zilongwang/ReadingBank huggingface dataset:
Explain: “Let’s do a quick show of hands—how many of you use rubrics regularly as an assessment tool for student work, student performance, or student learning?” [PAUSE FOR SHOW OF HANDS] “Why do we use rubrics, like the one on the screen, as a key tool of student assessment?” [TAKE RESPONSES FROM PARTICIPANTS] Slide 7 Explain: “For some time, rubrics have been an important tool for educators to set expectations for student performance and assess a range of performance against identified targets. Instructional rubrics, in addition to being aids in assessing student performance, help teachers track student progress, plan instruction, and describe for students what they need to learn. Rubrics are most useful for measuring and assessing complex learning tasks such as reasoning and performance skills.” Slide 8 Explain “Let’s do a quick review of the student rubric on the screen.” [CLICK BACK TO GO TO SLIDE 7] Ask participants some or all of the following questions and solicit their responses: What are the key skills we’re assessing? How would the descriptors of knowledge and skills help a teacher assess student attainment and development? How would the descriptors help students know what they need to do to improve? Would this rubric also help students understand where they are in their attainment and development of this knowledge and these skills? How would a set of these rubrics (for a whole class) help a teacher know how to reshape upcoming instruction? Slide 7 Common facilitation challenges and solutions: Challenges Solutions The majority of participants have used rubrics for student assessment for many years and are proficient at it. Move quickly through this section and do not belabor the points or questions. This is simply a setup for connecting the structure and purpose of a student rubric to one used for educator performance. The majority of participants have not used rubrics for student assessment for many years and lack understanding about them. Spend additional time analyzing the example rubric on the screen and asking probing questions about its structure and purpose. Connecting Wrap-Up/Debrief (2 minutes) Explain: “Just as instructional rubrics support student learning and development in addition to serving as standards-based assessment tools, so do educator performance rubrics serve these dual purposes. Slide 9
Note Cards: Liberty, Justice, Equality Melanie also sorted the cards for this activity. Here she explains her strategy and how she organized them. Liberty Justice Equality A. That they are endowed by their Creator with certain unalienable rights. That among these are life, liberty, and the pursuit of happiness.—Thomas Jefferson D. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. Thomas Jefferson B. We hold these truths to be self-evident; that all men are created equal. Thomas Jefferson E. If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending . . . . . . There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston. Patrick Henry F. He has obstructed the administration of justice . . . . For depriving us in many cases, of the benefits of trial by jury . . . . He has made judges dependent on his will alone, for the tenure of their offices and the amount and payment of their salaries. Thomas Jefferson C. By the practice of these declarations, all class and caste distinctions would be abolished, and slave, serf, plebeian, wife, woman, all rise from the subject position to the broader platform of equality. Susan B. Anthony J. Is life so dear, or peace so sweet, as to be purchased at the price of chains and G. And by virtue hereof, to enact, constitute, and frame, such just and equal laws . . . the H. The power of the original Constitution to protect all citizens in the equal enjoyment of their
December 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Cookies & Canvas 2 3 Day 2- PE/Health ELA 9-57 Final /t/ Math – Test Ch. 6 Day 3- Library ELA 9-58 Word discrimination & decoding Math – 7-1 Explore subtraction 4 5 6 Holiday Shop 7 8 9 10 Day 4- PE/Health ELA 9-59 “Tag” Math- 7-2 Represent subtraction as taking apart Day 5- Art & Computer ELA 9-60 Encoding and decoding Math- 7-3 Represent subtraction as taking from Day 1- Music ELA 9-61 “Tac, Toc, and Turtles” Math- 7-4 Use the minus sign Day 2- PE/Health ELA 10-62 Ff /f/ Math- 7-5 Represent and explain subtraction with equations Day 3- Library ELA 10-63 Writing Ff Math- 7-6 Cont. to Represent and explain subtraction with equations 11 12 13 14 15 16 17 Day 4- PE/Health ELA 10-64 “Frits” Math- 7-7 Solve Subtraction word problems: take from Day 5- Art & Computer ELA 10-65 Decoding Math- 7-8 Use patterns to develop fluency in subtraction Day 1- Music ELA 10-66 Decoding Math- 7-9 Use appropriate tools Day 2- PE/Health ELA 10-67 “Fun Fish Facts” Math- Review for test on Ch. 7 Day 3- Library ELA 11-68 Ee /e/ Math- Test on Ch. 7 18 19 20 21 22 23 24 Day 4- PE/Health ELA 11-69 Writing Ee Math- 8-1 Decompose & represent numbers to 5 Day 5- Art & Computer ELA 11-70 Encoding and Decoding Math- 8-2 Related facts Day 1- Music ELA 11-71 Decoding Math- 8-3 Reasoning Day 2- PE/Health ELA 11-72 “Ed Slid” Math- 8-4 Fluently add and subtract to 5 No School 25 26 27 28 29 30 31 No School No School No School No School No School Holiday Shop - Our class will shop on 12/7 from 1:50-2:40, so please send in money in the envelope, where you list everyone your child should shop for along with how much he/she should spend on each person.
