning by students, and to example, allow for quality assurance and the maintenance of high academic standards. 2.1. This policy applies to: (a) students enrolled in all coursework degrees and subjects, including theses in coursework courses.
(b) staff developing and delivering coursework degrees and subjects; and. (c) assessment in undergraduate and fences shmoop graduate award and non-award coursework courses and subjects. 2.2. Lag! This policy does not apply to theses in graduate research courses which are covered by the Graduate Research Training Policy or to students undertaking Community Access Programs in non-assessed mode. Assessment and new england crops determination of results. 4.1.
Every enrolled student is of cultural lag assessed unless they have been excluded from assessment. 4.2. Student results in fences shmoop, a subject are determined by the means specified in the course and example subject approval instrument, and detailed in the Handbook and essays on abortions subject outline. 4.3. Components of assessment may be administered in any form and subject to any conditions specified in the subject outline. 4.4. Students enrolled in a subject must be available, prepared and equipped for the time, place and mode of assessment, including being available in the scheduled examination and assessment period, and the supplementary assessment period, for the subject. 4.5. Example Lag! Absence or lateness due to misreading the timetable or similar error does not entitle a student to any further examination or assessment. 4.6.
The final results for any subject are not officially notified to students before the completion of assessment in that subject and formal publication by the Academic Registrar. Exclusion from assessment by the Academic Registrar. 4.7. The Academic Registrar may direct that a student be excluded from attempting any component of assessment, or that the on abortions, results obtained by the student in any assessment be withheld, if the student: (a) has not paid all fees or charges owed to the University; (b) has not paid all fines or other penalties imposed on them; and/or. (c) has failed to comply with any requirement of the Academic Board under its regulation, policies or procedures. 4.8. The Academic Registrar must inform the example lag, relevant dean of any directions given under 4.7. Exclusion from a visit hill, assessment by a dean.
4.9. A dean may exclude a student from attempting any component of assessment, or place any conditions the dean thinks fit on a student’s attempt at a component of assessment, if the lag, student fails to: (a) attend any required class; (b) submit any required assessment tasks; and/or. (c) perform any required practical, laboratory, field or clinical work. 4.10. The dean must allow the student to be heard by him or herself or a committee appointed by the dean prior to reaching a decision. 4.11. The dean must establish a board of examiners (BoE) for fences shmoop, each subject. 4.12. The BoE consists of at least: (a) all examiners in the subject, including persons designated as additional examiners; and. (b) subject to section 4.13, the head of the appropriate department. 4.13.
The dean or a person nominated by the dean takes the place of the head of department on example the BoE if: (a) the head of department so requests; or. (b) no lectures are given in the subject; or. (c) two or more departments share responsibility for giving lectures in the subject. 4.14. The head of the relevant department or an francisco de goya, academic staff member nominated by the dean, chairs the example of cultural, BoE.
4.15. New England Crops! The quorum for a BoE is two academic staff members. 4.16. Clinical assessment - Medicine and Dental Science. (a) Every examiner in a subject in Medicine involving clinical assessment must be a medical practitioner of at least three years' standing. (b) Every examiner in a subject in Dental Science involving clinical assessment must be: i. a person registered as a dentist under the Dental Practice Act 1999; or. ii. a medical practitioner; or. iii. a member of the academic staff of a dental school.
4.17. The chairperson of a BoE may, with the approval of the dean, appoint assistant markers to assist the examiners in any subject. 4.18. If a subject pertains to example, more than one faculty: (a) the deans of each of the faculties concerned decide which faculty is to be regarded as the appropriate faculty for the purposes of this policy. i. agreement is not reached by individuality definition the deans as to which faculty is to be regarded as the appropriate faculty for the purposes of this policy; or. ii. Lag! doubt exists as to the department or faculty to which a subject pertains, the matter will be decided by the President of the Board. 4.19.
The Board has oversight of assessment and is responsible for overall quality assurance and continuous quality improvement in assessment across the University. 4.20. The BoE is responsible for new england crops, the design, preparation, administration, marking and grading of all components of assessment. 4.21. The dean is responsible for the management and supervision of faculty-based, formal, supervised written examination. 4.22. Upon request of a dean, the Academic Registrar is example responsible for the management and supervision of centrally scheduled, formal, supervised written examinations that are of 2 or 3 hours duration. 4.23. Deans must ensure that subject co-ordinators whose subjects include centrally organised examinations as part of the assessment: (a) provide the Academic Registrar with a copy of the examination paper(s) by the date set by before the law analysis Academic Registrar; (b) be present at the primary examination venue during the reading time in order to of cultural, respond to a visit to a hill, student queries and answer any questions from examination supervisors regarding authorised materials; and.
(c) be available by telephone for the duration of the examination. Assessment design, marking and grading. 4.24. Of Cultural Lag! Assessment and grading in subjects must be criterion-referenced and aligned to specific subject learning outcomes, including the graduate attributes and the generic skills they encompass. 4.25.
Assessment tasks must: (a) clearly link teaching objectives, content, learning and teaching activities and learning outcomes at the subject level; and. (b) be designed to accurately evaluate the knowledge and kafka skills that a student has obtained up to example lag, the point at which the colony crops, task is of cultural lag completed. 4.26. Assessment tasks in subjects core to a major must be aligned to the major’s learning outcomes, which must in turn be aligned to the course learning outcomes, the graduate attributes and the generic skills they encompass. 4.27. Assessment tasks in compulsory subjects must be aligned to the course learning outcomes, the graduate attributes and the generic skills they encompass. 4.28. Assessment must be balanced to provide diagnostic, timely and meaningful feedback on formative assessment tasks, as well as summative judgments about academic performance.
4.29. Assessment must be fair, equitable, inclusive, objective and francisco artwork auditable and meet the needs of a diverse student population. 4.30. Grading must be designed to record and report whether or not students have demonstrated an overall level of performance that warrants successful completion of a subject and to allow excellent achievement to be recognised and rewarded, in example of cultural lag, accordance with the approved marking scheme for that subject. 4.31. Assessment arrangements must ensure that reliable and consistent judgments about student performance are made. 4.32. Francisco De Goya! Student achievement in example of cultural, individual subjects must be graded in accordance with the University grading scheme. 4.33. Examinations are to be marked anonymously as far as practicable. 4.34.
Re-marking must be done anonymously as far as is practicable without reference to colony crops, the original mark or the examiners comments. 4.35. Example Of Cultural Lag! Staff must not be responsible for assessment of a student with whom they have, or have had, a significant personal or other relationship which creates a conflict of interest. New England Colony Crops! Conflicts of interest must be declared to the chair of the BoE who must manage the example of cultural, process of assessment for the affected student. 4.36. Assessment arrangements should ensure that student and staff workloads are taken into account as far as practicable. Academic integrity and assessment design. 4.37. Where particular discipline specific protocols for acknowledging the work of others exist, the dean must make these available to students undertaking studies in that discipline. 4.38.
The BoE must ensure that: (a) as far as possible, the same assessment task and the law analysis questions are not set for of cultural, subsequent offerings of the same subject; (b) when an assessment task requires students to consult text and/or online resources in the preparation of fences shmoop, their assessment task, and therefore requires them to appropriately reference these resources, a component of the marks for the task should be explicitly assigned to this aspect of the student’s work; (c) assessable tasks are to be designed in ways that do not encourage or promote any form of academic dishonesty, including plagiarism and collusion; and. (d) in regard to assessment tasks for example of cultural, group work, particular care must be taken to explain to individuality definition, students what level of cooperation and collaboration is acceptable for of cultural, each task, and what may be considered academic misconduct. 4.39. The BoE must ensure that if a subject is offered at more than one location or in more than one mode of study subject learning outcomes are the same. 4.40. Fences Shmoop! The Board must monitor equivalence. Assessment weightings and amounts. 4.41. Of Cultural Lag! Each assessment component is assigned a weighting, expressed in terms of the percentage of the total mark in fences shmoop, the subject. 4.42.
The BoE must design subjects in accordance with the accepted assessment amounts and of cultural weightings, and their equivalences, published by individuality definition the Academic Secretary on the Board’s Course Approval and of cultural lag Management Procedures (CAMP) website. Provision of assessment task information. 4.43. The BoE must ensure that all Handbook subject descriptions include the fixed assessment requirements for the subject including: (a) type of assessment task; (b) length in words or time equivalent; (d) percentage weighting of the item; and. (e) any special requirements, including hurdles. 4.44. The BoE must ensure that all variable assessment requirements in a subject reflect the fixed components and are included in the subject outline as soon as practicable, but no later than within the first two weeks, or the on abortions, first quarter of the example lag, teaching period, whichever occurs first, including: (a) detail of the requirements of each piece of assessment and the tasks included in each piece of assessment; (b) the specific due date for submission or performance of each component of assessment; (c) the format for submission; (d) the prescribed style guide including citation styles; (e) penalties that apply to late submission, exceeding word limits or incorrect format of submission; (f) penalties that apply to failing to cite correctly; (g) the expected date for return of results for the assessment task; (h) where relevant, guidelines for a resit of a test or examination; (i) where relevant, guidelines for a visit hill, being excused from an lag, assessment task.
4.45. The BoE must ensure that information about special consideration and extension arrangements for the subject are published in new england crops, the subject outline. 4.46. The BoE may set penalties for example, non-compliance with assessment requirements, and must ensure any assessment penalties are applied equally to all students enrolled in a subject and that the penalty is proportionate based on all of the following: (a) the level of the subject; (b) the length of time allocated to francisco, complete the example lag, assignment (e.g. a penalty may appropriately be more severe for a short-term task that is late by the same number of days as a longer task that is undertaken over many weeks); and. (c) the nature of the task. 4.47.
The BoE must ensure that: (a) clear assessment criteria are published with the details of each assessment task in the subject outline; and. (b) assessment standards are explicit, and individuality provide an explanation or example of the qualities of work required to achieve particular grades. Explanations of assessment criteria are: i. specific to each task; ii. clearly worded in plain English; iii. sufficiently detailed so as to of cultural, provide guidance to students undertaking assessment tasks, but not so detailed as to make the task meaningless (i.e. by providing ‘the answer’); iv. justifiable (i.e. linked to the learning objectives of the subject); v. except for pass/fail subjects, structured to enable differentiation between levels of performance; vi. appropriate to assessment weightings (i.e. of before analysis, sufficient detail given the relative importance of the task); and. vii. supported by a verbal or written statement about what constitutes the various levels of performance (e.g. what constitutes ‘outstanding’ versus ‘adequate’ level work and examples of each where practical) 4.48. Example Of Cultural! Where a hurdle requirement is fences shmoop part of the assessment for a subject, the particular nature of the requirement, and the consequences for failing to meet it, must be published in the subject outline. 4.49. Students who do not satisfy the hurdle requirements in a subject fail that subject, even if they have obtained more than 50% of the lag, marks available by completing other components of fences shmoop, assessment.
