zilongwang/ReadingBank huggingface dataset:
Whoever works his land will have plenty of bread, but he who follows worthless pursuits will have plenty of poverty. ESV / 2 helpful votes Do you see a man skillful in his work? He will stand before kings; he will not stand before obscure men. ESV / 2 helpful votes Whoever has a bountiful eye will be blessed, for he shares his bread with the poor. ESV / 2 helpful votes The rich rules over the poor, and the borrower is the slave of the lender. ESV / 2 helpful votes Whoever is generous to the poor lends to the Lord, and he will repay him for his deed. ESV / 2 helpful votes A good man leaves an inheritance to his children's children, but the sinner's wealth is laid up for the righteous. ESV / 2 helpful votes The soul of the sluggard craves and gets nothing, while the soul of the diligent is richly supplied. ESV / 2 helpful votes Anxiety in a man's heart weighs him down, but a good word makes him glad. ESV / 2 helpful votes A false balance is an abomination to the Lord, but a just weight is his delight. ESV / 2 helpful votes A slack hand causes poverty, but the hand of the diligent makes rich. ESV / 2 helpful votes
Faithful Freedom Flags - annually scheduled days for flags will be these 9 days 2018 Date 2018 2018 Sunrise Meet time Posting Sunset Meet time for Retrieval Presidents' Day (Washington’s Bday -3rd Mon of Feb) Feb 19 6:47 6:15 5:41 PM 5:30 Memorial Day (last Mon of May) May 28 5:36 5:00 8:19 PM 8:00 Flag Day Jun 14 5:31 5:00 8:29 8:00 Independence Day July 4 5:37 5:00 8:31 8:00 Colorado Day Aug 1 5:59 5:30 8:13 7:45 Labor Day (1st Mon of Sept) Sep 3 6:31 6:00 7:26 7:00 Patriot Day Sep 11 6:37 6:00 7:15 7:00 ColumbusDay (2nd Mon of Oct) Oct 8 7:03 6:30 6:31 6:00 Veteran's Day Nov 11 6:40 6:15 4:47 4:30
After chant is sung a couple of times, have “it” guess who has the rock. If “it” is correct, the person chosen recites the memory verse. The game is repeated with “it” still in the middle. If “it” incorrectly chooses a person, “it” needs to recite memory verse and person chosen now sits in the middle. No one gets out in this game. It is a chance to practice the verse.
Devon SACRE Faith and Belief visitor list 2017 If your school would like a visit from a member of a faith or belief community in Devon, please make use of the list below. Please note that this list was last updated in February 2017. It is not exhaustive and we would welcome feedback to help us develop links between schools and faith communities. If you can add to this list or have any constructive feedback please contact Ed Pawson (Devon SACRE Adviser). Name Community Experience, areas of expertise Area Peter Lee Baha’i Baha’i Devon Jude Taylorson Buddhist (Thic Nhat Han) Buddhism, Interfaith Devon Myfanwy McCorry Buddhist (Zen) Buddhism Okehampton area John Hall Christian (CofE) Christianity, Interfaith Devon Amanda Harper Christian (United Reformed Church) Interfaith Exeter Hanneke Coates Christian Christianity, The Forgiveness Project, Reconciliation East Devon Val Needham Christian Science Exeter Alan Somerville Church of Jesus Christ of Saints Teacher, farmer S Devon Jane Somerville Church of Jesus Christ of Saints S Devon Shirley Blake Church of Jesus Christ of Saints Plymouth, S Hams, Dartmoor Lizzie Isaacs Gypsy/ Roma community Gypsy/ Roma education, inc talking about the Jewish holocaust Devon
Criteria Essential Desirable How to be assessed Qualifications: Knowledge: Experience: Skill level equivalent to achievement of HNC, A Level, NVQ3 with proven work experience acquired in relevant technical support roles and job-related training. Working to SOPs under/ within a regulated laboratory environment. Experience of working within a quality management system. Relevant laboratory experience BSc Degree Relevant laboratory experience in a responsible role. Knowledge of and training in GLP / GCP/ISO accredited laboratory or similar. Experience of flow cytometry and PBMC extraction from blood. Evidence / certificate CV Application Interview CV Application Interview CV Application Interview CV Application Interview Planning and Organising: Experience of co-ordinating the organisation and implementation of new process and procedures. Able to organise own research activities to deadlines and quality standards Influencing the organisation of a project on multiple sites. Reporting of project specific metrics CV Application Interview Problem Solving and Initiative: Able to offer or accept appropriate level of assistance, to allow for effective progress. Willing to express constructive ideas. Propose initiatives and ideas with the ability to positively accept / acknowledge or implement new proposals. Ability to accurately analyse and interpret specialist data, presenting summary information in a clear and concise format Interview & probation Management and Teamwork: Able to work alone or within a small team complying within regulatory frameworks and contractual obligations. Experience of providing training to colleagues and students in relation to technical tasks. Understand the strengths and weaknesses of others to help teamwork development. Interview & Probation Communicating and Influencing: Effective communication across participating sites including ability to liaise with senior staff, including managers, nurses. Positive motivational influence on all parties concerned with this role, internal and external. Able to present research results at group meetings, and to trial management/ principal investigators/external stakeholders to agreed timelines Interview & Probation Other Skills and Behaviours: Meticulous attention to detail for sample tracking via paperwork and databases. Interview & Probation
BANK OF ANY NAME DATE TIME SEQ ATM ID 3440 ANYTOWN, NY 50011 CARD: ............2014 SEQ NUM: 3440 WITHDRAW FROM: SAVINGS AMOUNT: $200.00 SURCHARGE: $2.95 ACCOUNT BALANCE $752,847.70 AVAILABLE BALANCE $752,740.08 PLEASE RETAIN OR DISPOSE OF THOUGHTFULLY .