Explain the tools and techniques used in the creation of an interactive website Concept designing When designing a website, you can consider using two design tools: mood boards or storyboards. A mood board can be a collection of pictures, text and other materials all based on the type of project you are focusing it on, for example, if creating a website based on ICT you would consider collecting images of computers and its components, technology, and brief text relating to ICT. For a website you would produce a mood board based on what you are creating the website for, giving it the same feel as a website. Storyboards on the other hand are used in website designing to structure the website, being able to see step by step where to put what on the website. For example you are able to use storyboards to design a specific page on your website (where you’re going to put an image on the page, where the text is going to go), using it as a guide for the website. Layout techniques By using tables, frames, DIVs and SPANs, these are all methods to arrange items on a web page, and these are all important factors of being able to design a layout for webpages. Tables are used to hold the content of the page together, for example, in a table it contains cells. Each cell contains individual content, such as images, each image on the page would be placed in an individual cell in the table (cells can also contain text and buttons). By using frames, each section of the web page will be divided into their own files, for example, the header would be known as header.html. DIVs and SPANS are used to define a style for a block of HTML, (DIVs include paragraph breaks, whereas SPANS do not). Templates For websites, a useful tool would be the use of templates as they provide users with a basic structure, made for adding content to the page an easier process. For example on websites like Weebly which users can create blogs or websites on, they provide users with templates to get users started with their site. Colour schemes When it comes to designing websites, what users must consider is using colour schemes, and good ones. For example Facebook’s colour scheme is blue and white, sweet and simple
How will matter flow in the system? Make a drawing of how you think it flows. This is an addition to the systems map you began under #2. In a systems map, or box model, the ‘things’ would be held in boxes, with relationships between them where energy or matter are exchanged would be represented by arrows between the boxes. How will energy flow in the system? Make a drawing of how you think it flows.
M3 Scheduling We will start scheduling M3 students for the upcoming 2017-2018 year starting in November. Need clerkships’ schedules, numbers, and curriculum changes approved by end of October for the 2017-2018 academic year. Ms. Orr Completed Review of Balance of Experiences in M3 Clerkships Dr. Klapheke shared current balance of inpatient vs. outpatient experiences for each clerkship. No issues noticed with balance of inpatient vs outpatient experiences. Pediatrics changed balance to 50% vs 50% LCME site team will be reviewing the balance of inpatient vs outpatient experiences, e.g., to see that students are having all the required clinical experiences in their clinical logs. Dr. Klapheke Ongoing Update on planning for required M4 Selective in Emergency Medicine Have reached out to Heart of Florida and FH Kissimmee but have not been able to make much progress with them in regards to additional student slots. Hope to be able to add an additional slot at Orlando Health. New slots possibly available at Bay Pines. In progress Dr. Ladde In Progress M4 Academic Electives Discussed possibly adding more Academic-Medicine M4 electives in each discipline, for students interested in academic careers – could include collaboration on research, go through resident as teacher program. Grade would be pass/fail based on projects, presentations, and teaching. Dr. Klapheke Course Proposals Oculo-Facial Plastic and Reconstructive Surgery Radiation Oncology Elective Radiation Oncology Clinical Research Rotation Integrated Medicine Elective Rotation Oculo-Facial Plastic and Reconstructive Surgery and Radiation Oncology Elective courses have been approved. Edits are needed for the Radiation Oncology Clinical Research Rotation Courses will be sent to Curriculum Committee for approval once they are revised. Mr. Staack, Dr. Klapheke, Dr. Peppler Completed Next Meeting Friday, September 23rd, 2016 - 8:00 AM COM 217
Job Title/ Position Description Filled (Acting/ Permanent Personnel) or Vacant Personnel Name (if known) Lead or Support Staff Specialty Area & SME Status (for Support Staff Only) Major Responsibilities Required Experience/ Skills Federal/ Contractor Personnel? Federal Lead (for Contractor Only) Number of Resources & Commitment Required Have Resources Been Acquired for the Role? Resource/Skills Gaps & Target Dates to Fill Gaps Overall Program Leadership Team Executive Sponsor Indicate whether the role is filled by acting or permanent personnel, or vacant Provide personnel name if known N/A N/A List chief responsibilities List specific skills or experience required to effectively fill the role, or identify a skill training plan Indicate Federal or Contractor personnel For Contractor workstreams/ roles only, identify Federal leads Indicate percent time commitment to the project Indicate if resources have been acquired to fill the role, and if so, provide the percent time commitment Indicate resource/skills gaps and target date to fill the resource gap or training date to fill the skills gap Project Manager N/A N/A Deputy Project Manager N/A N/A Project Control – <<Insert Total Number of FTEs, Number of Federal vs. Contractor Personnel>> Provide the Title of the Role Indicate whether the role is filled by acting or permanent personnel, or vacant Provide personnel name if known Indicate if the employee is lead or support staff For support staff only, indicate support area and if the employee is a SME List chief responsibilities List specific skills or experience required to effectively fill the role, or identify a skill training plan Indicate Federal or Contractor personnel For Contractor workstreams/ roles only, identify Federal leads Indicate percent time commitment to the project Indicate if resources have been acquired to fill the role, and if so, provide the percent time commitment Indicate resource/skills gaps and target date to fill the resource gap or training date to fill the skills gap Functional – <<Insert Total Number of FTEs, Number of Federal vs. Contractor Personnel>>
Objective Emerging 1 Developing 2 Accomplished 3 Exemplary 4 Score PUBLISHING (Finished look) The poster demonstrates little or no attention to visual presentation elements and is uninviting to the reader. Limited attention to visual presentation is demonstrated. The poster creates low desire to be read. Reflects many “lost opportunities”. Attention to visual presentation elements is strongly exhibited with only a few minor “lost opportunities” Attention to visual presentation elements is such that the poster has an immediate impact and is highly inviting to the reader. Uniform spacing and borders. 4 Appropriate use of font style, sizes and colors. 4
Appealing use of white space. 40% empty. 3 Effective integration of text and illustrations, photos, charts, graphs, maps and tables. 4 Skillful and tasteful use of colors in layout. 4 The poster targets the correct audience. 4 Spatial sequence. Tracking (double points) Poster does not display elements of spatial sequence Contains all elements but does not meet criteria in one or more All elements are present and complete. Spatial sequence exceeds requirement 3 Format Assimilation of info. (double points) Format does not assimilate information appropriately. Format is appropriate and mostly complete. Format is appropriate and complete. Format exceeds requirements. 4 Teacher Neville. January, 2011.