4.50. A BoE may also set pass/fail hurdle requirements where a task (such as practical work): (a) is of cultural not able to be graded; and. (b) where the final result in the subject is dependent on performance in theoretical work weighted at 100%of the assessment. 4.51. The BoE must ensure that drafted examination papers are checked by two academic staff to reduce the incidence of error. Essays On Abortions! The subject co-ordinator must declare in writing that the process has been followed. 4.52.
Draft, and example of cultural lag final, electronic and hard copy examination papers must be stored securely. Hill Station! If a breach of security occurs or reasonable suspicion exists that a breach has occurred prior to the examination, a new paper must be written before the example of cultural lag, examination takes place. 4.53. If a breach is detected following commencement of the artwork, examination, the BoE must decide an appropriate outcome that maintains the integrity of the subject, including whether an alternative assessment task will be administered. 4.54. Example Lag! Staff in breach of handling and on abortions storage rules may be subject to disciplinary action. 4.55. The dean must retain all examination script books and other associated materials, including marking guidelines and criteria, for six months from the publication of results or, where there is an appeal, six months after finalisation of the appeal.
Materials must be destroyed in accordance with the University’s records destruction processes. Of Cultural! Copies of past examinations are placed in the library unless the Academic Registrar authorises otherwise. Group, collaborative and syndicate work. 4.56. Crops! When setting group tasks and collaborative work as assessment tasks, the BoE must ensure that: (a) the tasks are carefully planned to ensure that contributions from all students to of cultural, a project or task are equal, or that where they are not, marks are assigned to individuals on the basis of their contribution; (b) assessment marking criteria indicate how particular aspects of the group activity and the final product, relate to the learning outcomes and objectives of the subject; and. (c) where teamwork and cooperation are to be assessed as part of group work, the marking criteria clearly outlines how performance on these aspects are judged by the examiner. Assessment of students on professional placements.
4.57. Colony! Assessment in professional placements must reflect the stated placement subject learning outcomes and be based on evidence supplied by the student, the host supervisor, and example of cultural the placement coordinator, as appropriate. 4.58. The assessment process must ensure, as far as possible, that all students are treated equally. 4.59. Students must receive ongoing feedback during the placement, provided by before kafka the placement coordinator and/or host supervisor. 4.60.
On completion of the professional placement, students must receive formal written feedback from the host supervisor and/or the placement coordinator. 4.61. Students must be given the opportunity to provide feedback on the professional placement. 4.62. The BoE must be mindful of the formal University assessment periods when setting assessment tasks.: (a) Wherever possible, students should be provided with meaningful formative assessment tasks early in example of cultural, the teaching period, as early assessment of performance may assist in identifying students ‘at risk’ and addressing academic performance issues. (b) In first year undergraduate subjects, at least one assessment component must be set so that it is submitted, marked and returned to the student within the first 6 weeks of the teaching period to allow students to act on fences shmoop the feedback in preparation for of cultural lag, final assessment. (c) The final piece of assessment in a subject is due within the defined assessment period for the subject, following the definition, conclusion of teaching. (d) Assessments tasks or due dates for assessment tasks must not be scheduled during a ‘swot-vac’ period. (e) As far as practicable, assessment tasks across compulsory subjects in a course are timed to example, avoid overloading students.
4.63. The BoE must ensure that agreed documented assessment marking criteria are used to set standards which: (a) ensure alignment between learning outcomes and assessment; (b) ensure, as far as practicable, that every examiner and assistant marker in the subject applies the crops, same marking standard to demonstrate equity of marking; and. (c) reduce the number of differences in marking during moderation of results. 4.64. The level of detail appropriate in marking criteria depends on the task, subject year level, weighting of the assessment component. 4.65.
Marking criteria must align with the lag, explanation of new england, assessment criteria provided to students. 4.66. The BoE must ensure that all staff marking assessment tasks apply the approved marking criteria to assist in of cultural, fair and equitable treatment of students. 4.67. Where appropriate and practicable, the BoE will arrange for assessment tasks to on abortions, be marked anonymously.
4.68. As far as practicable, information identifying students (other than student numbers) are not to be combined with the marks allocated to their work until the end of the of cultural, marking process. 4.69. Anonymous marking is unlikely to be practicable and appropriate in artwork, some situations including: (a) group projects, where each participant’s contribution might need to be established; (b) small-weight, regularly submitted assessment tasks where a student’s identity must be known to enable tracking of a student’s progress through continuous or ongoing assessment activities; (c) small classes, where the marker would likely be able to identify the student from the content of an assessment task; (d) oral examinations; (e) thesis examinations; (f) examination of work-based learning; (g) examination of studio performance; (h) examination of laboratory-based and clinical learning; (i) examination of creative, design or technical work produced under the supervision of of cultural lag, academic staff; or. (j) where it is pedagogically appropriate for de goya, teaching staff to know the names of the students they are assessing and to exercise a professional judgement about a student’s attainment of the objectives of the subject, in order to of cultural lag, provide appropriate feedback. 4.70. To facilitate anonymous marking, examination instructions specify that students must not write their name anywhere on before kafka analysis the examination paper, script books or answer sheets. 4.71. Examination supervisors must verify, at the time of an lag, examination, the new england, accuracy of the student identity information students enter on the examination documentation.
4.72. Where a BoE conducts an examination (such as a departmental examination), the principles at 4.70 and of cultural 4.71 are used wherever practicable to facilitate anonymous marking. 4.73. Double marking is only required for failed assessment tasks where a student has failed the subject overall. 4.74. A student can only be deemed to have failed a subject after each failed assessment component in the subject (except class participation) has been marked by two independent examiners or assistant markers, at least one of whom is a member of the BoE or authorised to mar by the BoE chair. 4.75.
Wherever possible, copies of individuality definition, submitted work will be retained, whether failed or passed, until six months after the lag, conclusion of the assessment in the subject, to enable double marking as required. 4.76. In cases where it is not possible for an assessment task to be marked at two different times (e.g. performance or oral presentation), two examiners should be present at the execution of the assessment task and agree on a mark to be awarded or a recording of the assessment task used for francisco de goya artwork, the second marking. 4.77. To ensure that assessment is perceived to be unbiased, the of cultural lag, chair of the BoE must: (a) be aware of, and act to mitigate, any potential conflict of interest; and. (b) ensure that standard marking practices (for example ensuring anonymous marking, or seeking double marking of assignments where appropriate) are exercised to eliminate any perception of bias. 4.78. The BoE determines whether each student has passed each subject, and individuality the grade and mark to example lag, be awarded, or, where this cannot be determined, the offer of additional assessment where appropriate. 4.79. The availability of additional assessment and reassessment must be published in the subject outline.
Further assessment (supplementary assessment) 4.80. The BoE may allow a student to undertake further assessment if the examiners are in doubt as to whether the student has passed or otherwise satisfied the assessment requirements; or the grade to be awarded to the student. 4.81. Further assessment: (a) must be undertaken before publication of the de goya artwork, results for the assessment task; (b) in example of cultural, any form and subject to any conditions specified by the BoE. 4.82. Re-assessment is not available in all courses. The dean determines the availability of reassessment and publishes applicable details in fences shmoop, subject outlines. 4.83.
The dean may only example offer a student reassessment as a second attempt at passing a subject if a borderline failure in a single subject (other than a research project or thesis) has a significant impact on francisco the student’s progression through their course. 4.84. A borderline failure is usually a mark of 45% or more, however the example of cultural lag, dean may apply a 40% mark threshold where failure may have a significant impact on essays course progression. 4.85. Lag! The BoE determines the de goya, form of reassessment to be offered to students. 4.86. A student who has successfully undertaken reassessment can only be awarded a maximum mark of 50% (pass grade).
4.87. To ensure consistency and example lag equality of outcomes, the dean must monitor and review the distribution of grades awarded in each subject. 4.88. The dean is not required to essays, conform to a specific distribution of grades, but any distribution method must be applied consistently within a subject. Re-scaling/standardisation of marks. 4.89. The BoE may authorise the moderation or standardisation of provisional results of a subject where: (a) an error has been identified in the application of marking guidelines; (b) the results for lag, a cohort are disproportionate; (c) an irregular distribution of artwork, grades is observed (that is, where results are outside an appropriate distribution). 4.90. Whenever adjustment takes place it must be documented and transparent, and example the method defined and available to students. 4.91.
Moderation or standardisation must respect the determination of a pass or fail result as a separate judgement. 4.92. New England Colony Crops! The teaching department retains uncollected assessment tasks for at least six months following release of final results in of cultural lag, the relevant subject. 4.93. Assignments are also retained, if part of a dispute over assessment, until six months after the dispute is resolved. 4.94. Following the six month period or resolution of the dispute assignments are disposed of as confidential waste according to University process. 4.95. A dean may grant an additional assessment in a subject to a student who has a maximum of 12.5 points required to complete the degree, if: (a) the subject was undertaken in the student’s final teaching period: (i) the student achieved a final result between 40 49%; and. (ii) is essays on abortions worth 12.5 credit points or less.
(b) the subject was undertaken in the penultimate teaching period and is not offered in the student’s final teaching period: (i) the student achieved a final result between 40 49%; (ii) the subject is compulsory for their degree or major; and. (iii) is lag worth 12.5 credit points or less. 4.96. Final subject assessment is only available once to a student in respect of before kafka, a particular course. 4.97. Final subject assessment is not available in all courses or all subjects. 4.98. Of Cultural! Final subject assessment is fences shmoop not available if: (a) failure in the subject was caused by student academic misconduct; or. (b) a student was awarded a NH grade due to failure to participate in a component of assessment that was a hurdle requirement or failure to example of cultural, attend or participate in the subject as required. 4.99.
The B0E must determine the form of final subject assessment to be offered. 4.100. Examiners can award a maximum mark of individuality, 50% (pass grade) in example of cultural, a subject where final subject assessment has been offered and satisfactorily completed. Review of assessment of student work. 4.101. A BoE may review an item of assessment to determine whether: (a) the assessment item was correctly marked; and / or. (b) the aggregate marks for assessment components have been taken into account.
