zilongwang/ReadingBank huggingface dataset:
Criteria Adequate Rating Limited Rating No Evidence Rating 1. Materials emphasize the use of effective instructional practices and learning theory. n/a n/a n/a Students are guided through critical thinking and problem-solving approaches. X * * Concepts are introduced through concrete experiences that use manipulatives and other technologies. X * * Multiple opportunities are provided for students to develop and apply concepts through the use of calculators, hand held devices, computers, and other technologies. X * * Students use the language of mathematics including specialized vocabulary and symbols. X * * Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical concepts. X * * The mathematics content is significant and accurate. n/a n/a n/a Materials are presented in an organized, logical manner which represents the current thinking on how students learn mathematics. X * * Materials are organized appropriately within and among units of study. X * * Format design includes titles, subheadings, and appropriate for ease of use. X * * Writing style, length of sentences, vocabulary, graphics, and illustrations are appropriate. X * * Level of abstraction is appropriate, and practical examples, including careers, are provided. X * * Sufficient applications are provided to promote depth of application. X * * Materials present content in an accurate, unbiased manner. X * * Section II. Additional Criteria: Instructional Planning and Support
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.10 The student will solve problems, including practical problems, involving angles of convex polygons. This will include determining the n/a n/a n/a sum of the interior and/or exterior angles; X * * measure of an interior and/or exterior angle; and X * * number of sides of a regular polygon. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.11 The student will solve problems, including practical problems, by applying properties of circles. This will include determining n/a n/a n/a angle measures formed by intersecting chords, secants, and/or tangents; X * * lengths of segments formed by intersecting chords, secants, and/or tangents; X * * arc length; and X * * area of a sector. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.12 The student will solve problems involving equations of circles. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.13 The student will use surface area and volume of three-dimensional objects to solve practical problems. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.14 The student will apply the concepts of similarity to two- or three- dimensional geometric figures. This will include n/a n/a n/a
1.1.3 How can I predict the area? • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Perimeter and Area of Enlarging Tile Patterns 1-19 CARPETMART Draw diagrams for the next two size rugs and determine the area and perimeter of each new size. Use rug design: Figure 4 Area=_____________ Perimeter=____________ Figure 5 Area=_____________ Perimeter=____________ Write a description of what Figure 20 would look like. What is its area? What is its perimeter? 1-22. Perimeter Graph Perimeter equation 1-23.
DAY 2 Main Idea Time/Location Teacher Will Student Will Materials Needed Review previous days concept 5 Minutes/ Desks Play Brain Pop JR: Points, lines, segments, rays. Watch video Elmo Brain Pop JR Video Whiteboard Fluency Drill 5-30 Minutes Ask students to draw: a line, a line segment, a ray, an angle, a point Ask students to identify each of the following drawings: a line, a line segment, a ray, an angle, a point Ask students to write the name and write the symbol for the following figures that are drawn: Line AB/BA Ray AG* Line segment FG/GA Ray HI After each problem, go over as a whole-class and discuss the characteristics. *Re-stress the importance of only reading a ray starting at the endpoint! Engage in activity Ask clarifying questions Elmo Whiteboard Expo Marker Practice 30-50 Minutes/ Desks Guide students through Go Math p.551 #1, 2, 5, 7, 10, 12, 13 and Pg.552 #20 Work through Go Math problems, monitor understanding, ask clarifying questions Go Math Workbook Pencil Homework 50-60 Minutes/ Desks Write homework problems on Elmo and project to board: Copy down homework problems Paper Pencil
