61. -- Career Services Center Workshop Schedule -- Cover Letters and Applications for teach View Schedule InternationalOpportunities (general) View Schedule http://www.careers.wwu.edu/wsched4.asp

Workshop Schedule Career Services Center Back Home WWU Home Cover Letters and Applications for Teach: View Schedule Cover Letters and Business Correspondence: View Schedule Cover letters are the correspondence you use in combination with your resume to inquire about job opportunities or apply for advertised job openings. As such they are a type of formal business correspondence. Do you know how to put together a formal business letter? And what about communicating with employers via e-mail? This workshop will prepare you to communicate effectively on paper and electronically. Creative Job Search Strategies: View Schedule Developing An Internship: View Schedule This workshop will cover all aspects of setting up an internship: identifying potential employers, negotiating academic credit, developing the contract, etc. Finding Nonprofit Jobs: View Schedule Idealistic? Caring? Creative? If these are personal qualities you value and want to use in a career then this workshop is for you. We will focus on how to seek employment in nonprofit and alternative organizations. You will learn how to explore this hidden job market, discuss the range of rewarding opportunities available, and highlight the skills and qualifications needed. Getting Into Graduate School: View Schedule (This workshop is only available in the Fall and Winter Quarters - When not offered, schedule an appointment with a counselor). If graduate school is in your future (near or distant), attend this session for an overview of the application process. Tips about selecting programs and managing application procedures will be provided. Career Center resources will also be identified.

62. CFI: Employment, Internships I think teaching will provide me with a very solid background. See below alsofor general seasonal employment and visit the Field Camp Rental section of http://canyonlandsfieldinst.org/about_cfi/3about_employ.html

Canyonlands Field Institute is a not-for-profit 501(c)3 organization supported by tuition/ fees and contributions that underwrite scholarship and youth programs. We are fully insured and are permitted to operate on public lands by the National park Service, Bureau of Land management, Manti-La Sal national Forest, States of Utah and Colorado and the Navajo nation. We also work with other licensed outfitters to lead our tours, hikes and river trips. P.O. Box 68 1320 South Highway 191 Moab, UT 84532 1-435-259-7750 or 1-800-860-5262 Fax: 1-435-259-2335 info@canyonlandsfieldinst.org Our Web site provides the most extensive and up-to-date information available. Public Relations Intern Seasonal March 16, 2006 (min 8 weeks) Naturalist/River Guide Seasonal hiring for spring and fall, 2006 River Apprentice Seasonal hiring for March 16, 2006 Camp Cook Seasonal IMMEDIATE OPENING-Fall, 2005 and Spring, 2006 Additional part time office and support services (commissary, driver etc) positions may be open - inquire through Workforce Services (Moab office 435-259-2632 or website: jobs.utah.gov) "I hope to eventually be working in the field of environmental policy.

63. Job Workshop - Seasonal Vacancies general Labourers required for building sites in and around Brighton. Coaching involves the teaching of soccer to children aged 218 years across the http://student.bton.ac.uk/studserv/Careers/jwsseasonalvacancies.htm

careers centre Moulsecoomb-Falmer-Eastbourne-Grand Parade Within this section frequently asked questions links including the Inland ... job workshop : Seasonal Vacancies The following vacancies are currently available as at 16/09/2005. Registered users of job workshop please note the reference code of the job you are interested in, (no more than 5 at a time) and contact us ( job.workshop@bton.ac.uk ) for further details. If you are a student at the University of Brighton and would like to register to use this service, please use our Online Registration Form to register now. For current vacancies go here . For Eastbourne and Hastings vacancies go here If you are not a student of the University of Brighton, please read this Telephone customer sales Working for Inkfish in Brighton City Centre. We offer flexible working hours and great rates of pay. Because we offer varied shift patterns your hours could be extended during holiday periods. HOURS: Various, flexible

64. Certifications specifically, RI general Law 289.1-3; which states; at subsection (2) (6) seasonal employees meaning those persons employed to perform work on a http://www.dlt.state.ri.us/webdev/lrb/Certifications.htm

*NOTE: To view the Certifications of Representatives, you must have Adobe Acrobat Reader ***PLEASE NOTE: All Certifications of Representatives are on Legal Size Paper (8 1/2" X 14") The Board's jurisdiction is outlined in Section 1.00.4 of the Board's Rules and Regulations , which states: "The Board's jurisdiction over employers is not expressly limited by state law; however, the Board's jurisdiction is preempted as to certain employers, by federal law. As a practical matter, for many years, the Board's cases have been limited to municipal, state and quasi-state (various "authorities") employers. The Board has organized its Certifications of Representatives into the following categories: FIREFIGHTERS Includes certifications for the Firefighting personnel as defined in the Firefighters' Arbitration Act specifically, RI General Law 28-9.1-3; which states; at subsection (2): "(2) 'Firefighter' means the permanent uniformed members, rescue service personnel of any city or town, emergency medical services personnel of any city or town, any fire dispatchers of any city or town, and all employees with the exception of fire chiefs of any paid fire department in any city or town within the state. No assistant chief, deputy chief, battalion chief, captain or lieutenant shall be excluded from the collective bargaining solely by virtue of his or her title or position."