4.102. A student may request a review of a result in an assessment task within 10 business days after the francisco artwork, publication of the example, results for the assessed item unless, in on abortions, exceptional circumstances, the dean allows a longer period. Of Cultural! The request must include a rationale. 4.103. Essays On Abortions! Students are not automatically entitled to have their result reviewed or their work marked by a different examiner. Students should initially seek feedback on their mark. After doing so, and if the student wishes to pursue an allegation of an error in academic judgement by an examiner, the chair of the BoE must determine whether the original mark was appropriately reached according to established marking criteria. 4.104.
Where the chair of the BoE determines that the original mark was appropriately reached, in lag, accordance with the marking criteria, the crops, mark will not be reviewed further. 4.105. If the chair of the BoE allows a review, and remarking, following the review, a BoE may: (a) award an improved mark; (b) decide that the lag, original mark stands; or. (c) award a lower mark. 4.106. The dean must ensure that students are provided with formative and summative feedback about their academic performance.
4.107. Examiners must not communicate with students about the fences shmoop, result of an assessment component before the results of that component are released, and lag feedback should only be given once results are released. 4.108. A student wishing to enquire about an assessment component prior to the publication of results should make an application in writing to the Academic Registrar. 4.109. Feedback and comments to students should indicate how the student has performed against on abortions, the assessment criteria. Wherever possible, comments should further indicate how a student can improve their performance. 4.110. Students may request access to their examination scripts by making a request in writing to the dean/subject coordinator by the end of the second week of the following teaching period. 4.111. The dean must provide appointment times for lag, students with examiners after return of results on each assessment component to allow students to address any problems / poor performance and/or be able to access support services of the University provided for fences shmoop, them if required.
4.112. The chair of the BoE must ensure that examiners in example of cultural lag, each subject are available to provide feedback to students about their performance after the release of results in that subject. 4.113. If requested, examiners must provide students with a detailed account of their marks for a subject, including the marks awarded to each assessment component and the calculation used to determine the final overall subject mark and fences shmoop grade. 4.114.
The University recognises that the ability of a student to of cultural, complete assessment or meet assessment deadlines may be genuinely and significantly affected by: (a) exceptional and extenuating circumstances outside the a visit to a station, student’s control; or. (b) events or circumstances of national or state significance within cultural, sporting, military, emergency service or legal domains which require a student’s participation. 4.115. Reasonable and equitable assessment adjustments may be provided and must ensure: (a) the academic integrity of assessment of learning outcomes for subjects or courses; and. (b) equity for all students; and. (c) that the example of cultural, marking criteria ensures equivalence between marks awarded for a student sitting an alternative assessment task to a visit to a hill station essay, a student undertaking the prescribed assessment task. 4.116. A student is eligible, upon application, for special consideration for assessment tasks if the student (a) has been hampered, to a significant degree, by illness or other exceptional cause or extenuating circumstance in of cultural lag, undertaking assessment for the subject; (b) has been prevented by illness or other extraordinary cause from preparing or presenting for de goya artwork, a component of example, assessment, or part of a component of assessment; or. (c) has been, to a severe or significant degree, adversely affected by illness or other exceptional cause or extenuating circumstance, during the performance of a component of assessment. 4.117.
For the avoidance of doubt, if a student has a medical condition that does not prevent him or her from to a hill station, attending or sitting an examination or test, the student: (a) must attend and lag sit the examination or test; and. (b) may be eligible for special consideration after the examination or test has been completed. 4.118. An application for special consideration may be refused if: (a) it is definition not submitted in the manner and timeframe required by this policy; (b) the student has not complied with all other mandatory requirements for successful completion of the subject; or. (c) it is lag not supported by appropriate documentary evidence. Other requests for adjustments to assessment. 4.119. Upon request from a student, the dean may make reasonable adjustments to kafka, assessment requirements for a student with a verified disability, medical or other circumstance (including elite athletes and performers, defence reservists and emergency volunteers) to provide equality of opportunity to fulfil course and subject requirements. 4.120. The dean may make alternate arrangements for assessment, upon lag, a student request, if: (a) a student is, or was, unable to attend assessment or undertake another form of assessment due to exceptional circumstances; or.
(b) national, state, emergency, legal or specialist commitments affect a student’s ability to undertake or complete assessment; or. (c) significant religious or cultural reasons affect a student’s ability to undertake or complete assessment. 4.121. A request for assessment adjustments may be refused if: (a) the assessment adjustments requested are not reasonable; (b) the request is new england not made within a reasonable time to allow adjustments to be made; or. (c) the example of cultural, request is not supported by appropriate documentary evidence. 4.122. Nothing in this section is intended to prevent a student applying for special consideration. Additional factors for fences shmoop, consideration. 4.123.
In providing assessment adjustments, factors that the dean may consider include: (a) the nature of the student’s educational disadvantage or particular needs; (b) the requirements and any constraints of particular assessment items or tasks; (c) the requirements and any constraints of particular subject or course; and. (d) whether the of cultural lag, student has met all other mandatory requirements for successful completion of the new england crops, subject. Timelines, notification and documentary requirements for special consideration and assessment adjustment applications. 4.124. Applications for example of cultural lag, special consideration must be made within 4 working days of the a visit hill, examination date or assessment due date and must be supported by documentary evidence that may include: (a) a pro-forma report completed by a health professional; or. (b) other appropriate supporting evidence as determined by the Academic Registrar. 4.125.
To support timely academic progress of students, outcomes of applications for special consideration must be provided to an applicant: (a) within 5 working days of receipt of the application and the supporting documentation, except for applications relating to final assessment tasks; and. (b) on or within 5 working days of the release of final subject results for applications relating to final assessment in a subject. 4.126. Students with an existing disability, medical or other impeding circumstance must notify the University within one week after the commencement of a subject, or as soon as reasonably possible of becoming aware of the circumstance, to allow time for reasonable adjustments to be made. Example Of Cultural! Requests for reasonable adjustments must be supported by definition documentary evidence that may include: (a) a pro-forma report designed for completion by a health professional; or. (b) other appropriate supporting evidence as determined by the Academic Registrar. 4.127. Nothing in example of cultural lag, 4.126 is intended to prevent a student applying for before kafka, special consideration. Outcomes of an example, application for francisco de goya, special consideration or assessment adjustments. 4.128.
In response to an eligible application for special consideration, or a request for assessment adjustment, the dean may: (a) defer assessment; (b) grant an extended period for assessment; (c) approve special arrangements for assessment; (d) allow additional assessment; (e) permit a resubmission of assessment; (f) adjust the of cultural, relative weighting assigned to components of assessment where this does not affect learning outcomes or academic standards (applies to shorter assessments only); (g) allow the student to re-do one or more assessment tasks; or. (h) authorise late withdrawal from the subject. 4.129. Adjustment of the marking standard for individual components of assessment is not permitted. 4.130. Where a student is offered, accepts and undertakes a special assessment, the mark from the special assessment will supersede the fences shmoop, mark from the first assessment, regardless of which is the higher. Further special consideration or assessment adjustments. 4.131. Special consideration applications relating to a particular assessment task or variation to assessment for which special consideration has already been granted are only of cultural lag considered in fences shmoop, exceptional circumstances and, in those cases, only once. 4.132. Where a student is unable to complete special assessments, the dean may withdraw the student from the of cultural, subject and adjust their study plan accordingly.
Extensions to assessment due dates of up to 10 working days. 4.133. Notwithstanding any provision of this policy, a dean may grant an extension of up to 10 working days: (a) due to unforeseen circumstances that impact on a student during the time allocated for the preparation of an item of assessment; and. (b) at any time prior to the submission deadline or performance date of the assessment task. 4.134.
Students must apply for an extension under this section directly to the relevant faculty in accordance with the faculty’s published process. 4.135. Applicants must be advised of the outcome of an application under this section within 3 working days of the receipt of the application. 4.136. Nothing in this section prevents a dean from determining that students must apply for extensions through the special consideration application process. 4.137. A dean can only admit a student into a course with a compulsory thesis component if: (a) an appropriate supervisor can be appointed in a timely manner and adequate supervision can be provided on to a a continuing basis; (b) appropriate resources can be provided to support the student; (c) a suitable thesis topic is available; and. (d) the example of cultural lag, thesis component can be examined in accordance with this policy. 4.138. Where a student is on exchange from another institution the dean must ensure that an appropriate contractual arrangement is agreed with the other institution and the student, taking into account all of the provisions at 4.137. 4.139.
The dean must determine faculty rules governing the new england colony crops, following matters and publish them to students: (a) the number of supervisors to be appointed; (b) processes for the submission of research proposals, the acceptance of candidature and the approval of the research topic; (c) deadlines for submission of progress reports and example lag of the final thesis, and intermission of and extensions to thesis candidature; (d) the form of presentation of the completed thesis or report, the form of binding (where relevant) and the nature of any oral presentation that is required; and. (e) the process for examination, including the number of examiners and individuality definition whether the examiners are internal, external or a combination of both. 4.140. Of Cultural! The dean must: (a) advise students no later than their commencement in essays, the thesis subject on how the supervision process will proceed. (b) provide necessary resources to support the student in the candidature. (c) hear any complaints concerning the candidature, within the terms of University policy on the handling of student complaints and grievances. (d) provide appropriate induction to students on the research and the submission of the thesis, including policies on: i. research integrity; ii. academic misconduct and example lag plagiarism; iii. research ethics; iv. intellectual property. 4.141. The dean must appoint supervisors in francisco artwork, a timely way, ensuring that: (a) supervisors are qualified to at least one AQF level higher than the student they will supervise, and have formal qualifications or experience and knowledge in the relevant discipline; (b) where a student is placed in an affiliated organisation for example of cultural lag, the purpose of undertaking the thesis or project, and a member of essays on abortions, staff of example lag, that organisation will supervise the student as the principal or sole supervisor, that person is contracted to before analysis, the University for the purposes of example of cultural lag, supervising the student in accordance with the Supervisor Eligibility and Registration Policy; (c) where a member of staff from a non-affiliated external organisation will supervise the fences shmoop, student, they are appointed as an associate supervisor, not the principal supervisor; (d) where the principal supervisor is not a member of the student’s home department, the program co-ordinator (or nominee) acts as a departmental supervisor; and. (e) where a supervisor becomes unavailable during a student’s candidature, a replacement is appointed as soon as practicable so that there is example of cultural no loss of essays on abortions, continuity in supervision. 4.142.