WAVES BEATS: INTERFERENCE IN TIME Beats is an example of the interference of two waves in the time domain. Loud-soft-loud modulations of intensity are produced when waves of slightly different frequencies are superimposed. Consider two sound sources producing audible sinusoidal waves at slightly different frequencies and . How can a piano tuner use beats in tuning a piano? What will the person hear? If the two waves at first are in phase they will interfere constructively and a large amplitude resultant wave occurs which will give a loud sound. As time passes, the two waves become progressively out of phase until they interfere destructively and the sound will be
The concept of entropy is as fundamental to physics as energy or temperature. However, it is an abstract concept and is related to the amount of disorder of a System. ENTROPY S [ J.K-1 ] The entropy of a System is related to the amount of disorder in a system. The entropy is a state variable and the change in the value of the entropy is important and not the actual value of the entropy. Entropy in the Universe / Second Law of Thermodynamics The total entropy of the Universe stays the same whenever a reversible process occurs. The total entropy of the Universe increases whenever an irreversible process occurs.
chunks of fluid carry energy from one part to another People make use of convection when they go hot air ballooning. Hot air rises because it expands when heated and therefore becomes less dense. The hot air is then captured by the balloon. The volume of the balloon is chosen so that the buoyancy force on it is larger than the weight of the balloon and the weights attached to it (that includes people), so the balloon rises. The rising hot air eventually cools, which means now it is more dense and can start falling again. But it can't go straight down since there is rising hot air below it. Therefore, it shifts sideways then starts to fall. Air circulating in this way is called a convection current. Convection currents on a global scale
specialist disability employment agencies to: enhance understanding of capabilities and support needs of people with disabilities in a work environment understand the respective responsibilities of the organisation and staff member to ensure he/she is fulfilling the requirements of the job ensure performance management processes are utilised appropriately to achieve optimal outcomes for the staff member and the organisation. EM Mobility and Dog Services Ongoing improvements June 2017 8.5.2 Incorporate in the Guide Dogs Access & Equity Policy (see 8.6.5) the requirement to address the needs of staff with disabilities in the planning and delivery of staff training, workshops and meetings. EM Client Services EM Mobility and Dog Services June 2016 8.5.3 Include a clause in Guide Dogs SA/NT’s Access and Equity policy (see 8.6.5) requiring the adoption of work practices and information technology systems that are ‘disability friendly’, while also meeting efficiency and criteria. EM Client Services EM Mobility and Dog Services June 2016 8.5.4 Conduct an annual physical access audit for all Guide dogs SA/NT facilities. audit to be conducted by Guide Dogs Access Officer. risk assess and prioritise each recommendation, include in to (DAIP) and action accordingly. EM Client Services EM Mobility and Dog Services In place - Ongoing annually 8.6 Meeting the Requirements of the Disability Discrimination Act (1992) Guide Dogs SA/NT recognises that under the DDA, a Disability Action & Inclusion Plan must include certain provisions (see Appendix 1). A key objective of this Plan is to facilitate the meeting
2. Decide whether the table represents a linear or exponential function. Circle either linear or exponential. Then, write the function formula. a. x 0 1 2 3 4 5 6 7 y 2 5 8 11 14 17 20 23 Linear or exponential? y = __________________. b. x 0 1 2 3 4 5 6 7 y 3 6 12 24 48 96 192 384 Linear or exponential? y = __________________. c. x 0 1 2 3 4 5 6 7 y 10 5 2.5 1.25 .625 .3125 .15625 .078125 Linear or exponential? y = __________________. d. x 0 1 2 3 4 5 6 7 y 12 8 4 0 -4 -8 -12 -16 Linear or exponential? y = __________________ e. x 0 1 2 3 4 5 6 7 y 50 35 24.5 17.15 12.005 8.4035 5.88245 4.117715 Linear or exponential? y = __________________ f. x 0 1 2 3 4 5 6 7 y 40 35 30 25 20 15 10 5 Linear or exponential? y = __________________ g. x 0 1 2 3 4 5 6 7 y .4 .6 .9 1.35 2.025 3.0375 4.55625 6.834375 Linear or exponential? y = __________________
Proof The coefficients of the variables x and y in the expansion of are called the binomial coefficients. The (k+1)th binomial coefficient of order n ( n a positive integer) is (k+1)th binomial coefficient gives the number of combinations of n things k at a time. Binomial Theorem Example Expand the binomial expression
(e) (f) Example Find the coefficients of x4 and x3 in the expansion of Check your answer by expanding the expression using the binomial theorem. For the term in we require , therefore, the coefficient is For the term in we require , k is not an integer, there is no term in
