zilongwang/ReadingBank huggingface dataset:
Documenting your Research Day 2 Organizational Patterns Intro, Conclusions, & Transitions Discuss Impromptu Presentation (CIA pp. Chapter 13 & 14 IA: Plagiarism Assignment (CIA pp. 31-32) due Week 6 10/3-10/7 Topics Reading Assignment Online Watch Basic Strategies for Persuasive Questions Exam #1 opens Thurs. Oct. 6th at 6am and closes on Tues. Oct. 11th at 11:59pm Day 1 & 2 Impromptu Presentations Self Evaluation (CIA pp. 123-124) UNIT 3: Rhetoric & Advocacy Week 7 10/10-10/14 Topics Reading Assignment Online Watch Strategies to Persuade Exam #1 opens Thurs. Oct. 6th at 6am and closes on Tues. Oct. 11th at 11:59pm Day 1 Persuasive Presentation Assignment (CIA pp. 107-112) Monroes’s Monroe’s (pp. 433-435; CIA pp. 66-67) Day 2 Types of Rhetorical Questions Artistic Proofs Types of Arguments Toulmin Model Chapter 16 & CIA Chapter 6 Week 8 10/17-10/21 Topic Reading Assignment Online None- Presentation Week Day 1 Presentation Workshop Day All Outlines due via Blackboard at 11:59pm
Day 2 Advocating for Action- Persuasive Presentations Persuasive Presentations Peer Evaluations (CIA pp. 127-150) Week 9 10/24- 10/28 Topic Reading Assignment Online None- Presentation Week Day 1 & 2 Advocating for Action- Persuasive Presentations Persuasive Presentations Peer Evaluations (CIA pp. 127-150) Week 10 10/31-11/4 Topic Reading Assignment Online None- Presentation Week Day 1 & 2 Advocating for Action- Persuasive Presentations Persuasive Presentations Peer Evaluations (CIA pp. 127-150) UNIT 4: Interpersonal & Organizational Contexts Week 11 11/7- 11/11 Topic Reading Assignment Online Watch Dialectical Theory & Enhancing Your Interpersonal Communication Competence OA#4: Interpersonal Communication Competence 11/20 at 11:59pm Day 1 Advocating for Action- Persuasive Presentations Persuasive Presentations Peer (CIA pp. 127-150) and Self Evaluations (CIA pp. 125-126) Day 2 Discuss Interpersonal Paper Assignment (CIA pp. 151-152) Chapter 7
Social Penetration Theory Stages Models & Turning Points Week 12 11/14 – 11/18 Topic Reading Assignment Online Watch Group & Leadership Video and Mediated Culture Video OA#5: Social Media & You 11/27 at 11:59pm Day 1 Small Group Communication Group Roles Chapter 8 Day 2 Peer Teach Presentations Due Week 13 11/21 – 11/25 Topic Reading Assignment Online Day 1 Peer Teach Presentations Due Peer Teach Peer Evaluation (CIA p. 117-118) and Self Evaluation (CIA p. 119-120) due Day 2 Happy Thanksgiving- No Class Wed. Nov. 23rd and 24th UNIT 5: Performance & Culture Week 14 11/28 – 12/2 Topic Reading Assignment Online Watch Performance Video Interpersonal Analysis Paper Due 12/2 at 11:59pm
Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class”. Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some courses, this may be a major issue. For example, “No student will be allowed in the lab without safety glasses”. General statements such as, “Items that may be harmful to one’s self or others should not be brought to class”. Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline: I. The Crime Picture A. What is Criminology B. Patterns of crime C. Research Methods and Theory Development II. Crime Causation A. Classical and neoclassical thought B. Biological Roots of Criminal Behavior C. Psychological and Psychiatric Foundations of Criminal Behavior III. Crime in the Modern World A. Crimes against persons B. Crimes against property C. White-collar and organized crime D. Drug abuse and crime
Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class”. Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some courses, this may be a major issue. For example, “No student will be allowed in the lab without safety glasses”. General statements such as, “Items that may be harmful to one’s self or others should not be brought to class”. Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline: I. Orientation to Non-Structural Damage I Collision Repair A. Types of hardware B. Hardware removal and restoration II. Hardware Removal and Restoration A. Hardware removal and storage B. Removing damaged and undamaged fasteners C. Thread restoration installation III. Trim and Moldings A. Exterior trim and considerations around application B. Attachment and removal methods for weatherstriping IV. Pinstripes and Decals A. Tools for painted pinstrips B. Application and removal techniques for decals V. Interiors
Make-Up Work: Most in-class assignments cannot be made up unless you have a excused absence. Since so much of our class time will be spent working in small groups on writing and peer-editing, it’ll be very difficult to replicate these activities on your own. Writing Support: The Writing Center provides opportunities for undergraduate students to improve writing and thinking skills in their academic work, and also in preparation for their respective careers. In a comfortable and supportive atmosphere, trained consultants with a variety of majors assist writers individually at all stages of the composing process. For the university community, the center also makes available printed and online materials, as well as workshops, on topics related to writing and teaching writing. The center is also committed to involvement in professional activities, including conducting research, that improve its service to students and contribute to writing center theory and practice. Visit for more info. Conferences: We’ll meet for one mandatory conference (there will also be time allotted for an optional second conference). I’m also