FAKEBOOK RUBRIC Attributes EXCEEDS EXPECTATIONS MEETS EXPECTATIONS BELOW EXPECTATIONS WALL Includes more than the required number of posts (8) and replies (6), including a video Demonstrates a thorough understanding of atomic theory Wall includes relevant pictures. Includes the required number of posts (8) and replies (6) Demonstrates basic understanding of atomic theory Wall contains pictures. Includes less than the required number of posts and/or replies Does not clearly demonstrate an understanding of atomic theory No pictures are included. INFO PAGE Includes all required information plus some additional information Lists a minimum of 3 biographical facts Lists a minimum of 3 groups with detailed explanations Includes all required information Lists 2 biographical facts Lists 2 groups with explanations Missing some or all of the info page information Lists 1 biographical fact Lists 1 group with/without explanations FRIENDS Includes more than 6 friends with profile pics Selections demonstrate a thorough understanding of atomic theory Includes 6 friends with profile pics Selections demonstrate an understanding of atomic theory Includes less than 6 friends with profile pics Selections do not demonstrate an understanding of atomic theory
Accordingly, judges and court administration should always promote a “culture” within the courts that promotes fairness, diversity and court accessibility. It is imperative that judges, court staff and court administration strive to create, as part of our day-to-day operations, an atmosphere which: Ensures all court users are treated with dignity, respect, and concern for their rights and cultural backgrounds, without bias or appearance of bias, and are given an opportunity to be heard; Strives to identify and eliminate barriers to court access at all levels of service; ensures that interactions with the court are understandable, convenient, and perceived as fair; Ensures that persons with disabilities have access to court facilities and services; Expands the availability of legal programs for litigants with limited financial resources; Ensures that there are adequate numbers of court certified interpreters available to assist in
favor (attributional ambiguity). If the feedback is merely critical, it may be the product of bias; if feedback is merely positive, it may be the product of racial condescension. Behavioral Scripts: setting forth clear norms of behavior and terms of discussion can reduce racial anxiety and prevent stereotype threat from being triggered. Growth Mindset: teaching people that abilities including the ability to be racially sensitive are learnable/incremental rather than fixed has been useful in the stereotype threat context because it can prevent any particular performance for serving as “stereotype confirming evidence.” Value-Affirmation: encouraging students to recall their values and reasons for engaging in a task helps students maintain or increase their resilience in the face of threat. Remove Triggers of Stereotype Threat on Standardized Tests: removing questions about race or gender before a test, and moving them to after a test, has been shown to decrease threat and increase test scores for members of stereotyped groups.
Name:__________________________________________ Date: _______________________ Fair or Unfair? Read each situation and circle Fair if you think the statement/situation is fair and circle Unfair if you think the statement/situation is not fair. 1 Jack is in a wheelchair. He can’t get to the school library because there are steps. He never gets to take books out of the library unless his teacher or a friend remembers to get him one. Is this FAIR or UNFAIR? 2 Mr. Parker, the first grade teacher, decided to give everyone with brown hair an A on a math test. Is this FAIR or UNFAIR? 3 Everyone in the class want to take the class pet home for Thanksgiving so the teacher puts all of the names in a hat to choose one person who will take care of the pet. Is this FAIR or UNFAIR? 4 Fields School only has one soccer field. There is a girls’ soccer team and a boys’ soccer team. Only the boys get to use the field because they always get there faster after school. Is this FAIR or UNFAIR? 5 Mrs. Doggett tells the students they will get extra recess if they get an A on the spelling test. She encourages them to study. Peter doesn’t study and he is the only student that does not get an A. He does not get extra recess. Is this FAIR or UNFAIR?
given to the needs of specific communities within the broad categories. White people High Low “ “ Chinese people High Low “ “ Other High Low “ “ Disability Long term health impairment could include, mental health problems, asthma, heart conditions, chronic fatigue etc. Physical High Low The aim of the Policy/Procedure is to enable all staff recourse regardless of their disability. As our grievance procedure concentrates around completing a form this could result in a negative impact for some with particular disabilities. However, we have assessed it as a low impact because help will be given to disabled employees where appropriate. Sensory High Low “ “ As they are written policies they assume a level of literacy. This could result in a negative impact for some with this particular disability. However, we have assessed it as a low impact because help will be given where appropriate. Learning High Low “ “ As they are written policies they assume a level of literacy. This could result in a negative impact for some with this particular disability. However, we have assessed it as a low impact because help will be given where appropriate.
Job Title: Assistant Superintendent Club/Course/Company: Falcon Valley Golf Course Address: 9801 Falcon Valley Dr. Lenexa, Kansas Contact Information: Richard Herries – Golf Course Superintendent Phone: 913-271-2484 Email: Position Requirements: If you don’t know what duties an Assistant Superintendent is responsible for then no need to apply. Salary: $25,000 - $30,000 Benefits: Golf, Uniforms, Meals, Paid Educational Seminars Date Available: Immediately Expiration Date of Job Advertisement: When position is filled Comments Concerning Club. Course, Company: Falcon Valley Golf Course is a Championship 9 hole facility that in 2010 was ranked in the top 15, 9 hole facilities in the United States. It is a wonderful opportunity for someone looking to advance in the golf industry.