Session at-a-Glance Activity 5a: Writing Claims ‒ Viewing a Video and Having a Written Conversation (30 minutes) Participants watch a video lesson on developing a claim in a middle school classroom. They have a “Written Conversation,” following directions in the Participant Guide. Supporting Documents: Written Conversation, adapted from Expeditionary Learning. “Written conversation protocol,” from “Teaching Practices and Protocols,” Grades 3-5 ELA Curriculum: Appendix 1 Written Conversation Notes Sheet Odell Forming a Claim, Making a Claim, Organizing a Claim and Writing a Claim Protocols Video: Developing a Claim Using Two Informational Texts. Retrieved from PowerPoint Slides: 45-50 Session Implementation Slide 45 This illustrates a progression of writing with evidence. In Module 2, we looked at close reading and text dependent questions. This is the springboard to being able to write from sources. After close reading, students now must learn to make claims and finally they must seek evidence for those claims and communicate effectively through writing. Slide 46 Making evidence-based claims about texts is a core literacy and critical thinking proficiency that lies at the heart of the CCSS standards and shifts. The skill consists of two parts: The ability to extract detailed information from texts and grasp how it is conveyed and connected across multiple texts. This requires real exposure to new information from a variety of media. Instruction should push students beyond general thematic understanding of texts into deep engagement with textual content and authorial craft.
Total Time on Section 4: 30 minutes Section 4 Training Objectives: For participants to begin to set goals for their implementation back at their school. For participants to begin planning next steps around the key ideas of Module 3. For participants to deepen their peer coaching network. Section 4 Outline: Participants are guided through setting one to two goals for an initial introduction of UDL to teachers at their school. For example, a goal might be to have teachers focus on the use of multiple representations. (5 minutes) After setting their goals, teachers will work within their group to back-map the key learning ideas and the steps that need to happen in order to get teachers to the point that the goal is met. (20 minutes) Participants will wrap up the activity by reflecting on and anticipating teacher needs and questions around UDL. (5 minutes) Supporting Documents Goal Setting and Next Steps worksheet Materials Chart paper Markers Slide 38 Setting Goals and Creating Next Steps Explain to participants that they will now use their work from Sections 2 and 3 to set goals and create next steps for bringing UDL back to their teachers. Further explain that even if they find themselves at a point in the school year when introducing UDL may not take place immediately, they can still plan for steps they want to take as they begin the 2014–15 school year. Participants will work in groups to identify a key idea about UDL that they want to start their introduction. Participants can reference their work at the end of Section 2. Participants will with set one or two implementation goals that support the key idea and then determine steps they will take in order to help teachers meet the goal(s). Go through the next three slides to provide participants with an example of this process. Slide 39 Setting Goals and Creating Next Steps Go over the example of a Key Idea selection. Slide 40 Setting Goals and Creating Next Steps
variations. [Trainer note-you may wish to have groups write notes on flip chart paper.] [Give groups about 10 minutes to complete assignment.] Now let’s come back together. Can the hard/soft group report out? [As each group reports out, show a slide with picture of examples. Acknowledge reports and comment on picture before moving on to next group.] Slide 16: Picture of materials that are hard and soft [Comment on picture and introduce next group.] Can the open/closed group report out? Slide 17: Picture of materials that are open and closed [Comment on picture and introduce next group.] [Trainer Note: Additional talking points you may want to include: It’s important to have a good balance of both open and closed materials and activities. Open materials can encourage and support creativity while closed materials develop problem solving, persistence, and self-initiative. A big bucket of random, varied Legos is open; children can use their creativity and design anything they want. A packaged Lego set with a specific purpose, such as this Lego Scooby Doo set, is for a specific purpose, and only includes the bricks needed to make the items shown on the outside of the box. Not much else can be made with these blocks, allowing little imagination and the skill set required to build it is “following directions to get the desired end result”. Closed materials are designed by the maker with a specific learning objective in mind.] Can the simple/complex group report out? Slide 18: Picture of materials that are simple and complex [Comment on picture and introduce next group.] [Trainer Note: Additional talking points you may want to include: Including a variety of materials in the classroom can facilitate simple to more complex levels of play. Each has an important place in the lives of children. By intentionally adding materials and props to centers, we encourage complexity in children’s play. There is a balance, however, between having plenty of materials and having too many materials, which can overwhelm young children and lead to less organized play.] Can the high mobility/low mobility report out? Slide 19: Picture of areas that are high and low mobility