Activity description and agenda Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding. Time/ Location Teacher Will Student Will Materials Needed Fluency Drill: 0-10 Minutes/ Rug Conduct line, ray and angle Simon says game. Respond with movement when teacher says: “Simon says make a (ray, line, line segment, parallel line, perpendicular line, intersecting line, acute, obtuse, and right angle. N/A Using prior knowledge to build new knowledge: 10-20 Minutes/ Table groups Pass out packets In pairs, observe triangles and classify them into categories Cut out triangles in a Ziploc Bag Substantive Conversation: 20-30 Minutes/ Table groups Facilitate Discussion: How did you and your partner classify the pack of triangles? Why did you classify them that way? Participate in whole-class discussion; be actively engaged; remain on task N/A Technology Component: 30-40 Minutes/ Table groups Show Brain Pop Video on classifying triangles; ask follow up questions Watch Brain Pop video on classifying triangles, ask questions Elmo, Computer, Brain Pop video Concept Development: 40-50 Minutes/ Rug Facilitate sorting as a whole-class* Students will engage in a sorting activity; students will classify triangles* Easel with chart paper, premade categories, 2 packets of triangles; tape Building Vocabulary 50-60 Minutes/ Table Seats Prompt students to fill in their anchor charts; guide them through while answering questions Fill in anchor chart based on the model; cut out & glue into math learning log. Anchor charts Large class anchor chart
a) comparing ratios between lengths, perimeters, areas, and volumes of similar figures; X * * b) determining how changes in one or more dimensions of a figure affect area and/or volume of the figure; X * * c) determining how changes in area and/or volume of a figure affect one or more dimensions of the figure; and X * * d) solving problems, including practical problems, about similar geometric figures. X * * Virginia Department of Education 2017
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.10 The student will solve problems, including practical problems, involving angles of convex polygons. This will include determining the n/a n/a n/a sum of the interior and/or exterior angles; X * * measure of an interior and/or exterior angle; and X * * number of sides of a regular polygon. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.11 The student will solve problems, including practical problems, by applying properties of circles. This will include determining n/a n/a n/a angle measures formed by intersecting chords, secants, and/or tangents; X * * lengths of segments formed by intersecting chords, secants, and/or tangents; X * * arc length; and X * * area of a sector. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.12 The student will solve problems involving equations of circles. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.13 The student will use surface area and volume of three-dimensional objects to solve practical problems. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating G.14 The student will apply the concepts of similarity to two- or three- dimensional geometric figures. This will include n/a n/a n/a
a) comparing ratios between lengths, perimeters, areas, and volumes of similar figures; * X * b) determining how changes in one or more dimensions of a figure affect area and/or volume of the figure; X * * c) determining how changes in area and/or volume of a figure affect one or more dimensions of the figure; and * X * d) solving problems, including practical problems, about similar geometric figures. X * * Virginia Department of Education 2017
2014-16 Horticultural Research Institute and Kentucky Landscape Industries Optimizing plant growth and water use by modifying cyclic irrigation timing in container nursery production. PIs: Robert Geneve, Dewayne Ingram and Susmitha Nambuthiri. $37,800 2013-15 Kentucky Landscape Industries Impacts of cyclic irrigation on plant growth in a pot-in-pot nursery production system. PIs: Robert Geneve, Dewayne Ingram and Susmitha Nambuthiri. $6,500 2012 UK College of Agriculture, Food and Environment Teaching Innovation and Incentive Fund Development of a distance education course in Advanced Plant Propagation $5,000 2012-13 Kentucky Landscape Industries Comparison of irrigation scheduling with daily water replacement for nursery container production. $3,500 2011-12 Kentucky Landscape Industries Comparison of photosynthesis-based irrigation scheduling with daily water replacement for nursery container production $3,500 2010-13 USDA - SCRI Impact and social acceptance of selected sustainable practices in ornamental crop production. Co-PI. $1,548,793 ($273,345 UK portion) 2007-9 Kentucky Landscape Industries Promoting post-rooting shoot growth in Rudy Haag burning bush cuttings. $6,000 2007-8 New Crop Opportunity Center Rudy Haag Burning Bush as a Non-invasive Alternative to Current Burning Bush Cultivars for Kentucky Nursery Production. $65,000