compared to the overall zone daily average absentee rate of 228 students. That is almost 59% more students absent on the two days before Thanksgiving break than on average. Quality of Instruction – Due to the uncertainty of absences during the Thanksgiving week, teachers are reluctant to introduce new material, give summative assessments or collect/introduce large projects for their classes. The number of absences diminishes curricular expectations on the part of many students and families as they are absent from instruction. Specific Research Improved instruction. Providing teachers time to work in collaborative teams (PLC) is the best way to improve schools. (Dufour, 2009). Establishing effective procedures and routines. Establishing effective procedures and routines are the most important step in establishing a well managed classroom. (Harry Wong, 2001). Classroom management. Classroom management will be better because teachers will be able to focus on establishing effective procedures and routines rather than assessing students. Anxiety affects testing results. (Driscoll, 2006) Giving the students time to get to know their teacher before testing will produce valid benchmark assessment scores, increased accuracy in testing. Higher employee morale. Employee engagement in work place decisions leads to increased productivity. A calendar sensitive to the needs of staff will lead to more effective staff (United States Personnel Management, 2010). Quality instruction. Time spent teaching is time students are learning. Seat time in school is not what produces student achievement. (Nelson, 1990). This proposal promotes quality instruction which creates engaged learning time for students. Timely conference days. Designated conference days increase parental involvement. (Henderson, 2002) Increased parental involvement significantly increases student achievement. “Buy in” from our stakeholders. Change of calendar honors community needs as evidenced through POWER ZONE proposal process. Respectful relationships. Respectful relationships are a zone value. Strong staff relationships will allow more effective PLC and fewer discipline referrals. Changes to Programs, Policies, and/or Operational Documents Which programs, policies, and/or operational documents at the school will be affected by the innovations, and how will these be affected?
Falkland Islands Government Application Form Notes on completion of this form: If this form is not completed electronically please use black ink. Illegible applications will not be considered. Where there is an asterisk against a heading it means that this section must be completed in full on the form itself. Any reference to a CV entry in such a section will not be considered as a suitable alternative response for the purposes of the application. 1. POSITION APPLIED FOR: 2. PERSONAL DETAILS Title Surname First Names Address Post Code Country Telephone (Work) Telephone (Home) Mobile Preferred contact method: Work Home Mobile Email Email If you are not resident in the Falkland Islands or the UK, can you access facilities for a Skype/video conference or telephone interview if required? Yes No Date of birth (dd/mm/yy) Place and country of birth Do you hold a current driving licence? Yes No If yes, please specify country of issue and type of licence 3. NATIONALITY AND RESIDENCE STATUS Nationality Do you have Falkland Islands status? Yes No Do you hold a Falkland Islands Permanent Residence Permit? Yes No Do you hold a Residence Permit? Yes No If yes, please give the Expiry Date Do you hold a Visitor’s Permit? Yes No If yes, please give the Expiry Date
Course Description: Fundamental principles of chemistry for majors in the sciences, health sciences, and engineering; topics include measurements, fundamental properties of matter, states of matter, chemical reactions, chemical stoichiometry, periodicity of elemental properties, atomic structure, chemical bonding, molecular structure, solutions, properties of gases, and an introduction to thermodynamics and descriptive chemistry. A laboratory component is included that gives practical experience to material covered in class. Course Co- or Pre-Requisites: Prerequisite: MATH 1314 College Algebra or equivalent academic preparation Co-requisite: Laboratory for CHEM 1411 General Chemistry I Textbook(s) & ISBN: Please visit the Required/Recommended Reading(s): Please visit the Required Materials: A good calculator that can perform basic scientific functions may be useful. Please visit the Learning Outcomes: Upon completion of this course, the student should demonstrate a master of the following learning outcomes: 1.) Define the fundamental properties of matter. 2.) Classify matter, compounds, and chemical reactions. 3.) Determine the basic nuclear and electronic structure of atoms. 4.) Identify trends in chemical and physical properties of the elements using the Periodic Table. 5.) Describe the bonding in and the shape of simple molecules and ions. 6.) Solve Stoichiometric problems. 7.) Write chemical formulas. 8.) Write and balance equations.
14 Nov., 16 - 19 Eye and ear 19, 22 & 24 15 Nov., 23 – 26 Lab Practical 3 16 Nov., 30 – Dec., 3 cat dissection (bring gloves and goggles) 25 & 26 17 Dec., 7 – 10 [finals] 18 Dec.,14 – 17 fin/close FINALS WEEK 14 & 15 COURSE OUTLINE: Unit I Introduction Briefly describe each system in the body Anatomical positions Directional terms Body cavities Discuss homeostasis Unit II Tissues List the major types of tissues Discuss the various types of epithelial tissues Discuss the various types of connective tissue List and distinguish membranes Discuss inflammation and tissue repair Unit III Integumentary System List the components of the integumentary system Give the function of the skin. Unit IV Skeletal System Identify the structures in spongy and dense bone Discuss ossification (intramembranous and endochondral) and bone growth. Discuss Ca++ balance Identify bones of the axial skeleton Identify bones of the appendicular skeleton Unit V Articulations Classify joints on the basis of structure and function and describe types of movement Unit VI Nervous System Discuss histology, typical neuron structure, neuroglia cells Discuss nerve impulse physiology including all-or none principle, synaptic transmission, saltatory transmission and transmitter substances. Identify and describe the parts of the spinal cord including the meninges, and tracts seen in cross section Discuss the function of the spinal cord including spinal tracts and reflexes Identify spinal nerves and function Identify the principle parts of the brain including the meninges List the function of the principle parts of the brain List the cranial nerves and give their function Unit VII Sensory, Motor, and Integrative Systems Define and classify receptors List and describe the general senses List and describe the sensory & motor pathways Unit VIII The Autonomic Nervous System Describe visceral efferent pathways Describe and differentiate the sympathetic and parasympathetic nervous systems (include transmitter substances, transmitter receptors, synapses, regulation of ---) Unit IX Muscular System Discuss connective tissue components of muscle Discuss the components of skeletal muscle fibers Discuss the sliding-filament theory and muscle contraction Identify the components of and the function of a neuromuscular junction Discuss ATP production of cellular respiration
