zilongwang/ReadingBank huggingface dataset:
Bluebonnet Trails Community services 711 N College St Georgetown, Texas 512-863-8968 Adolescent and adult IOP in several locations in Williamson County. Medication Assisted treatment is now available in Georgetown and Round Rock locations. Integral Care ambulatory detox Austin 512-804-3465 Pregnant, IDU priority; Narcotics--Methadone, alcohol, no-benzo only detoxes. Christian’s Farm Treehouse 3804 Riverside Trail Temple, TX 76502 254-933-9400 Clients attend multiple groups a day, and focus on topics such as anger management, parenting/life skills, substance abuse. They also see a counselor individually once a week. There is Bible study M-F from 8-9, and this is not required, however clients are required to attend church on WED and SUN. Client can also request a spiritual encourager, whose role is the assist them with the spiritual aspect of recovery. They meet with them once a week. 12 Step program – they attend Big Book studies and meetings TWICE a week. Daily chores are required also. Discharge- main focus is to assist with setting up sober living. They do not have the resources to assist with housing or employment. Cenikor Residential Detox and treatment 2410 Howard Ln, Austin, TX 78728 · (512) 341-9769 HHSC funded residential detox and treatment in the Austin area
into retirement. The program also supports individuals experiencing personal difficulties or mental health issues, such as depression, anxiety, substance abuse, PTSD, anger and family breakdown. We are not counsellors, but can be someone you can talk to and discuss professional help in your local area such as counsellors, psychologist, psychiatrist and other help providers. Your first call is often your G.P. Statistics tell us that one in five people experience one form or other of mental health illness and reaching out for help is essential to good health. Confidentiality All conversations are strictly confidential. Information about you is not shared with anyone unless authorised by you. Contact details Just make a call: FRNSW Retirees Peer Support Program Wellbeing Co-ordinator 9265 3910 Website & Gmail address: Or, just give us a call. 0477 342 750 (Duty Officer) Retirees Peer Support Team Members: Graham Manners Keith Hall Mark Wilson John Bedford Bob Gouttman Chris. Jurgeit Scott Kelly Greg. Reid Phillip Vale Garry Evans Paul McIvor Robert Smith Dean McHardie Marcus Baker Professional Support providers Beyondblue beyondblue.org.au 1300 224636 Life line lifeline.org.au 131114 Directory of services Palliative care NSW palliativecarensw.org.au (Website will show contact in your area) Black Dog Institute Handy check list prior to retirement Check with your superannuation provider for any requirement prior to retirement Consider having a well check prior to retirement with a psychologist .A retired peer can talk to you about options. Consider age care (Will, Power of attorney, guardianship) Set goals for retirement Volunteer work University/TAFE degrees Hobbies Sport Health … Gym, sport, walking It can be very easy to become ‘twice the person you used to be’. Do not under estimate the importance of family and friends Make an effort to stay in touch with FRNSW by: Joining Fire Brigade Retirees association. Log onto their website for list of functions. Join in on the coffee/breakfast mornings and regional retirees B.B.Q’s For more information contact a retired peer support member.
•Not eating or eating too much •Feeling like you have no control •Needing to have too much control •Forgetfulness •Headaches •Lack of energy •Lack of focus •Trouble getting things done •Poor self-esteem •Short temper •Trouble sleeping •Upset stomach •Back pain •General aches and pains The body responds to stress by releasing stress hormones. These hormones make blood pressure, heart rate, and blood sugar levels go up. Long-term stress can help cause a variety of health problems, including: •Mental health disorders, like depression and anxiety •Obesity •Heart disease •High blood pressure •Abnormal heart beats •Menstrual problems, Acne and other skin problems Quick Quiz: 5-minute Stress Test DO YOU FREQUENTLY: YES NO Neglect your diet? Try to do everything yourself? Blow up easily?
•Exercise daily. •Evaluate your bedroom to ensure ideal temperature, sound and light. •Sleep on a comfortable mattress and pillows. •Beware of hidden sleep stealers, like alcohol and caffeine. •Turn off electronics before bed. For more on sleep visit: sleepeducation.org and sleepfoundation.org *Blood Pressure *Cholesterol A total cholesterol score of less than 180 mg/dL is considered optimal. *Fasting Blood Glucose 100 or lower *Body Mass Index Greater than 18.5 and less than 25 BMI Calculator *Discuss these numbers and how to manage these with your health care provider. My Wellness Plan Things I do well and need to keep doing:
6.Focus on living in the present moment. Embrace the reality (good or bad) of this very moment. To do so l) make peace with the past and 2) accept the uncertainty of the future. Worry has no place in the here and now. 7.Focus your effort on doing what you can every single day to improve your life and the world around you. These small steps are all it takes to make the world a better place. If you believe in what you want to make happen…be realistic but don’t give up.