did much to place the parish in a secure way, spiritually and materially. He secured the services of Miss Augusta Singer and Miss Catherine Stanners of St. Louis to teach the school. After fifteen months Archbishop Glennon transferred him to St. Louis to establish a new parish in the southwest city limits. Since then Father Stolte has been made a Monsignor. Father Joseph A. Collins procured the Ursuline Sisters to teach. The members of the congregation had become enthused to the point of building a new church and when the pastor was transferred to Ferguson, Mr. John Harter and Mr. Thomas Lang went to St. Louis and asked Archbishop to leave Father Collins in Farmington to build a new church to cost less than $15,000. The request was granted. A meeting of the congregation was called May 28th, 1911 when it was announced that voluntary subscriptions amounting to $9,000. had been secured. At the meeting the following building committee was chosen by unanimous vote: Messrs J.A. Lawrence, Henry Bieser, Edward Rozier, John A. Mueller and Francis Dunn. These, with the regular board members, Henry Herman, Herman Kraenzle, Albert Zwart, Same Isenman, Thomas Lang and Father Collins constituted the building committee. The election of officers June 4th resulted as follows: Thomas Lang, President, John Harter, Vice-President and Father Collins, Secretary and Treasurer. On June 24th, 1911 a letter announced we were prepared to consider drawings of a Romanesque Church to cost $15,000. Specifying design and materials to be used was sent to several architects. On August 24th the building committee decided to accept the sketch of Pruess and Imbs. The contract was signed Sept. 13, 1911. At this meeting a letter from Mr. A. J. Zwart, whose business kept him away from town, stated that he wished Mr. Thomas Masterson to represent him. Mr. Masterson on motion was made a regular member of the building committee. At this meeting a committee was present on invitation from the Secretary asking the opening of a street through the church property, offering a nominal fee for the priviledge. The matter
BACHELOR OF SCIENCE IN GEOSCIENCE WITH AN EMPHASIS IN ENVIRONMENTAL GEOSCIENCE REQUIRED CORE COURSES: Course Title Credits Prerequisites Offered Taking When GEO 1110 INTRO TO EARTH SYSTEMS 3 N/A GEO 1115 INTRO TO EARTH SYSTEMS LAB 1 N/A GEO 3010 GEOPHYSICS (QI) 3 MATH 1220, GEO 3080, PHYS 2220 SPRING GEO 3060 STRUCTURAL GEOLOGY AND TECTONICS 3 GEO 1110, MATH 1060 GEO 3080 EARTH MATERIALS I (QI) 4 CHEM 1210 GEO 3090 EARTH MATERIALS II 3 GEO 1110, 3080, MATH 1210 GEO 4500 FIELD METHODS (CW) 3 GEO 1110, 3060, 3080, 3090, 5760 SPRING GEO 4510 GEO 4520 FIELD GEOLOGY (1st half) FIELD GEOLOGY (2nd half) 2 2 GEO 4500 GEO 4500 & 4510 SUMMER GEO 5760 STRATIGRAPHY AND SEDIMENTARY PROCESSES 4 GEO 3090, 3060 FALL REQUIRED COURSES: 12 CREDITS AMONG THE FOLLOWING 3 AREAS, WITH AT LEAST 3 CREDITS IN EACH AREA BIOSPHERE Course Title Credits Prerequisites Offered Taking When GEO 3180 PALEOBIOLOGY 3 GEO 1110 SPRING ENVST 2050 Intro to Environmental and Sustainability Science 4 N/A BIOL 1210 PRINCIPLES OF BIOLOGY 4 N/A ALL BIOL 2010 EVOLUTION & DIVERSITY OF LIFE 3 BIOL 1210 BIOL 2020 PRINCIPLES OF CELL BIOLOGY 3 BIOL 1210 & CHEM 1210 BIOL 3410 ECOLOGY AND EVOLUTION 3 BIOL 1210 & MATH 1210 SPRING HYDROSPHERE Course Title Credits Prerequisites Offered Taking When GEO 3300 THE WATER PLANET 3 N/A SPRING GEO 3800 THE OCEANS 3 GEO 1010 or 1110 FALL GEO 5350 GROUNDWATER 3 MATH 1220 & GEO 1110 FALL GEO 5370 CONTAMINANT PARTITIONING FOR ENGINEERS AND SCIENTISTS 3 CHEM 1210, 1220 FALL EVEN YEARS GEO 5390 SOLUTE TRANSPORT AND SUBSURFACE REMEDIATION 3 GEO 3080, 3090, 5350, SPRING