Strategic Decision Making covers –(a) definition of the - business ,(b) products to be handled ,(c) markets to be catered to ,(D) functions to be performed , and (e) policies required to achieve the given strategic objectives. (1/2 mark) The features /major dimension of Strategic Decisions are – (3 marks) 1. Top-Management: problems calling for strategic decision should be considered by Top Management due to –(a) co-ordinate /harmonized thinking ,(b0 effect on various sub-systems in the organization , and (c) risk involved. 2. Resources : strategic issues involve commitment of resources , i.e. large amounts of Company’s financial investment, to venture into new area of business , employing more people with new set of skills in them , take over of another enterprise, etc. 3. Long –Term Effect :The results of strategic implementation should be analysed and reviewed on a long term basis, and not immediately. Strategic Decisions have an impact on long –term prosperity. 4. Furniture oriented : Strategic thinking involves predicting the future environmental conditions and how to orient for the changed conditions. 5. Multi functional Effects : Strategic decision –making involves an organization in its totality .They affect different section of the organization with varying degrees. 6. Environment factors: Strategic decision –making in organization involves orienting its internal environment to the changes of external environment .Hence , external environment factors have to be carefully analysed. Question 6 (4 Marks) 1. Meaning : A Strategic Vision is – (2 marks) (a) a road of a Company’s future, (b) providing specifics about technology and customer focus, the geographic and product market to be pursued, & (c) the capabilities it plans to develop , and the kind of Company that the Management is trying to create. 2. Elements: The three elements of Strategic vision are- (2 marks) (a) Coming up with a Mission Statement that defines what business the Company is presently in, and conveys the essence of “Who are and Where we are now? (b) Using the Mission Statement as basis for deciding on a long – term course making choices about “Where we are going?” (c) Communicating the strategic vision in clear, exciting terms, that initiates Firm-wide commitment. Question 7 (6 Marks)
Algebra Matroids You have Known Structure theory for finitely generated Carry Groups Groups Formed from 2 × 2 Matrices over Zp Abelian Forcing Sets The Mathematics of Identification Numbers Computers in Group Theory The Number of Homomorphisms from Zm Into Zn The Classification of Groups of Order 2p Tropical Mathematics Calculus/Analysis A Lotka-Volterra Three Species Food Chain When and why do water levels oscillate in three tanks? A bifurcation problem in differential equations The track of a bicycle back tire Leveling with Lagrange Epidemic Models for SARS and Measles Could low-efficacy malaria vaccines increase secondary infections in endemic areas? Iteration of an even-odd splitting map can make integration easier The Cauchy Integral Theorem Taming a Hydra of Singularities A Sample Molecular Mathematical Model of mammalian hibernation Symmetry in Birfurcation diagrams Dynamical Systems and Irrational Angle Construction by Paper-Folding A Novel Way to Generate Fractals Bounds on the Zeros of the Derivative of a Polynomial with All Real Zeros Edge Detection Using Fourier Coefficients Conjugate Phase Portraits of Linear Systems Surprising Sinc Sums and Integrals Who Was Miss Mullikin Approximations to Pi Derived from Integrals with Nonnegative Integrands Transformations Between Self-Referential Sets Mean, Meaner, and the Meanest Mean Value Theorem Modifications of Thomae's Function and Differentiability When Is a Limit Function Continuous? A visual representation of the sequence space Mauldin-Williams Graphs with unique dimension Do Estimates of an Integral Really Improve as n Increases? One Sequence, Many Interesting Ideas in Analysis Results involving continuity of the derivative at a point on an interval In Praise of y = x^α sin(1/x)
MODULE 4.1 ELECTRICITY INTERACTION BETWEEN CHARGES “Electricity is the Soul of the Universe” John Wesley (1703 – 1791) Questions and Problems Charge is an intrinsic property of the fundamental particles – the electron and the proton. Electrons repel electrons Protons repel protons Electrons and protons attract each other. This property, charge, gives rise to all electrical forces. By convention, the electron is said to be negatively charged and the proton positively charged. Charge: q or Q S.I. unit: coulomb [ C ] elementary charge e = 1.6x10-19 C 1 C = 6.28x1018 electrons charge on an electron - e charge of a proton + e
In metals, such as copper, the positive ions are relatively immobile since they are fixed in a regular array called a lattice. Metal ions are always positive, being formed from atoms that lose one or more electrons. These free electrons wander through the positive ion lattice, and it is these negative charges that gives metals there conducting properties. Fig. 2. In a metal, the current is due to the movement of free electrons through a lattice of positive metal ions. Common currents current in mobile phone antenna ~ 10 nA (1 nA = 10-9 A) mobile phone ~100 mA (1 mA = 1x10-3 A) incandescent light globe ~ 1 A car battery ~ 10 A electric radiator ~ 15 A lightning ~ 1 MA (1 MA = 106 A) 1 A = 1 C.s-1 flow of 6.24x1018 electrons.s-1 The unit of current, the ampere takes its name from Andre-Marie Ampere, a French scientist of the early 19th century. In the S.I. System of units, the ampere is the fundamental (base) unit for electromagnetism. Other units such as coulomb are derived units. The most commonly used current-measuring devices are called ammeters. Their operation depends upon the torque produced by a magnet on a current-carrying conductor.
