zilongwang/ReadingBank huggingface dataset:
The apex and bladder neck margins are shaved, serially sectioned and entirely submitted. Representative sections (totaling approximately ***% of the prostate) are submitted for permanent sections. Ink key: Black right Blue left Yellow midline anterior Red midline posterior Cassette Submission: A1- right prostatic base margin, perpendicular A2- left prostatic base margin, perpendicular A3- right apex margin, perpendicular A4- left apex margin, perpendicular A5- cross-section of right seminal vesicle base A6- cross-section of left seminal vesicle base A7- right and left vas deferens margins, en face A8- level __, whole mount section A9- level __, whole mount section A10- level __, whole mount section TESTIS Specimen Type: BIOPSY Comment: These are performed either for tumor or for analysis of spermatogenesis. They may be processed identically. It is important to treat these biopsies GENTLY, as testicular parenchyma is very delicate. Gross Template: Labeled with the patient’s name (***), medical record number (***), designated “***”, and received [fresh/in formalin] is a [number] [color, texture] core biopsies measuring *** cm in length x *** cm in diameter. The specimen is entirely submitted [describe cassette submission]. Cassette Submission: All tissue submitted Specimen Type: ORCHIECTOMY (non-neoplastic) Gross Template: Labeled with the patient’s name (***), medical record number (***), designated “***”, and received [fresh/in formalin] is a(n) ***gram, *** x *** x *** cm [intact/disrupted] orchiectomy. The spermatic cord measures *** cm in length x *** cm in diameter. The tunica vaginalis is [present/absent].
CS = coronal sulcus ALB = tunica albuginea CC = corpus cavernosum U = ventral urethra PROSTATE Specimen Type: NEEDLE CORE BIOPSY Gross Template: Labeled with the patient’s name (***), medical record number (***), designated “***”, and received [fresh/in formalin] are [number] of [color] core biopsies measuring *** cm in length x *** cm in diameter. The specimen is entirely submitted in cassette [describe cassette submission]. Cassette Submission: Submit all tissue Specimen Type: TRANSURETHRAL RESECTION OF PROSTATE (TURP) Gross Template: Labeled with the patient’s name (***), medical record number (***), designated “***”, and received [fresh/in formalin] is a *** gram]*** x *** x *** cm aggregate of semi-firm, portions of tissue. The portions range from *** to *** cm in greatest dimension. All portions appear homogeneous in color and texture. There [are/are no] areas of hemorrhage, degeneration, or calfication. Representative sections are submitted (totallying approximately ***%) of the specimen in cassette [describe cassette submission]. Cassette Submission: Submit cassettes based on below: Less than or equal to 12 grams - submit the entire specimen (usually will fit into 6-8 cassettes)
My GENIUS Checkup Name: ________________________________ Quality Yes, I Have It! Not quite yet! Intrinsic Motivation – II want to do it. I know the purpose and it pleases me. I want to try new things. I believe in myself. Not willing to try new things unless I get something for it. Risk Taking – I’m not afraid to try something difficult for fear of failure. As Edison said: “I have not failed…I have succeeded in proving that 1000 ways will not work. I am not afraid t try anything even if I don’t do well at it. I keep trying and find a new way that might work. I don’t try new things for fear of failing. I try a couple times and give up altogether. Expertise – I am proud and thankful to know a lot about one or more subjects. I am an expert. I know I am good at one or more things, and I am not afraid to share my knowledge with others. I don’t try to be expert at anything. I don’t want to be. Or I pretend to not know anything. My notes to self:
Not Yet Meeting Minimally Meets Fully Meets Exceeds Expectations Creativity -Copied off someone -not really creative -messy and no detail -not best effort -bit messy, some detail -some effort, but not enough -not your best -rushing your work -used creativity to choose topic, not copied -good detail, good effort - -used creativity to choose topic, original, not copied -excellent detail and effort - Use of Class-time -not finished -not using time wisely -talking with friends -wandering around room -passing notes -not getting anything done -sometimes using class time wisely -talking with other groups sometimes -getting some things done -not wandering unless need something -use class time wisely -may take short breaks but working hard -focussed -uses class time wisely and may spend some time at home working Sharing of Knowledge/ Presentation -not explained well -short -not interesting -one partner does all the work -speaking quietly and cannot hear you -looks bored -explained some details -not able to answer questions -both partners share in presentation -presentation was good, answered questions -used a lot of detail -speak loud and clear -enthusiastic about topic -all detail is given clearly and subject is knowledgeable about topic -eye contact with crowd -loud and clear -edited -practiced presentation Explaining/Knowing “WHY” you are doing your topic -“I don’t know” -may have some answers but not able to go into detail -goes into detail about topic and able to answer questions -fully able to answer WHY -knows exactly what they did and WHY -passionate about topic -enthusiastic Ways you can present: Oral presentation -Story Play/ skit -Powerpoint Prezi -Pictures with captions Blog posts -Website Poster -Essay Video -Demonstration
PREPARATION SCORES PRESENTATION SCORES TOTAL Demonstration of understanding of the task Organization of group members’ roles Evidence of math concepts applicable to the task Understanding of the mathematical concepts applicable to the task Overall Presentation Group 1 Members Group 2 Members Group 3 Members Group 4 Members Group 5 Members Group 6 Members