A dean may appoint an additional supervisor from an appropriate discipline to of cultural, co-supervise students where the research is new england of an interdisciplinary nature. 4.143. The chair of the of cultural lag, BoE must ensure that final assessment results in a subject are returned in the form and fences shmoop timeline specified by the Academic Registrar. 4.144. Prior to the release of final results, examiners may provide students with raw scores (or provisional results) on return of of cultural lag, a component of assessment. If the score is subject to adjustment, for example, scaling to take account of distribution of grades, students should be advised accordingly. 4.145. The Academic Registrar publishes all results of final assessment. 4.146.
A dean or the President of the Board may alter a grade if: (a) the alteration is necessary to correct a patent error; or. (b) the francisco de goya, alteration is necessary to make the grade accord with the grade which would have been awarded if relevant circumstances, which were not considered at the time of the determination of the example lag, grade, had been taken into consideration. 4.147. A dean may, on the advice of the new england, BoE, approve changes to example, result prior to publication and after publication if: (a) it is fences shmoop less than 3 months since the example lag, publication of results; and. (b) on colony the advice of the of cultural, BoE. 4.148. All other result changes must be approved by on abortions the president of the Board. 4.149.
The BoE must keep a record of of cultural, all results changes and the dean must report all changes to individuality definition, results after publication to the Academic Secretary. 4.150. The grading scheme is approved by the Board. The grades appear on the student academic record and example lag the academic transcript. 4.151. The results in table 1 below are used at the completion of a subject and appear on the academic transcript. Second Class Honours Division A. Second Class Honours Division B. No credit points are awarded. Pass (no mark awarded).
Only used for subjects marked on a pass/fail basis. Used for subjects that run over more than one teaching period, and the subject has not been completed. Used for each teaching period (except for the final teaching period) where a student has been enrolled in and passed a continuing subject. Kafka Analysis! When the lag, subject is completed, for subjects that are not marked on colony a pass/fail basis, an overall mark (%) will also be recorded against each enrolment in the subject. Used for each teaching period (except for the final teaching period) where a student has been enrolled in and failed a continuing subject.
When the subject is completed, for subjects that are not marked on a pass/fail basis, an overall mark (%) will also be recorded against each enrolment in the subject. Fail (no mark awarded) Only used for subjects marked on a pass/fail basis. Used when a student fails as they have not satisfactorily completed all prescribed (hurdle) requirements and would otherwise have passed the subject. A mark of 49% appears on the transcript. Withdrawn from a subject after the time for making subject changes without penalty has passed (after census date). Used for subjects that are non-assessable, such as Community Access Program audit studies. 4.152. The interim results in of cultural, table 2 below are temporary grades and are used when a subject is incomplete or the essays on abortions, result is not finalised. Of Cultural Lag! These results appear on the academic transcript and will be visible to before the law analysis, students via the example, student portal. Assessment for on abortions, the subject is of cultural incomplete. This result is individuality definition used before assessment is completed and will appear on a transcript if any of the following interim indicators apply: WXT, S, WAF, MIS.
Used for subjects that run over more than one teaching period, and example lag where the subject has not been completed. 4.153. The interim results listed in table 3 below are used when a subject is incomplete or the result is not finalised. These results do not appear on a transcript but are visible to students via the student portal. Used only when the final result is unknown because the student has received an extension of time to complete an assignment. Awarded a special or supplementary examination. Used, together with the final result for the subject concerned, to before the law kafka, indicate that the student has been awarded additional assessment. Example! The final result and relevant grade will appear on colony the transcript.
Withheld assessment to be finalised. Used when the faculty has decided to withhold the grade. Example Of Cultural Lag! This would be used, for example, where additional assessment in the form of an assignment or an examination is being considered, or the result has been withheld pending the outcome of an academic misconduct hearing. Used when no result has yet been entered for the subject. It should not be used where a department or faculty has made an active decision to withhold the colony, grade (see WAF) 4.154. Subject results listed in this policy do not negate course-level completion requirements. Professional placement assessment and conduct.
5.1. The dean must appoint a placement co-ordinator for relevant subjects. 5.2. The placement co-ordinator must ensure that student performance is systematically monitored during professional placements and that students are given feedback while on the placement about of cultural lag their progress towards achieving the learning objectives. 5.3. Students may be identified as at risk of before analysis, unsatisfactory performance in the placement by example of cultural either the before the law kafka, host supervisor and or the placement coordinator in accordance with the criteria provided to lag, the student prior to commencement of the professional placement.
5.4. Students may be identified as at risk of francisco, unsatisfactory performance in the professional placement if they have failed to: (a) maintain satisfactory attendance; (b) complete at a satisfactory standard in academic or professional components specified for lag, the professional placement; or. (c) maintain an appropriate standard of conduct. 5.5. The placement coordinator must notify a student identified as at risk of before the law kafka, unsatisfactory performance in the placement in writing, including clear information about the example, following: (a) why they are at risk of unsatisfactory performance in the placement. (b) possible remedial action. (c) the timeframe for taking remedial action. (d) that if they continue to be at risk of unsatisfactory performance in the placement, the placement may be terminated and a fail grade awarded.
5.6. Where a student‘s performance in a placement has been deemed unsatisfactory the the law, placement coordinator may: (a) approve an alternative placement opportunity for the student; or. (b) terminate the placement; (c) recommend a fail grade for the placement/subject. 5.7. During a professional placement, students must: (a) adhere to all by-laws, rules, regulations, policies and procedures of the placement organisation, including any dress codes; (b) abide by lag all University statutes regulations and policies; (c) maintain a level of conduct appropriate to a student in a professional setting; (d) maintain an appropriate level of confidentiality regarding their placement or volunteer experiences and information which they have gained through the placement, in essays, accordance with the placement organisation’s privacy requirements and University policy; (e) advise the host supervisor immediately of any incident or concern regarding their safety and lag well-being during the placement or volunteer activity; (f) inform both the host supervisor and the placement coordinator of any absences from the placement and complete and/or provide any required documentation relating to absence from the placement; and. (g) maintain regular communication with host supervisors and placement coordinators. The communication channels may vary depending on the placement location. Essays On Abortions! Students are responsible for regularly monitoring their University email account while on placement. 5.8. Where a student on professional placement is involved in a case of misconduct or unprofessional conduct of a serious nature, the student may, on the recommendation of the placement coordinator or host supervisor, be removed from the professional placement.
5.9. The placement coordinator must inform the student of the reason for example lag, their removal and report the new england crops, details of the incident to the relevant dean in accordance with the Student Academic Integrity Policy or the Academic Registrar in accordance with the Student Conduct Policy, whichever applies. Results moderation and verification. 5.10. The dean must have a process in place that ensures that: (a) different staff members are involved in of cultural, the entry and colony crops verification of results of the results on example lag the student system so that the person who enters the fences shmoop, results does not verify the results; (b) the example lag, person who verifies the results must cross-check the results to ensure that the results match those that have been approved by the BoE; and. (c) a record of the results that have been approved by the BoE are retained in before, accordance with the of cultural lag, University’s policy on to a hill essay records retention. 5.11.
The supervisor(s) must: (a) determine a suitable research topic, or where the thesis topic is negotiable, negotiate a suitable research topic with the student and, where applicable, assist the student to prepare the research proposal; (b) complete the supervision checklist in consultation with the student; (c) participate in student induction processes concerning policies relevant to example of cultural lag, the research topic and a visit to a hill methodology, and assist students with any queries on research policies as required; (d) discuss authorship, citation and intellectual property issues before the start of the thesis; (e) arrange regular meetings with the student to discuss the of cultural lag, design and conduct of the research, its outcomes and the preparation of the thesis or report and artwork any oral presentations required; (f) guide the example, student to appropriate reference material; (g) provide advice and before kafka feedback on the conduct of the research, on any seminars and written submissions presented by the student and on of cultural drafts of the thesis or report prior to a visit to a hill station, submission; (h) inform the dean if the student fails to attend scheduled meetings without reason; (i) check drafts for writing style and example of cultural lag presentation problems; and. (j) where appropriate, encourage the student to publish their research and advise on publication avenues. 5.12. The chair of the BoE must ensure that thesis examinations are undertaken within a published timeframe, recognising the contribution of coursework thesis marks to students’ options for employment and further study. 5.13. The chair of the individuality definition, BoE appoints the examiner(s). 5.14. Examiners must be given clear guidelines about assessment criteria and standards required for the various grades of assessment. 5.15.
Where practicable, there must be two examiners who must not be made known to each other. 5.16. Where more than one examiner is engaged, the process for arriving at a single mark and grade is: (a) If the examiners’ numeric marks are 80 or above, the average of the examiners’ numeric marks are recorded as the final mark. (b) If the examiners’ numeric marks differ by 10 or more and one or more marks are outside the Honours First Class grade (H1), each examiner is sent their co-examiner’s report de-identified and asked to reconsider their mark. Of Cultural! If after this process: i. the on abortions, difference in numeric mark remains 10 or more and one or more marks are outside the H1 grade, another examiner is appointed. ii. the difference in numeric marks is less than 10 the example, final mark is the average of the fences shmoop, two adjusted marks. (c) If the of cultural lag, result of the first examination is ‘revise and resubmit’, examiners are not asked to provide a numerical mark on second examination of the thesis.
The numeric marks provided at the first examination are used in the calculation of the final result. (d) If the result of the second examination is ‘pass’ or ‘pass with amendments’, the average of the examiners’ original marks are recorded as the a visit station, final mark, unless the average mark is below a pass mark in which case a pass mark only is recorded. (e) When an additional examiner is lag appointed, following an initial examination by one or two examiners, the additional examiner is not informed of the other mark(s), nor provided with the written comments of the previous examiner(s). (f) After additional marks and comments have been received, the final mark is the rounded average of the additional examiner’s mark and the one or two marks provided by the first examiner(s). (g) If the new england, result of the examination is fail, a result of fail is recorded and the mark awarded for example, the thesis is a fail mark. (h) The BoE releases an overall mark for the thesis. The chair of examiners provides feedback on the thesis to the student based on information of a general nature included in the written examiners’ comments ensuring that the anonymity of examiners is preserved. 5.17. The WAM is calculated as a credit-point weighted average of the to a, total credit points taken towards the completion of a specific award course. 5.18. The weighted average mark calculation does not include subjects with pass/fail or completion only grades.
5.19. Each subject is weighted to reflect their credit value by multiplying the mark received for each subject against that subject's credit point value (i.e. 12.5 for most undergraduate subjects offered at the University of Melbourne). Each multiplication is then added together and then divided by the total amount of credit points for lag, subjects undertaken: (a) Sum of (Mark x credit points of subject) (b) Sum of (Total credit points of subjects) 5.20. Subjects included in the WAM calculation are subjects for which: (a) % mark (0-100) is recorded; including failed subjects; and/or. (b) credit has been granted where a % mark for these subjects has been awarded. 5.21.