* * * CIS Step 2 * * * Question Generation Question Generation: How Pig Guts Became the Next Bright Hope for Regenerating Human Limbs Para- graph # Questions Check relevant categories below + Impact Society - Impact Society Ethical issues New discovery * * * CIS Step 3 * * * Final Written Response to Complex Text-Based Question According to the text and extended text discussion, which factor is most likely the primary concern when conducting scientific research for new discoveries? The Final Written Response will be used as an assessment for student learning.
being able to contribute to make this possible. It is a mutually gratifying experience that is necessary as we strengthen the core values of 'importance' in our community.” - Gerry and Delia O’Hare, Borrillos Pizza & Subs Current and Previous Business Partners: The Conch House Flagler Hospital Council on Aging Dog Rose Brewing Co. Publix Bealls Outlet Caddy Shack Restaurant Casa Monica Hotel Borrillos Pizza and Subs Rhythm and Ribs, Celtic, and Seafood Festivals Old City House Restaurant and Inn American Legion Job Skills Students Have Performed Washing dishes Change and empty trash Food prep (slicing, portioning, Mopping and sweeping Rolling Silverware Serving Food/drinks Clean and bus tables Break down boxes for trash Wipe down carts for food delivery/chairs/counters Change and empty recycling containers Clean Storage room Collect trays in cafeteria Prepare lunch trays Merchandising (check and correct sizes, organize racks) Organize hangers in backroom Dusting Change displays Restock inventory Tag and prepare merchandise Squeegeeing windows Raking Filing and shredding Light office work Event Set up (Setting up and dressing tables, moving and setting chairs, floorplan set up) Bagging groceries Collecting grocery carts Assisting customers with bringing groceries to their car Blocking/straightening store shelves Restocking produce and Cleaning produce shelve Restocking “go back” items Program Requirements Students must: Have met all requirements for graduation Be a current client of become a client of Vocational Rehabilitation Have no behavioral issues Have consistent attendance Have the desire to learn job skills through unpaid work experiences and hands on training
P2O5 0.06 0.32 0.23 0.27 0.17 LOI 0.08 0.10 0.35 0.42 1.97 (1) Calculate Mg# assuming FeO (total) is all Fe2+ Mg# 61.76 (2) Recalculate FeO and Fe2O3 assuming that Fe2O3 is equal to 25 percent of FeO total Fe2O3 3.06 FeO 8.25 (3) Recalculate Mg# using recalculated FeO Mg# 68.29 Is sample likely to be primitive mantle melt (Mg# > 65)? yes Exercise 3. Calculating normative mineralogies Calculate the normative mineralogy for each of the samples in the table below using either the spreadsheet from , or by making your own spreadsheet to complete the calculations. Assume Fe 3+ = 25% of the total reported Fe. Oxide (wt. %) CN-4 CN-6 IL-4 IL-5 IL-1 SiO2 48.6 50.4 58.21 66.8 70.6 TiO2 0.65 0.83 0.66 0.4 0.25 Al2O3 14.4 20.0 17.6 15.7 14.9 FeO (total) 11.0 9.6 6.45 3.76 2.00 MnO 0.2 0.18 0.14 0.08 0.12 MgO 9.97 3.69 3.34 1.5 0.68 CaO 11.3 11.4 7.62 4.17 2.89 Na2O 1.78 2.38 3.43 4.28 4.14 K2O 0.35 0.47 1.12 1.99 2.3 P2O5 0.06 0.32 0.23 0.27 0.17 LOI 0.08 0.10 0.35 0.42 1.97 Total Recalculated Fe2O3 and FeO (remember that Fe2O3 = FeO/0.9)
The following summaries are returned in JMP. Conditional Distribution of Survival | Traveling Alone Next, consider briefly the effect of Traveling Alone on the likelihood of survival. The following describes the conditional distribution of Survival | Traveling Alone Question Which predictor, Gender or Traveling Alone, is better in explaining the likelihood of survival? Explain. Conditional Distribution of Survival | Ticket Fair (notice the predictor in numerical here) I suppose a scatterplot type plot could be created and in doing might look something like the following. This scatterplot does not really provide much insight into the effect of Ticket Fair on the likelihood of survival. On the other hand, the plot below provides a great deal of information. Logistic modeling can be used as a simplistic classification algorithm. Question From the plot above, what can we say about the likelihood of survival condition on the Ticket Fair? Discuss. Observations could be misclassified as well. In the following plot, the survival of 3 observations has been misclassified. Here, one individual who paid a low ticket fair actually survived and two
Handout 4: Sample Progress-Monitoring Meeting Agenda (15–30 minutes) Note: This is a sample protocol. Teams should modify the agenda as needed to fit their schedule, team structure, and so on. Roles Recommended Team Members Facilitator: Explains the purpose of the meeting and keeps the participants on task. Intervention Provider: Discusses implementation and student progress in the intervention. Scribe: Takes informal notes and tracks brainstorming ideas in a visible space. Timekeeper: Times each section of the meeting and helps the team adhere to the allotted time. Note-Taker: Takes formal notes for documentation using a template. Referring staff member Intervention provider Content specialist Coach Administrator Classroom teacher School psychologist Social worker Special educator Parent (as available and appropriate) Step Who Time Compile and bring graphed progress-monitoring data, sample progress-monitoring probes, relevant work samples, and diagnostic data (if needed). Intervention provider Before meeting Summarize the student plan and discuss implementation of the plan Facilitator 2 min. Review progress-monitoring data and additional data Intervention provider 3–7 min. Group questioning and hypothesis Team 3–5 min. Problem-solve, prioritize, and plan Team 5–10 min. Wrap-up and next steps Facilitator 2 min.