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Bibliography Brennan, Stephanie. “Once Upon A Time: An Internet Webquest on Successful Child Readers.” 2002. 10 Feb. 2003. http://www.kn.pacbell.com/wired/fil/pages/webeffects1.html Force, Pam. “Reading to Children Increases their Ability to Learn.” 2000. 10 Feb. 2003. www.geocities.com/prlforce Hall, Susan L. and Luisa C. Moats, Ed.D. “Reading to Children Is Important,” Excerpt from the book Straight Talk About Reading. 10 Feb. 2003 http://www.acslp.org/homepages/Siles/september.html Huck, Charlotte S., Susan Helper, Janet Hickman, and Barbara Z. Kiefer. Children’s Literature in the Elementary School: Seventh Edition. New York, NY: McGraw-Hill Publishing, 2001. Joy, Julie. “The Importance of reading to children for early literacy.” 2002. 10 Feb. 2003. http://ma.essortment.com/earlyliteracyp_rxjf.htm Leach, Penelope, Ph.D. “The Importance of Reading to Children.” 1997. 10 Feb. 2003. Wilson, Christina. “What is the Importance of Reading to a Child?” 2002. 10 Feb. 2003. http://www.co.essortment.com/childreadingim_rhqw.htm
8. The sentence in which lines makes a satirical point about imported fruit? 9 “I question whether peaches sold in the market are as delicious as the huckleberries that men pick in the wild” best paraphrases the sentence in which lines? 10. Lines 48–55 reveal the author’s transcendentalist perspective that 11. Which expresses both transcendentalism and the author’s perspective in the last paragraph? COMPREHENSION Directions Answer the following questions about the excerpt from Plenty. 12. The phrase “ugly statistic” suggests that the authors’ attitude toward the growth of the distance from farm to table is 13. “Gas may seem expensive to motorists, but shipping produce across country adds little to its cost” best paraphrases the sentence in which lines? 14. “An example of ‘redundant trade’ is that California imports the most strawberries during its own strawberry season” best paraphrases the sentence in which lines? 15. The sentence “All that food comes with a hidden price” expresses which aspect of this excerpt? 16. Which sentence makes a satirical point about produce consumption? 17. What word best describes the tone of this excerpt? 18. Which is the focus of satire in the last paragraph? 19. Which best expresses the author’s perspective in this excerpt? Comprehension Directions Answer the following questions about both selections. 20. Compare the authors’ perspectives in the excerpts from Wild Fruits and Plenty. 21. Compare the themes in the excerpts from Wild Fruits and Plenty. Comprehension Directions Answer the following questions about the visual representation. 22. The images of fruits and vegetables create a feeling of 23. The image of the truck suggests
*The God of Small Things, Chs. 3-6. Frantz Fanon, “The Negro and Language,” pp. 17-25, 30-33, 36-39. [bring to class] Partha Chatterjee, “Nationalism As a Problem,” pp. 164-166. Tues. Oct. 30 Postcolonial and women: Ammu, Mammachi and Baby Kochamma : 1) *The God of Small Things, Chs. 7-11. 2) Ania Loomba, *Colonialism/Postcolonialism: “Feminism, Nationalism and Postcolonialism,” pp. 180-192. 3) Andrew Parker, Mary Russo, Doris Sommer, and Patricia Yaeger, “Introduction” to Nationalisms and Sexualities, pp. 6 (“George Mosse…”)—7 (“formerly ‘domestic’ roles”). [bring to class] Thurs. Nov. 1 Postcolonial , nation, and national culture: : *The God of Small Things, Chs. 12-14. Ania Loomba, *Colonialism/Postcolonialism: “Nationalism and pp. 154-170. Tues. Nov. 6 : Gender and caste in postcolonial : *The God of Small Things, Chs. 15-21. Ania Loomba, *Colonialism/Postcolonialism: pp. 134-137. ****Sénégal unit**** Thurs. Nov. 8 Ousmane Sembène’s *Xala (1973) : Charles Forsdick, “The French Empire,” pp. 32-33, 37-38, 40-44. *Xala, pp. 1-37. David Murphy, “: North and Sub-Saharan,” pp. 61-63, 64-68. Tamara Sivanandan, “Decolonization and the Forging of Postcolonial pp. 54-63. [bring to class] **Second short exam due Tues. Nov. 13 Ousmane Sembène, *Xala and national culture : *Xala, pp. 1-76. Frantz Fanon, “National Culture,” pp. 153-157. [bring to class] Thurs. Nov. 15 Gender in Xala : *Xala, pp. 76-103.
Table B3c: Fairhaven Public Schools Science and Technology/Engineering (All Grades) Performance for Selected Subgroups Compared to State, 2013–2016 Group and Measure Number Included (2016) Spring MCAS Year Gains and Declines 4-Year Trend 2-Year Trend 2013 2014 2015 2016 High Needs District CPI 147 67.3 72.8 66.2 59.4 -7.9 -6.8 P+ 147 30% 35% 30% 20% -10% -10% State CPI 89,857 66.4 67.3 66.3 65.4 -1.0 -0.9 P+ 89,857 31% 33% 32% 31% 0 -1 Econ. Disad. District CPI 110 0 0 69.1 61.4 61.4 -7.7 P+ 110 0% 0% 36% 24% 24% -12% State CPI 61,476 -- -- 67.1 65.8 -- -1.3 P+ 61,476 -- -- 33.0% 29% -- -4 Students w/ disabilities District CPI 63 58.3 59.6 53.7 52 -6.3 -1.7 P+ 63 14% 17% 10% 8% -6% -2% State CPI 38,109 59.8 60.1 60.2 59.7 -0.1 -0.5 P+ 38,109 20% 22% 22% 21% 1 -1 English language learners or Former ELLs District CPI 8 -- -- -- -- -- -- P+ 8 -- -- -- -- -- -- State CPI 18,594 54 54 53.9 54.1 0.1 0.2 P+ 18,594 19% 18% 18% 19% 0 1 All students District CPI 445 78.3 81.7 77.2 74.1 -4.2 -3.1 P+ 445 48% 54% 47% 44% -4% -3% State CPI 208,262 79 79.6 79.4 78.7 -0.3 -0.7 P+ 208,262 53% 55% 54% 54% 1 0 Notes: Median SGPs are not calculated for Science and Technology/ Engineering (STE). State figures are provided for comparison purposes only and do not represent the standard that a particular group is expected to meet.