Example The current in a mobile phone circuit is 2.00 mA. How many electrons moved through part of the circuit in a one minute interval? Solution Think about how to solve the problem. What do you know? Visualize the physical situation Draw an annotated diagram showing the known and unknown physical quantities. Suppose that a current consists of N charge carriers (electrons) each with a charge of magnitude q drifting along at an average speed v within a cylinder of volume V with length L = v dt and cross-sectional area A. Fig. 3. Electrons drifting at speed v through a metal cylinder of cross-sectional area A in the time interval dt.
NOTE: We have used two symbols for potential energy U and EP. Better to use U rather than EP in most cases so as not to be confused with the electric field E. The following figures illustrate graphically the electric field and electric potentials surrounding a positive charge of + 20 C and a negative charge of -20 C. When , so, to avoid this problem the maximum values for the electric field and electric potential are set to some arbitrary saturation value in all graphs. Single positive point charge +20 C Electric field (magnitude): positive point charge +20 C. Electric field: positive point charge + 20 C. The vectors only show the direction of the electric field and not the magnitude.
UQ – Global Crisis Military Readiness is needed now – global instability lurks. Daniel Wiser, 15. 2-24-15. (Wiser: . “U.S. Military No Longer Able to Fight To Wars at Same.” The Washington Free Beacon. Accessed 8-1-17. JSD) The report said the Air Force was in the best relative condition of the services. The size and readiness of the U.S. armed forces are declining during a period of global instability not seen since the Cold War. The report said the threats to U.S. vital interests are "elevated" from Iran, Middle East terrorism, and North Korea. The threat levels are even higher from Russia and China, according to the think tank. Russia "possesses the largest nuclear weapons arsenal among the nuclear powers (when short-range nuclear weapons are included)" and has demonstrated a willingness to harm U.S. allies in Europe—as evidenced by its ongoing destabilization of Ukraine. China has been modernizing its nuclear and conventional forces in recent years and "is taking increasingly assertive steps to secure its own interests in [the Asia-Pacific region] independent of U.S. efforts to maintain freedom of the commons for all." The report also expressed concerns about the state of U.S. nuclear forces. Defense officials are not developing any new nuclear warheads, and weapons and delivery vehicles are not replaced for long periods—heightening the risk of failure. "Nearly every other nuclear power is carrying out a modernization program that involves warhead and delivery system upgrades," the report said.
semaglutide will launch before 2025. These expected launches have the potential to expand the market for prescription antiobesity drugs. Pharma is currently testing anti-obesity drugs – the plan disincentives that . See inserted chart. Surbhi Gupta, 6-27-17. (Gupta: M. Pharm., Business Insights Analyst. “Emerging interest of Big Pharma in Obesity:Will the Market for Prescription Antiobesity Drugs see new light?” DRG. Accessed 8-2-17. JSD.) Major pharmaceutical Company Molecule in pipeline Phase of development Mechanism of action Is the molecule currently under development for type 2 diabetes? Novo Nordisk Semaglutide Phase II Glucagon-like peptide 1 (GLP-1) receptor agonist Yes Tri-agonist 1706/NN9423 Phase I Triple agonist of GLP-1, gastric inhibitory peptide (GIP) and glucagon (GCG) receptors No AM833/NN9838 Phase I Amylin analogue No G530S/NN9030 Phase I Glucagon analogue No FGF21 Obesity/NN9499 Phase I Fibroblast growth factor 21 analogue No GG-co-agonist 1177/NN9277 Phase I Dual agonist of GLP-1 and GCG receptors No PYY 1562/NN9747 Phase I Peptide YY hormone analogue Yes Johnson & Johnson HM12525A/ JNJ-64565111 Phase I Dual agonist of GLP-1 and GCG receptors Yes Novartis LIK066 Phase II Sodium transport 1 and 2 inhibitor (SGLT-1/2 inhibitor) Yes
referencing. Students are reminded of appropriate content within Referencite and they are also directed to additional online library tutorials in order to prepare for an assessment the following week. This 30 minute assessment, again worth 5%, asks student to identify key information in a short article from the business press, to rewrite this into their own words as a paraphrase of at least two sentences, and to incorporate this into a complete paragraph with the paraphrase correctly cited. Students are told that their paragraph should incorporate some of their own ideas as if they were writing a paragraph in a report where they had selected and paraphrased this particular information to make a point. The librarian manages the delivery, marking, and feedback process for this particular assessment. There is growing literature for such librarian involvement in writing instruction, specifically with paraphrasing, since students with little confidence in the ability to paraphrase will find citing resources difficult (Bronshteyn and Baladad, 2006). The “business research and report writing” module in Week 4 is built around a new interactive Business Information Skills Online tutorial that has been developed by the business librarian team. While this tutorial is intended for use by students across all of the business school’s programs, it includes a specific module which steps students through the process involved in researching and writing a business report. This module content was developed by the BBIM librarian and the Business 191 course coordinator and so it correlates closely with the Business 191 management consulting report assessment. The online tutorial is introduced and explained in a class session and the report writing module is then available for students to repeatedly engage with as they move through the process of preparing their report. The module contains interactive questions relating to the research process and best practice for report writing. While this does not