available to meet in person by appointment and via email anytime. Course Evaluations: Course evaluations are a part of the process by which the University of Maryland seeks to improve teaching and learning. Your participation in this official system is critical to the success of the process, and all information submitted to CourseEvalUM is confidential. (Instructors can only view group summaries of evaluations and cannot identify which submissions belong to which students.) Syllabus ENGL394 (1502/1506) Fall 2016 IMPORTANT: Please bring two copies of each draft assignment to class unless instructed otherwise; we’ll be doing a lot of peer reviewing and critiquing. If the syllabus changes, I’ll alert you as soon as possible. Please bring your textbook to class every day. Week 1 (Aug. 30-Sept. 1) Tuesday: Discussion of course, policies, and goals. Discuss the end-of-semester major project (due Nov. 29, 2016). Assignment: A 500-word letter of introduction addressed to me that talks about your writing experience, your preferred learning style, your strengths/weaknesses, and what you hope to get from the class (due Thursday; bring two copies). Read for next class: TBA
Module 4: Writing Assignment #4 Discussion #4 Quiz #4 Module 5: Writing Assignment #5 Journal Entry #1 Quiz #5 Module 6: Writing Assignment #6 Discussion #5 Quiz #6 Module 7: Writing Assignment #7 Discussion #6 Quiz #7 Draft of Final Project Module 8: Finishing – Up Final Exam Final Project Technology Requirements: Example: Required Computer Skills: (Recommended Information) Be able to access and navigate the internet. Be able to use email, including attaching and downloading files. Be able to save and retrieve files on your computer. Be able to use a computer, a keyboard, and a mouse or touch pad. Be able to run and operate a variety of software programs, including a word processor. Be able to organize, copy, paste, name and rename files. Be able to browse, upload and attach files. Be able to cut and paste information from one document/program to another. Required Technologies: (Recommended Information) Explain what types of technologies are required. Access to a computer with Internet connection. MS Word or another word processing program that can save and export in RTF. Web browsers: The newest version of , , or Safari. Internet Explorer is not recommended (especially anything below IE 8). Plug-ins: , , and . Third Party Learning Tools: (MCCCD Requirement)
Faculty Information Dr. Amentahru Wahlrab E-mail: awahlrab@uttyler.edu (best contact method; Please include POLS2305.### in the subject line) Office: BUS 224 Office Hours: by appointment (please email to schedule an appointment) I am guaranteed to check email at least once a day (not including Sunday). You should expect a response within 3 business days. Email policy: per university request, I will only communicate with students via your Patriot email accounts. The university has had several problems reaching students with vital questions or information because they do not check their Patriot email, and they have asked faculty to require that students use their Patriot email accounts. All responses to student email will be sent only to your Patriot email account (even if you send the email from some other account). Email sent from any non-Patriot email account will not be answered. Canvas and Technical Support This online class will be conducted through Canvas. If you experience any problems logging into Canvas or any technical problems with the system you should seek help from . Their office is located in BUS 101, and they can be reached via email at . Please include your full name, student ID number and date of birth in any communications you send to them. Textbook You must buy these books. Hard copies are available in the bookstore and various places online James Marone and Rogan Kersh, By the People: Debating American Government, 3rd edition, (London and New York, Oxford University Press, 2017). ISBN-10: 0190298413 ISBN-13: 978-0190298418 Available as an eBook: Peter Temin, The Vanishing Middle Class: Prejudice and Power in a Dual Economy (Cambridge: The MIT Press, 2017). ISBN-10: 0262036169 ISBN-13: 978-0262036160
Psychology PAP Fall 2017 Calendar August/September Monday Tuesday Wednesday Thursday Friday 28 29 30 31 Sept 1 4 Labor Day Holiday 5 6 7 8 11 Fall Semester Begins Intro 12 Textbook Log-In Prologue Vocab 13 Intro to Psych/History 14 15 18 Prologue Quiz Vocab DUE Open House 19 Research Ch. 1 Vocab 20 21 22 25 26 Ch. 1 Quiz Vocab DUE 27 28 29 Fair Day Holiday
October Monday Tuesday Wednesday Thursday Friday Oct 2 Intro/Research Exam 3 FRQ 4 Biology Ch. 2 Vocab 5 6 (End of 1st Six Weeks) 9 10 Ch. 2 Quiz Vocab DUE 11 PSAT Testing Day 12 13 16 17 18 States of Consciousness Ch. 3 Vocab 19 20 23 Ch. 3 Quiz Vocab DUE 24 25 Biology/SoC Test 26 FRQ 27 Sensation/Perception Ch. 6 Vocab 30 31 Nov 1 2 Ch. 6 Quiz Vocab DUE 3