of triglycerides fatty acids, monoglycerides Gastric lipase Stomach: digests about 10-15% of dietary fat Pancreatic lipase Pancreas bile Made in liver stored in gall bladder Emulsifies fats proteins Pepsin Stomach: chief cells in the form of pepsinogen Partially digests protein HCL: activates Pepsin Stomach: parietal cells Denatures protein and activates pepsinogen to pepsin trypsin Enterokinase (enzyme) activates and then more Trypsin activates even more Pancreas: in the form of trypsinogen Break down protein into polypeptides and amino acids chymotrypsin Trypsin activates Pancreas: in the form of chymotrypsinogen Breaks down proteins into a mixture of dipeptides, tripeptides and amino acids carboxypeptidase Trypsin activates Pancreas: in the form of procarboxypeptidase Brush border of small intestine Same as above Elastase Trypsin activates Pancreas: in the form of proelastase Same as above Aminopeptidase Dipeptidase Brush border of small intestine Removes amino acids and separate dipeptides into separate amino acids
Lane (President's Honor Roll) Carolyn Jolene Sturgis Lawton (President's Honor Roll) Kyle Mathew Bennett; Tiffany Nichole Fletcher; James Calvin Jackson; Amanda C. McClelland; and Alexandria M. Ramey Lawton (Dean's Honor Roll) Kretchen M. Olmeda; Sylvette Yaixa Olmeda; Chelsea M. Robinette; and Brooke Ann Malia Zukerman Lebanon (President's Honor Roll) Jernye D. Werth Lexington (Dean's Honor Roll) Chelcee Leigh Eakin and Bailey J. Hayes Locust Grove (President's Honor Roll) Laurin R. Keen Lone Grove (Dean's Honor Roll) Makayla S. Miller and Jennifer Nicole Phillips Luther (President's Honor Roll) Rickey Lee Garrett; Amanda Jordan Meyer; Holly L. Parks; and Emily Anne Peters Luther (Dean's Honor Roll) Joshua Ford; Megan L. Holman; Sarah Mackey; Mackenzie Leigh Parks; Aimee Rose Reece; Gabriel Slawson; and Mackenzie Paige Stephens Macomb (Dean's Honor Roll) Garrett L. Dressler Madill (Dean’s Honor Roll) Ashtin R. Yow Maramec (Dean's Honor Roll) Shayla Danielle Brien Marietta (President's Honor Roll) Cassidy S. Hartman
Abnormal Psychology Valencia College Fall 2013 CLP2140 ~ CRN 12776 ~ MW 10:00-11:15 ~ Rm. 1-373 Professor: Dr. Judi Addelston Office: 1-353 Office Hours: M/W – 11:30-12:45 Phone: (407) 582-2286 T/R – 10-11:15; 1-2:15 E-Mail: jaddelston@valenciacollege.edu F (on-line) - 8-11 am Campus Mailbox - 3-29 Department Website: http://valenciacollege.edu/east/socialsciences/ Pre-requisites - PSY1012 – General Psychology Credits – three (3) Text: Durand and Barlow (2012) Abnormal Psychology. (6th Ed). Cengage Publishers. ISBN#978-1-111-34362-0 Class Schedule Date Aug. 26/M 28/W Sept. 2/M 4/W 9/M 11/W 16/M 18/W 23/M 25/W 30/M Oct. 2/W 7/M 9/W 14/M 16/W 21/M 23/W 28/M 30/W Nov. 4/M 6/W 11/M 13/W 18/M 20/W 25/M 27/W Dec. 2/M 4/W 9/M Chapter Topic 1 Abnormal Behavior in Historical Context 1 Abnormal Behavior in Historical Context No Class – Labor Day 2 An Integrative Approach to Psychopathology 2 An Integrative Approach to Psychopathology 3 Clinical Assessment and Diagnosis Exam One Ch. 1, 2, 3 5 Anxiety Disorders 5 Anxiety Disorders 6 Somatoform and Dissociative Disorders 7 Mood Disorders and Suicide 7 Mood Disorders and Suicide Exam Two Ch. 5, 6, 7 10 Sexual and Gender Identity Disorders 10 Sexual and Gender Identity Disorders 12 Personality Disorders 12 Personality Disorders 13 Schizophrenia and Other Psychotic Disorders Exam Three Ch. 10, 12, 13 9 Physical Disorders and Health Psychology 14 Development Related Disorders 14 Development Related Disorders 15 Aging-Related and Cognitive Disorders Exam Four Ch. 9, 14, 15 11 Substance-Related Disorders 11 Substance-Related Disorders 8 Eating Disorders No Class - Thanksgiving 16 Legal and Ethical Issues Exam Five Ch. 8, 11, 16 10:00- 12:30 Final Exam
II. Political Institutions: Branches of Government October 8 – Congress: Organization – pages 339-349 October 13 – Congress: Legislation – pages 350-360 October 15 – Congress: Additional Powers – pages 360-376 Blackboard (online) Assignment 5 Due by 9:00am October 20 – Presidency: Constitutional Powers – pages 377-396 October 22 – Presidency: Government – pages 397-411 Blackboard (online) Assignment 6 Due by 9:00am October 27 – Executive Branch: Bureaucracy – chapter 13 October 29 – Judicial Branch: Federal Jurisdiction and Review – pages 444-458 Blackboard (online) Assignment 7 Due by 9:00am November 3 – Judicial Branch: Supreme Court in Action – pages 459-474 November 5 – Simulation Exercise Blackboard (online) Assignment 8 Due by 9:00am November 10 – Test #2 III. Essential Concepts of Democracy November 12 – Political Socialization – pages 179-188 November 17 – Public Opinion – pages 188-209 Blackboard (online) Assignment 9 Due by 9:00am November 19 – Elections – chapter 9 November 24 – Plurality Electoral System – chapter 10 Blackboard (online) Assignment 10 Due by 9:00am November 26-30: Thanksgiving Break – No Classes!