BACHELOR OF SCIENCE IN GEOSCIENCE WITH AN EMPHASIS IN GEOLOGY REQUIRED CORE COURSES: Course Title Credits Prerequisites Offered Taking When GEO 1110 INTRO TO EARTH SYSTEMS 3 N/A GEO 1115 INTRO TO EARTH SYSTEMS LAB 1 N/A GEO 3010 GEOPHYSICS (QI) 3 MATH 1220, GEO 3080, PHYS 2220 SPRING GEO 3060 STRUCTURAL GEOLOGY AND TECTONICS 3 GEO 1110, MATH 1060 GEO 3080 EARTH MATERIALS I (QI) 4 CHEM 1210 GEO 3090 EARTH MATERIALS II 3 GEO 1110, 3080, MATH 1210 GEO 4500 FIELD METHODS (CW) 3 GEO 1110, 3060, 3080, 3090, 5760 SPRING GEO 4510 GEO 4520 FIELD GEOLOGY (1st half) FIELD GEOLOGY (2nd half) 2 2 GEO 4500 GEO 4500 & 4510 SUMMER GEO 5760 STRATIGRAPHY AND SEDIMENTARY PROCESSES 4 GEO 3090, 3060 FALL ALLIED SCIENCES COMPLETE 9 COURSES Course Title Credits Prerequisites Offered Taking When CHEM 1210 GENERAL CHEMISTRY I 4 CHEM 1200 OR MATH 1050, 1080, 1210, 1220, 1250, 1260, 1310, 1320 ALL CHEM 1215 GENERAL CHEMISTRY I LAB 1 CHEM 1210 OR 1211 ALL CHEM 1220 GENERAL CHEMISTRY II 4 CHEM 1210 OR 1211 ALL CHEM 1225 GENERAL CHEMISTRY II LAB 1 CHEM 1070 OR 1215, 1240 ALL MATH 1210 CALCULUS I 4 MATH 1050 & 1060 OR MATH 1080 ALL MATH 1220 CALCULUS II 4 MATH 1210 OR 1250, 1270, 1311, 1310 ALL MET E 3070 OR MATH 3070 STATISTICAL METHODS IN EARTH SCIENCES AN ENGINEERING (3 CREDITS) OR APPLIED STATISTICS (4 CREDITS) 3 OR 4 MATH 1220 OR 1250, 1270, 1311, 1320 FALL OR ALL PHYS 2210 PHYSICS FOR SCIENTISTS AND ENGINEERS I 4 MATH 1210 ALL PHYS 2220 PHYSICS FOR SCIENTISTS AND ENGINEERS II 4 PHYS 2210 AND MATH 1220 ALL EMPHASIS REQUIREMENTS FOR GEOLOGY Course Title Credits Prerequisites Offered Taking When GEO 1220 EARTH HISTORY 3 GEO 1110, 1115 SPRING
Name: ________________________________________________ Date: ________________ A topographic map is a two-dimensional (flat) representation (model) of a three-dimensional land surface (landscape). It shows landforms (hills, valleys, slopes, coastlines, gullies) and their relief (difference in elevation) by using contour lines to represent elevations of hills and valleys. The contour lines are the distinguishing features of a topographic map. They are what make a topographic map different from the more familiar planimetric map, such as a highway map, which has no contour lines and does not show relief of the land. Yet topographic maps still have many of the features of the planimetric maps (roads, buildings, streams, etc.). Busch, (2011) AGI Part 1: Understanding Topographic Maps (5 pts) 1. Label the elevation of the contours on the map below. Watch out for depressions with repeated contours! Contour Interval = 20 m 2. Use interpolation and extrapolation to estimate and label elevations of all points below that are not labeled (see
to show respect to your fellow students by allowing them to hear the lecture material without having to compete with cell phones and background chitchat. LECTURE TOPICS SECTION I Week 1 – Energy and Matter Week 2 – Atmospheric Motion Week 3 – Atmospheric Moisture SECTION II Week 4 – Weather Systems Week 5 – Atmosphere-Ocean-Cryosphere Interactions SECTION III Week 6 – Climates around the World
Use of Exploration Lab 2 - Surface Tables Date: 07/12/12 College/ Subject: CLES / Geography Module: GEO3220 The Cryosphere Lecturer: Dr Damien Mansell Purpose of session: Use ArcGIS to improve student understanding of remote sensing and applications in glaciology. Number of students present: 49 Resources used: ArcMAP Why was the session ran in the Forum Exploration Lab? The advantage of the surface tables is that they allow students to engage in IT software whilst allowing group discussion and student lead learning. 5 students were on each of the 10 tables allowing for student discussions improving skills such as critical analysis, image processing, team working, communication, presentation and improve knowledge and understanding of the subject. The software we were using was ArcMap. Many of the students had training in this software in a compulsory level-2 module, but some students may have struggled to complete the exercise on their own. Since the module I was teaching was not a GIS module, this allowed “student experts” to assist those less capable of GIS to meet the ILO’s which related to understanding satellite remote sensing applications for the Cryosphere. How the room was used? Students were provided a hand-out with detailed ILO’s, GIS instructions and questions for discussion. Students loaded satellite images from the following sensors: Envisat, ERS2, MODIS and ASTER. By visualising the satellite images of Svalbard, students lead discussions on the various surface tables on: Remote sensing applications of the cryosphere. The choice of imagery approach, why are the images available to you suitable for monitoring the cryosphere? Discussed remote sensing data in terms of spatial, temporal, spectral and radiometric resolutions. Used surface velocity maps to measure surface velocity variations of a glaciers in North West Svalbard. Discussed limitations to the findings and measurement techniques. During various intervals of the 2 hour session, student groups ( tables) were invited to summarise outcomes of their investigation/discussion of the various imagery used.