diameter. Place the microphone near the middle of the pipe (but not exactly at the middle, since some of the modes have nodes there). Make a table of resonance frequencies ƒ, like you did for the modes in the Strings lab, measuring the frequencies of the first 5 modes. Attention: You may have missed the fundamental. From your table, you will be able to guess where it is. The table should have the following columns: # Mode Measured f n x measured fundamental deviation diagram Are all of the overtones multiples of the fundamental frequency? Figure out what multiple of the fundamental frequency each consecutive mode’s frequency is, and write it down in the third column. (Note: For the fundamental mode itself, use the measured value.) Now, locate the nodes and antinodes of the standing waves, by moving the microphone back and forth in the pipe for the first and fifth resonance frequency. Are the ends of the pipe nodes or antinodes? 2. Effect of Length and Diameter of the Pipe Compare the fundamental frequency you measured with the frequency given by the pipe formula f = v/2L, where v is the velocity of sound in the air (344.7 m/sec at 70°F, increasing or decreasing by 0.3 m/sec for each 1°F increase or decrease in temperature respectively) and L is the pipe length, in this particular case, 60 cm. Does the fundamental frequency you just calculated agree with the fundamental frequency you measured (and wrote in your table)? If not, for what value of L would the calculated fundamental frequency be identical to the measured one? In order to answer this question, you need to express L in terms of v and f, that is, you need to rewrite the formula given above as L = v/2f, and then use the measured value for the fundamental frequency f. The value of L you obtained through the procedure outlined above is
Classes start: Thursday, September 20, 2018 Holidays: Veterans Day, Monday Nov. 12th, and Thanksgiving, Thursday + Friday Nov. 22nd – 23rd Monday Tuesday Wednesday Thursday Friday 8:00 8:00-11:50 am VMB 711 Gross Anatomy lecture and lab M 208/251 8:00-8:50 am attend senior papers (optional) M 102 9:00 9:00-11:50 am VMB 714 Micro Anatomy Lab Group A (Half of class) M 208 9:00-11:50 am VMB 711 Gross Anatomy lecture and lab M 208/251 9:00-9:50 am VMB 709 Vet Med Orientation M 102 9:00-11:50 am VMB 711 Gross Anatomy Lecture and lab M 208/251 10:00 10:00-11:20 am VMB 722 Research Reading Skills M 102 11:00 11:20 11:30-12:00 pm VMB 717 Physiology review session M 102 12:00 Lunch Lunch Lunch Lunch Lunch 1:00 1:00-3:20 pm VMB 717 Physiology lecture M 102 1:00-1:50 pm VMC 738 Animal Care Lecture M 102 1:00-2:20 pm VMB 717 Physiology Lecture M 102 1:00-1:50 pm First Year Wellness Program Meetings Various Locations TBA 1:00-2:50 pm VMB 717 Physiology lecture M 102 2:00 2:00-4:50 pm VMC 738 Animal Care Lab Various Locations TBA 2:00-4:50 pm VMC 738 Animal Care Lab Various Locations TBA 3:00 2:30-5:20 pm VMB 714 Micro Anatomy Lab Group B (Other half of class) 3:00- 3:50 pm VMB 714 Micro Anatomy Lecture M 102 3:30 3:30-4:20 pm VMB 714 Micro Anatomy Lecture M 102 4:00 5:00 Finals week: December 3rd – 7th
Messiah College Councils, Committees and Personnel Groups Fall 2018 College Council Name Position Name Position Kim Phipps* Chair President Jon Stuckey* Dir Dev Randy Basinger* Provost Kimberly Phillips* Dir Fin/Bud Barry Goodling* VP Advmt David Vader* COE Chair David Walker* VP Fin/StrPl Richard Schaeffer* Chair, RFM Kathie Shafer* VP Oper Lew Gladfelter* Chair, Staff Council Amanda Coffey* VP HRC Bryce Watkins* Chair, Adm Council Richard Roberson* Dean ARTS Laura Miller* Dir IR Caroline Maurer* Dean BESS RFAC Rep Pete Powers* Dean HUMA Stella Ye RF, I:1/2 Angela Hare* Dean SEH TBD AdminCouncilRep Rob Pepper AsstProvGrad CoCurEd at Large, I:2/2 Bill Strausbaugh* VP ITS/AssocProv Lew Gladfelter StaffCouncilRep Alison Noble AsstProv StaffatLarge, I:2/2 Kris VProv/DoS Todd Abbott Student Body President Todd Allen* SAPPDA Logan Buffington SGA VP Finance John Chopka* VP EnrMgmt Carla Gross* Dir Mrkt/Comm
Workplace Safety Name Position Name Position Denise Albert Lead Bulk Mail Technician Creta Bieber Coord, Student Affairs Asha Early Sous Chef John Meyer Technician/Lab Asst, Engr Belinda Conrad* Student Employment Coordinator Don Zhao Faculty, Winding Hill Rep Valerian Curd* Coord, Fire & Safety Systems Michael Rice Librarian/Electronic Resources Susan Deitch* Benefits Manager Richard Roberson Dean, Sch Arts Scott Zeigler Compliance, Inventory Control Sherry Rudasill Purchasing Coordinator Russ Ehrich Project Manager Amy Slody* Dir, Disability Services Donna Fink* Compliance Coordinator Dennis Stum Supervisor, Inv. And Crime Prev. Scott Frey Women's Soccer Coach Dennis Weller Conf & Events Coordinator Steven Funck* Mgr, Nat Sci Lab Program Space Utilization Committee Name Position Kathie Shafer VP, Operations Randy Basinger Provost Kris Hansen-Kieffer Vice Provost, Dean of Students Bill Strausbaugh Associate Provost, VP IT Services Richard Roberson Dean, School of the Arts Carrie Widdowson Registrar Randy Heintzelman Conference and Events Services Coordinator Strategic Planning Name Position Pete Powers, Co-Chair Dean David Walker, Co-Chair VP Finance and Planning Kim Phipps President Randy Basinger Provost Bill Strausbaugh Associate Provost/ VP IT Services Kathie Shafer VP Operations Laura Miller Director Institutional Research Henry Danso Christina Hanson
Nursing Education Pre-Requisite Score Sheet 2017 Below is the pre-requisite sheet that is used to assess your 2017 nursing application materials. Completing this score document is a mandatory component to your application. Your final points will be determined by the admissions committee. All required courses have to be completed with a “C” or better. Pre-requisites Course Number and Name Course Number or Name if Different College or University Term and Year Course Completed Credits Earned C- to C+ B- to B+ A- to A+ BI 231 Anatomy and Physiology I BI 232 Anatomy and Physiology II MP 111 Medical Terminology MTH 95 Intermediate Algebra PSY 201 or PSY 201A Introduction to Psychology Part I (Biological Emphasis) PSY 215 Human Development WR 121 English Composition WR 122 English Composition OR WR 123 English Composition OR WR 227 Technical Writing Disclosure and Release of Information I certify that the above information is thorough and accurate to the best of my knowledge. Signature:_____________________________________ Date:______________________