A print-out of this data confirms that this IF-THEN statement is working as intended. PROC PRINT DATA=Medicare; VAR ObsNumber line_srvc_cnt Total_line_srvc_cnt; RUN; You are now ready to stream the entire dataset. Simply remove the obs=100 line and change the statement as shown. Modification to INFILE Statement Modifications to OUTPUT statement INFILE ‘ <file location> / <file name> ‘ lrecl=32767 dlm='09'x pad missover firstobs = 3 dsd obs=100 end = EOF ; IF EOF THEN OUTPUT; or IF MOD(ObsNumber,1000000) = 0 OR EOF THEN OUTPUT; After the modifications specified above are made to the INFILE and OUTUT statements, the following output is obtained. Note: The compound IF Statement was used for this output, i.e. IF MOD(ObsNumber,1000000) = 0 OR EOF THEN OUTPUT; The Total Number of Services Provided in this dataset is determined to be 2359294147.3. One final comment is that SAS has the ability to completely “skip” actually creating a dataset in this process. The processing of creating a dataset is done, but the output will be placed directly into a LOG and, generally speaking, the data is not available beyond these initial computations. Standard Approach for Creating a SAS Dataset DATA Medicare : : RUN; Creating an Internal SAS Dataset DATA _NULL_ : : RUN;
• • Adult leaves (arrival/ departure) Adult is nearby (centers, table activities) Whines and cries • • • Adult goes to her Consoled by adult Adult rubs back, rocks, or holds her Function: Adult attention Preventions New Skills Responses
Thermodynamics Thermodynamics: macroscopic properties of equilibrium systems Empirical on 4 Laws and “simple” mathematics 0th Law Temperature (T) 1st Law Energy (U) 2nd Law Entropy (S) 3rd Law Numerical Value to Entropy Describes   
Operational definition of temperature (t) Need: (1) substance (2) property that depends on t (3) reference points (4) interpolation scheme between ref. pts. Example: Ideal Gas Thermometer with the Celsius scale. Based on Boyle’s Law lim p t for fixed t depends on t the substance is a gas the property the boiling point and freezing point water are the reference points the interpolation is linear p 0 f(t)=f(0 C)(1+At) Experimental result: A = 0.0036609 = 1/273.15 -273.15 0 100 C Note: C special t C is called the absolute zero, f
Use pictures or real objects to demonstrate the meaning Use dialogs, tell a story, or talk about an imaginary situation to show how to use the grammar. Explain the rule simply, clearly, and briefly. Don’t get carried away! I hear and I forget. I see and I understand. I do and I remember. ~ Confucius Imagine that your students are about to study comparative adjectives for the first time. (“Bill is older than Tom. Kittens are cuter than spiders.”) Brainstorm about how you could introduce and illustrate the use of these forms without speaking the students’ native language. 2. Practicing the new grammar: Use plenty of guided practice! It takes many practice activities to be able to use new language well. Just doing a few fill-in-the-blank exercises is not enough. Emphasize productive practice. As you plan, ask yourself: “In my lesson, will the students produce the language that they’re learning?” A large part of the practice should be productive (rather than only receptive or mechanical). Good practice requires thought, choices, and struggle on the students’ part. Create context: “Set the stage” for an activity by describing a situation when students might really use this language. Make it come alive. Practice makes perfect. (Lectures just make you sleepy.) Some ways to practice grammar Sequence: Examples:
We should now find the image files along with the XML “manifest” under My Documents\MetroCAD. Creating the Basic Browser Now that we have the data we want to browse stored in a place that’s accessible to a WinRT, we can go ahead and create our basic browser. Visual Studio 2012 provides some excellent foundational project templates for WinRT apps. The one that best fits our purposes is the Grid View template. We’re not going to go through the detailed process of adding all the functionality we need to this project, but we will be looking at areas of code that are implement various interesting capabilities. If you really want to see all the differences in detail, you might create a basic Grid View app and then perform a “diff” with the files in the finished project. The first “big ticket” item is to adjust the data-source for our items to reflect the data we want to store for each DWG. Then it’s clearly necessary to go ahead and adjust the XAML to bind to this data in various locations. Now we’re going to take a look at various interesting features of Windows Store apps, to see how they can be implemented in our MRU browser app. Semantic Zoom Semantic zoom is an interesting capability for any app that’s display lots of data. It lets the user “zoom out” on the data, showing it at a lower level of detail. For instance, rather than having the items listed with larger icons and their title (which is already a level of detail less than the full item view) we can implement a view that just shows smaller thumbnails for all the DWGs accessed on a particular day. Pinch-zoom A “zoomed in” view with the associated “zoomed out” view. Some work is needed from the developer to support this view: they basically need to add a SemanticZoom element with ZoomedInView and ZoomedOutView sub-elements for the respective views. The user can choose to display this view by simply pinch-zooming the display (or pressing the Ctrl key and using the mouse-wheel if relying on mouse and keyboard).