Answer Sheet Name: ________________ Mus/Bone/Exercise Date: __________ Per: ___ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 T or F 32 T or F 33 T or F 34 T or F 35 A B C D 36 A B C D 37 A B C D 38 T or F 39 40 41 42 43 44 45
$3,000 of miscellaneous overhead costs were incurred $8,600 of selling and administrative costs were incurred Jobs costing $26,900 were finished during the period Jobs costing $28,400 were sold for $55,000 during the period T-Accounts for Lecture Problem 10,000
Output 2.2 AD AD AD Total cost Output 2.2 Total Support Costs Total Sub budget Programme Support costs TOTAL BUDGET V. (M4_1_1_2 [Project Name] LOGFRAME Objectives Indicators Means of verification Assumptions Goal To ensure the immediate needs of disaster/conflict affected populations are met Outcomes Examples suitable for in-kind, CTP and combined and CTP Immediate household needs of the disaster/conflict affected population are met Immediate food needs of the disaster/conflict affected population are met Immediate shelter and settlement needs of the target population are met Immediate reduction in risk of waterborne and water related diseases in targeted community is achieved Economic Security/Livelihoods are protected and negative coping Beneficiaries’ use of cash Change in income and expenditure patterns Change in household’s sources of food or coping strategies Availability of items in Post-distribution monitoring Market monitoring Final evaluation Political authorities at national and local levels are willing to accept cash transfer programing in their area. No other natural disaster affects
Reduced food insecurity among affected households Essential household items which support the production of food are received and/or accessed Household income is maintained where income sources are disrupted Activities Examples suitable for outputs above 1. Advocacy and sensitization on cash programing 2. Recruit and train staff and volunteers 3. Identify and register beneficiaries for the project 4. Identify encashment locations 5. Train financial service providers 6. Prepare and disseminate beneficiary and stakeholders communication (including feedback/complaint system) 7. Prepare and distribute cash/vouchers 8. Conduct post-distribution process and impact monitoring 9. Carry out market monitoring 10. Carry out end of project evaluation VI. (M3_ 1_4_2 CTP Risk (and source of information) Likelihood (1 Low- 5 High) Description of impact on programme (1 Low – 5 High) Identified risk mitigation actions and risk owner Contextual risk Governmental regulations/laws Security/access Inflation risk caused by external factors e.g. currency devaluation, Programmatic risk Capacity related risks related to funding Risks related to using third parties
Expository- Science Fair Objective Emerging 1 Developing 2 Accomplished 3 Exemplary 4 Score PUBLISHING (Finished look) The writing demonstrates little or no attention to visual presentation elements and is uninviting to the reader. Limited attention to visual presentation is demonstrated. The writing creates low desire to be read. Reflects many “lost opportunities”. . Attention to visual presentation elements is strongly exhibited with only a few minor “lost opportunities” Attention to visual presentation elements is such that the writing has an immediate impact and is highly inviting to the reader. Uniform spacing 3 Appropriate use of font style, sizes and colors. 4 Appealing use of white space 4 Effective integration of text and illustrations, photos, charts, graphs, maps and tables. 4 Skillful and tasteful use of colors in layout. 3 The blog reflects the personality of the writer. 4
EXPOSITORY ESSAY ELEMENTS Gives facts. Explains. Steps in a process. Present ideas in logical order, correct sequence. Writing does not display elements of an Expository Essay Contains all elements but does not meet criteria in one or more All elements are present and complete. Expository Structure exceeds requirement 4 ESSAY STRUCTURE INTRO- contains strong Purpose of Writing. PARAGRAPHS-Topic sentence, plus supporting ideas and examples. Transitional words used. CONCLUSION- links back to P.O.W. Basic Structure is incomplete. Display little structure. Structure is generally evident and mostly correct Structure is complete Structure exceeds standards and enhances the writing 3 PUBLISHED WORK- TEACHER’S COMMENTS
The blog reflects the personality of the writer. 4 EXPOSITORY ESSAY ELEMENTS Gives facts. Explains. Steps in a process. Present ideas in logical order, correct sequence. Writing does not display elements of an Expository Essay Contains all elements but does not meet criteria in one or more All elements are present and complete. Expository Structure exceeds requirement 4 ESSAY STRUCTURE INTRO- contains strong Purpose of Writing. PARAGRAPHS-Topic sentence, plus supporting ideas and examples. Transitional words used. CONCLUSION- links back to P.O.W. Basic Structure is incomplete. Display little structure. Structure is generally evident and mostly correct Structure is complete Structure exceeds standards and enhances the writing 3
Tone Description Example Frozen Formulaic, impersonal, archaic, bureaucratic, distancing, cold Dear Honorable Mr. X: As per the request received by this office as of [date], please find enclosed the information pertinent to the XYZs. Formal Professional, businesslike, polite, diplomatic Dear Mr. X: As you requested on [date], we have enclosed the information concerning the XYZs. Informal Friendly, engaging, conversational; also polite and businesslike (especially between colleagues) Dear Joe, Here is the information on the XYZs you asked for. Casual Friendly, engaging, conversational; often incorporates slang and writing practices; may be used in certain business situations Hi Joe— Good news! Here are the XYZs you wanted. Intimate Chatty, slangy, even frivolous, not appropriate for business situations Hey big guy— Here you go, pal—the XYZs. Tough luck for the ol’ gang, huh?