JAMES URBANOVICH – CRAFTON HILLS COLLEGE Speech 101 (3 units-Grade Only) Public Address (CSU/UC) Public Address is an introductory course in speaking skills, including the selection, preparation, and delivery of speeches for various audiences and situations. The goal will be the achievement of ethical, purposeful, and effective public speaking. Speech 103 (3 units-Grade Only) Argumentation and Debate (CSU/UC) This course covers the basic theories, principles, and methods for various levels and forms of argumentation and debate and includes preparation and presentation of practice debates on current issues. Communications 100 (3 units-Grade or Pass/No Pass) Mass Media and Society (CSU/UC) Mass Media and Society is a survey and evaluation of mass media in economic, historical, political, psychological, and sociological terms. The course focuses on helping the media consumer understand the power and significance of mass communications: books, newspapers, magazines, radio, television, motion pictures, the Internet, public relations and advertising. It discusses the rights and responsibilities and inter-relatedness of media in a diverse global society. Required for all communications and journalism majors; also a general interest course. Communications 200 (3 units-Grade or Pass/No Pass) Visual Communications (CSU/UC) This course is an introduction to the history of film and television as visual mass media. Analysis of seminal films and television programs with emphasis on their evolution as entertainment media and their impact on society. THE FOLLOWING ARE DISTANCE EDUCATION/ONLINE COURSES Students may choose to take ONE online/distance education course through the Semester in London program. Please be advised the courses listed below are Citrus College online courses designed for a 16-week semester. They begin August 25 and end December 12. Students enrolled in online classes study and conduct research independently and need access to the Internet. AIFS has a computer lab in London with free Internet and email access for students in this study abroad program, however, there may be times when the computers are not available, and students may need to use cyber café facilities at their own expense.
1. Elevated Surface Work Plan Job / project name: Begin date: End date: Location (bldg, floor, grid): Description: List authorized workers Important: two authorized workers must be present whenever fall protection is used. Authorized worker name Indicate protection method to be used and describe Guard rail system Fall restraint Fall arrest (if fall arrest is used a fall hazard analysis must be developed [Section 3]) Control line (designated area) List equipment to be used, such as full body harness, minimum length lanyard, shock absorber, connecting hardware, lifeline) Include specific manufacturer and model of equipment to be used. Attach manufacturer cut sheets. (Required for all construction activities, for general industry only for fall arrest.)
drought, famine, and religious persecution. After 1954, Ellis Island was abandoned, but in 1976, President Reagan restored the island and reopened it as an immigration museum. Students were dazzled on this excursion. According to Alyssa DeGroat, “I want to take this trip again because it was a great experience.” If you would like to learn more about immigration and Ellis Island, visit animals,” remembered David, another student. As for the teachers, they thought the trip was a great learning experience. “I thought that the trip helped the students because it was a visit to an ecosystem we have been studying. It was also great for them to have some things hands on to do,” explained Mrs. McHale. You can definitely tell that there was excitement in the air for the third grade students of SandShore School! For more information on the Meadowlands Environmental Center, visit Fall Issue Turkey Traditions The History of Thanksgiving By: Elizabeth Coyle and Saadaan Rathore Thanksgiving didn’t become an official tradition until 200 years after the Pilgrims and Native Americans met! Thanksgiving began in 1620, after the winter killed half of the Pilgrims who came from England on the Mayflower. The colonists formed an alliance with the Wampanoag tribe, which was located near them. The Native Americans taught the Pilgrims how to fish and plant. After a good harvest, they celebrated together in a three day feast. The foods eaten at the first Thanksgiving feast were different the ones we serve today. Turkey wasn’t an original food from the first The Results Are In! Sandshore students were surveyed about their favorite Thanksgiving foods and festivities! Here’s what came out on top: Appetizer: Salad Main Course: Turkey Side Dish: Mashed potatoes Dessert: Apple pie Tradition: Watching the parade Craft Crazy by: Elizabeth Coyle and Saadaan Rathore A lot of people go apple picking through the fall. This an apple that was already eaten. Materials: Paper rolls, 2 red cupcake covers, White paint, Paintbrush, Scissors, Sticks, Green paper, Black marker. Step 1: Get a paint brush you have and Paint the rolls white. Let it dry for a bit, and paint it again. (Just 2 times) Step 2: Use the marker to draw the seeds on the paper rolls.