Consider “Why Anti-Semitism” from The Holocaust Chronicle and answer: What is “anti-Semitism”? Describe what happened to the Jews in Europe from 70CE to the 1800s What form has anti-Semitism taken? What link is made between anti-Semitism and the Holocaust? Students to briefly find two differing opinions of Hitler from people at the time: share the opinions and discuss why the opinions differ Students to read Anti-Semitism and consider: What view does Hitler have of the Aryan race? What is his view of Jews? Discuss the flaws of his arguments – students to research “Aryan” and Hitler’s heritage. See extension at end of unit for continued program for gifted students. Police State and Opposition to the Nazis (1 lesson) Aim of lesson is to help students understand the amount of policing that the Nazi Party introduced and also the opposition to the Nazis within Germany. Divide students into 6 groups to research the following topics: The SS Concentration camps The Gestapo Polics, courts and prisons Informers Heinrich Himmler Students only need 10 minutes to informally gather information, appointing spokespeople to share the information. Continuing in the same groups, explore images of Nazi propaganda posters on Nazi Propaganda Posters Each group to select 3 posters and discuss: What can I learn from this source? What is being said or being shown? When was it produced? The Holocaust Encyclopedia Anti-Semitism The Holocaust Chronicle (2000), L Weber (ed) Virtual Auschwitz:
Quantity of sources 10 pts. Document cites 3-4 of sources outlined in the assignment. Document is either one source over or under the required number of sources. Document is two to three sources over or under the required number of sources. Document is four to five sources over or under the required number of sources. Document is more than five sources over or under the number of required sources. Quality /Reliability of Sources 10 pts. All sources cited can be considered reliable and/or trustworthy. Most sources cited can be considered reliable and/or trustworthy. Some sources can be considered reliable and/or trustworthy. Few sources cited can be considered reliable and/or trustworthy. Little or no reliable and/or trustworthy sources cited. Variety of Sources 10 pts. Excellent variety of sources; cites three to four types of sources. Good variety of sources; cites three to four types of sources. Adequate variety of sources; cites three types of sources. Poor variety of sources; cites two types of sources. No variety of sources; cites only one type of source. Writing fluency of annotations 10 pts. All annotations are thoughtful, complete, and well written. Most annotations are thoughtful, complete, and well written. Some annotations are well written but some are lacking in completeness, thought, and /or writing quality. Most annotations are lacking in completeness, thought, and/or writing quality. All annotations are lacking in completeness, thought, and/or writing quality. MLA and Documentation 10 pts. Citations are formatted correctly in the document. There are a few formatting errors in the document’s citations. There are some formatting errors in the document’s citations. There are many and/or frequent formatting errors in the document’s citations. There is little or no adherence to MLA format in the document. Step 6: Understand the difference between direct quotations and paraphrasing Direct Quotation-Quoted exactly as it appears in the article According to Martin Rogers, Yahoo Baseball Writer, “Babe Ruth began his pro career in 1914 as a pitcher for the Baltimore Orioles of the International League” (Rogers 2).
4 Chart # ____ 1 on this chart is = ____ on chart # ____ Birth date and place 16 8 17 Birth date and place Marriage date and place View chart # ____ Death date and place 18 19 2 Birth date and place Marriage date and place 9 Birth date and place Death date and place Marriage date and place 10 5 Birth date and place Death date and place 20 21 Death date and place Birth date and place Marriage date and place 1 Death date and place 22 23 Death date and place Birth date and place 11 Birth date and place Marriage date and place 12 Death date and place Death date and place 24 25 Birth date and place Spouse 6 Birth date and place Marriage date and place Death date and place 26 27 3 Birth date and place Marriage date and place 13 Birth date and place Death date and place Death date and place 14 Death date and place 28 29 7 Birth date and place Birth date and place Marriage date and place Death date and place 30 31 Death date and place 15 Birth date and place logo Death date and place Five Generation Family Tree Chart
7. Review of Nomination • Recommend not submitting the nomination immediately upon completion. Carefully review your nomination the following day and make any necessary corrections. • It takes time, but a well thought out, well prepared nomination is worth the extra effort. 8. Assistance/questions • I am available to assist. • Nomination Forms are available from me by request, or may be obtained from the Golden Eagles website. The form will be provided along with a copy of these notes. 9. Nomination Submission • Submit your nomination to the MSC Secretary, NLT 1 March of the selection Year you want your nominee considered. After 1 March, the nomination goes in the next year’s Register. • E-mail submissions are encouraged. You may consider your nomination accepted AFTER you receive my confirmation of receipt. Mike Malone MSC Secretary 8005 Stewarts Wharf Rd Exmore, VA 23350 757-613-3439 MikeMalone@hughes.net 2
7. Review of Nomination • Recommend not submitting the nomination immediately upon completion. Carefully review your nomination the following day and make any necessary corrections. • It takes time, but a well thought out, well prepared nomination is worth the extra effort. 8. Assistance/questions • I am available to assist where I can. • Nomination Forms are available from me by request, or may be obtained from the Golden Eagles website. The form will be provided along with a copy of these notes. 9. Nomination Submission • Submit your nomination to the MSC Secretary, NLT 1 March of the selection Year you want your nominee considered. After 1 March, the nomination goes in the next year’s Register. • E-mail submissions are accepted and encouraged, as long as the signatures are indicated/verified. You may consider your nomination accepted AFTER you receive my confirmation of receipt. RADM J.R. Batzler, USN Ret MSC Secretary Mar, CA 92014 858-243-3932 jbatzsurf@aol.com 2