Document Level of Tone Examples Is the level consistent? Is the level appropriate? Additional Workstations Informal, good consistency Yes. Written to close colleagues, basis. We’d be offended if this person wrote to us too formally. “Good news” and “bad news” Personal pronouns: I, you, we Contraction: “I’ll” Prime Minister Frozen. This is an inappropriate tone. Unfortunately, the writer is consistent throughout the document. No. Should be formal, not frozen. Even when writing to high authorities, frozen is wrong in modern business English. “Excellency” might be the correct title for inside address, but salutation should normally use “Mr. [Surname].” Look in the back of your dictionary under “Forms of Address” or check with Secretary’s or ED’s office. Note: “In the audience” (should be “meeting”). “Have the honor to” is a direct translation from French; better English would be “I am pleased to inform you.” Last line, “audience” should probably be “appointment.” “Thanking you in advance” is a stock phrase and poorly constructed as well; better would be “We look forward to discussing this strategy with you and hearing your views on this vital topic.” Temporary Advance Mix of Tone varies from formal to casual (perhaps even intimate); it is not consistent, which creates problems of readability. No. Informal would probably be fine, but must be consistent. “Dear Becky” is informal. “Please kindly expedite” is formal. “Dead meat” and “crying for help” are casual, perhaps even intimate. Exclamation points, especially doubled, tend to be casual.
Applicable Forms Submit to Registrar (SCB Submit to CLAS Advising (NC Late Add and Late Withdrawal Petitions Visit CLAS Advising (NC 1030) for more Academic Calendar August 21 Beginning of Semester – First day of classes. August 27 (11:59 pm) Add Deadline – Last day to add or waitlist a course using UCDAccess. After the add instructor permission on an is required to add courses. August 28 (11:59 pm) Drop Deadline – Last day to drop a course without $100 drop fee, including section changes (i.e., changing to a different section of the same course). Students may drop courses using UCDAccess. No Adding of Courses is Permitted Today Waitlists Purged – All waitlists are eliminated today. Students should check their schedule in UCDAccess to confirm the courses in which they are officially enrolled. Canvas does not reflect official enrollment. September 4 Labor Day Holiday – No classes. Campus closed. September 6 (5 pm) Final Add Deadline (Instructor Permission Required) Last day to add full-semester courses. To add a full-semester course between the first add deadline and the final add deadline, instructor permission on an is required. Students may submit a completed to CLAS Advising (NC 1030) or have the instructor email it to . After census date, a written petition, verifiable documentation, and dean’s approval via CLAS Advising (NC 1030 – 303-315-7100) are required to add a full-semester course. If a Date deadline
Explain: “This excel spreadsheet is just one of many organizational tools you might consider. How many of you already a system in place for collecting and organizing evidence? Some of you may have on online, paperless system that will support the new evaluation process, while others may be using a paper-based process. Either will work as long as they’re designed to help you organize the evidence using the performance Standards, Indicators and goals. This organizational process will make the analysis of evidence that much easier at the end of the 5-step cycle.” Explain: “We have discussed the tools and processes that an evaluator and educator might use as evidence is collected about practice. Now we are going to discuss what you can do back at your school to ensure that educators and evaluators don’t just collect everything under the sun but, rather, a strategic sample of high-quality artifacts that contain valuable evidence. One pitfall we often see is educators building binders full of artifacts that could fill a wheelbarrow, or the flip side—educators who collect next to nothing, preferring to jot something down on the back of a napkin just prior to their evaluation. Either scenario is inevitably the product of lack of clear expectations. We want to help you and your educators avoid these pitfalls and spend time wisely collecting artifacts in a strategic way.” Slide 15 Explain: “‘The collection of artifacts must be seen as an opportunity to select a sample of artifacts and other data that fairly represents performance and impact. It is not intended to be a record of all that the educator has done in a year. It needs to be focused on the educator’s goals, high priority Standards and Indicators, and any critical school priorities not addressed by the professional practice and student learning goals. “There is no set number of artifacts required to be submitted, and, in fact, the number of artifacts to collect will vary by educator depending on their goals and the action steps in their plan. Whether an educator identifies 8, 10, or even 12 artifacts, the key is to ensure a balanced representation of performance.” Slide 16
PUBLISHING (Finished look) The poster demonstrates little or no attention to visual presentation elements and is uninviting to the reader. Limited attention to visual presentation is demonstrated. The poster creates low desire to be read. Reflects many “lost opportunities”. Attention to visual presentation elements is strongly exhibited with only a few minor “lost opportunities” Attention to visual presentation elements is such that the poster has an immediate impact and is highly inviting to the reader. Uniform spacing and borders. 3 Appropriate use of font style, sizes and colors. 3 Appealing use of white space. 40% empty. 3 Effective integration of text and illustrations, photos, charts, graphs, maps and tables. 3 Skillful and tasteful use of colors in layout. 3 The poster targets the correct audience. 3 Spatial sequence. Tracking (double points) Poster does not display elements of spatial sequence Contains all elements but does not meet criteria in one or more All elements are present and complete. Spatial sequence exceeds requirement 2 Format Assimilation of info. (double points) Format does not assimilate information appropriately. Format is appropriate and mostly complete. Format is appropriate and complete. Format exceeds requirements. 2 Teacher Neville. January, 2011.