Handout 1B The SIHLE Pact I, agree to: Commit to the SIHLE Program. Do my best to attend all workshops. Do my best to be on time. Participate in workshop activities. Listen Share Take part Support my SIHLE Sistas. Keep ALL personal information confidential. Try not to interrupt. Give everyone a chance to speak. Respect each other’s differences – don’t judge. Sign your name: Date: ____________________
Handout 1 Session 2 Ever wonder what it was like to be a young person in your parent’s day and age—back in the “old days” before smart phones and the Internet? Do you think your parents had to make tough decisions about whether to use tobacco? Now is your chance to find out. Your assignment is to ask a parent (or another adult you know) the questions listed below. Write the answers on this sheet. You will share the information with your class in the next CATCH My Breath session. Name of person you are interviewing and their relationship to you. ______________________________________________________________________ Adult Interview Have you ever felt pressured to try cigarettes, E-cigarettes, or other tobacco products? If so, what did it feel like to be pressured into trying those products? Did you give into pressure? If not, how did you resist the pressure? Guess True or False: E-cigarettes contain nicotine ________ Nicotine is nearly as addictive as heroin_______ E-cigarette “smoke” is water vapor _______ E-juice can be fatal to babies and toddlers_______ Teen brains get addicted to nicotine more easily than adult brains _______
E4 Create a Tool Palette and Tools This exercise explains how to create a new tool palette with some new tools. Open the Sample Drawing.dwg file from C:\Datasets\Thursday\AC2075-L AutoCAD Customization Boot Camp No Experience Required if you do not already have it open from the previous exercise. Display the Tool Palettes window if it is not displayed yet from the previous exercise. On the ribbon, click View tab >> Palettes panel >> Tool Palettes. On the Tool Palettes Window, right-click over a tab and click New Palette. In the in-place text editor, enter My Tools and press Enter. Click and drag the hatch object located in the walls along the right side of the drawing, and move the cursor over the My Tools palette. Release the button on the mouse to create a new hatch tool based on the properties of the selected hatch object Click and drag the dimension from the left side of the drawing to the My Tools palette. You should now have two new tools on the My Tools palette. In an empty area of the My Tools palette, right-click and click Customize Commands. In the Customize User Interface (CUI) Editor, in the Command list, select Action. Click and drag the Action command from the Commands list to the My Tools palette. Release the mouse button to add the Command tool. Note: You might need to move the Customize User Interface (CUI) Editor to see the My Tools palette. In the Customize User Interface (CUI) Editor, click Cancel. On the Tools Palettes window, right-click over the Action tool and click Properties. In the Tool Properties dialog box, Command String field, change the text to ^C^CDR36-90 and click OK. At the Command prompt, enter explorer and press Enter. Navigate to the C:\Datasets\ Thursday\AC2075-L AutoCAD Customization Boot Camp No Experience Required folder.
Structural Analysis with Autodesk® Revit® Structure Models Mike King – Odeh Engineers, Inc. SE2564 More than seven years ago, we started our first Autodesk Revit Structure software projects with the promise that we would be able to send our models to the analysis package of our choice, size all our members, bring it all back into Revit, and save ourselves countless hours of work. All these years later, we’re still working on it. The good news is that we’re a lot closer. Revit Structure 2012 offered a totally redesigned analytical model that is identical to that found in Autodesk® Robot™ Structural Analysis. Revit Structure 2013 further improves on 2012 in truly beneficial ways. We will look at how the Revit analytical model relates to the physical, which settings affect design, and how things translate between packages. We will show you best practices for a couple of tools as well as tips and tricks to streamline the workflow and truly capitalize on this promise of Building Information Modeling (BIM). Learning Objectives At the end of this class, you will be able to: Visualize and manipulate the Revit Structure analytical model and explain how the physical and analytical models interact Round-trip models and member sizes to external analysis packages Examine load paths and member reactions using Revit Extensions Reduce duplication of effort and increase productivity when modeling About the Speaker Mike King is a software engineer proficient in Microsoft® .NET technology. He has a background in civil/structural engineering and in-depth experience in .NET development of all types. He has worked to customize AutoCAD® from Visual LISP® and VBA to ObjectARX® and Microsoft .NET, and has significant experience with the Revit® Structure API. At Odeh Engineers, Inc., he has developed both line-of-business applications, such as a corporate intranet that incorporates CMS, CRM, and PM functionality, and specific-needs applications such as custom tablet PC tools for documenting field conditions. At Odeh Engineers Mike has collaborated with Autodesk on a number of subscription based Revit extensions. kingm@odehengineers.com
Reset Clip – Self explanatory View Right – “Rights” the view Fitters: Leica does have a pipe fitting toolset in CloudWorx, although it seems to be way behind what is present in Cyclone. Pipe – Works pretty well Connect Pipe – Works ok at best Flange – Works ok at best Section – Haven’t been able to get any use out of this tool Rendering: This is all about how the points are displayed in Revit. Regenerate – Regenerates the points after changing settings Point Visibility – Toggles points on or off Point Density – Lets you set point density options, though not as intelligently as I’d like to see Point Coloration Options – Hallelujah! This is the biggest win in CloudWorx for me. As someone who has worked with a lot of scans in a lot of software, I’ve learned that point coloration is one of the most important tools to help end users understand what they’re seeing and make the right decisions. Since CloudWorx is based on Cyclone, those advanced options like X, Y, or Z range color mapping are all there in addition to the basic ones we all expect (but don’t get in Revit without CloudWorx). Information: Location at Pick, Location of Cloud, etc… These tools are useful for setting up coordinate systems in Revit, and the angle to true north can be manually figured out by measuring multiple locations. To BIM or not to BIM The long and short of it is that you don’t always need a BIM. Begin with the end in mind is always a good mantra, and that is no different with Scan to BIM workflows. Ask yourself WHY you want to model something you’ve scanned. What is your use case, and can the scan data serve that purpose as is? Use Cases Analysis – You need to model it Demolition – You need to model it Documentation – You need to model it As built verification – No need to model Coordination – No need to model Etc… Scans in a coordination environment So, we mentioned coordination and that usually means Navisworks. Scans are fantastic for coordination work. Whether you’re trying to as-built existing conditions or something you’ve