Thanksgiving feast. There was also no pumpkin pie or potatoes. Cranberries weren’t served in a sauce or relish. The Pilgrims didn’t plan on starting a Thanksgiving tradition. Sarah Josepha Hale wrote letters to the Presidents for thirty years to persuade them to establish Thanksgiving as a national holiday. Since she wanted to recreate the first Thanksgiving, she shared recipes with others. Thanksgiving didn’t become celebrated nationwide until the nineteenth century. Step 3: Glue the cupcake covers on the top and bottom of the rolls. Put a stick through the top cupcake cover. Step 4: Cut out the leaves with the green paper. Step 5: Take the green leaves and glue onto the stick that is on the top cupcake cover.
recovery half of inherent soil fertility Environmental service 3 Aboveground biomass Ton Average aboveground biomass for a certain type Lces.par 4 Floor biomass % Fraction from aboveground biomass Lces.par 5 Probability of fire escape (0-1) A probability fire spreads from adjacent plots Lces.par Succession and growth 6 Time bound Year Lower time bound for a certain land-cover type Lctime.par 7 Initial age Year Initial age of land-cover types Initlcage.par Yield 8 Yield agroforestry Ton Yield in agroforestry plots at 4 successive stages (pioneer, early production, late production, post production) Yield.par 9 Yield NTFP Ton NTFP Yield at 4 successive stages of forest (pioneer, young secondary, old secondary, and primary forest) Yield.par 10 Logging m3 Logging yield at 4 successive stages of forest Yield.par 11 Agriculture Ton Agriculture yield for each type of agriculture Yield.par Variable inputs (Social economic) No Name Unit Description Name of input file Harvesting 1 Harvesting productivity Unit yield person day-1 Harvesting productivity for each livelihood option Harvest.par Establishment
9 Initial human population Person Initial human population in the simulated area Demo.par 10 Annual population growth rate % Of population in the simulated area Demo.par 11 Labor force fraction 100% Fraction of labor from population Demo.par 12 Annual working days day person-1 year-1 Of labor in the simulated area Demo.par 13 Initial financial capital Rp Demo.par 14 Secondary consumption fraction 100% Fraction of saved money used for secondary consumption Demo.par 15 In case of disaster, human population decrease % Decrease in human population due to a disaster Socdis.par 16 In case of disaster, financial capital decrease % Decrease in financial capital due to a disaster Socdis.par 17 In case of disaster, working day decrease % Decrease in working day due to a disaster Socdis.par Initial knowledge 18 Expected payoff to labor Rp person day-1 For each farmer type Intknow.par 19 Expected payoff to land Rp ha-1 For each farmer type Intknow.par Fire use 20 Probability of using fire for land clearing (0-1) Slash and burn for clearing land? Fire.par Yield storing 21 Consumption Unit per capita Collected yield used for consumption Store.par
person day-1 7 Return to land USD ha-1 8 Subsidy for establishment USD 9 Subsidy for maintenance USD 10 Price USD ton-1 11 Non-labor cost USD ha-1 Biophysical and demographic variables No Name Unit Description 1 Aboveground biomass Ton ha-1 Average aboveground biomass for each land-cover type 2 Age range of growth stage Year The simulated livelihood options consist of pioneer, early, mature, and post production. We need to specify the age range for these stages 3 Yield Ton ha-1 Yield for each stage 4 Harvesting productivity Ton person day-1 Harvesting productivity for each livelihood option 5 Initial human population Person 6 Annual population growth rate % 7 Labor force fraction 100% Fraction of labor from population 8 Annual working days Person day-1 year-1 Of labor in the simulated area
Mrs. Antonia , Director Physical Education, Health, Athletics and Health Services TO: Parent/Guardians of Athletes Entering Grades 7-12 – Fall 2017 FROM: Antonia C. Date: 6/6/2017 RE: SIGN UP AND PHYSICALS FOR FALL 2017 SPORTS SEASON Students who wish to participate in the Fall 2017 sports season must sign up with the school nurse now. If your child is undecided about the fall, sign up so the process can begin. They may choose not to participate even after receiving the physical with no consequence. ALL athletes MUST have a current physical and permission slips to participate. Permission slips will be available in the Athletic Office or on the web site after July 14th. www.newpaltz.k12.ny.us Sports Physicals are scheduled in May and June at both the HS and MS for Fall sports Athletes must sign up with their school nurse. The “Last Chance” physical this Summer is: JULY 27, 6-8PM AT THE HS Please take advantage of these physicals. Please do not wait for the “Last Chance” physical. Remember physicals may be performed by your personal physician, as long as they are licensed to practice medicine in . A physical form is available in the Nurse’s office or on our web site. Permission slips are Time Sensitive under NYSPHSAA regulations. Do not return nor date slips prior to July 14th for all V & JV Fall sports, Aug 5th for all Modified Fall sports. Permission slips will be accepted AFTER Jul y 14 for JV and Varsity Sports. Modified slips must be returned AFTER August 5. NO SLIPS WILL BE ACCEPTED ON THE FIRST DAY OF PRACTICE OR AFTER THE FIRST WEEK OF PRACTICE. Please turn in slips to the Athletic Office at the High School. Slips can be mailed to the above address. If vacation conflicts with your athlete’s summer practice please attach a note indicating when your player will return. ALL VARSITY AND JV SPORTS WILL BEGIN AUGUST 14, 2017. Middle School sports (Modified) practice will begin September 6th, 2016. FALL SPORTS which will be offered Varsity, JV, Modified Football Varsity Girls Tennis Varsity, JV, Modified Girls Soccer Varsity Girls Swimming Varsity, JV, Modified Boys Soccer Varsity Boys Golf Varsity, JV, Modified Volleyball Varsity, Modified Boys Cross Country Varsity, Modified Girls Cross Country Students entering 9th grade may try out for the JV or Varsity level of any of the above mentioned sports.