Genetic Mutations Poster Task: You will research and find one type of genetic mutation and make a small poster for the mutation. Your poster may be in the form of a “Wanted” poster, a “Missing” poster, an advertising poster, or any other form you want. Details to Include: Your Genetic Mutation Poster should include the following information: The name of the mutation Whether the mutation is a positive, negative, or neutral mutation Details on what the mutation does (what changes occur, or what symptoms occur) Not Yet Meeting Expectations Approaching Expectations Meeting Expectations Exceeding Expectations The mutation is named Stated whether it is positive, negative, or neutral Resulting symptoms of the mutation are partly included Information is incomplete or inaccurate The mutation is named Stated whether it is positive, negative, or neutral Some symptoms of the mutation are included Information is accurate Poster is creative and organized The mutation is named Stated whether it is positive, negative, or neutral Resulting symptoms of the mutation are included Information is complete and accurate Poster is creative and organized The mutation is named Possible causes of mutation and chromosome(s) affected are included Stated whether it is positive, negative, or neutral Resulting symptoms of the mutation are fully researched Information is complete and accurate Poster is very creative, colourful and organized
Setting up Fiction in Genres The list of approved genre abbreviations is listed below. The genres are selected to correspond with a valid marc genre subject heading. Additional genres must be approved via Library Services. Keeping a standard will allow us to communicate efficiently with vendors concerning the processing specs for those who are shelving by genre and allow for consistency for students when they move from school to school. NOTE: Graphic Novels have been classified in our processing as NF – 741.5. You can now choose to have them processed in Fiction. Contact Patty for updating this spec with vendors. The Genre label is placed above the Spine Label. In the library system, the Genre abbreviation is added to the cutter field of the call number. The genre label on the spine is all that is required to indicate the genre. No need to add the abbreviation to the spine call number itself. This makes it easy to change back to regular shelving in the future if desired. Future library orders will have to be placed with separate lists for the genre designation they require. Genre Name Genre Abbreviation to go in 949d Demco Picture Demco Item # Genre Subject heading and thesaurus Adventure ADV P136-2691 Action and adventure fiction - lcgft Fantasy FAN P136-2703 Fantasy fiction - lcgft Fiction FIC P136-2706 None Graphic Novels GRA P136-2709 Graphic novels - lcgft Historical Fiction HIS P136-2715 Historical fiction - lcgft
Humor HUM P128-0563 Humorous fiction - lcgft Mystery MYS P136-2718 Detective and mystery fiction - lcgft Realistic Fiction REL P121-9582 Realistic fiction - local Scary Stories SCA P121-9588 Horror fiction – gsafd (See reference: Scary Stories) Science Fiction SCI P136-2727 Science fiction - lcgft Sports SPO P136-2730 Sports stories -lcsh
Joe is starting to feel guilty for getting so mad. He says "Geez, I feel like a jerk now. I should have known that Tiffany would never cheat on me." Vicky responds, "That's okay. You were upset. Let's just forget about it." Will Tiffany and Joe's next baby be albino? One year later, Tiffany and Joe are discussing whether to have another baby. Tiffany wants to have another child and says "I don't think we'll have another albino child. I think we've used up all our bad luck already and the second baby will be fine." However, Joe thinks that bad luck runs in streaks of three, and he is very worried that they will have another albino child. 4. If Tiffany and Joe have a second baby, what is the probability that this second baby will also be albino? How do you know? II. Were the babies switched? Two couples had babies in the same hospital at the same time. Michael and Danielle had twins, a boy, Michael, Jr., and a girl, Michelle. Denise and Earnest had a girl, Tonja. Danielle was convinced that there had been a mix-up and she had the wrong girl, since Michael Jr. and Tonja were both light-skinned, while Michelle was dark skinned. Danielle insisted on blood type tests for both families to check whether there had been a mix-up. In order to interpret the results of the blood type tests, you will need to understand the basic biology of blood types. Blood Types The ABO blood types are the major blood type classification system which determines which type of blood can safely be used for a transfusion. The four blood types in the ABO system are Type A, Type B, Type AB, and Type O. These blood types refer to different versions of carbohydrate molecules (complex sugars) which are present on the surface of red blood cells. People with: Have: Type A blood Type A carbohydrate molecules on their red blood cells Type B blood Type B carbohydrate molecules on their red blood cells Type AB blood Type A and B carbohydrate molecules on their red blood cells Type O blood Neither A nor B carbohydrate molecules on their red blood cells Genetics of Blood Types
GENRE ACTIVITY SHEET 1 What do we mean by genre? Film is a form of storytelling with its own set of methods and rules which can be followed, or broken, to make the latest feature. The history of cinema goes back more than a century, and in that time countless stories have been told on the screen – from the first silent films to the modern-day blockbuster. This mixture of the predictable and the unexpected is a very useful way of starting to understand film genres. Part of the reason film genres survive is because they are able to offer audiences a mix of the pleasantly familiar and the unusual. When a film is marketed, for example through trailers, websites or poster campaigns, the film’s genre will be suggested in the marketing so that audiences have a sense of what they can expect from the film. This works particularly strongly when a film is part of a series or franchise. There are a number of fantasy films that fit into the ‘series’ or ‘franchise’ model: can you think of any examples? Every frame of a film contains clues that help identify what kind of genre it may be. But genres are not just a collection of ingredients, they are also whole recipes - whole stories in which every bit has a part to play. There are also many ways in which genres can work together, or overlap. VIEWING ACTIVITY For example, watch the two clips from the film Thor: Opening sequence and Coronation ceremony. What genre ‘conventions’ can you spot in each clip? Are they the same or different? Based on these two clips, what genre of film would you expect Thor to be? So what is a film genre, and what different genres might you come across? Working in pairs or small groups, fill in in the following table. What are the key ‘conventions’ that you would expect in films of that type? And what films that you know are an example of each genre?