65. Educator Resources :Orff,Kodaly, General Holidays and Holy Days seasonal Songs Activities Music for All - TeachingMusic to People with Special Needs, Lois Birkenshaw-Fleming, $ 16.50, 38G http://www.opus-two.com/Eduorff.html

ORFF ALL PRICES are in CANADIAN $ DOLLARS TEXTS MUSIC FOR CHILDREN - American Ed. Volume 1 Volume 2 Volume 3 Pre-School Primary Upper Elementary MUSIC FOR CHILDREN - Hall/Walter Volume 1 Volume 2 Volume 3 Volume 4 Volume 5 Teacher's Manual Pentatonic Bordun : Major Triads : Major Bordun : Minor Triads : Minor MUSIC FOR CHILDREN - Margaret Murray Volume 1 Volume 2 Volume 3 Volume 4 Volume 5 Pentatonic Drone Bass Dominant /Sub Drone Bass Triads Dom /Sub Triads each Introduction to Music for Children - Keller $ 14.95 DANCE EDUCATION-Barbara Haselbach DISCOVERING ORFF - Frazee/Kreuter ELEMENTARIA - Gunild Keetman EXPLORING ORFF - Arvida Steen MUSICA ACTIVA - Wuytack/Sills Introduction to ORFF Schulwerk ed.2002 AN ORFF MOSAIC from Canada Lois Birkenshaw-Fleming ORFF-SCHULWERK in Canada - Hall The SCHULWERK - Carl Orff COLLECTIONS An Acoustic Jam in Middle School (Popular Songs of 50's-80's) Marilyn Copeland Davidson 12 Ghana Action Songs Robert Mawuena Kwami All Around the Buttercup - Ruth Boshkoff Baker's Dozen - Classroom Ensembles with Recorder Frazee / Steen Beat of a Drum 17 Canadian Folksongs Alvin Spaxman Brought to You By...

66. Cold Spring Harbor Laboratory - Human Resources Department - Jobs At CSHL To be considered for a regular or seasonal position at the lab, you must apply Responsibilities will also include general laboratory organization and http://www.cshl.edu/hr/career.html

Jobs at CSHL At CSHL talented individuals will find the opportunity to begin or continue their careers. Resumes are reviewed on a continual basis and candidates are selected for interviews based on their career path, education and experiences. Those candidates that are selected for interviews are contacted by phone or e-mail. To be considered for a regular or seasonal position at the lab, you must apply for a current opening via this web site. If you are scheduled for an interview and would like to fill out the application beforehand to bring with you click here. Please do not submit your application by mail. Full Time Scientific Positions Full Time Non-Scientific Positions Bioinformatics Manager Archivist of Special Collections Biologist/Database Programmer Assistant Event Coordinator ... Web Developer Seasonal / Part Time Positions Bartenders Banquet Servers Prep Cooks Part Time Scientific Positions General Dining Servers Utility/Dishwashers Seasonal Groundskeepers Housekeepers ... Seasonal Pool/Beach Attendant FULL TIME SCIENTIFIC POSITIONS

67. Religion In The Public Schools - Teaching About Religious Holidays general Rule Teachers must be careful not to cross the line between teaching Religious symbols are not permissible seasonal or permanent decorations. http://www.adl.org/religion_ps_2004/teaching.asp

Introduction Background: Religious Liberty in America Prayer in Public School Religion in the Curriculum ... Education Religion in the Public Schools Teaching About Religious Holidays General Rule: Teachers must be careful not to cross the line between teaching about religious holidays (which is permitted) and celebrating religious holidays (which is not). Celebrating religious holidays in the form of religious worship or other practices is unconstitutional. Teaching about a holiday will be constitutional if it furthers a genuine secular program of education, is presented objectively, and does not have the effect of advancing or inhibiting religion. The U. S. Supreme Court has not specifically ruled on this subject. Please see also ADL's companion piece: The December Dilemma: Guidelines for Public Schools During the December Holidays. May religious symbols be used as teaching aids in the classroom? Yes. Religious symbols such as crosses, creches and menorahs may be used as teaching aids in the classroom provided that the symbols are displayed as examples of the cultural and religious heritage of the holiday, and are temporary in nature. May religious symbols be used as decorations?