For more information on recruitment and the contents of a job posting, please refer to page vii. For an example of a job posting form, please refer to page ix. RECRUITMENT AND HIRING STEPS Designing and Conducting Interviews WHAT IS A JOB INTERVIEW? A job interview is a tool for determining whether a job candidate is a good match for a job opening. It is a conversation typically conducted face-to-face, and more rarely, over the phone. Job interviews can be unstructured (a general conversation between the employer and the candidate) or structured - with a set list of questions asked of each interviewee. In general, a structured interview is more likely to lead to a good hiring decision, and is fairer to all candidates. In addition to interviews, some employers use tests or other diagnostic tools to assess job applicants’ skills and/or aptitude. One example is a typing test to measure speed and accuracy of typing. Employers who use these types of tools should ensure that the skills being measured are directly related to the job, and that all applicants being considered for hiring complete the test. WHY IS A JOB INTERVIEW IMPORTANT? Although much information can be gathered through resumes, job applications and reference checks, the job interview allows the employer to assess additional candidate attributes such as communication skills, reasoning skills, interpersonal skills and attitude. It gives the employer the opportunity to more fully describe the job, the working environment, the organization and its culture. It also gives the candidate the opportunity to see the workplace, and to ask questions about the organization and the position. This helps candidates determine if they are a fit for the job, and tells the employer about how knowledgeable the candidate is about the work and the organization. LINKS:
Step Five: Fabrication Fabrication is where those isolated parts of our project are made real by both human and robot hands. Parts are toolpathed & cut and/or ordered, assembled, and finished. Step Six: Installation Installation is where those now-fabricated parts of our project are delivered to the project site or client and assembled. On a smaller element upon completion of this step is where we bill for the remainder of the estimate. Step Seven: Utilization Utilization is the final step, where the elements are used by the client / customer. We review how effective they are, how durable they are, how well our assumptions held up, and follow up on applying real time and materials towards the estimate. By keeping in touch with our client’s, and their use of our work, we can make certain they are happy and problems are quickly solved. We can also see about additional needs, or stumble upon ideas that rise out of the direct use of our work. This feeds back into step one!
Select within RME Addins “Store Design Line Elements” Utilize Advance filters to deselect the following elements, then select OK As illustrated, the AHU and Grilles will be in selection Select within the Addins “Store Graphic Elements” Select Out to Save the Revit Systems into a native (Revit Interchange File) (*.RIF)
Save as ADSK_Combined.RIF onto the Desktop Work Flow Part 3 Importing : Autodesk® Fabrication FABmep® Enabling “Data Exchange” tool bar Utilising “Data Exchange” to Import Revit Interchange file (*.RIF) Configuration of RME Mappings Exporting Autodesk® Fabrication FABmep® into Fabrication CADmep® Utilize the Fabrication® FABmep® 2013 application Select FABmep Content Pack “Metric Content – 5.06” Autodesk Fabrication® FABmep®
Work Flow Part 2 Importing: Autodesk® Fabrication FABmep® Enabling “Data Exchange” tool bar Utilising “Data Exchange” to Import AME file Exporting Autodesk® Fabrication FABmep® into Fabrication CADmep® Utilize the Fabrication® FABmep® 2013 application Select FABmep Content Pack “Metric Content – 5.06” Autodesk Fabrication® FABmep® Within the 3D viewer environment “Right Click” Select Tools > Data Exchange
Acknowledgments Glen Walson, PE, LEED AP – BIM Manager at Interface Engineering David Horger – BIM/CAD Technologies Developer at Interface Engineering Stacey Lin, PE – Principal at Interface Engineering Aryn Bergman, PE – Mechanical Engineer at Tenderloin Consulting Thank you for your pioneering efforts and contributions towards the development of this workflow and this AU class. Introduction Over the past several decades, detailed energy analysis has become an integral part of the design process for the built environment. Designers, Engineers, and Owners have come to rely on whole-building energy simulations and Computational Fluid Dynamics (CFD) to provide valuable feedback on the performance of their proposed designs to ensure the project meets its energy and occupant comfort goals. As a part of this process, Energy Analysts and Mechanical Engineers often require multiple energy analysis programs to produce energy performance models, compliance models for Title 24 and Leadership in Energy and Environmental Design (LEED), load calculation models, and computational fluid dynamics (CFD) models (often requiring different software for each instance). The workflow presented here will give an in-depth demonstration of how a single analytical Revit model can be used to generate the input geometry for use in multiple analysis programs. Rapid Analytical Model Geometry Creation The power of Revit, in terms of energy analysis, lies in its ability to rapidly create an analytical representation of a building’s various envelope components (i.e. walls, roofs, windows, and skylights). We use the term “analytical model” to differentiate between a detailed architectural model and a model that only contains the elements required to produce an accurate energy model. Typically, the process begins with a detailed Revit model provided to the Analyst by an Architect. The Analyst then creates a simpler analytical model which can then be imported into various analysis programs via the Green Building XML (gbXML) schema. The following subsections provide a detailed workflow of this process.