Examples/Authors Themes Historical Events/Influences Post - Modernism – Characteristics Already completed Magical Realism – Characteristics **character is experiencing daily life routine or experience – some element of the experience relates to magic, supernatural or other “unrealistic” Gary Soto – Buried Onions Salinger – Catcher in the Rye Demonstrates theme, through magical or supernatural plot points during narrative – theme is supported through strategy of magical realism Both traditional and nontraditional themes Science fiction - psych Postmodernist writers – blend fiction with NF Blending of romantic and realistic writing and ideals Fantasy/Comic 1925-1950 – Golden (modernism) 1950-2000- Silver (postmodernism) **reflected changing values of society, culture, etc… in conjunction with MODERNISM and POSTMODERNISM – characteristics the same for each period and corresponds to comics Gold – need a savior – experimentation – Superman and Batman - character is a "savior" but also outsider Silver – embraced more diversity – don’t need savior, we can save ourselves Gold – Depression/WWII Silver – 1950s, 1960s – 1990s – war, feminism, diversity, etc…
Term Definition Term Definition Point of View 3rd Person 1st Person Omniscient Limited -vantage point from which story told -3rd – he, she, it -1st-I, we, us -omniscient – knows all character thoughts Limited – only one character’s THEME Insight about human life that is revealed by an author in the telling of a story and character/plot developments Plot (1081) Exposition Inciting Incident Conflict Development Climax Rising/Falling Action Style (1013) Nonfiction Writing that is based on “true” or factual information/opposite of “fiction” Characterization Direct Indirect Imagery Concrete images also known as sensory details – description that bring up taste, smell, touch, sight, sound in writing Foreshadowing Flashback Atmosphere/Mood “feeling” portrayed by an author within a story or poem or play – created through plot and word choice (diction) Anecdote Rite of Passage
Summarize Authors and Selections: O’Connor (972) Updike (1002) Momaday (1042) Frazier (1118) Tan (1136) O’Brien (1222) Prosperity and Protest (p. 958-967) Development of American English (p. 968) Twentieth Century Drama (p. 1228-1229) Film Selections necessary for Writing Responses: X-Men Series The Crucible **For these selections, students are NA for reading and summarizing author biographies and the two informational pieces listed (on separate sheets of paper!)
photographs of their relatives and children, and includes copies of documents, passports, and other identity documents that became available to him without the owners’ permission. As another example, in a blog post styled in a folk fairytale genre and titled “A Christmas ‘A Fox’s Vine for a male Cinderella’” (n.d.f), Navalny leaks copies of documents showing that a member of the State Duma owns a €2 million property in France. Navalny attaches pictures of the property, maps, quotations from the Facebook correspondence of the Duma member’s son, the son’s picture with the Eiffel Tower in the background, copies of the Property Purchase Contract and other supporting materials. Overall, there are some recurrent features in the way Navalny employs discourse. His language is subversive, highly critical of the government, oppositional, and satirical. So, his blogging identity is informed by alternative oppositional discourses, and it is shaped within those discourses both in response to and for the users of these discourses. As his campaign has shown, young educated professionals are his main audience and supporters. Genre and Identity in Navalny’s Blog The most noticeable change that Navalny’s blog has undergone is a massive proliferation of genres through which Navalny choses to communicate in his blog since 2006 (Navalny, n.d.f). At the beginning, he started, as many other bloggers, using the blog as a personal journal by entering relatively short postings, some of which were of a personal nature and some, political. However, step by step, Navalny the rhetor begins to employ other genres, for example, that of investigative journalism. In the Russian context, this genre can be traced back to the late Soviet period and, in particular, perestroika. For Russian people, this genre is associated with television programmes, such as Vzglyad [Glance/Point of View], and with magazines and newspaper articles, such as the Ogonyok [Little Light], the Argumenty i fakty [Arguments and Facts]. In his blog, Navalny uses techniques characteristic of this style of writing, including direct speech, quotations from official documents and from others’
Examiner’s report 1(b) Stronger answers to this question were able to do three things well. Firstly, they set up the concept of genre for discussion, with reference to writing on the subject from the likes of Altman, Buckingham, Buscombe, Neale, McQuail, Stam, Boardwell, Miller, Goodwin or in some cases, with varying relevance, Propp and Todorov, Mulvey and Barthes, Strauss and Saussure. Level 4 answers generally offered references to writing about the particular genre in question as well as the more general work. Secondly, these higher-marked answers went on to apply these ideas to a range of specific elements of their own chosen production. And thirdly, the extent to which the ideas in the referenced writing fit with the product being analysed would be discussed. Midrange answers would more straightforwardly list generic elements of the work with less reference to theoretical material. Lower level answers would neglect theories of genre altogether and/or lack specific examples. To what extent the production in question adhered to or challenged genre conventions is, at least, required in order for Candidates to be credited for both understanding and applying the concept. An alternative approach is to deal with more institutional aspects of the workings of genre and format. Many answers dealt with narrative theory which is, of course, appropriate – as it is so closely linked to genre – providing candidates explicitly make this connection for the examiner, so it does not have to be inferred in the marking. Clearly, to prepare for all the concepts which may arise in the exam and then