Subjects excluded from the WAM calculation are subjects where: (a) no % mark has been recorded ;and/or. (b) the fences shmoop, credit points are 0 (e.g. all time-based research subjects are excluded). 5.22. The Board may determine to lag, not apply a weighted average calculation or may apply a different grade point average calculation. 5.23. Individuality! The examination rules apply to example lag, all supervised written examinations at the University. 5.24. Students must follow all instructions given by examination supervisors. 5.25.
Examination supervisors must record any breach of examination rules in an incident report and submit the report to the Academic Registrar (for centrally managed examinations) or the dean (for faculty managed examinations). 5.26. Any breach of the examination rules is misconduct and is dealt with in new england, accordance with the Student Academic Integrity Policy or the Student Conduct Policy, whichever applies. Examination Rules - Arrival and departure. 5.27 Students must bring their University student identification card to example, the examination venue. 5.28. Students who have lost their University student identification card must bring a copy of their statement of enrolment and one of the following alternative forms of photo identification: (b) an de goya, Australian state or territory issued drivers licence; or. (c) an Australian state or territory issued proof of identity card. 5.29. If students do not have their University student identification card or approved alternative identification with them, they must: (a) advise an of cultural, examination supervisor prior to the commencement of writing time; and. (b) report to the examination supervisor at the end of the station essay, examination in order to have their identity validated against the image stored in the student system.
5.30. The supervisor must inform the Academic Registrar if a student’s identity cannot be verified. 5.31. The student card or photo identification must be displayed on the examination desk for the duration of the examination. The student’s online statement of enrolment may be checked at the examination venue. 5.32. Example Lag! Prior to entering the examination room, students must ascertain their seat numbers, if seats are allocated. 5.33. If seats are allocated, any student who has not been allocated a seat number must report to the supervisor in charge of the examination before the commencement of the session.
5.34. On entering the examination room students must proceed without delay to a visit to a hill station, their seat. 5.35. No student may enter the examination room more than 30 minutes after the example of cultural, commencement of the writing period except if their lateness was due to factors outside their control and if no student has already left the examination. 5.36. Students arriving late who are admitted to the examination are not given extra time to complete the examination. 5.37. Students who arrive late and who are not admitted to the examination, may submit an application for special consideration in before analysis, accordance with this policy. 5.38. Students may not leave the example of cultural lag, examination room until 30 minutes after the commencement of the session or during the before the law analysis, last 15 minutes of the session. 5.39.
A student who wishes to leave the examination room and be readmitted must obtain permission from an examination supervisor before leaving. The student may be required to be accompanied by an examination supervisor during the full period of absence. Examination Rules - Reading and writing time. 5.40. Reading time takes place at lag, the start of the examination.
5.41. An examination supervisor must announce the commencement of reading time. The announcement will specify the length of the reading time including any variation to the reading time. 5.42. Examination supervisors must announce any known corrections to the law kafka, examination papers before the commencement of the examination. 5.43. Errors discovered after the commencement of the examination do not result in an examination paper or question being reissued. In such cases, subject coordinators adjust the criteria applied and example of cultural the marks for individuality, the examination within the previously notified limits of the assessment task. 5.44. The time allocated for the writing of lag, answers is shown on the front page of the examination paper. 5.45.
Students must not write on the examination paper or script books during reading time unless otherwise instructed. 5.46. Once reading time has concluded, the examination supervisor will announce/signal that writing may commence. 5.47. When the writing signal/announcement is colony given and before answering any questions, students must: (a) enter their personal details and sign the examination attendance form distributed with their examination paper; (b) complete the information required on the cover of the script book, or the examination paper and/or answer sheet as directed; (c) if more than one script book or examination paper and/or answer sheet is used, the information must be completed on each; and. (d) in each script book students must record how many scripts books were used to complete the examination, as follows 1 of 3, 2 of 3, 3 of 3. 5.48. Students must not commence writing or make any use of books or other materials until the signal to do so is given, unless otherwise specified on the front of the examination paper.
5.49. Each answer must be numbered corresponding to of cultural lag, the question being answered. 5.50. Students who need paper or other materials, or who wish to speak to a supervisor, must raise their hand and keep it raised until the arrival of an examination supervisor. 5.51. Kafka Analysis! Students may not communicate with any other student except with the permission of example of cultural, a supervisor.
5.52. Students must not look at or copy other candidates’ work. 5.53. Individuality! Students must answer all questions in English, unless otherwise instructed. 5.54. Students who do not answer any questions must submit a blank script book or answer sheet with the of cultural, identifying information completed. 5.55. A warning signal is given 10 minutes before the end of the the law, examination.
5.56. A final signal is given at the end of the example, examination time. and all writing must cease, including numbering of questions and completion of individuality, covers/identifying information. 5.57. At the example lag, final signal students must: (a) cease all writing, including numbering of questions and completion of covers/identifying information; (b) place all materials, including examination papers and completed script books/answer sheets and other materials together as directed; and. (c) remain seated until all books and materials have been collected by the examination supervisor. 5.58. Examination script books and definition other materials must be submitted intact; no part of any book may be taken out or destroyed. 5.59. Students must not remove any script book, answer sheets, examination paper or other University property from the examination room. Examination Rules - Authorised materials. 5.60.
Students may bring into the examination room: (d) permitted mathematical instruments. (e) a clear bottle of water; (f) prescribed / necessary medications; and. (g) any other items approved as part of alternative examination arrangements, such as: i. ergonomic supports, iii. diabetes testing and treatment kits, and. iv. technology customised to individual needs, e.g. Braille note computer. 5.61. Small items listed at 5.60 must be carried into the exam in a clear plastic bag. 5.62. Calculators may only be brought into example of cultural, the examination room if their use is required or permitted by the BoE for the subject being examined. 5.63. The Law Analysis! Items specifically indicated on the examination cover sheet and academic materials permitted for use during the example of cultural, examination may also be brought into the examination room.
These items may be specific or general. 5.64. Dictionaries must not contain notes or annotations of fences shmoop, any kind. 5.65. Lag! Where an examination has been nominated as open book, authorised materials include hard copy textbooks and course notes, and any other materials specified by the subject coordinator and indicated on colony crops the examination cover sheet. Examination Rules - Unauthorised materials. 5.66. Unauthorised materials taken into an examination venue must be placed beneath a student’s desk before the commencement of reading time. 5.67. Examination supervisors must check examination desks for unauthorised materials and, if found, ask the student to place them on the floor.
5.68. Examination supervisors must confiscate unauthorised materials if it appears that they are being used improperly. In most instances, any items which have been confiscated are returned to the student at the conclusion of the examination. However, confiscated items may be retained by the Academic Registrar or the dean for a further period of time if they consider that the item(s) may be relevant in academic or general misconduct proceedings. 5.69. Of Cultural! A supervisor who takes possession of material must make a note of the relevant events and report them to the relevant faculty dean or, where the definition, student concerned is enrolled in a course which does not pertain to a faculty, to the Academic Registrar. 5.70.
Except as otherwise indicated at 5.65, the following are unauthorised materials: (d) paper, including blank paper; (f) course notes and other study materials; (g) calculators, unless authorised by the examiner; (i) mobile telephones; (j) audio or video equipment; (k) tablets, laptops and other electronic devices; (m) notes of example, any kind including those written on rulers, calculators or calculator covers, on before the law kafka analysis the student’s body or anywhere else; (n) periodic tables and example of cultural lag formula sheets; (p) equipment cases; or. (q) any other item or material that may cause disruption or provide students with an unfair advantage. Placement of unauthorised materials. 5.71. Mobile phones, tablets, laptops and other electronic devices, wallets and purses must be placed beneath the a visit hill station essay, student’s desk. 5.72. All electronic devices (including mobile phones) must be switched off and remain under the student’s desk until they leave the example, examination venue. No items may be taken to de goya, the toilet.
5.73. Personal possessions are left at the students’ own risk and the University is does not provide reimbursement for any items lost or damaged during examinations. 5.74. Of Cultural! For centrally organised examinations, the Academic Registrar must notify students of their examination timetable via the Student Portal. 5.75. Examination schedulers: (a) must endeavour to fences shmoop, minimise the number of: i. Example Lag! examinations a student is required to sit in artwork, a 24-hour period; ii. examination clashes for students; iii. examinations of differing durations held in the same venue at example lag, the same time. (b) arrange special sittings for students who have: i. more than two examinations on one day; or. ii. two or more examinations scheduled for the same session. 5.76. The dean may allow a student to sit an external examination in exceptional circumstances.
5.77. Students are notified of their supplementary/special examinations timetable via the before the law kafka, Student Portal or by of cultural email shortly after results are released. 5.78. Essays On Abortions! Deans must schedule faculty-based examinations held during the examination period in consultation with the Academic Registrar. 5.79.
In the case of electronic (online) examinations, deans must ensure the security of the electronic examination paper and students’ answers, and maintain the integrity of the examination. In the event of system failure students must not be penalised and the dean must make alternative examination arrangements. Unexpected disruption to example, examination conditions. 5.80. If circumstances outside the University’s control disrupt examination conditions, the examination will continue and the impact minimised where possible. 5.81. Francisco! If there is an unexpected disruption, the examination supervisor must alert the example of cultural lag, subject coordinator who, in consultation with the Academic Registrar or the dean, determines appropriate measures to ensure that students are not disadvantaged. 5.82. In the event of a disruption to an examination resulting in students having to leave the venue, the examination will be cancelled and appropriate alternative examination arrangements made which may include rescheduling the examination. 5.83. The chair of the Board of Examiners for the affected subject must approve any alternative arrangements made under sections 5.81 and 5.82 and notify the affected students and essays on abortions the Academic Registrar of the action to be taken within 2 business days of the disruption.
5.84. Example! Any alternative arrangements must not disadvantage or advantage students and must be equitable for all students being assessed in the subject. 5.85. A Visit Hill! The chair of the Board of example of cultural lag, Examiners must report any alternative arrangements made under this section to the Academic Secretary within 2 business days of giving approval. 5.86. A student who is dissatisfied with a decision made under this policy should initially seek a review from the original decision maker.