Notes: Video can also be found at: Video example – CO6120-04 Don’t forget to save that Viewpoint! Notes: Video example – CO6120-05 Need a map? Use the Plan View Notes: Video can also be found at: Video example – CO6120-06 More than just an Avatar
Click “Extrusion” on the “Create” –tab. This will bring you into sketchmode. Sketchmode is easily detected by the green color of the ribbon background. Sketchmode Normal mode Once you’re in sketchmode you have to make a decision to close it (2 times on the escape button doesn’t quit the function). You either have to accept the sketch by clicking “Finish Sketch Mode” or decline the sketch by clicking “Cancel Sketch Mode”. In sketchmode you can start using the “Draw” tools. You can draw anything as long as the lines form a closed loop and don’t intersect each other.
First Grade Science: Animals/Life Processes ESL Vocabulary SOL Vocabulary Academic Vocabulary beak body parts climb coverings crawl ear eye feathers fly fur help jump keeps leg move nose paw safe scales shell swim tail warm water wing air appendages arms body coverings body shape classify crawl domestic feathers fins fly food fur habitat hair home land legs movement needs physical characteristics scales shells shelter space swim tails walk water wild domestic physical
wings Second Grade History: Homes/Ancient China and Egypt, American Indians, Map Skills ESL Vocabulary SOL Vocabulary Academic Vocabulary adobe house apartment build cabin farmhouse home house leaves live mobile home neighbor paint sticks stone straw wood adobe architecture bark building clay climate community environment home materials multi-story reeds resources surroundings teepee terraced village wood community environment resources Bibliography Board of Regents of the University of Wisconsin System. (2007). WIDA English Language Proficiency Standards and Resource Guide, 2007 Edition, through Grade 12.
Reread the text; then discuss it with your partner or group. Try to determine the meaning of the problem vocabulary and the answers to your questions if they were not answered later in the text. Rubric (need 3/student) 0 1 2 3 4 Your points Introduction Not present Incomplete introduction Complete introduction Reduce Not present Defined Or explained Or examples Two of the elements All 3 elements All 3 elements well presented Reuse Not present Defined Or explained Or examples Two of the elements All 3 elements All 3 elements well presented Recycle Not present Defined Or explained Or examples Two of the elements All 3 elements All 3 elements well presented Standard English Components 8+ Errors 6-7 Errors 4-5 Errors 2-3 Errors 0-1 Errors Organization No organization Partly organized Well organized, easy to follow Citations None 1 2 3 4
Animal Farm Vocabulary Chapter 1 1. ensconced v. to settle comfortably in some place 2. cynical adj. skeptical, pessimistic 3. acquired v. to gain or possess as one’s own 4. laborious adj. requiring much labor 5. abolish v. to put an end to 6. enmity n. the spirit of an enemy; hostility Chapter 2 7. preeminent adj. distinguished among others 8. vivacious adj. lively 9. gamboled v. skipped about in play Chapter 3 10. implements n. equipments used for performing manual or mechanical operations 11. obstinate adj. stubborn 12. cryptic adj. being intentionally obscure (unclear) and mysterious 13. indefatigable adj. not tiring 14. maxim n. a general truth or principle Chapter 4 15. tractable adj. easily controlled 16. irrepressible adj. impossible to restrain or control 17. ignominious adj. dishonorable Chapter 5 18. eloquence adj. forceful and persuasive in speech Chapter 6 19. arable adj. fit for crops 20. malignity adj. harmful; desiring or wishing pain, injury or distress to another 21. indignation n. anger aroused by something unjust or unworthy Chapter 7 22. pervading v. spread through every part of 23. menacing n. threat of danger 24. tumult n. confusion o loud noise and movement 25. incited v. arouse to action Chapter 10 26. morose adj. sullen; showing a disagreeable mood 27. taciturn adj. not inclined to talk 28. filial adj. relating to a son or daughter 29. deputation n. delegation; representatives 30. dispelled v. cleared away; caused to separate or break up
The aroma of fried chicken and fresh bread caused Lori’s mouth to begin to water. The flock of geese formed a perfect V in the crisp, blue autumn sky. I placed my head on the rock hard pillow. I knew it was going to be an uncomfortable night. The burger I had for lunch was so juicy and delicious I thought I could eat a second one. My cat’s pink tongue softly scratched the back of my hand as she licked and licked. Boom! Crash! I hid my head under the covers until the thunderstorm was over. My mouth puckered and my eyes started to water as I drink the unsweetened lemonade. The sound of my boots crunching against the hardened snow broke the quiet of the early morning. Marie gazed at the night sky. She had never seen the stars quite this clearly before. They were like millions of fireflies lighting the sky.
The crowd leaped to their feet. The deafening roar made it almost impossible for the quarterback to hear the coach’s directions. The fog rolled across the open field causing shivers to run down Emma’s back. To Emma the fog looked like a shroud wrapping the now empty field. Gabe raised his hands to shield his eyes. The glare from the sun was making it difficult for him to see his younger sister playing in the waves. Finley walked into the kitchen. Without saying a word to her mom she covered her nose and ran out of the room. Robin sank into the deep sofa. She kicked off her shoes and stretched out. Before long she was fast asleep on the velvet cushions. Sadie’s toes dug into the warm sand as she ran along the beach. A sea of heads floated in front of Harry as he walked through the crowded hallway. “All aboard,” the conductor shouted. The train let out a long, loud whistle. Just reading the list of ingredients needed for the double deluxe chocolate cake make Anne’s mouth water.