particular manufacturing system. The above expected learner responses are indicative only and relate to just part of what is required. improve the product. The key strategy is to improve the system for existing processes falling below specification and looking for overall improvement to the product. The firm wishes to remain an iconic precast concrete manufacturer operating in its market. Branding is an important part of the success of the firm. It reflects the history of the family business where they are in control of the whole supply chain up to and including retail sales. What is important for the brand is to produce precast building frames of consistent high quality. The quality must be the same from batch to batch and year to year. The learner discusses the rationale for decisions to implement new technologies (or decisions not to implement) and other changes in the manufacturing practices. They discuss changes such as the introduction of factory filters, automated air conditioners and new packaging materials. They discuss the rationale behind the decision to keep the majority of sales in-house, allowing only a limited supply to be sold through other outlets. The learner discusses the importance of the environment on decisions made at the firm, as follows: Environmental impact is a priority in all decisions made at the precast concrete manufacturing firm. This is a value that has been passed down from the previous generation. The firm’s retention of traditional methods and whether they will implement new
Name of veteran _________________________________________ Your relationship to the veteran_______________________________ Branch of service and years served ___________________________ In order to understand the value that veterans bring to our communities, it is important to understand their experiences and perspectives. Applicants will conduct an interview with their veteran parent to gain an understanding of the challenges and sacrifices made by veterans while serving their country. If the family veteran is deceased or otherwise unavailable, a substitute veteran can be interviewed. 1. Please tell me what your job was in the military and what an average day on the job was like for you. 2. Please tell me what motivated you to join the military and what drove you to select the branch you served with. 3. Did you serve overseas while you were in the military? If so, what other countries did you travel to as a service member? 4. Do you think that your time in the military played a part in making you the person that you are today? If so, can you please explain? 5. Some people say that the friends you make in the military are some of the best friends you will ever have. Do you believe this and if so, why do you think it is true? 6. Do you think the American people, in general, are supportive of veterans? If there is room for improvement, what could Americans do to be more supportive? 7. What benefits do you think veterans bring to our community? 8. What are you the most proud of when you look back on your time in the military? 9. If you could give one piece of advice to a young person who is thinking about joining the military what would it be? Part 5: Personal Essay In no more than 250 words, explain what you learned by conducting the veteran interview and why do you feel it is important to honor their service to our country.
Common lab glassware and equipment Return to top Beakers Watch glass 10 mL Graduated cylinder Evaporating dish 100 mL Graduate cylinder Bunsen burner Spatula Scoopula flasks Stirring rod with rubber policeman Volumetric flask Hot plate/Stir plate (with buret stand) Volumetric pipet Iron support ring Pipet pump Digital Buret Buret stand and clamp Plastic (beral) pipet Mortar and pestle Analytical Balances Centrifuges
Gen Ed ePortfolio Integration Rubric Criteria Non-Existent Poor Good Exemplary Showcasing Student Work (Look in student ePortfolios) No work at all. File simply stuck on the page as file. Assignment shown prominently and clearly for the reader. Assignment showcased to positive effect. Signature Assignment and Learning Outcomes (Look in the syllabus) No signature assignment. Unclear if the signature assignment is promoting Gen Ed learning outcomes. Assignment promotes Gen Ed learning outcomes. Assignment clearly articulates how it is promoting Gen Ed learning outcomes. Signature Assignment and ePortfolio Tie-in (Look in student ePortfolios) No work at all. Putting the assignment in the ePortfolio is superfluous—a hoop for students. The assignment and the ePortfolio are tied together in meaningful ways. The assignment and the ePortfolio are fully tied together. Completing the assignment and building the ePortfolio are essentially the same thing. Reflection Prompts (Look in student ePortfolios and/or the syllabus) No reflection. Unclear what the reflection prompt was, or an “add some reflection” kind of prompt. Reflection prompt that provides students some guidance. Reflection prompt that provides students considerable guidance. Multiple effective prompts from which students can choose. Page Design (Look in student ePortfolios) No work at all. Little or no thought was put into page design. Page is moderately engaging, with a title, an intro paragraph that sets context, and clearly separated assignment and reflection sections. Page is very engaging and informative, with a title, graphical elements, introductory paragraph, assignment and reflection sections. The reflection prompt to which the student is responding is put on the ePortfolio page. Signature Assignment Rigor (Look in Student ePortfolios and syllabus) No work at all. Signature assignment is not college-level work Signature assignment is college-level work. Signature assignment is college level work. © Salt Lake Community College. Use permitted with attribution.