4. Geoprocessing with ArcPy Ch5,6 4A. Set environmental settings and describe data Batch geoprocessing using List Objects in ArcGIS 4B. Perform query and field calculation using ArcPy HW2 due 4/24 5 5. Manipulate spatial data using Cursors Ch7 ~ p. 149 5A. Use Cursors to read and write rows in the table Write a text file by looping through a table Ch7 p. 149 ~ 5B. Write a report that summarizes data quality HW3 due 5/1 5/5 6. Map scripting Ch10 6A. Access map document elements 5/7 Create a map series 6B. Make a map series by looping through features HW4 due 5/8 7 7. Create custom tools (if time allows) Ch13 7A. Create a custom tool with a user input Share tools Ch14 7B. Create tool documentation Proposal due 5/15 8 Work on project Work on project 9 Work on project Work on project 10 6/2 Presentation 6/4 Presentation Final product due 6/5 11 GIS competition due 6. Grading Components Components Points Notes Participation 10 See below for rubric 13 exercises 26 Each exercise accounts for 2 points
Tournament Director 740-503-9892 Chris Moore Branch Rickey Park 740-821-4351 Brandon Blackwelder Portsmouth High School 850-380-8658 Chris Rapp Portsmouth West High School 740-961-0997 Michael Estep Wheelersburg High School 740-285-2874 Dean Schuler Valley High School 740-352-1742 Tim Martin Minford High School 740-357-5494 Greg Logan Greenup County High School 606-923-6003
Specification Sheets Geothermal Heat Pump Specifications Document # Tonnage Description Bard Company Brochure Bard Geothermal Brochure Bard ISO Certificate Document 2.0 – 6.0 GV Rev 3 Series GEOTEC Geothermal Heat Pump Specification GT Series GEO-TRIO Series Dual Fuel Geothermal Brochure 3.0 – 5.0 GT Series GEO-TRIO Geothermal Heat Pump Specification 2.0 – 6.0 GW Series GEO-DELTA Water-2-Water Geothermal H/P Specification Geothermal Heat Pump Tax Credit Information Bulletin Manufacturer’s Geothermal Certification Of Compliance IRS 5695 Form – Residential Energy Credit Bard Serial Number Nomenclature Matrix GEOTEC GV Series Bard Limited Warranty GEO-TRIO GT Series Non-Registered 5 Year Limited Warranty GEO-TRIO GT Series Registered 10 Year Limited Warranty GEO-DELTA GW Series Registered 10 Year Limited Warranty GT Series ~ GEO-TRIO Step Capacity Geothermal H/P ~ R-410A GTA Series A-Coil Section – GEO-TRIO Model Literature Assembly Installation Manual Parts Manual Wiring Diagram GTA3600UD1AA GTA3600UD1AA - GTB Series Blower Section – GEO-TRIO Model Literature Assembly Installation Manual Parts Manual Wiring Diagram GTB1-A GTC Series Compressor Section – GEO-TRIO Model Literature Assembly Installation Manual Parts Manual Wiring Diagram GTC36S2-ADCX GTC48S2-ADCX GTC60S2-ADCX GTC36S2-ADNX GTC48S2-ADNX 911-0537
20 minutes Enter approx. class time for learning activity #1 20 min Describe the various types of genetic mutations. Predict the effect of mutations on protein structure and function. Clicker questions, writing assignment, Group discussion, homework, Reverse the activity-given amino acid sequence student will need to work backwards and determine possible DNA sequence. Structure of amino acids and the consequence of amino acid substitutions with varying biochemical and structural properties. The degenerative nature of the genetic code can also be included. Consider varying clicker activity by starting with coding (instead of template) strand of DNA. Enter approximate time for additional learning activities and associated class Work/preparatory materials 15 minutes Develop rubric for homework assignment. The homework will be extended by having the students determine what the frequency of mutation in the human genome and which base position is more frequently altered. Enter approximate time for post-activity summing up or transition 5 minutes
Genetic Code U C A G U UUU Powdered Sugar UCU Graham cracker crumbs UAU Mini Chocolate chips UGU Pinch U UUC UCC UAC UGC C UUA Salt UCA UAA Stop UGA Stop A UUG Pepper UCG UAG Stop UGG water G C CUU ½ teaspoon CCU Crushed oreos CAU Sprinkles CGU sugar U CUC CCC CAC CGC C CUA CCA CAA Nuts CGA A CUG CCG CAG CGG G A AUU Melted chocolate ACU Brown sugar AAU 4 teaspoons AGU Flour U AUC ACC AAC AGC C AUA ACA AAA M & M’s AGA Oil A AUG Start ACG AAG AGG G G GUU 1 ounce (oz) GCU 10 tablespoons (tbs) GAU Hot sauce GGU Cream cheese U GUC GCC GAC GGC C GUA GCA GAA Dash GGA A GUG GCG GAG GGG G Data and Observations: DNA RNA RECIPE