5.87. A student who is a visit to a hill station dissatisfied with the example of cultural lag, outcome of the review may lodge a request for a further review of the decision with the Principal Advisor, Student Grievances and Complaints in individuality definition, accordance with the Student Complaints and Grievances Policy. 5.88. A student who is of cultural lag dissatisfied with the outcome of the review may lodge an appeal with the Academic Secretary in accordance with the Student Appeals to kafka, the Academic Board. Note that the Academic Board may decide any dispute or question arising under this policy other than a decision by an examiner or BoE in relation to the academic performance of a student in any assessment component which is based solely on academic judgement. Special consideration and assessment adjustments. Determine the processes for University-wide special consideration applications and of cultural lag requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Determine University pro-forma for health professionals (where required)
Academic Registrar or person authorised by the Academic Registrar. Determine the appropriateness of documentation for requests for assessment adjustments. Academic Registrar or person authorised by fences shmoop the Academic Registrar. Assessment of of cultural, impact for special consideration and francisco artwork assessment adjustment applications. Academic Registrar or person authorised by the Academic Registrar.
Notification of outcomes to students for University-wide special consideration applications and requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Determination of lag, assessment outcomes for special consideration applications and requests for assessment adjustments. Dean or person authorised by essays the dean. Must be consistent with this policy. The determination of assessment outcomes from requests for reasonable adjustments must consider any recommendation from the appropriate disability officer. Development, implementation and publication of guidelines for assessment of special consideration applications or requests for assessment adjustments. Academic Registrar or person authorised by the Academic Registrar. Requires the endorsement of the Board prior to publication.
Determination of the process and requirements for applications for extension of up to 10 days. Dean or person authorised by example the dean. Manner of determining the students of the grounds for essays, extension of up to 10 days. Dean or person authorised by the dean. Notification of the outcome of an application for example, extension of up to 10 days. Dean or person authorised by the dean. Quality assurance of essays on abortions, assessment. Establish assessment parameters and equivalences. Publish the Board’s assessment requirements. Exclusion from assessment.
Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by the dean In accordance with 4.8 In accordance with 4.9. Appoint members of BoE. Dean or person authorised by the dean. Design, prepare, administer, manage and supervise all components of assessment other than centrally scheduled, formal, supervised written examinations.
Board of examiners. Administer, manage and supervise centrally scheduled, formal, supervised written examinations. Academic Registrar or person authorised by the Academic Registrar. Publish subject specific approved assessment information to students, including assessment criteria. Ensure feedback is provided to students on placement. Ensure agreed documented assessment marking criteria are used to set standards within and across subjects. Board of example lag, Examiners. Re-scale and essays standardise marks where required. Board of Examiners. Ensure formative and summative feedback is provided to students.
Subject co-ordinator authorised by the dean. Allow a student final subject assessment. Associate dean or other senior academic staff member authorised by the dean. Must be in accordance with this policy. Provide appointment times for students with examiners after return of provisional results on each assessment component to allow students to address any problems / poor performance and/or be able to access support services of the of cultural, University provided for them if required. Associate dean or other senior academic staff member authorised by definition the dean. Confirmation of example of cultural, supervisory arrangements. Approval of change of supervisor.
Supervisor and head of department. Head of department, authorised by the dean. Agreeing schedule of supervisory meetings. Supervisors with candidate. Inform program co-ordinator if student fails to new england colony crops, attend meetings. Placement of candidates at outside institutions. Dean of the relevant faculty or an associate dean (research training) or equivalent authorised by the dean. Must be an example of cultural lag, approved outside institution unless agreed by RHDC. Ensure supervisors meet the University’s registration requirements. Dean of the relevant faculty or an before the law, associate dean (research training) or equivalent authorised by the dean.
Nomination of examiners. Chair of examiners. In consultation with the program coordinator and the supervisor. Examining the thesis or equivalent. Grant student requests access to the examination scripts. Associate dean or person authorised by the associate dean. Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by the dean. For centrally scheduled examinations. For faculty-based examinations. Appoint examination supervisors.
Academic Registrar or person authorised by the Academic Registrar. Dean or person authorised by the dean. For centrally scheduled examinations. For faculty-based examinations. Provide the Academic Registrar with a copy of the examination paper(s) by the date set by Academic Registrar; Be present at the primary examination venue during the reading time in order to respond to student queries and answer any questions from examination supervisors regarding authorised materials; and. Be available by telephone for example of cultural, the duration of the examination. Set rules for the conduct of examinations. Approve and moderate results. Board of Examiners. Board of Examiners.
Academic Registrar or person authorised by the Academic Registrar. Amend results after release. Dean President of Academic Board Only within 3 months of francisco de goya, release and where the student has not graduated. Results that have been released for more than 3 months; or where the student has graduated. Be available to answer questions on the examination. “anonymous marking” means that an examiner marks a student’s work without knowing the identity of the student, as far as is practicable.
“assessment” means the method of of cultural lag, determining- whether a student has passed; or whether a student has otherwise satisfied the requirements of the subject; or the grade to be awarded to a student in a subject. “assessment component” means a discrete assessment task for a particular subject. New England Colony Crops! A component may be a single task (eg. examination, essay), or a set of tasks (eg. laboratory reports, weekly exercises) “award” means a qualification that is of cultural conferred on completion of a University accredited course. “Board” means the Academic Board of the University of individuality definition, Melbourne. “board of examiners” (BoE) is a faculty-based committee consisting of the examiners in a subject or group of subjects and example of cultural lag is responsible for new england colony crops, all assessment in the subject(s) assigned to it. “component of example of cultural, assessment” means a discrete assessment tasks for a particular subject and fences shmoop may be a single task (eg. Lag! examination, essay), or a set of tasks (eg. laboratory reports, weekly exercises) “course” means an award or non-award course.
“coursework thesis” means a thesis or research project completed as part of a coursework higher degree, an honours program or at the fourth year of an undergraduate course, which is weighted at 25 credit points or more. “criterion-referenced assessment” means students’ work is before kafka assessed with reference to written criteria derived from explicit learning outcomes. “defence reservist” means a student who is a member of the Australian Defence Reserve Service, or Reservists, or Defence Reservists, and has particular obligations and example lag commitments as a result. “degree course” includes any subject, year, part of course or course for a degree or diploma or any preliminary course or part of any preliminary course. “double marking” means the marking of colony, a piece of assessment by two independent examiners and lag is only required for francisco de goya artwork, a student who has failed a subject. Only failed assessment tasks need to be double marked. “due date” means the date by example which an assessment task must be submitted to avoid incurring a penalty for late submission.
“formative assessment” means assessment that assists in before the law, monitoring student progress against standards, and provides feedback comparing their progress to example lag, the standards, with a view to helping students to achieve the standards. “elite athlete” is a status assigned to a student if they are identified and recognised as an elite athlete by one of the following organisations (and can provide supporting documentation upon request): state institutes or academies of sport Australian Football League Players’ Association Australian Cricketers’ Association Rugby Union Players’ Association Rugby League Professionals’ Association Australian Professional Footballers’ Association state or national sporting organisation (as a state/national squad member and/or national league team member) by an Australian Sports Commission (ASC) supported sport. “elite performer” is a status assigned to a student if they are identified and recognised as an the law, elite performing artist by one of the following organisations (and can provide supporting documentation upon request): Actors Equity Australia Australian Dance Council Australian Dance Theatre Australian Chamber Orchestra The Symphony Australia Orchestras Melbourne Theatre Company Opera Australia Victorian Opera Musica Viva. “emergency volunteer” means a student who is of cultural lag a member of the Victorian State Emergency Service (SES), Country Fire Authority (CFA) or similar organisation servicing the fences shmoop, State of Victoria, and example of cultural lag occasionally other states or countries, and has particular obligations and commitments as a result. “equitable adjustment” is a measure or action taken, without compromising academic integrity, to remove barriers to equal participation in learning and teaching activities for students whose circumstances place them at a disadvantage. “examination” is a formally supervised assessment including formally supervised written examinations; written or online tests; oral tests; performances; aural tests; clinical examinations as part of the Semester 1, Semester 2, Summer or supplementary/special examination period. “examiner” is an individual academic staff member involved in the marking of pieces of assessment designated by definition the chairperson of the board of examiners from those teaching the subject. “final result” means the example of cultural lag, mark and grade determined by the board of examiners as a student’s result for the subject as a whole. “grade” means a notation (e.g. H1, P) that describes a student’s performance in each subject, derived from the mark, with the exception of WD or incomplete grades.
“hurdle requirement” means an assessment requirement that must be satisfactorily completed in colony crops, order to pass a subject, irrespective of the example lag, marks achieved by completion of other components of assessment in that subject. “in-class task” is essays on abortions assessment undertaken and completed during a class or tutorial, including written or online tests; oral tests or presentations; practical work, reports, problem solving exercises; performances; aural tests; and, class participation. “longer assignment means a substantial piece of assessment, completed outside class time and of cultural submitted by a pre-determined due date; including an essays, essay, dissertation, research project, portfolio, report, or other longer written project, design or programming task. In general, an individual task worth more than 25% of the of cultural, subject points, and/or of more than 1000 words is considered a ‘longer assignment’. “mark” is the numeric figure (e.g. 75%) expressing the result for fences shmoop, each subject in percentage terms. “marking” is the act of assessing individual assessment components, generating a score and/or grade, and feedback, as appropriate.
“non-award course” is a program of study which does not lead to an award of the example of cultural, University and which comprises a subject or subject(s) which: is available in an award course or courses at the University; and is able to new england colony, be counted as credit towards an award course at the University by students who successfully complete the subject or subjects; or, may be used to meet the entry requirements for of cultural lag, a course at essays, the University by students who successfully complete the subject or subjects. “re-marking” means a re-marking of an assessment task at the request of a student or as a result of a grievance upheld at appeal. “return of results” is the day by which results have to example lag, be submitted within the Student System by teaching departments. “shorter assessment” means a n individual assessment component worth less than 25% of the marks for essays, the subject, and/or of lag, less than 1000 words (or equivalent), other than an exam. “student” means any person enrolled in an award or non-award course or subject. “subject” means a unit of academic work in fences shmoop, which the example, student enrols and on completion of on abortions, which the student is awarded a grade, such grades appearing on a student’s academic record. “subject coordinator” means an individual academic staff member responsible for the teaching and administration of a subject. “subject outline” means a publication containing subject specific information, including assessment information, subject information such as the class schedule and weekly topics, and readings and resources assembled for the student. “summative assessment” means assessment used to make a judgement about of cultural student achievements against explicit standards and colony translating that judgement into a grade; used at the end of a subject.
“swot vac” is example of cultural a period of individuality, time between the teaching and of cultural the assessment period during which teaching and assessment is fences shmoop suspended to allow preparation by students. This policy is to be reviewed by 6 December 2021. Insertion of section 4.23 and related addition in the responsibilities table. Consequential renumbering of section 4. Corrections at sections 4.21, 4.84, 4.95, 4.125 and 4.138.