LAB TESTING Full set as per standard(s) Functional Climatic Mechanical Electrical safety EMC Assessment Analysis TEST REPORT Delivery address(es): (Company name, Street, Zip, City, Country, Tel., e-mail, Contact name, Title, VAT number) If not same address as mentioned in page 2 Test Report language(s): French Dutch English Not Applicable COMPULSORY FIELD CERTIFICATION REQUESTED CERTIFICATION MARK(S) BENOR-ATG BENOR BOSEC CE-CPR FINCERTIF INCERT I3 ANPI S3 Introduction of a new product Production place (Country, City): For each new product, enclose a detailed description with this request New product variant Variant reference: Certified product reference: Certificate Nature of the variation: Enclose details of the differences with original product Modification of an existing product Certified product reference: Certificate n°.: Nature of the modification: Enclose details of the differences with original product. Electric/electronic Mechanical Software Labelling & marking Other Certificate renewal Certified product reference: Certificate n°.:
Mar 5 – Mar 9 UNIT EXAM #1 is scheduled the first class day of this week Last Day to Withdraw is Friday, March 9 UNIT EXAM #1: Perspectives and Chps. 1 - 4 Consciousness Lilienfeld: Chapter 5 Mar 12 – Mar 15 SPRING BREAK Mar 19 – Mar 22 Consciousness Lilienfeld: Chapter 5 Learning Lilienfeld: Chapter 6 Homework Assignment #2 and Homework Assignment #3: Classical and Operant Conditioning Mar 26 – Mar 29 Homework Assignments #2 &# 3 due last class period QUIZ 3: LEARNING will be the last class day of the week Learning Lilienfeld: Chapter 6 TEST 2 REVIEW Apr 2 – Apr 5 Memory Lilienfeld: Chapter 7 Apr 9 – Apr 12 QUIZ 4: MEMORY will be the first class day of the week Memory Lilienfeld: Chapter 7 Intelligence Lilienfeld: Chapter 9 Apr 16 – Apr 19 UNIT EXAM #2 is scheduled on the last class day of this week Intelligence Lilienfeld: Chapter 9 UNIT EXAM #2: Chps. 5, 6, 7, 9 FINAL EXAM REVIEW Apr 23 – Apr 26 Homework Assignment #4 due the last class day of the week Personality Lilienfeld: Chapter 14 Homework Assignment #4: Personality Paper Apr 30 – May 3 Psychological Disorders Homework Assignment #5
Name Company Address Phone Ext. City, State, ZIP FAX Cell E-mail address Registration & Additional Attendees ____ @ $90 ea. ____ Number attending Thursday dinner Name Names Name Guest /Spouse ____ @ $70 ea. Includes Thursday Dinner Name Golf Outing ____ @ $65 ea Name (Sign-up Deadline for Golf is 4/25/18) Name Registration $______________ Guest / Spouse $______________ Golf $______________ TOTAL Submitted $______________
EPA ID NUMBER: MTR000206789 - GENERATOR NAME: ACUREN INSPECTION Page __ of __ PART TWO – Waste Identification (See Instructions) (Make copies of this sheet for additional pages.) A B C D E F G H Line # Is this Remediation Waste? Place ‘X’ in box if Yes Description of Waste EPA Hazardous Waste Codes (D001, D002…) Amount of Waste Generated Unit of Measure Amount Shipped Off-Site Waste Minimization Code (see Instructions, page 4) Transporter (T) EPA ID Number (#) & Name Density Receiving Facility (R) EPA ID Number (#) & Name □ T # T Name lbs/gal sg R # R Name □ T # T Name lbs/gal sg R # R Name □ T # T Name lbs/gal sg R # R Name □ T # T Name lbs/gal sg R # R Name □ T # T Name lbs/gal sg R # R Name □ T # T Name lbs/gal sg R # R Name Comments Revised 2016
Katz I, Komatsu R, Low-Beer D, Atun R (2011) Scaling Up Towards International Targets for AIDS, Tuberculosis, and Malaria: Contribution of Global Fund-Supported Programs in 2011–2015. PLoS ONE 6(2): e17166. Site Visit 4: The WTO Understanding the WTO: Chapter 1 of Promoting access to medical technologies and innovation: Intersections between public health, intellectual property and trade. WHO, WIPO, WTO. At Site Visit 5: The WHO SHOC (Strategic Health Operations Center) Room About the SHOC Room: International Health Regulations: Areas of Work for Implementation. At The PLoS Medicine Editors (2007) How Is WHO Responding to Global Public Health Threats? PLoS Med 4(5): e197. Ross AG, et al. Planning for the Next Global Pandemic. 2015;38:89-94 Site Visit 6: MMV, the Medicines for Malaria Initiative About MMV: Achievements and challenges: Hemingway J, Shretta R, Wells TNC, Bell D, Djimdé AA, Achee N, et al. (2016) Tools and Strategies for Malaria Control and Elimination: What Do We Need to Achieve a Grand Convergence in Malaria? PLoS Biol 14(3): e1002380. 4. POLICY CASE COMPETITION The 22 global health fellows will be divided into teams to work on a specific policy challenge related to the upcoming pilots of the RTS,S malaria vaccine. You will meet up in your teams during the first half of the internship to develop your policy solution. You are encouraged to consult with technical experts in vaccines and malaria at WHO (in your team, at least one fellow will be interning in the WHO Department of Immunization, Vaccines and Biologicals). Each team will give a presentation to a panel of experts from the Global Fund, GAVI, and UNITAID—these three organizations are, for the very first time, working closely together on financing the country pilots. Further details to follow. Suggested background readings