FALL PROTECTION SYMPOSIUM MAY 17 – 18, 2016 MAY 17th, 1st Day 06:45 – 07:30 Registration 07:30 – 07:45 Opening Remarks, Ed Hunt (MC) Western Area Power Administration 07:50 – 08:10 Joel Bladow, Senior VP for Transmission, Tri-State Generation & Transmission Association 08:15 – 08:50 Thomas Kramer, LJB Inc. Managing Principal (Keynote Speaker) 08:55 – 09:25 ESCI – OSHA Fall Protection, David Walles 09:30 – 09:45 BREAK 09:45 – 10:20 Western Area Power Administration Transmission Work From Helicopters, James Hill & Dave Katich 10:25 – 10:45 Buckingham – Innovations in Fall Protections and Techniques, Chris Delavera 10:45 – 11:05 Electric Power Research Institute – Drones In the Utility Industry, Fabio Bologna 11:05 – 12:30 LUNCH (on your own) 12:30 – 12:50 Atlas Devices – Powered Ascender/Descender, Nate Ball 12:55 – 01:15 Tri-State Generation & Transmission Association, Rope Access for Hot Work, Tom Penner 01:20 – 01:40 Palo Verde Ropeworks – Rope Access, John Sheridan 01:40 – 01:55 BREAK 01:55 – 02:15 VAF Industries – Step Bolt Anchors, Buzzy Sailer 02:20 – 02:40 Gravitec Systems - TBD 02:45 – 03:05 Safety One, Todd Horning & Brian Bourquin 03:10 – 03:20 Yates Gear – ‘ANSI’ Certified Solutions for Fall Protection In Tower/Rope Access, John Yates 03:25 – 03:45 OPEN 03:50 – 05:00 End of Day Q & A Session 05:00 Adjourn for the day
May 18th, 2nd Day Transmission Structures 07:30 – 07:50 Ropes That Rescue – Lineman Rescue, Reed Thorne 07:55 – 08:15 Pacific Gas & Electric, Steve Zubiri 08:20 – 08:40 Salt River Project & Optimal Analysis – Transmission Structure Anchorage Engineering, Yancy Gill & John Crawford 08:45 – 09:05 Safety Direct, Brett Zeissler 09:05 – 09:25 Bonneville Power Administration – Transmission Structure Anchorage Engineering, David O’Claire 09:25 – 09:40 Break 09:40 – 10:00 Round Table/Q&A Substation Structures 10:05 – 10:25 3M/Capital Safety, Cliff Petty 10:30 – 10:50 Alabama Power – Substation Fall Protection, Scott Hutchinson 10:55 – 11:15 Tri-State Generation & Transmission Association, Mike Bahr 11:15 – 01:00 LUNCH (on your own) 01:00 – 01:20 ReachMaster – Alternative Aerial Equipment, Ebbe Christensen 01:25 – 01:45 Round Table/Q&A Communication Structures 01:55 – 02:15 Rapid Rail, Bernard Warren 02:20 – 02:35 Break 02:35 – 02:55 National Wireless Safety Association, Jim Miller 03:00 – 03:20 MSA Safety/Latchways, Bill Godfrey 03:20 – 04:30 End of Day Q & A Session 04:30 Adjourn for the day
staff on units preparing to implement the fall prevention program 1B – Stakeholder Analysis Implementation Team leader (e.g., senior manager or quality improvement/safety/risk manager) 1C – Leadership Support Assessment Implementation Team leader 1D – Business Case Form Implementation Team leader 1E – Resource Needs Assessment Implementation Team leader 1F – Organizational Readiness Checklist Implementation Team leader 2A – Interdisciplinary Team Implementation Team leader 2B – Quality Improvement Process Implementation Team leader 2C – Current Process Analysis Individuals designated by the Implementation Team leader 2D – Assessing Current Fall Prevention Policies and Practices Individuals designated by the Implementation Team leader 2E – Falls Knowledge Test Staff nurses and nursing assistants 2F – Action Plan Implementation Team leader with quality improvement/safety/risk manager 2G - Managing Change Checklist Implementation Team leader 3A – Master Clinical Pathway for Inpatient Falls Quality improvement/safety/risk manager, staff nurses, and nursing assistants 3B – Scheduled Rounding Protocol Unit manager, staff nurses, and nursing assistants 3C – Tool Covering Environmental Safety at the Bedside Unit manager and facility engineer 3D – Hazard Report Form Any hospital employee who enters patient rooms 3E – Clinical Pathway for Safe Patient Handling Nurse manager, staff nurses, and nursing assistants 3H – Morse Fall Scale for Identifying Fall Risk Factors* Staff nurses 3G – STRATIFY Scale for Identifying Fall Risk Factors* Staff nurses 3I – Medication Fall Risk Scale and Evaluation Tools* Pharmacist and staff nurses 3F – Orthostatic Vital Sign Measurement Staff nurses and nursing assistants 3J – Delirium Evaluation Bundle: Digit Span, Short Portable Mental Status Questionnaire, and Confusion Assessment Method* Physicians, nurse practitioners, physician assistants 3K – Algorithm for Mobilizing Patients* Nursing assistants 3L – Patient and Family Education Educators, staff nurses 3M – Sample Care Plan* Staff nurses with input from other
disciplines (e.g., physician, pharmacist, physical and/or occupational therapists) 3N – Postfall assessment, clinical review* Staff nurses and physicians 3O – Postfall assessment for root cause analysis Staff nurses 3P – Best Practices Checklist Implementation Team leader 4A – Assigning Responsibilities for Using Best Practices Implementation Team leader 4B – Staff Roles Unit manager 4C – Assessing Staff Education and Training Implementation Team leader 4D – Implementing Best Practices Checklist Implementation Team leader 5A – Information To Include in Incident Reports Quality improvement/safety/risk manager, information systems staff 5B – Assessing Fall Prevention Care Processes Unit manager and unit champions 5C – Measuring Progress Checklist Implementation Team leader 6A – Sustainability Tool Implementation Team leader
IV. SOCIAL-ORGANIZATIONAL, SOCIAL STRUCTURAL, AND PERSPECTIVES (for 2nd exam): 10. Hall, Deana. 1998. “Managing to Recruit: Religious Conversion in the Workplace.” Sociology of Religion 59 No. 4: 393-410. 11. Raine, Susan. 2009. “Surveillance in New Religious Movements: Scientology as a Case Study.” Religious Studies and Theology 28/1: 63-94. 12. Kent, Stephen A.; and Robin Willey. 2013. “Sects, Cults, and the Attack on Jurisprudence,” Rutgers Journal of Law and Religion: 306-360; 13. Kent, Stephen A. 2012. 14. Kent, Stephen A. 2006. “A Matter of Principle: Fundamentalist Mormon Polygamy, Children, and Human Rights Debates.” Nova Religio: The Journal of Alternative and Emergent Religions 10 Issue 1: 7-29. 15. Kent, Stephen A. 2003. 16. Acosta, Benjamin T. “The Suicide Bomber as Sunni-Shi’i Hybrid.” Middle Eastern Quarterly 17 3 (2010): 13-20.