68. Seasonal Job Description Responsibilities teach a variety of environmental education programs with This is a seasonal position. Upham Woods hires educators for the fall (Sept. http://www.uwex.edu/ces/4h/uphamwoods/SeasonalJobDescription.cfm

Upham Woods Home Introduction Contact Us Links of Interest ... Outpost Rules Download a copy of the free Adobe Acrobat Reader to view and print information provided as PDF files. 4-H Youth Development Home Upham Woods Seasonal Position Description Upham Woods 4-H Environmental Education Center N194 County Rd N Wisconsin Dells, WI 53965 Environmental Educator, Seasonal Do you have passion for the outdoors and teaching others about it? This is the job for you! Spend your days hiking and canoeing while teaching children in a beautiful setting right on the Wisconsin River. This position is a great way to broaden your skills by teaching natural and cultural programs, outdoor recreation and low ropes initiatives, as well as learning scheduling and coordinating. Responsibilities: Teach a variety of environmental education programs with an emphasis on the wildlife, natural history and ecology of the forests and rivers of Wisconsin, care and feeding of science center animals, facilitation of low ropes initiatives courses, and to assist in the general operation of the center. Qualifications: Ability to work in a team setting with enthusiasm and creativity and the desire to teach environmental education to school groups and weekend recreational groups. Applicants must have obtained at least a sophomore standing in college. A Bachelor or Associate degree in Education, Natural Science, Biology, Environmental Education, or a related field preferred.

69. Free Statistical Software general Packages support a wide variety of statistical analyses It usesaggregate data from the 50 US states to teach the principles of distribution, http://members.aol.com/johnp71/javasta2.html

Sections of the StatPages.net web site Interactive Stats Free Software ... Page Free Statistical Software (updated 09/25/2005) This page contains links to free software packages that you can download and install on your computer for stand-alone (offline, non-Internet) computing. They are listed below, under the following general headings: General Packages : support a wide variety of statistical analyses Subset Packages : deal with a specific area of analysis, or a limited set of tests Curve Fitting and Modeling : to handle complex, nonlinear models and systems Biostatistics and Epidemiology : especially useful in the life sciences Surveys, Testing and Measurement : especially useful in the business and social sciences Excel Spreadsheets and Add-ins : you need a recent version of Excel Programming Languages and Subroutine Libraries : customized for statistical calculations; you need to learn the appropriate syntax Scripts and Macros : for scriptable packages, like SAS, SPSS, R, etc. Miscellaneous : don't fit into any of the other categories Other Collections of Links to Free Software General Packages: No package does everything, but these programs support a wide variety of statistical analyses.

70. Teaching EHRAF: Salt And Scientific Method Code as 3 if the ethnography contains general statements about salt being used seasonal variation?) 6. Assigning Data Quality Score Codes The http://www.yale.edu/hraf/salt_symbols.htm

Teaching eHRAF Eating Salt and Symbols: Exploring the Relationship of Biology and Culture with eHRAF by Susan Parman Department of Anthropology California State University, Fullerton The intention of this assignment is to illustrate principles of scientific method by using the eHRAF Collection of Ethnography database at http://ets.umdl.umich.edu/e/ehrafe to explore the relationship between diet and attitudes toward salt. We are all familiar in American society with the idea that salt is bad for us; that it increases blood pressure, promotes weight gain, and contributes to skin wrinkling. These ideas would constitute a negative attitude toward salt. Are cultures with certain diets likely to have predictable attitudes toward salt? The advantage of eHRAF Collection of Ethnography is that it provides a comprehensive database that may be used to test whether or not such beliefs are universal across cultures, and if not, what factors might affect these beliefs. Choosing a topic such as salt is useful because while salt is essential to human survival, too much salt can be harmful; thus it is reasonable to ask whether or not culture acts as an adaptive mechanism to increase or reduce the intake of salt (through positive or negative attitudes). Do Americans eat so much salt that our negative attitudes toward salt constitute a cultural mechanism to reduce salt intake? Is it reasonable to predict that cultures with diets with very low salt content would contain statements and rituals that indicate positive attitudes toward salt?