D. TEXT (Required – found on D2L under course content) Wood, R., Kiesling, J. and Kelly, M. E. (2014) The Little Book: Finding Your Rhetorical Voice. San Diego, CA: Cognella Academic Publishing. **Course schedule may change at the discretion of the instructor E. COURSE OUTLINE RECOGNIZE THE DIFFERENCE BETWEEN RHETORIC AND SOPHISTRY Date Course Content Readings Assignments Possible Points Week 1 Monday, 8/25 Wednesday, 8/27 Course Overview/Intro Discussion of Communication Ethics Chapter 1 Chapter 1 Quiz 5 pts. Week 2 Monday, 9/1 Wednesday, 9/3 Labor Day Holiday- No class Rhetorical Diet Rhetorical vs. Sophistic Chapter 2 Chapter 2 Quiz CREATE Module 1 Rhetorical Diet questionnaire 5 pts. 10 pts. Week 3 Monday, 9/8 Wednesday, 9/10 Critical Thinking & Language Critical Thinking & Policy Chapter 3 Chapter 5 Chapters 3 & 5 Quizzes CREATE Module 2 10 pts. 10 pts. STRUCTURING MESSAGES (BOTH ORALLY AND IN WRITING) Week 4 Monday, 9/15 Wednesday, 9/17 Structure Presentation 1 Discussion and Explanation Presentation 1 Discussion and Explanation Chapter 4 CREATE Module 3 Chapter 4 Quiz 10 pts. 5 pts. Week 5 Monday, 9/22 Wednesday, 9/24 Presentation 1 Outline evaluation – in class Presentations (3 rooms; 10/room) None Bring printed outline to class Presentation 1 Outline Presentation 1 10 pts. 25 pts. CONSTRUCT CLAIMS SUPPORTED WITH EVIDENCE USING PRECISE LANGUAGE Week 6 Monday, 9/29 Wednesday, 10/1 Arguments, Evidence Written 1 discussion Chapter 6 Chapter 6 Quiz 5 pts. Week 7 Monday, 10/6 Wednesday, 10/8 Written 1 Outline evaluation – in class Language Usage None Bring printed written 1 outline 10 pts. . Week 8
Monday, 10/13 Wednesday, 10/15 (Group) Presentation 2 Discussion & Preparation As group assigns Written 1 & outline, Review Presentation 2 assignment 25 pts Week 9 Monday, 10/20 Wednesday, 10/23 Group Presentation Lotto Discussion & Article picks None Outline for Group Presentation Group Presentation 10 pts. 30 pts. Week 10 Monday, 10/27 Wednesday, 10/29 Discuss Written 2 Plan & Advantage Structure; W2 None Review WA2 assignment Week 11 Monday, 11/3 Wednesday, 11/5 Lotto Presentation (3 rooms) Plan & Advantage workshop None Lotto Presentation Outline Lotto Presentation 10 pts. 35 pts. Week 12 Monday, 11/10 Wednesday, 11/12 Audience Analysis Audience Analysis Chapter 7 Chapter 7 quiz Written 2 Outline Written 2 5 pts. 10 pts. 25 pts. Week 13 Monday, 11/17 Wednesday, 11/19 Executive Summary/Policy Presentation Discussion Individual Mtg. with instructor/preceptor None Review Executive Summary/Policy Presentation assignment Bring draft outline final policy presentation Week 14 Monday, 11/25 Wednesday, 11/27 Policy Presentations – 5 No class-give thanks! Policy Presentation Outline Policy Presentation Executive Summary Work on Policy Presentation & Exec Summary 10 pts. 100 pts. 25 pts. Week 15 Monday, 12/1 Wednesday, 12/3 Policy Presentations – 10 (2 rooms) Policy Presentations – 6 None Policy Presentation Outline Policy Presentation Executive Summary Week 16 Monday, 12/8 Policy Presentations – 6 Policy Presentation Outline Policy Presentation Executive Summary FINAL (optional) Monday, 12/1 Extra Credit 15 pts.