by Vanessa Grigoriadis A candid look at sex on college campuses in the nation, backing up various statistics while questioning previously accepted data, and providing students and stakeholders with new truths to help with safety and decision making. by Yvette Johnson Learning, more than she ever imagined, Johnson embarked on an emotional journey to Mississippi where her late grandfather was beaten and subsequently murdered for speaking out in 1965 against the treatment of Southern Blacks. Psychology by Beau Lotto By revealing the startling truths about the brain and its perceptions, Lotto shows that the next big innovation is not a new technology. With this new understanding of how the brain functions, we can apply these insights to every aspect of life and work. by Dean A. Haycock In depth psychological portraits of characters from an abundant amount of films and works of fiction, explaining the truths and falsehoods surrounding these disorders and behaviors. by Lisa Feldman Barrett Barrett reveals the latest research and intriguing practical applications of the new science of emotion, mind, and brain. by Mario Livio The author enlists the help of dozens of experts to explain curiosity: the natural drive humans have to discover and understand anything from the mundane to the awe-inspiring. by Paul Kleinman Psych 101 is a small volume that provides readers with an astounding amount of information to provide anyone within the field or out with a sizeable introduction to psychology. by Nancy Van Dyken An exceptionally complete introductory self help guide for anyone with an interest in learning about Narcissistic Personality Disorder, with many helpful scenarios and resources for readers.
Voluntary services Environment: Heating, lighting, slip or trip hazards in house/garden, transfers from bed, chair GP Occupational Therapist Handyman services Carers to look at hazards refer to falls information portal Vision / Hearing: Difficulty reading, cannot recognise an object across the room, recently started wearing bifocals/varifocals Difficulty hearing conversational speech Optician Audiologist GP Foot care / foot wear: Poor fitting foot wear, sore feet Registered Podiatrist or chiropodist Voluntary services GP Providing info on where to purchase well fitting supportive footwear
THE CURRICULUM The 120-credit curriculum provides content in human behavior and the social environment, social welfare policy and services, practice theory and skills, and research. The field education component (450 supervised hours) provides students with a learning experience in social service agencies throughout New Hampshire. The curriculum integrates content on values and ethics, human diversity, and the promotion of social and economic justice. REQUIRED COURSES CREDITS General Education 35 Social Work Requirements SW2200 Introduction to Social Work 4 SW2300 Case Management & Advocacy 3 SW2400 Professional Writing for Social Workers 1 PS2010 Introduction to General Psychology 3 SO2220 Foundations of Sociology (DICO) 4 Complete one of the following: 3 MA2300 Social Statistics (QRCO) SS3700 Social Statistics (QRCO) SW3700 Social Statistics (QRCO) SW3050 Perspectives on Aging (WECO) 3 SW3490 Diversity & Oppression 3 3SW3450 Social Welfare Policy & Services 3 SW3610 Theory and Practice of Social Work Intervention I 4 SW3520 Theory and Practice of Social Work Intervention II 3 SW3530 Theory and Practice of Social Work Intervention III 3 SW3660 Human Behavior and the Social Environment 4 SW4020 Social Work Research Methods (TECO) 3 SW4430 Social Work Practicum 12 SW4550 Social Work Integrative Seminar
3 Child and Families Elective Complete one of the following: 3 SW3130 Child Welfare & Family Services SW 3150 Child Maltreatment Health and Mental Health Elective Complete one of the following: 3 SW3300 Mental Health and Society (GACO) SW3500 Health & Society (GACO) (WECO) Electives 20, which can include: Social Work Electives SW3800 Social Work Internship 1-9 TOTAL CREDITS 120 world a better place. Start by earning a Bachelor of Science in Social Work degree, accredited by the Council on Social Work Educaton (CSWE). Social workers play an important role in the lives of people of all ages and advocate for social and economic justice locally and. You want to make the world a better place. Start by earning a Bachelor of Science in Social Work degree, accredited by the Council on Social Work Education (CSWE). Social workers play an important role in the lives of people of all ages and advocate for social and economic justice locally and globally. Whether you are interested in working with children, youth, families, older adults, or diverse populations, you will gain the knowledge and skills necessary for a rewarding career in a wide range of practice fields, including child & family services, school social work, health, and mental health services, aging services, substance abuse, domestic violence, military social work, and other practice fields.