71. CITE Journal -- Volume 2, Issue 2 Learning to teach with technology From integration to actualization. of theAcorn Pond ecosystem and explanations associated with seasonal changes. http://www.citejournal.org/vol2/iss2/currentpractice/article1.cfm

Contents Editorial Current Issues Science Mathematics English Social Studies ... Seminal Articles Volume 2, Issue 2 ISSN 1528-5804 Print Version Contemporary Issues in Technology and Teacher Education [Online serial], (2). Available: http://www.citejournal.org/vol2/iss2/currentpractice/article1.cfm Learning to Teach with Technology: From Integration to Actualization BELINDA GIMBERT AND CARLA ZEMBAL-SAUL The Pennsylvania State University BACKGROUND AND PURPOSE In their review of literature on information technology and teacher education, Willis and Mehlinger (1996) asserted, “Most preservice teachers know very little about effective use of technology in education and leaders believe there is a pressing need to substantially increase the amount and quality of instruction teachers receive about technology” (p. 978). This is not surprising given that the United States Office of Technology Assessment (U.S. Congress, 1995) report found that technology was not a central component of teacher preparation programs in most colleges of education. A summary of the key findings states, “Most technology instruction in colleges of education is teaching about technology as a separate subject, not teaching with technology across the curriculum. Seldom are students asked to create lessons using technologies or practice teaching with technological tools” (p. 165). Clearly there is a need to integrate technology into teacher preparation. PROGRAM CONTEXT Penn State elementary education majors in their final year of preparation are selected to complete the yearlong internship program through an extensive application and interview process in which mentor teachers play a major role. Interns agree to begin the experience during the second week in August with an intensive two-week, campus-based preparation experience, termed “Jump Start.” Interns then join their mentors for orientation, classroom preparation for the school year, and district meetings. At this point, interns abandon the university calendar to teach alongside their mentors.

72. Faculty depletion in patients with seasonal affective disorder remitted on light therapy.Archives of general Psychiatry 55, 524534, 1998; TT Postolache, http://neuroscience.umaryland.edu/faculty.asp?FacultyID=84

73. ESL And EFL Links For Teachers Of Young Language Learners Teaching Reading and Writing Early Childhood Education (general) seasonal language activities, learning games, songs, fingerplays and action rhymes, http://members.tripod.com/~ESL4Kids/links.html

ESL- and EFL-Specific Sites Teaching Reading and Writing Early Childhood Education (General) Miscellaneous Resources ESL- and EFL-Specific Sites Clip Art for Foreign Language Instructors A large collection of royalty-free line drawings especially for language instructors hosted by Purdue University; pictures for basic verbs, adjectives, and a wide variety of nouns. Boggle's World Large collection of free printables and other resources for elementary and middle school ESL/EFL teachers. Dave Sperling's ESL Cafe Probably the most extensive ESL/EFL related site on the internet; contains a wealth of information for both students and teachers; also hosts a variety of message boards and chat rooms. The ELT Two-Cents Cafe (currently offline) Variety of resources for both students and teachers; includes practical tips section for those considering overseas employment. Games for the Children's EFL, ESL Classroom - Taiwan Teacher (currently offline) Growing collection of games and activities specifically for the ESL/EFL classroom. Visit and contribute your favorite idea! EFL-Law.com

74. Seasonal Affective Disorder. Self Help Information From The Counseling & Wellnes Veterinary Teaching Hospital Veterinary Teaching Hospital In general, thefurther north you go, the more people are affected. What are the Causes? http://www.vetmed.wsu.edu/academic/counseling/sad.asp

Washington State University Home Self-Help Information: Seasonal Affective Disorder or Winter Depression What is SAD? Do you find yourself dreading the long nights and short days of winter? Do you find that you sleep longer but have less energy during that time? Do you snack more and gain weight during the longer winter evenings? If so, you may suffer from Seasonal Affective Disorder (SAD) or winter depression. In its broadest sense, SAD encompasses anyone who has distinct depressions associated with the seasons. Although there are people who suffer from summer depression (the closer one gets to the equator, the more people say they dislike summer), in the northern US, the vast majority complain of winter depression. Most people (over 90%) experience some difference in mood, energy or behavior with the change of seasons (called seasonality). For example, many people prefer sunny days to dark, cloudy ones and report a decrease in activity level in winter. Indeed, almost half of all people in the northern US report that they feel worse during the winter, with January and February typically experienced as the worst. In most individuals, these changes do not cause problems. However, in about six percent of the US population, this seasonality is severe enough to cause a great deal of distress and difficulties in functioning and qualifies for a diagnosis of SAD. Another 14% may suffer to a lesser degree (Rosenthal, 1998). These numbers are averages. In general, the further north you go, the more people are affected.