Mentee Project Title Project Purpose Shannon Brooks “Medication Standardization Protocol for VPEC” To provide a standardized protocol for VPEC’s management of antithrombotic therapy John Butorac “Development of a Shared Governance Program for CRNAs” Develop & implement a structured shared governance (SG) program that fosters a staff-leader partnership promoting collaboration, decision making and accountability for improving care, safety and enhancing work life Stephanie Clark “Incorporation of simulation training for CRNA’s new to the pediatric population” Develop and implement a program of simulation training for CRNA’s new to the pediatric patient at Monroe Carell Jr Children’s Hospital at Vanderbilt and improve preparedness score by 10% for emergency scenarios by May 2015 Christine Crotts “Improving Preoperative SBAR Handovers in the Children’s Hospital Preoperative Area prior to Surgical/Procedural Suites -To improve both holding room, OR circulator and anesthesia hands on provider satisfaction -Decrease non-billable time outside of Operating Room/Procedural Suites by increasing efficiency. -Room /Procedural Suites by increasing efficiency
Sherman MSCR After-school Clubs Fall 2014 Monday (PCT) Tuesday Wednesday Thursday Homework Clubs 1:55 – 2:30 6th in room 145 7th in room 235 & 238 8th in cafeteria Juventud in room 102 Homework Clubs 2:55 – 3:30 6th in room 145 7th in room 235 & 238 8th in cafeteria Juventud in room 102 Homework Clubs 2:55 – 3:30 6th in room 145 7th in room 235 & 238 8th in cafeteria Juventud in room 102 Homework Clubs 2:55 – 3:30 6th in room 145 7th in room 235 & 238 8th in cafeteria Juventud in room 102 YRC 2:35 – 4:50 Meet in cafeteria YRC 3:35 – 4:50 Meet in cafeteria YRC 3:35 – 4:50 Meet in cafeteria YRC 3:35 – 4:50 Meet in cafeteria Project Unify 1:55 – 2:40 Room 154 Mr. Rory Makers’ Club 2:55 – 4:50 LMC Ms. Bertram Gaming Club 2:52 – 3:30 LMC Ms. Bertram Sizzlin’ Strings! 2:52 – 3:30 Strings Room (220) Ms. Jenkins Hip Hop Club 3:00 – 4:00 Forum Mr. Henderson & Ms. Kynala Garden Club 3:35 – 4:50 Meet in room 154 Ms. Kellie Nature Club 2:55 – 4:50 Meet in room 154 Ms. Kellie Equal People Club (GSA) 2:52 – 3:30 Rm 236 Ms. Schultz & Ms. Wilkin Cooking Club 3:00 – 4:50 Healthy Living Room Ms. Kellie Photography Club 3:30 – 4:30 Meet in the LMC Ms. Zywicki & Ms. Mason-Fass Coming soon: (day/time TBD) Media Club Drama Club
14.45 – 16.15 Climate change adaptation - Best practice sharing Producers present projects they have implemented on how their organisation is adapting to climate change. This is followed by a discussion between all producers to further share ideas and experiences. Jane Ndirangu, James Finlay, Kenya Rogers Siima, Mpanga Growers Tea Factory, Uganda Jean-Marie Habineza, Cooperative Assopthe Cyohoha Rukeri, Rwanda Discussion facilitated by Fairtrade Africa 16.15 – 16.30 Next steps Amos Thiong’o, Fairtrade Africa
September 15, 2015 5:00-9:00 TechConnect All Students September 15, 2015 12:00-1:00 pm Industry Roundtable: AJ Besette & Jim Perry, Analytics MEMP, MEng, & MS September 16, 2015 10:00 am-3:00 pm Fall Career Fair All Students September 18, 2015 11:00 am-2:30 pm Business Etiquette Lunch MEMP & MEng September 19, 2015 11:00 am-2:30 pm Business Etiquette Lunch MEMP & MEng September 22, 2015 12:00-1:30 pm Job Search Workshop for Graduate Students All Graduate Students September 25, 2015 9:00 am-12:00 pm Practice Interviews with Pratt MEMP & MEng September 25, 2015 1:00-3:00 pm Two Hour Job Search MEMP & MEng September 29, 2015 12:00-1:30 pm Interviewing Workshop for Graduate Students All Graduate Students September 29 & 30, 2015 9:30 am-4:00 pm NCSU Engineering Career Fair All Students October October 1, 2015 5:00-6:30 pm Internship Workshop MEMP & MEng October 1, 2015 12:00-1:00 pm Industry Roundtable: Jim Rogers, former CEO of Duke Energy (Rubenstein Fellow) All Students October 6, 2015 12:00-1:30 pm Networking Workshop for Graduate Students All Graduate Students October 6, 2015 7-10 pm Case Interviewing Workshop MEMP October 7, 2015 4:30-5:30 pm Industry Roundtable: Mike Feng, MEng Mechanical, General Motors MEMP & MEng October 16, 2015 2:00-3:00 pm Industry Roundtable: Abhishek Damani, MEMP '10 MEMP & MEng October 23, 2015 1:00-2:00pm Industry Roundtable: Matteo Caporrella, Sales Engineer at Reddwerks MEMP & MEng October 23, 2015 9:00-5:00 pm Virtual Interviews & Beyond MEMP & MEng
UNIVERSITY OF CENTRAL OKLAHOMA FALL 2015 HONOR ROLLS BY HOMETOWN (In-state students, followed by out of state beginning page 30) Ada (President's Honor Roll) Savannah D. Jones and Kalina D. Popova Ada (Dean's Honor Roll) Caleb Glen Shaw Agra (Dean's Honor Roll) Jake M. Fisher Alex (Dean's Honor Roll) Riley Devin Bounds Altus (President's Honor Roll) Jessica M. Mortimer and Lyndee Jean Stovall Altus (Dean's Honor Roll) Rayven Elizabeth Boone; Kyle Ryan McKnight; and Jordyn Beth Vargas Alva (President's Honor Roll) Samantha Lynne Kilmer Alva (Dean's Honor Roll) Christopher Jim Dowling Ames (Dean's Honor Roll) Kaylen Nicole Gregory Anadarko (Dean's Honor Roll) Charles C. Nestell Apache (Dean's Honor Roll) Taylor Nicole Lindsey Arcadia (President's Honor Roll) Christian Dane Fleming; Alexandria Marie Fredrickson; Richard Mark Hackler; Anastacia Ruth Ritchie; and Kathryn A. Yancey Arcadia (Dean's Honor Roll) Amanda G. Breeden; Emily M. Hass; Jacob Walker Jeffery; Ashley N. Roberts; Sarah E.