Core Area: Quality Improvement (QI) Objective Activity Impact Encourage AZ CAHs to publically report Hospital Compare (HC) on relevant inpatient, outpatient, and HCAHPS patient assessment of care measures. Support AZ CAHs in reporting MBQIP Phase 3 measures (ED Communication) Provide education/generate reports to use, track and benchmark quality scores Adopt use of HCAHPS to establish QI interventions Achieve 100% participation Quality improves by using data Patient satisfaction improves Convene Directors of Nursing and Quality from 12 AZ CAHs to participate in the multi-hospital Quality Network. Assess future direction of the Quality Network Distribute TeamSTEPPS Culture survey Survey results guide direction Hospital communication needs identified Develop capacity of 15 AZ CAHs to achieve Meaningful Use standards and utilize EMR to support quality improvement initiatives. Convene HIT and Quality Mangers quarterly focused on Electronic Quality Measures EMR used to support quality improvement initiatives Core Area: Operational and Financial Performance Improvement (OPI) Objective Activity Impact Support AZ CAH leadership by promoting peer-to-peer exchange and implementing evidence-based strategies to improve operational and financial performance. Sponsor Annual Performance Improvement Summit Support AZ CAH leadership to attend Western Region Flex Conference (Tucson) Support CAH Board of Trustee training Leadership strengthened/ resources aligned based on need Best practices shared among western states Hospital Boards understand health care issues Assist AZ CAHs in identifying potential areas of financial and operational improvement. Distribution of FMT Financial Indicator Reports Improvement of financial/ operational performance Support AZ CAHs in planning and implementing interventions to improve financial improvement. TA provided on Revenue Cycle Management Improvement of financial/ operational performance Core Area: Health System Development and Community Engagement Objective Activity Impact Work with ADHS-BEMSTS, Banner Health, & Trauma One Centers to increase/maintain CAH Level IV Trauma Centers; assess impact of designation Support CAHs to maintain Level IV certification Assess impact of L4TCs Conduct state wide EMS needs assessment Current L4TCs maintain certification L4TCs enhance AZ’s Trauma System Support direction for FY 2015 Support CAHs in reviewing existing community health needs assessments and assessing project (s) implementation. Provide TA to CAHs in using results from Community Health Needs Assessments CAHs use data from needs assessment to improve care and finances This program is made possible with funding from HRSA Office of Rural Health Policy to the Arizona Rural Hospital Flexibility Program at The University of Arizona, Mel and Enid Zuckerman College of Public Health, Center for Rural Health
Theme 3: Housing RESOURCE ACTIVITY OUTPUT OUTCOME MEASUREMENT TOOL IMPACT Ex: Funding for residential development Ex: Build residential units in Plaza Roosevelt Ex: Number of families residing in new residential units in Roosevelt Plaza Ex: Increased homeownership in Roosevelt Park Ex: Annual survey of Plaza Roosevelt residents, Home owner database Ex: Greater economic stability in Grand Rapids’ Southwest side
The higher he's a-getting, The sooner will his race be run, And nearer he's to setting. That age is best which is the first, When youth and blood are warmer; But being spent, the worse, and worst Times still succeed the former. Then be not coy, but use your time, And, while ye may, go marry; For, having lost but once your prime, You may forever tarry. [注 釈] 1. ye=you (pl.), ye may=you can. (= l. 14) 2. Time still=always. a-flying=flying. 4. will主語は前行のflower. 5. 6. he's=he [the sun] is a-getting=getting. 7. will his race berun 「太陽の旅路も終わろう」 ll. Being spent=(the first age) being spent. 「初めの時が終われば」 12. former (age). 14. go marry=go and marry. I5. but once=only once, prime 「盛りの時」lostの目的語 16. tarry=「もたもたする」=remain unmarried. （新井明注を修正） ミルトン 『失楽園』 【アダム】決断 そなたと ともに死のう、それが私の決意だ。 そなたなしでは、生きられない。ともに 交わした楽しい交わりと愛をすてて、どうして この寂しい森にひとりで住めようか? (新井明訳 問 ミルトン 『失楽園』 罪を 認めて悲しみ、ゆるしがえられるまでは 動くまいとする、その低き態度をアダムは あわれんだ。かれの心はたちまちにしてなごむ。 ………………………………………………………
Question Cycle Courtesy of Rosie Piller Before Instruction Motivate students Why is it important to…? What might we want to…? What kinds of things can go wrong? Help them discover information What do we have to take into account when we…? What needs to happen when you…? Predict: Since X causes Y, what do you think will happen when…? Assess prior knowledge or provoke thinking/discussion What do you think about…? Would you/do you…? What do you think will happen if…? During Instruction Test knowledge of facts What are the three types of…? Can you define…? Test comprehension of concepts Which statements support…? What examples can you think of? Test applications of concepts What would happen if…? Which of the following are X? Help them analyze what they are learning Based on the symptoms, what would you say is going on? What is the relationship between…? Test their ability to evaluate Here are two solutions. Which is more appropriate and why? Which of these is more important? Provoke them to synthesize their understanding. How would you test…? Propose a way to… Elicit a misconception Ask questions where a common student misconception will result in a particular response Exercise a skill How would you…? What is the next step in this problem? After Instruction Have students recap what they have learned What steps did you go through to solve the problem? What are the most important things to remember? Exit poll: What did we learn today? Ask them to relate information to the big picture How does this lead into the next topic? Demonstrate success and limits of understanding Ask questions that students have built an understanding of during the class. Ask questions that go beyond what was done in class Rosie Piller, Making Students Think: The Art of Questioning. Short papers published in: Computer Training & Support Conference, 1995; ISPI International Conferences, 1991 and 1996; ASTD National Conference on Technical & Skills Training, 1990. Related workshop description at http://www.educationexperts.net/mstworkshop.html.