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Resume templates: EXPLAINING STEP BY STEP. Here we go into detail. With our step-by-step guide to example, find out exactly what you need to look for in the various points of your resume. Simple in before the law, pattern click on lag, the links below in the right column and gradually build your own resume perfect. I wish you success. University of Mannheim.
Ė Focus Management Economics. Ė specializing in e-commerce Thesis: ďCost-saving effects of CRM systems in before analysis, telecommunications companies with a size of more than 1,000 employeesĒ (note 1.0) Claus von Stauffenberg School. case study on lag, introducing a Customer Relationship Management system (CRM) in before kafka analysis, a company in example lag, the metalworking industry. programming a PC host interface with C ++ case study on the introduction of a document management (12 weeks) Institute of Project Management, Stuttgart. Published in: books for individuality, academic work No. 8/2013, S.21-25. Free Resume templates and Basic information and thoughts to resume. The curriculum is an integral part of an example of cultural lag, application.
As a rule, includes these two pages Ė in hill station essay, students may already be sufficient page. Through the resume to a hiring manager can quickly get a first impression of a candidate. Moreover, he can this document refer to important information, which will enable him to match the requirements of a post to be filled with the profile of the candidate. In order for all this to happen to the satisfaction of the personnel in charge, a clear structure, and lag, clearly structured information is an important point that a candidate should be considered when writing a resume. In addition, it is the law kafka analysis, advisable if possible to focus only the important information and to dispense with the indication of unimportant and irrelevant to the job data. Thus, the applicant profile can be sharpened to a, on the other hand, a clean focus help ensure that relevant information is not read. These data / content should be found in your resume.
In a resume are usually first the personal data of an applicant to find. Of Cultural Lag? These data are clearly presented and structured in the space provided. The personal information should generally include the following information (see CV form on this page.): Full address phone number E-mail address Date of analysis birth and place of birth Marital status Nationality (only if this can not be derived) In addition, this area of the example of cultural document can be provided with a matching photo. On the individuality definition ďPersonal InformationĒ is followed (if it already exists) the career path of a candidate.In this area the example lag previous work stations of a candidate are listed.
The anti chronological order allows the new england colony reader easily to remove the current or the last professional position of the applicant. The indication of the respective data is carried out in a rule as shown below (see CV form on example, this page.): date Job Title Company / Organization with place optionally industry and number of employees 3-5 activity provided (if possible, the selection of these activities should be geared to the requirements of the new location) Each professional station gets this such a block within the francisco de goya CV. The career follows the example of cultural lag section with information about the training. This is before the law analysis, reported in accordance with the professional positions with date, training or academic title, company / organization / school / college and training content. For a continuous representation of the data with respect to the formation should be presented anti chronologically.
Below are some key points to example, this block (see CV form on fences shmoop, this page.): date Name of training Company / Organization / School / College with place optionally industry and number of example lag employees where appropriate training content possibly final grade and new england crops, subject of the thesis. To highlight completed training, but a separate area can be created. Alternatively, these measures may be placed ďtrainingĒ in the field. The training provided should not be too far back and be relevant to the desired location, if possible beyond. then the next block form the ďSpecial skillsĒ of a candidate. Of Cultural? This area offers the opportunity to make the to a hill station essay recruiters on additional knowledge attention, which in turn are best if relevant for the intended location. Behind the ďSpecial skillsĒ to hide information about computer skills or computer skills, language skills, driving license and example lag, other skills that are of relevance.Additionally, it should be done for all knowledge, either a self-assessment or proof of the level of knowledge. For examples relating to the presentation of such knowledge see the CV form on this page. In conclusion, even an area with interests and hobbies are inserted.
This area should, however, take up little space in your resume, because although it may round the first image of francisco de goya artwork a candidate, but should not get too much focus. The most important information of the example of cultural applicant are in the overlying or preceding sections. When specifying hobbies and interests should be taken to ensure that the mentioned pastimes no negative concerns about the future performance of an employee wake (eg, extreme sports with a high risk of injury - This might fear the recruiter that the candidate could turn out before often). In conclusion then follows the signature. This gives the document nor a personal touch and example lag, is also often seen as assurance that the information supplied by the applicant are correct.
Frequently asked questions about CV. Below you will find frequently asked questions and answers about the CV. Where the analysis CV is placed in the application folder? At what point of the resume is on the order of the application documents? In classical Bewerbungsmappe the CV is arranged directly after the cover letter. Lag? If a cover sheet is used, it usually follows the cover letter Ė the CV is then added directly to the cover page in new england colony, the application folder. If the of cultural lag application via e-mail, so the resume is usually queued immediately after the cover letter in new england, the application document. The application cover sheet (if present) is then usually in the first place, even before the letter. To create a resume, you can use, for example, the above templates and patterns as a basis.In order to work with a CV template of your choice, you need Microsoft Word from Word 2007. Alternatively, you can also use word processing programs such as OpenOffice or LibreOffice for creating your resume.
However, please note that when using our templates in example lag, combination with the essays two programs latter can serious compatibility issues. A curriculum vitae is a tabular representation of your personal history. Earlier on this page you will find several examples and your CV. What should I consider when choosing a resume template? When choosing a resume template, it is advisable to check the example of cultural filters: Suitable to the layout of the template for the substantive scope of my career and its representation? Fits the original optically to kafka, the job, the company and of cultural lag, the industry? Fits the bill to fences shmoop, my personality?
Should a CV template not 100% satisfied with your, so you can use it as a basis and adjust them to your needs. The above CV format for example lag, Word, you can use Word to edit from before the law 2007 onwards. Both a content adaptation, as well as an adaptation of the design / layout is example lag, possible. In a (tabular) CV is fences shmoop, a compressed and example of cultural lag, focused presentation of your previous career.Important information should already be clear as possible when flying over the life course for the reader. Data are for a point of francisco de goya artwork no relevance, should either be omitted, or be represented if necessary as short and concise. Use at the individual stations in your resume if possible bullet points to present your relevant for the job qualifications and lag, skills clearly and before analysis, structured. A resume should not exceed two A4 pages as a rule. Depending on the length of the previous career may be sufficient an A4 page. At what point should I start on your CV? How far should I go back in chronological resume? In most cases, you can start on your resume from the secondary school.
A visit to example of cultural lag, an elementary school, all applicants in common, so that this station does not matter for filling positions. Chronological or reverse chronological CV Ė what order is suitable for the resume? As a rule, an anti-chronological, chronologically decreasing order for the CV is well suited.This is for the reader the individuality definition latest (and therefore often the most relevant) information easy to find. Why should my resume be consecutive? Gaps in of cultural lag, your CV often raise questions and to artwork, the reader with the feeling that the example of cultural lag candidate is trying to individuality, hide something. To get around this, a resume should therefore be possible without gaps. What can I write in CV unemployment rather than ďunemployedĒ? active formulations are better suited than their passive counterparts for the CV. Example? Instead of the passive phrase ďunemployedĒ you could use ďseeking workĒ on your resume therefore active formulations such as.
My resume is too long Ė I can leave? To shorten your resume you can cut, for example, information on before kafka, qualifications or skills that are not or only example lag of limited relevance for the intended position, or optionally omit. If it is professional or educational stations, so you should indeed retain in essays, any case Ė otherwise gaps would arise Ė but the possibility to reduce the number of bullet points or even completely dispense with bullet points. Of Cultural? The sections ďknowledgeĒ and ďinterestsĒ are, usually best to cut the a visit essay CV. What font and size suitable for your resume? legible font with a serious effect are for the CV, as well as for all other application documents suitable. Examples of such fonts, for example Arial, Times New Roman, Open Sans, Verdana or Garamond. Sizes between 10pt and 12pt are in terms of example font size, depending on the selected font, usually suitable. For headings can optionally also a larger font size to be useful, if this is just for clarity. Generally it should be ensured that uniform fonts and fences shmoop, font sizes are used in all application documents.
How can I write my resume? Where the CV is signed? The curriculum will be signed at the end. Depending on example lag, the visual preference either two blank lines may be added in the CV after the last station for the signature. This is followed by the place and date, as well as a handwritten signature. Alternatively, place and date left justified and kafka, the handwritten signature may be positioned flush right after the last station of the example of cultural resume. For the signature a suitable writing tool (eg. Fillers in blue ink) is recommended.
If the resume submitted online, so you can sign on a white sheet of paper and then scan your signature. Where can I mention my driverís license in your CV? Your driverís license, you can specify within the section ďSpecial skillsĒ with the appropriate license categories. The photo is usually placed right-justified in the curriculum vitae within the colony crops section ďPersonal dataĒ. If a cover page is used with photo, can be dispensed with in the resume on a photo. What file format should I use for my resume? The CV should always be sent as a PDF file. This file format has the advantage that it can not be readily changed. How can I save my resume as a PDF file and lag, send it?
Your resume example, you can save directly into Word as a PDF file. To do this, simply change the file type in fences shmoop, the ďSave AsĒ dialog on ďPDFĒ. Please make sure that your resume previously as editable Word file (eg. Lag? ď.docxĒ) Save to edit it again at a later date. New England Colony Crops? You can then send your resume as an email attachment, or via file upload in an online application portal. Errors in your resume: where the pitfalls lie. If you apply the letter is devoted the most attention and of cultural, energy. The curriculum is however in many cases quickly and according to the book checked. A mistake, because the devil is in the detail and individuality, the resume is more important, as many candidates is lag, clear.
Too little concrete information on the recent activities Missing evidence cited activities Gaps in your CV Unrealistic-perceived language skills Improper Hobbies. Exaggerated clear layout customization Excessive distortion of her own style Too much text and new england crops, tags on individual stations To elaborate layout suffered by the clarity Stilbruch between letter and resume Outdated application photo. Clear answer: No Fake degrees, academic titles purchased or never graduated workstations are not peccadilloes or white lies, but fraud. The can through to forgery rich and always has therefore a veritable ground for dismissal . Even after one has begun the job for a long time. At worst, the civil consequences entail. From this type of CV-polish so you should strictly stay away. Against other cosmetic procedures is less objection: Chronic diseases , for example, which have no influence on the job, you do not need to mention. The same applies to successful stays in an addiction clinic . Also you can move through skillful representation in a slightly better light Ė for example, if your past successes will substantiate by numbers: Do these in example lag, absolute form is not quite as convincing, then make up percentages or refer to rankings. Were you in the job not the new england crops number 1? Then be stated precisely that you were among the top 5 of the company.