FALL PREVENTION AWARENESS WEEK SEPTEMBER 22 – 28, 2017 HOME MODIFICATIONS MAKING YOUR HOME SAFE How you decorate your home reflects your personality and sense of style. In addition to making you feel comfortable, the things in your home can increase your safety or make it more likely that you could fall. Making changes to your home can make activities easier, improve your health and wellness, and reduce your chances of falling. These changes can include removing hazards, adding supports such as handrails, or changing how or where you do activities. Below are some suggestions to make your home safer: Keep pathways clear. Keep stairs and walkways clear by removing objects that you could trip over. Add storage for things that are usually on the floor, such as shoes or papers. Be aware of uneven surfaces. Look out for changes in the level of flooring, such as in doorways or in between carpeting and tile. Remove throw rugs or use a rug gripper underneath to secure them to the floor. If you can move a rug easily with your foot, you could slip on it. Keep frequently used items close by. Reaching up high or bending down low can cause you to lose balance. For example - in the kitchen, make sure that cooking supplies and other items that you use often are easy to reach. Light your way. Install bright lights, have switches at both ends of stairways, and use night lights to light the path from your bedroom to bathroom. Light switches that glow are easier to see in the dark. Add supports in the bathroom. Bathrooms can be dangerous, especially when things are wet. Put grab bars near the toilet and in the shower. Non-skid strips in the bathtub can keep you from slipping. Stay safe on the stairs. Consider installing handrails on both sides of the stairs. If you already have handrails, be sure you use them. Check that they are properly installed and not loose.
Prevention and Public Health Fund Evidence-Based Falls Prevention Program Semi-Annual Performance Report Directions and Sample Template Purpose of Semi-Annual Reports: Briefly describe major or significant activities related to grantee goals, including key steps towards (1) achieving target numbers of individuals that participate in the proposed falls prevention programs, (2) establishing sustainable funding to provide the proposed falls prevention programs, and 3) embedding the programs into an integrated, sustainable prevention program network. Directions: Use the format outlined in the “Guidelines for Preparing Performance Reports for Discretionary Grants Supported by the U.S. Administration for Community Living” (): Double-space with 1-inch margins Use a font size of 12, preferably Times New Roman. Organize your report by the following headers: Title Page, Activities and Accomplishments, and Appendices. Under the Activities and Accomplishments section, list the first question included on the template, followed by your response to that question. Repeat for all 3 questions. See the next section for bulleted examples of what you may want to consider including under each question in the Activities and Accomplishments section. Please be thorough about any major or significant activities, but provide succinct information, using either a bulleted-list format or short sentences to convey your responses. We suggest that you limit your report to no more than 10-15 pages. Only include information that pertains to the specified period, not cumulative to date unless such cumulative information is necessary for context. Include a quantitative report of your up-to-date participant data from the Falls Prevention National Database as Appendix A of the report. To download a pre-populated report, navigate to the Reports area, select the name of report, i.e., ‘Semi-Annual Performance Report’ and select the appropriate reporting period. Include a copy of each project product as additional Appendices and identify each by capital letters in sequence (i.e., Appendix B, C, etc.). Upload your completed report within 30 days after each six-month reporting period into GrantSolutions () and email a copy to your AoA Project Officer. For additional resources about using Grants Solutions go to: If you have any questions, please contact your AoA Project Officer. Example Responses for Activities and Accomplishments Section: What did you accomplish during this reporting period and how did these accomplishments help you reach the project goal(s) and objective(s), tasks and measurable outcomes identified in your project proposal narrative and work plan?
A Chipmunk Ballerina. A Treasure Chest Full of Jewels. A Zombie DJ. These are just a few of the zany stickers ready to be peeled off Martina Rivera's new sticker sheet and come to life in Book 2 of the magical Sticker Girl series. With a newfound confidence in hand, Martina is thinking about running for student council. Of course, her rambunctious sticker sidekick Craig—a talking cupcake—thinks this is a great idea and volunteers her to run for class president. As Martina soon discovers, running a campaign is a piece of cake compared to organizing a class trip and managing a horde of unruly stickers determined to create chaos within her group of friends. A magical new adventure awaits with Sticker Girl! Janet Tashjian is the author of Sticker Girl, illustrated by Inga Wilmink, and the popular My Life series, illustrated by her son, Jake Tashjian. Rights sales for Book 1: Italian/il Castoro YOUNG ADULT FICTION ALLY by Anna Banks Editor: Liz Szabla; Editor: Anna Roberto 3 October 2017; 9781250070180; 5 ½ x 8 ¼; 320pp; From 12 years to 18 years Feiwel & Friends In this sequel to Nemesis, Princess Sepora and King Tarik have formed an uneasy truce between their kingdoms and one another. But there are traitors among them who seek to undermine their romantic—alliance. The twists and turns of how Sepora and Tarik navigate their bond will thrill and surprise readers. Anna Banks is the author of Nemesis, as well as the New York Times-bestselling Syrena Legacy (Of Poseidon, Of Triton, Of Neptune) and a veteran of the Fierce Reads tour. Foreign sales for NEMESIS: German/CBT ∙ Hungarian/Maxim YOU BRING THE DISTANT NEAR by Mitali Perkins Editor: Grace Kendall 12 September 2017; 9780374304904; 5 ½ x 8 ¼; 256pp; From 12 years to 18 years Farrar, Straus and Giroux (BYR) Equal parts memoir and fiction, this elegant young adult story captures the immigrant experience for one Indian-American family with humor and heart. Told in alternating teen voices across three