Graphic Organizer - Part A: Compare and Contrast Feature/ Main Character Geocentric System Heliocentric Center Object at Center __________________________ __________________________ Objects Moving A round Center ___________________________ __________________________ Proposed by ___________________________ ___________________________ Date Proposed __________________________ ___________________________ Supporters ___________________________ ___________________________
8. Is this research project funded by a government agency, either through a grant or contract? No Yes – Please provide the name of the agency, the grant or contract number, and the name, phone number, and e-mail address of an appropriate contact person for the agency. 9. Are you conducting this research in collaboration with researchers from other institutions? No Yes – Please provide the names of the other researchers and their institutions. Also indicate whether these researchers intend to submit their own NLSY Geocode application for this project. 10. What outputs do you plan to produce from this project? Please check all that apply. One or more journal articles Doctoral dissertation Undergraduate or Master’s thesis Report for a government agency Other – Please specify in the space provided below. 11. What type of computer will you use to work with the NLSY Geocode files? Desktop computer Laptop computer 12. Will the computer be connected to a network? No Yes
6.Engage with GEOBON and CAFF/CBMP , to develop ArcticBON and integrate it as the biodiversity component of the Arctic Observing System. 1 2 1 6.5 Support AmeriGEOSS in developing observing systems for mountain regions in the Americas, including the Andes and Rockies, as well as North American Arctic and South American sub-Antarctic. Engage with other initiatives such as WMO/GCW, WCRP/CliC and others to collaborate and maximize the effectiveness and scope of cold region components of the AmeriGEOSS. 1 2 2 CCIN/ PDC GCW 1 3 2 GCW 6.7 Engage with existing observing networks in cold regions, such as GTN-P, GLISN, GLMS, GCW, SIOS, etc. to contribute to GEOCRI. data from these networks GCI. 1 2 2 CCIN/ PDC GCW 1.4 Support the implementation of YOPP. Advocate broad open data policies for all YOPP activities and aim to incorporate Earth observations from YOPP initiatives and legacy initiatives into the GCI. 2 2 1 6.4 Work to secure funding from GEO members to develop and maintain sustained observing systems for cold regions. 1 3 2 Impact GEOCRI will have a positive impact on cold region Earth observation efforts. By leveraging GEO’s international position and coordinating power, GEOCRI can foster collaborations between different Earth observing initiatives to identify gaps, avoid duplications and improve efficiencies. Through GEOCRI, links can be developed between observation, research, and policy actors,
A histogram is a bar graph that shows frequency data. The horizontal axis should be the independent variable and the vertical axis should be the dependent variable. Click Explore > Histogram. Select HValue (or another variable), click OK. Increase the Histogram window size. You can change the number of intervals, Right Click on the Histogram, select Interval and type “50” in the interval dialogue box, then, click OK. You can also unclick Display Statistics to clean up the window. h) Box Plot (Box Plot is designed to show several critical distributional measures in a single graph, we will be able to see median, upper and lower quartiles, and outliers defined by upper and lower hinges.) Go to Explore > Box Plot. 2) Multivariate exploration a) Scatter plot Scatter plot explores bivariate relationship. Let’s first select one more variable. I) The Scatterplot tool doesn’t immediately allow us to set a second