If you are not the absolute leader have worked, use similar comparisons as among the top three companies in example lag, the industry . So if you resume templates to use, please make absolutely sure this individualize by skillfully devising and arranging still suit their respective target companies.
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13 helpful email templates you can use while job searching. The one thing we are all likely using in the job hunt is email. Yet between cover letters, resumes, interviews, and networking, it#8217;s easy to underestimate how this tool can help us find great opportunities. Below are a few sample emails to keep handy during your job search. Before jumping in, keep these tips in example of cultural lag, mind: Good emails are specific, short, and often mention some common ground so the francisco de goya reader is lag, compelled to fences shmoop help out. The email is often the last step in a larger process of doing research, reflecting on example of cultural lag what you want, and planning your overall job search plan. Essays. The articles that accompany the example of cultural lag examples often give more advice and information on how to reach out and plan more effectively before and fences shmoop, after you send the email. Example Lag. Sometimes the subject line can be more challenging to write than the email itself!
While a few of the samples below have subject lines included, Business Insider offers tips for subject lines for general emailing and for job applications. These are just examples; tweak according to position, needs, your personality, and your relationship to the sender. If you need help figuring out your next steps: Ask your friends for insights on your strengths and weaknesses. Here#8217;s what to say, from pop*forms: I am working on improving myself, personally and at work, and fences shmoop, you are someone whose opinion I truly value. Of Cultural Lag. If you are willing, I would be so appreciative if you would answer some or all of the questions below to help me gain some insight into on abortions my strengths and the things I do best. Example Lag. I really appreciate it, and francisco artwork, would be happy to do the same for you if youíd like! What do you think is my greatest strength How would you describe my style What do you think I should let go of When do you feel that I am at my best. If you want to tell your network that you#8217;re looking for new opportunities: Be clear about what you are looking for and your expertise. Here#8217;s what to say from Jenny Blake: As I dive into the job search across the country , Iíd love it if you could keep your eyes open for people I could connect with and/or positions that might be a fit for me. Below is a bit about my background and what Iím looking for, and you can view my full resume on LinkedIn . These are a few of my ideal scenarios, but if anything related comes to example of cultural lag you please keep me in mind!
If you want to on abortions tell specific people that you#8217;re looking for new opportunities: If you have specific people in lag, mind whom you think could be especially helpful in your search, send tailored emails. Here#8217;s what to say from the Daily Muse: I hope all is well! I saw the photos of the conference you held last month on Facebookóit looked like a fantastic event. Iím reaching out because Iím currently seeking a new position. As you know, I have been Smith PR for almost three years, but Iím ready for a new challenge in the tech PR world. I know that you used to do work for Ogilvy, which is on my short list of fences shmoop dream companies. Do you still have any contacts there, and if so, is there someone that might be willing to do an informational interview with me?
Any introductions you could make would be greatly appreciated. Read the rest of the email and the advice on the Daily Muse. Lag. They also have a great example of individuality a thank you email to send to example of cultural lag people who have offered you advice or information about fences shmoop opportunities. If you#8217;re about to submit a job application: Always follow directions and submit your application accordingly. If you are sending all of your materials as an attachment, mention what#8217;s included, position you are applying for, and of cultural, contact information. Here#8217;s an example from the University of Minnesota: I am a first year law student at the University of Minnesota Law School applying for a summer clerkship with your firm.
I have attached the resume, cover letter and transcript that you requested to this email. Hill Station. If you have questions or need more information, you may reach me through the phone number or email below. I look forward to of cultural hearing from you, If you want to inquire about the status of your application: Wait about two weeks before sending a follow up email and fences shmoop, demonstrate your interest, not asking for example lag a response, says hiring expert Alison Green. Here#8217;s what she recommends you say: I recently applied for your __ position, and I just wanted to reiterate my strong interest. I think it might be a great match, and I#8217;d love to talk with you about it when you#8217;re ready to begin scheduling interviews.
If you want to say #8220;Thank You#8221; after a job interview: The key here is to reference something that came up specifically in individuality definition, the interview. Here#8217;s an example from Berkeley Law School: Thank you for taking the time to lag meet with me this past Tuesday. After speaking with you and learning more about the essays structure of Blank, Blank#8217;s summer program, I am even more enthusiastic about the possibility of working at Blank, Blank next summer. I particularly enjoyed hearing about your work in representing several Latin American companies in example, trade-related matters. Read the rest of the email and advice from Berkeley Law School. New England Colony. Also, Career Services at West Virginia University provides examples of of cultural what to say if you want to add more information (say, a sample of your work) or address a question that came up in a visit to a essay, the interview. If you want to of cultural follow up after a job interview: If you haven#8217;t heard from an before the law employer and the interviewer has given you a timeline, Alison Green recommends this email: Hi Jane, youíd mentioned that you were hoping to be ready to move forward on example lag the Communications Manager position by the end of the month, so I wanted to francisco de goya check in with you. Iím very interested in the role, even more so after our last conversation, and would love to know what your timeline looks like moving forward.
LinkedIn is a great place to discover new connections that can help you advance your career. Forbes outlines helpful tips on of cultural lag searching for analysis mutual contacts and crafting a compelling request for an introduction. We met briefly at the Delta Leadership conference last fall, during the round-table discussion. To refresh your memory, I am changing careers, from being an accountant to being a fashion merchandiser. You were kind enough to of cultural give me advice on companies that might appreciate my background. Since we last spoke, Iíve decided it would be helpful to francisco artwork get online clothing company experience. Acme Shoes is one of the companies I admire in the online world and I noticed that you have a first-degree connection to example lag Ellen Jones, a marketing director there. If you want to introduce yourself to someone new: Sometimes you don#8217;t have a mutual contact on LinkedIn and just need send a cold email. Here#8217;s a template from Alyson Weiss of de goya artwork Career Moves, a division of JVS.
I hope you are doing well. We are both in example, the Boston Networking Club, so I was hoping it would be okay if I reached out to on abortions you. [Name of example of cultural lag HR person] posted a description for a Community Engagement Recruitment opening at your company today on the YNPN list serv that I am really interested in learning more about. If you want to request an colony informational interview: Just Jobs has several templates (for various circumstances) that include the characteristics of of cultural lag a good informational interview request: short, specific, and mentions some common ground and background info. Iím a [your profession]who has worked with [name of warm contact]and Iím currently making time to develop my skills and focus on before the law analysis whatís really important in [profession]when it comes to hiring a [professional]for a project. Iíve had a look through your website and especially enjoyed the [whatever].
Iíd love the opportunity to spend 20 mins with you to discuss your decision making process with regards to [professionals]and what your expectations are when working with them. If you want to thank a new contact or to someone who has helped you: And you should! However, in addition to showing gratitude, you can continue to keep in touch by being helpful and showing how their advice has helped you. Here#8217;s a sample of one out of three emails you should send, from Ramit Sethi of I Will Teach You to Be Rich: Just wanted to thank you again for meeting with me earlier. Iím definitely going to get in touch with Susan like you recommended.
Iíll keep you in the loop, and of course, please let me know if thereís anything I can do to repay the favor! If you want someone to recommend you on LinkedIn: It never hurts to have people sing your praises in public! Ask someone to write a recommendation for of cultural you on LinkedIn. Here#8217;s what Indie Business Network recommends: I hope this message finds you well. It was great seeing you at the networking event last week! As we discussed, one of the things I am doing is creating new ways for my prospective customers to quickly see how I can serve them. Since you were so pleased with the a visit consultation we had a while back about your business, I am hoping that you would be so kind as to write a LinkedIn recommendation about my business expertise that I can share with others. Example Lag. If you need someone to be a reference: References are often the least thought about aspect of a job hunt, but you should choose your references carefully.
Once you have identified someone to vouch for before the law kafka you, here#8217;s what Snag A Job recommends you say: I am sending you this email in hopes you will be a reference for me during my job search. Throughout my time working with you, I was able to grow professionally and feel like this experience has really helped me become an ideal employee. Example. I know you would be able to before the law analysis attest to my reliability and example of cultural lag, willingness to fences shmoop learn. This list is not exhaustive, but hopefully it will help you break through any writer#8217;s block you have and example, send great emails. For other tips on how to write emails check out the following resource: Advance your career by francisco, writing better emails. Any other email templates or formats work for example lag you? Share them below!
Former Editor and before the law analysis, Creator of Idealist Careers, a publication of Idealist.org. Of Cultural. Follow me on Twitter @ajlovesya. Fences Shmoop. It is example, indeed an individuality amazing effort for a large cohort of job seekers across the world. I must appreciate the of cultural lag entire team of Idealist for individuality this contribution. well done and keep it up. Like what you're reading?
Never miss a post. Join 14,000 people who receive free daily tips on how to: Figure out of cultural lag your passion and francisco artwork, purpose Stand out in your job hunt Succeed and lead in your social change career.
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Free Essays on of cultural lag, Radiation Protection. Chapter 1 Radiation Protection Safety System 1 1.1. Overview 1 1.1.1 System Features 1 1.1.2.Components Of Radiation Protection System 1 1.1.3.System Boundary 2 1.2. Radiation Protection Measures 2 1.2.1.Shielding Facilities 2 1.2.2.Safety Interlock System 3 1.3. Radiation Dose. Medical Radiation Detection/Protection Market. studies the global radiation protection (detection, monitoring, and fences shmoop safety) market for medical applications over of cultural lag the forecast period of 2012 to 2017. Radiation protection is the science of protecting the human population and environment from the harmful effects of ionizing radiation , such as electromagnetic. Radiation Exposure Do you know much radiation you are exposed to new england crops, everyday? Many people are not aware of the example of cultural, radiation levels around them on a daily basis.
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1998 Presidents List Training ASIS Physical Security: Introductory Applications and definition Technology 2010 Assets Protection Course: Principles of Security 2008 Department of Energy National Training Center Derivative Classification Authority 2016 Unclassified Controlled. *12.3 DISADVANTAGES OF NUCLEAR ENERGY*. Nuclear reactors have waste disposal problems. Reactors produce nuclear waste which emits dangerous radiation . Example Of Cultural. Nuclear waste cannot be disposed like regular garbage because if it is touched by humans it can be fatal. Currently, many nuclear wastes are. chance that a person will develop cancer. These are the most common risk factors for fences shmoop, cancer: ∑ Growing older ∑ Tobacco ∑ Sunlight Ionizing radiation ∑ Certain chemicals and other substances ∑ Some viruses[-3] and bacteria[-4] ∑ Certain hormones[-5] ∑ Family history of cancer ∑ Alcohol.
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