Map Assignment: Latin America Label all the following countries and islands on Map 1 (political map) Mexico Guatemala Belize El Salvador Honduras Nicaragua Costa Rica Panama Cuba Jamaica Haiti Dominican Republic Puerto Rico Falkland Islands Tierra del Fuego Hispaniola Brazil French Guiana Suriname Guyana Venezuela Columbia Ecuador Peru Bolivia Paraguay Uruguay Argentina Chile Label the following features on map 2 Atlantic Ocean Pacific Ocean Caribbean Sea Gulf of California Gulf of Mexico Strait of Magellan Cape Horn Isthmus of Panama Amazon River Rio Grande (Mexico) Rio de la Plata Lake Titicaca Amazon Rainforest Pampas Patagonia Yucatan Peninsula Baja California Mexican Plateau Andes Mts Brazilian Highlands Guiana Highlands
Final Results 1. MARGVELASHVILI, Vazha (GEO) 2. CARGNIN, Daniel (BRA) 3. JEAN, Daniel (FRA) 3. AKHADOV, Shakhram (UZB) 5. KHOJASTEH, Alireza (IRI) 5. GIUNASHVILI, Lasha (GEO) 7. MENAGED, Yarin (ISR) 7. TCHIKAIDZE, Niko (GEO)
1. Name three points in the diagram that are not collinear. 2. If RS = 44 and QS = 68, find QR. 3. R, S, and T are collinear. S is between R and T. RS = 2w + 1, ST = w – 1, and RT = 18. Use the Segment Addition Postulate to solve for w. Then determine the length of 4. If AB = 19 and AC = 32, find the length of Fill in the correct word(s) to make the statement true. 5. Mathematical statements that are assumed to be true are called ______. BC = 7x – 13, AB = 4x + 26, B is the midpoint of . 6. Find AB and BC in the situation shown above. 7. mJHI = ()° and mGHI = ()° and mJHG = 65°. Find mJHI and mGHI. 8. The measure of angle A is 98°. Classify angle A as an acute, right, or obtuse angle. 9. The nonshared sides of two adjacent angles form a pair of opposite rays. The angles are _________. a. acute b. complementary c. a linear pair d. vertical angles Complete the conditional statement to make a true statement. 10. If and are complementary and °, then 11. If and are supplementary and °, then ________. 12. Solve for x: 13. form a linear pair. °. Find . 14. Name a pair of vertical angles in the figure above. 15. Name an angle supplementary to in the figure above. 16. Complete the statement. A regular polygon is both _______ and equiangular. 17. The expressions represent two side lengths (in meters) of a regular octagon. Find the length of a side of the octagon. 18. The expressions represent two angle measures of a regular pentagon. Find the measure of an angle of the pentagon. 19. Complete the table. n 1 2 3 4 5 6 nth number 1 3 5 ? ? ? 20. Rewrite the statement in if-then form. Every triangle has three sides. 21. "If an obtuse angle is bisected, then two acute angles are obtained." Write the converse of this conditional statement. Is the converse true?
Kuum Graduate Engagement Opportunities 2011-2015 Participating Graduate Students Summary Participating organizations: 42 Total participants: 62 Humanities: 27 (~44%) Social science (includes Anthropology and Poli Sci): 29 (~47%) STEM: 6 (~10%) Alumni who have graduated from/left NU since participating: 9 Working alumni with TT academic jobs: 2 Working alumni with alt-ac/non-ac jobs: 7 African American Studies Dwayne Nash – Appleseed Fund for Justice (F2011) Claudia Garcia-Rojas – Chicago Taskforce on Violence Against Girls and Young Women (S2014) Anthropology Pilar Margarita Escontrias – Field Museum (F2011) Nurhaizatul "Zat" Jamil – Kuumba Lynx (S2012) Dario Valles – AFCSME Council 31 (S2011) Bonnie Bright – Birthing Project USA/Home Care for Disabled Women (S2013) Jessica Pouchet – Field Museum (S2014) Kimbely Seibel – United African Organization (S2011) Matilda Stubbs – Rice Children and Family Center (W2011) Sarah Taylor – We Farm America (W2011) Art History Emilie Boone – Museum of Contemporary Photography (S2013) Faye Gleisser – Chicago Video Data Bank (S2013) Civil Engineering
Learning and Organizational Change Stanley Fong – Youth Organizations Umbrella (F2014) Learning Sciences Alki Antonopolou – Museum of Science and Industry (S2015) Mechanical Engineering Fan Zhou – City of Evanston, Office of Sustainability (S2013) Media, Technology, and Society Robin Hoecker – National Veterans Art Museum (S2011) Music Studies Liz Pryzbylski – American Indian Center (S2011) Philosophy Evan Dutmer – Evanston Scholars (S2015) Performance Studies Derek Barton – Bloomingdale Trail (W2011); Technical Writer, Society for Critical Care Medicine Lisa Biggs – Grace House (S2013); Asst. Professor, Michigan State University Margaret Lebron – Center for Civic Reflection (S2013) Patricia Nguyen – Asian Human Services (S2013) Kantara Souffrant – Field Museum (S2011) Justin Zullo – Kuumba Lynx (S2012) Political Science Emily Alvarez – A Just Harvest (S2012); National Opinion Research Center Nick Dorzweiler – The Public Square, Illinois Humanities Council (S2011) Jennifer Forestal – YouthMuse (S2012) Rahul Mediratta – Heartland/Northern Tier Anti-Trafficking Consortium (S2015) Andre Munro – Project on Civic Reflection (S2012) Maavi Norman – RISE International (S2011) Ayuko Picot – Pan-African Association (S2011) Alison Rane – The Public Square, I.H.C (S2011); Prospect Manager & Research Analyst, Loyola University Désirée Weber – Chicago Debate Commission (S2012) Psychology Christopher Schmader – Chicago Public Schools (F2014)