variable (a bug in the program), first we have to close all from the file menu then open the nyc2000 shapefile again. II) Go to Explore > Scatter Plot and select Top_own as X axis and Hvalue as Y. b) Parallel Coordinate Plot (PCP) and brushing (PCP) allows you to observe the relationship between multiple variables I) Go to Explore > Parallel Coordinate Plot > Select three variables: HVALUE, PCTNHB (percent of non-Hispanic black), and T0_MINC (median household income), and click OK. II) Brushing- You can move the mouse around the PCP and highlight portions of the plot (“brushing”) to observe the multivariate relationship in a dynamic fashion.
05014 – Environmental Consulting Services Contract & Amendments for GeoEngineers, Inc. Overview Tier 1 Contract #05014 – Environmental Consulting Services was awarded to multiple Contractors to establish a Tier 1 Pre-Qualified Pool. These awarded Contractors are available to complete Environmental Consulting Services via either a Tier 2 Rapid Selection or Tier 2 Solicitation. The 2nd Tier Handbook on the Contract Webpage for more details on the Tier 2 process. This contract is awarded to GeoEngineers, Inc. in Environmental Expertise and Categories of Service as outlined in the table below. The rates reflected below are the Contractor’s Not To Exceed (NTE) hourly rates for service. Environmental Expertise Planning & Permitting Waste Mgmt & Remediation Regulatory Compliance Natural Resource Management Gen. Environmental Services $200 $200 $200 $200 Hazardous Materials & Solid Waste $200 $200 $200 $200 Geology $200 Water Resources $200 $200 $200 Biology $200 $200 $200 Hydrology & Hydraulics $200 $200 $200 GeoEngineers, Inc. provides the above services throughout the State of Washington. See contract for full details. Contractor Point of Contact Name: Wayne Wright Phone: (206) 728-2674 Email: wwright@geoengineers.com Contract Documents are available below. Effective Date Document Title Document 4/16/17 #05014 Amd #3 – Extend to MAX Term (4/15/21) 8/12/15 #05014 Amd #2 - Added minimum Insurance Requirements 8/12/15 #05014 Amd #1 – Report $0 Sales 3/31/15 #05014 Base Contract Updates Date Change Completed by 4/27/17 Updated Portal Page Documents for all vendors to standardize for ease of customer use. R. Field DES Contract Specialist: Roni Field Phone: 360.407.7949 E-mail: veronica.field@des.wa.gov
Start month End month Objectives Description of work Deliverables Table 3.1b) List of work packages (This table is not covered by the page limit) Work package No. Work Package Title Lead Participant No. Lead Participant Short Name Person - Months Start Month End month
Table 3.2b) List of critical risks for implementation (This table is not covered by the page limit) Description of risk (indicate level of likelihood: Low/Medium/High) Work package(s) involved Proposed risk-mitigation measures Table 3.3a) Summary of Staff Effort (This table is not covered by the page limit) WPn WPn+1 WPn+2 Total Person- Months per Participant Participant Number/Short Name Participant Number/Short Name Participant Number/Short Name Total Person Months Table 3.3b) ‘Other direct cost’ items (travel, equipment, other goods and services) (This table is not covered by the page limit) Please complete the table below for each participant. Participant Number/Short Name Cost (€) Justification Travel Equipment Other goods and services
GeoFest Conference 2014 Sponsored by the New York Geographic Alliance and the Chemistry/Geosciences Department of MCC October 18, 2014 – 9:00 AM We are connected by water… and by GEOGRAPHY! SCHEDULE 8:30 – 9:00 AM Registration and Refreshments – Bldg. 8-200 9:00 – 9:20 Opening Session 9:30 – 10:20 AM Session A * 10:30 – 11:20 AM Session B * 11:30 – 12:20 PM Session C * 12:45 PM Meet in Room 310 for Susan B. Anthony Tour 1:00 – 1:30 PM Lunch in Park 1:30 – 2:30 PM Tour of the Susan B. Anthony House ROOM LOCATIONS All the workshops will be held in Building 11. Signs are in the hallways pointing you the way. The computer lab is on the first floor(*). All other workshops are on the third floor.