HANDOUT 11 – 2 SOLUTION STOCK TRANSACTIONS Prepare the journal entries required to record the following transactions and then post them to the related T-accounts: Strait Corp. sold shares of $ par value stock for $ per share on May , Year 1. + Cash (A) – – Common Stock (SE) + – Additional Paid-in Capital (SE) + On December , Year 1, Strait Corp. repurchased shares of its stock on the market when it was trading for $ per share. + Cash (A) – + Treasury Stock (XSE) – On December , Year 1, Strait Corp. sold of the treasury shares for $ each. + Cash (A) – + Treasury Stock (XSE) – – Additional Paid-in Capital (SE) +
HANDOUT 11 – 3 SOLUTION DIVIDENDS Jones Corp. has shares of stock authorized, shares issued, and shares outstanding. On August , Year 1, Jones’ Board of Directors declared a cash dividend of $ per share, with a date of record of September , Year 1. The dividend will be paid on October , Year 1. Prepare the journal entries required to record the transactions described above, as needed, and then post them to the related T-accounts: + Dividends Declared (D) – – Dividends Payable (L) +
Supporting Academic & Social Needs of 3-5 Students New to US Schools SAMUEL II-February 2016 U.S. Department of Education – Newcomer Tool Kit Newcomers Chapters 1 & 2 (15 - 20 minutes) High-Quality Instruction Chapter 3 (1 ½ hours) Social Emotional Needs Chapter 4 (1 ½ hours) Any foreign-born students and their families who have recently arrived in the United States Immigrants Ages 3 – 21 Not born in any state Have not attended US schools for more than 3 academic years Title III Law, Section 3301 (6) Know your students: -General Knowledge -Cultural Identity -Cultural Traditions -Religion Supporting New Communication Misconceptions Aligning Instruction with Standards Framing Principles: Understanding Concepts and Language Leveraging ELs’ Assets Scaffolds Moving ELs Forward Strategies Measuring Progress Formative Assessment Core Stressors Trauma Acculturation Resettlement Isolation 10 Teaching Practices Student-Centered Discipline Teacher Language Responsibility and Choice Warmth/Support (Teacher/Peer) Cooperative Learning Classroom Discussions Self-Reflection & Balanced Instruction Academic Press & Expectations Competence Building, Modeling, Practicing, Providing Feedback, and Coaching
Problems: My dog Barney ate my homework. Jane was writing in her journal and pushed her pencil too hard, cracking it in half. Samantha ate the steaming hot pizza and burned her tongue. My best friend Eric missed the bus for school this morning. Matt loved his new watch until one day the watch stopped working. My Dad got home late from work and missed my soccer game. As I was running across the blacktop, I tripped on my shoelace and skinned my knee. Max dropped his glasses on the floor and they broke. The student spilled paint on the floor. Pat took his library book home and lost it in his messy bedroom. Henry was playing with a ball in the house and knocked over Mom’s favorite vase. I ran over a nail which got stuck in my bike tire.
Solutions Mom helped me tape my homework back together. Jane sharpened the pencil point using the pencil sharpener. Samantha put some medicine on the sore. Eric’s mom drove him to school. Matt put new batteries into his watch to make it work. My Mom took me to the soccer game. The nurse helped me put a bandage on my hurt knee. The teacher used glue to put the glasses back together. Another student used a mop to clean up the spilled paint. Pat cleaned up the messy room and found the book. Henry had to save up his money to buy Mom and new vase. Dad helped me take out the nail and patch my broken tire.
Member Action Team & Member Actions Recruiting Mapping Training Distribute member survey Tabulate results Fair share Drive Buttons on first day Action T-Shirt day on Feb 10th. Balloon Day PEOPLE Drive UNION support Signs T-Shirt Day Postcard Campaign Solidarity Break Council Meeting Post Card Drop Rally TBA Supplies/ Materials/ Logistics Distribute list of FS and membership cards to MAT Order button supplies Print Surveys and distribute. Distribute buttons Checklist for participation follow-up. Order T-shirts Print fliers Checklist for participation follow-up. Print postcards and distribute. Checklist for participation follow-up Checklist for turnout Checklist for turnout follow-up Checklist for turnout follow-up Membership Communication Membership Meeting Bargaining Blast – after each bargaining session Survey Membership Meeting Regular fliers, website and social media Membership Meetings Regular fliers, website and social media Executive Director Meetings at work locations. Membership meeting – Brown Bag Lunch Meeting Regular fliers, website and social media Regular fliers, website and social media Membership Meeting – Brown Bag Lunch Meetings. Regular fliers, website and social media Regular fliers, website and social media
Political Coffees with Electeds Update elected on bargaining. Attend Council Meeting & budget meeting. Attend Council Meeting and budget meeting Attend Council meeting give postcards TBA External Communication ID community allies with Community allies. ID shared priorities. Update Update Have members from ally groups attend bargaining Community groups postcard drive to electeds. Have some allies show up with us at Council meeting. TBA TBA