Grading System: Students’ grades will be based on the following areas: 1. Understanding of class material: During the term, four exams will be administered that account for 45% of the course grade. The exams will consist of multiple-choice questions. Each exam will count as equal weighting towards the final grade. The final examination (4th exam) will not be cumulative but is MANDATORY. Any student not completing the exam will receive a grade of F for the course. 2. Homework Assignments: Students will be required to complete the MH Connect assignments associated with each chapter module covered in class. These questions will be assigned in Blackboard under the Content section and will account for 10% of the course grade. No late extensions will be given. 3. Writing Assignment: A research paper, which will be due on December 3rd, will account for 20% of the course grade. Details will be provided at a later date. 4. Presentation: Students will be required to present a psychological topic/historical study in psychology to the class using power point. The presentation will account for 15% of the course grade. If a student misses their assigned presentation date, they will automatically receive a 0 on the assignment. Presentations may not be made up at a later date. 5. Participation: Students will be required to participate in a group activity for chapters 5, 6, 13, and 15. These activities will account for 10% of the course grade. If students are absent on the dates for these participation activities, they will receive a 0 for the assignment. Attendance: You are expected to have an 85% attendance record. Therefore, attendance will be monitored. If you miss more than 15% of scheduled classes prior to mid semester, it is your responsibility to fill out the necessary withdrawal forms to receive a grade of W. You are responsible for all class announcements, assignments, and lectures, even if that material is not in the text, so you are strongly urged to attend class regularly. If you miss class, it is YOUR responsibility to get any missed material. Tardiness: Class will start at the appointed time. Students who are more than 15 minute late for an exam will not be permitted to take the exam (including the final exam). If you are more than 15 minutes late for class, you will be considered absent.
Section 3: Experience: Specific Consultancy Services (A maximum of 3 tasks per Topic) Topic: Assignment Name: Task(s): No of Days: Client Name: Day Rate ($): Date: Email: Tel: Assignment Name: Task(s): No of Days: Client Name: Day Rate ($): Date: Email: Tel: Assignment Name: Task(s): No of Days: Client Name: Day Rate ($): Date: Email: Tel: (NB: For additional topics, copy paste the section above below this line and continue to fill in.
UNIT 2: Public Speaking Basics Week 4 9/19-9/23 Topics Reading Assignment Online Watch Speech Development Process Day 1 Designing Verbal & Nonverbal Messages Impact of Convergence on Verbal & Nonverbal Messages Chapter 3 & 4 Day 2 Crash Course in Public Speaking Audience Analysis Topic Selection Chapter 11 Week 5 9/26- 9/30 Topics Reading Assignment Online Watch Communication Apprehension Video OA#3: PRCA 24 10/2 at 11:59pm Day 1 Plagiarism Finding Good Sources & Selecting Evidence Documenting your Research Chapter 12 & CIA Chapter 3 IA: Plagiarism Assignment (CIA pp. 31-32) assigned as homework Day 2 Organizational Patterns Intro, Conclusions, & Transitions Discuss Impromptu Presentation (CIA pp. 97-99) 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)
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. and Self Evaluations (CIA pp. 125-126) Day 2 Discuss Interpersonal Paper Assignment (CIA pp. 151-152) Social Penetration Theory Stages Models & Turning Points Chapter 7 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
9/19-9/23 Online Watch Speech Development Process Day 1 Designing Verbal & Nonverbal Messages Impact of Convergence on Verbal & Nonverbal Messages Chapter 3 & 4 Day 2 Crash Course in Public Speaking Audience Analysis Topic Selection Chapter 11 Week 5 9/26- 9/30 Topics Reading Assignment Online Watch Communication Apprehension Video OA#3: PRCA 24 10/2 at 11:59pm Day 1 Plagiarism Finding Good Sources & Selecting Evidence Documenting your Research Chapter 12 & CIA Chapter 3 IA: Plagiarism Assignment (CIA pp. 31-32) assigned as homework Day 2 Organizational Patterns Intro, Conclusions, & Transitions Discuss Impromptu Presentation (CIA pp. 97-99) 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 Topics 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. and Self Evaluations (CIA pp. 125-126) Day 2 Discuss Interpersonal Paper Assignment (CIA pp. 151-152) Social Penetration Theory Stages Models & Turning Points Chapter 7 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
How to Succeed in This Course Day 2 Defining Communication Discuss Introductory Presentation (CIA pp. 93-95) CIA Chapter 1 Chapter 1 Metaphors/Models (CIA pp. 13-14) Week 2 9/5- 9/9 Topic Reading Assignment Online Watch Historical Foundations Peer Teach Example Perception, Self, & Identity Video OA#2: Perception Activity 9/11 at 11:59pm Day 1 & 2 No Class on Monday Sept. 5th – Labor Day Historical Foundations Discuss Peer Teach Project (CIA pp. CIA Chapter 2 IA: Communication Goals (CIA pp. 11-12) or Public Advocacy Inventory (CIA pp. 7-8) Week 3 9/12-9/16 Topic Reading Assignment Online Watch Verbal vs. Nonverbal Communication Day 1 Perception & Self Chapter 2 IA: Perception Quiz (CIA pp. 41-42) Day 2 Introductory Presentations Self Evaluation (CIA pp. 121-122) UNIT 2: Public Speaking Basics Week 4 9/19-9/23 Topics Reading Assignment Online Watch Speech Development Process Day 1 Designing Verbal & Nonverbal Messages Impact of Convergence on Verbal & Nonverbal Messages Chapter 3 & 4
Day 2 Crash Course in Public Speaking Audience Analysis Topic Selection Chapter 11 Week 5 9/26- 9/30 Topics Reading Assignment Online Watch Communication Apprehension Video OA#3: PRCA 24 10/2 at 11:59pm Day 1 Plagiarism Finding Good Sources & Selecting Evidence Documenting your Research Chapter 12 & CIA Chapter 3 IA: Plagiarism Assignment (CIA pp. 31-32) assigned as homework Day 2 Organizational Patterns Intro, Conclusions, & Transitions Discuss Impromptu Presentation (CIA pp. 97-99) 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 Monroe’s (pp. CIA pp. 66-67)
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. and Self Evaluations (CIA pp. 125-126) Day 2 Discuss Interpersonal Paper Assignment (CIA pp. 151-152) Social Penetration Theory Stages Models & Turning Points Chapter 7 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