75. Adventure Jobs -seasonal Employment In The Adventure Industry Plus Ski And Summe The role of Windsurfing Instructor involves teaching adults and children for up to 6 This role involves general maintenance duties around the resort and http://www.adventurejobs.co.uk/search.cgi?cat=3&h=14171123225385&g=7

76. Adventure Jobs -seasonal Employment In The Adventure Industry Plus Ski And Summe The role of Kitesurf Instructor involves teaching kitesurfing to adults and children This role involves general maintenance duties around the resort and http://www.adventurejobs.co.uk/search.cgi?cat=3&h=178281122283403&g=7

77. University Of Sydney - General Staff Agreement 2003 - 2006 Clause 29 seasonal/PartYear Employment or Annualised Employment A singlegeneral staff contract involving casual teaching duties will incorporate the http://www.usyd.edu.au/personnel/agreements/2003_2006/general_staff/GS_part_d_25

Return to the 2003 - 2006 Agreements Home Page General Staff Agreement 2003 - 2006 - Table of Contents Search Agreements General Staff Agreement 2003 - 2006 PART D: MODES OF EMPLOYMENT Clause 25: Modes of Employment: Principles Clause 26: Continuing Employment Clause 27: Fixed-Term Employment Clause 28: Part-Time Employment ... Clause 34: Australian Workplace Agreements 25. Modes of Employment: Principles 25.1 The University will engage staff members according to the terms of this Agreement. 25.2 As a general principle, staff will be employed under a single contract of employment. Staff may be engaged on one of the following types of employment: 25.2.1 continuing; 25.2.2 fixed-term; or 25.2.3 casual. 25.3 Full-time and part-time staff are permitted to engage in casual employment with the University in addition to their normal duties where there is no impact on their normal work performed and provided that this is by mutual agreement and that the casual work continues for a period of less than a semester. For periods equal to or greater than a semester, a variation in the contract of employment will be required. 25.4 No staff member will be engaged on multiple fixed-term or continuing contracts simultaneously, and if such instances occur, the University will consolidate these contracts into a single contract of employment. A single general staff contract involving casual teaching duties will incorporate the relevant casual academic or teaching rate to be paid and the relevant casual academic conditions of employment.

78. Teaching Resources-General Resources Category Teaching Resourcesgeneral Resources The 30 reproducible bordersin this book include seasonal and academic themes. http://www.prufrock.com/showproducts.cfm?Step=1&FullCat=55

79. Projects: Seasonal P Participating Research/Teaching CentersHarlan Nafziger and Greg Albrecht Sponsors 319 Nonpoint source pollution funding (general project funding), http://nmsp.css.cornell.edu/projects/seasonalp.asp

You are here: Home Projects search Bear with us! We will be implementing the search function soon. news Online N-Leaching Index calculator We proudly announce the launch of our new online N-leaching Index calculator . Find out more about the the N-leaching index Online P Index calculator We are pleased to announce the launch of our new online P Index calculator . Read more about the the P index Soil fertility analysis publications available We are offering new soil fertility analysis publications! Find out about our available New York Soil Test Summaries Printable version of this page Seasonal P Demonstration/Research Project ­ 2001 Quirine Ketterings, Tim Byron and Karl Czymmek Download a PDF version of this article Department of Crop and Soil Sciences, Nutrient Management Spear Program. Pro-Dairy.

80. Part-time, Seasonal, And Temporary Retirement Plan Parttime, seasonal, and Temporary Retirement Plan In general, eligibilityfor participation in CalPERS requires appointments which are full-time for http://www.sfsu.edu/~hrwww/benefits/retirement/pst.htm

Part-time, Seasonal, and Temporary Retirement Plan Introduction: The Federal Omnibus Budget Reconciliation Act (OBRA) of 1990 requires that all public employees who are not members of a retirement system be covered either by a qualified retirement plan or by Social Security. In response to this legislation, the CSU established the PST Retirement Plan (Part-time, Seasonal, or Temporary employees) for CSU employees who do not meet the eligibility requirements for participation in CalPERS. In general, eligibility for participation in CalPERS requires appointments which are full-time for more than six months; half-time (50%) for one year; or, for academic appointments, upon the third consecutive semester at half-time or more. Eligibility: You are covered under the PST Retirement Plan if you do not meet the eligibility requirements for membership in CalPERS and are appointed either (1) to a position in a nonrepresented classification or (2) to a position in one of the following collective bargaining units: Unit 3, Faculty; Unit 4, Student Services (Academic Support); Unit 8 (Public Safety)

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