6. The Commission shall establish its own rules, including rules for the presidency of the Commission and the presidency of the Chamber. Those rules shall ensure that the functions of the President of the Commission are exercised at all times and that, in the case of an inquiry, they are exercised by a person who is not a national of a Party to the conflict. 7. The administrative expenses of the Commission shall be met by contributions from the High Contracting Parties which made declarations under paragraph 2, and by voluntary contributions. The Party or Parties to the conflict requesting an inquiry shall advance the necessary funds for expenses incurred by a Chamber and shall be reimbursed by the Party or Parties against which the allegations are made to the extent of 50 per cent of the costs of the Chamber. Where there are counter-allegations before the Chamber, each side shall advance 50 per cent of the necessary funds. [The two instances of the number “50” are spelt out as “fifty” in the Protocol.] Article 91 - Responsibility A Party to the conflict which violates the provisions of the Conventions or of this Protocol shall, if the case demands, be liable to pay compensation. It shall be responsible for all acts committed by persons forming part of its armed forces. PART VI FINAL PROVISIONS Article 92 - Signature This Protocol shall be open for signature by the Parties to the Conventions six months after the signing of the Final Act and will remain open for a period of twelve months. Article 93 - Ratification This Protocol shall be ratified as soon as possible. The instruments of ratification shall be deposited with the Swiss Federal Council, depositary of the Conventions. Article 94 - Accession This Protocol shall be open for accession by any Party to the Conventions which has not signed it. The instruments of accession shall be deposited with the depositary. Article 95 - Entry into force 1. This Protocol shall enter into force six months after two instruments of ratification or accession have been deposited. 2. For each Party to the Conventions thereafter ratifying or acceding to this Protocol, it shall enter into force six months after the deposit by such Party of its instrument of ratification or accession. Article 96 - Treaty relations upon entry into force of this Protocol 1. When the Parties to the Conventions are also Parties to this Protocol, the Conventions shall apply as supplemented by this Protocol.
PLANNING AND EVENT Source: When you are planning an event, you need to do the following: Get permission to hold the event – ‘event permit’ if it is in a public place Event safety – information and resources for you to ensure the safety of everyone attending your event Event traffic management Licences you may require for your event – information on other licences or permits such as food licences Waste management – produce a waste management plan Resource consents are permits issued by Auckland Council for activities that affect the environment. The council is required by the Resource Management Act to make sure that environmental effects are managed well. Every day, people apply for resource consents for activities such as subdividing their property, building a new house, discharging wastewater or stormwater, moving earth or releasing discharges into the air. There are different regulations about these activities based on the area where you live, under the district plan for that area. RESOURCE MANAGEMENT ACT 1991 cited at The Resource Management Act (usually called the RMA) is the main piece of legislation that sets out how we should manage our environment. It’s based on the idea of the sustainable management of our resources, and it encourages us (as communities and as individuals) to plan for the future of our environment. This doesn’t mean that we have to get rid of our cars, stop building things and plant only native trees on our farms. The RMA is really more concerned with managing the effects our activities have on the environment so that the environment doesn’t suffer. We need to think about how our activities today can affect the future – to keep our eyes and ears open and to do what we can to stop other people’s behaviour that might damage the environment. The RMA also encourages us to get involved in deciding what’s best for the environment. Perhaps most importantly, the RMA expects us to tell our local councils what we value about our environment, so that they can look after it for us. This is because we – as locals – are best placed to know our own surroundings, and we should be involved in deciding what needs to be protected and how. While the RMA provides a guide to what’s important in our environment, it generally leaves the decisions about how to manage the environment in the hands of the local community. If you need to obtain resource consent, then the consent authority (Auckland Council) should also explain how to go about talking with people who might be
Step 2 Construct an angle congruent to X on each segment. Measure the distance from each segment to point P and mark off this distance on the corresponding ray to locate the image of the new segment. Step 3 Connect the image of the segment. Rotations in the Coordinate Plane Example 5: Drawing Rotations in the Coordinate Plane Rotate ΔJKL with vertices J(2, 2), K(4, –5), and L(–1, 6) by 180° about the origin. Graph the preimage and image. The rotation of (x, y) is (–x, –y). Example 6: Rotate ∆ABC by 180° about the origin. The rotation of (x, y) is (–x, –y).