E = Elementary, M = Middle School, H = High School, A = All Levels WORKSHOPS SESSION A – 9:30 – 10:20 AM Workshop # Name of Workshop Presenter(s) Location A1 E,M Erie Canal Module Lessons Gail Hall Room 303 A2 A Books, Books Everywhere: Including Water! Mary Duffin Donna Merlau Room 306 A3 E, M Water Sampling: Getting your Feet Wet! Part I Prof. Stephen Vermette Room 309 A4 A Rockets to the Rescue Susan Hoskins Room 313 A5 A Studying Geography Using ArcGIS Online Peter Rothfuss Room 102* SESSION B – 10:30 - 11:20 AM Workshop # Name of Workshop Presenter Location B1 E,M Lessons for the Atlas of New York I Timothy McDonnell Room 303 B2 E,M Updates on Social Studies from NYSED Patricia Polan Room 306 B3 M,H Water Sampling: Getting Your Feet Wet – Part II Prof. Stephen Vermette Room 309 B4 A The Geography of Food – GAW 2014 Dr. Gale Sookdeo Room 313 B5 A Exploring the World from a Birdseye View – Part I Andy Mendola – Pictometry Room 102* SESSION C – 11:30 AM – 12:20 PM
TEMPUS funding (1994); secured ESRC ‘specialist’ recognition (1996); secured renewed TEMPUS funding (1998); 2005: achieved EU “Erasmus-Mundus” status (25 scholarships for students). 1994 to 2006, UK member of the Programme Management Board and Course Tutor at Staffordshire. 1994-99: Successful applications for five EU TEMPUS-PHARE projects (funding in excess of ECU 2 million); managed four of these multi-partner, collaborative projects. RESEARCH: (publications, projects and networks) Applied, policy-oriented publications in six areas (see below for full publication details). International/European economics: Exchange rate issues and international trade; foreign direct investment and macroeconomic (in)stability; business tax evasion; the economic effects of ethnic diversity General economic journals: Economics: The Open-Access, Open-Assessment E-Journal International economics journals: Journal of International Trade & Economic Development; International Review of Economics and Finance. Applied economics journals: including, the International Review of Applied Economics and Applied Economics (×4) Interdisciplinary and business journals: including New Political Economy and the European Business Journal Comparative economics journals: Economic Systems (×2); Journal of Comparative Economics The German “social market”; publications include A book on The Economics of German Unification (Edward Elgar) Papers in Applied Economics Letters, Current Economics and Politics of Europe, Economic Issues and the International Journal of Manpower (×2). Institutional economics, especially institutions and economic performance: papers in the European Journal of Political Economy, Acta Oeconomica, and the Economics of Transition. The economic analysis of innovation and small business issues: Productivity growth, innovation and exporting; papers in: Economic Issues, the International Journal of Manpower, Small Business Economics, Journal of Small Business Management, Science and Public Policy, and Research Policy. Small firms and the problem of market access; papers in the Journal of Small Business and Enterprise Development (×3) SME promotion through tax reform: Environment & Planning C: Government & Policy (×2) The economics of education and training; papers in: Education and Training; the International Journal of Manpower, British Educational Research Journal (×4); School Effectiveness and School Improvement; the Higher Education Quarterly; and the Journal of Education Policy. The British Educational Research
2015 SAWC Spring Wound Healing Society Meeting Mechanobiology and Fibrosis San Antonio, TX April 28-30, 2015 2015 George H.A. Clowes Visiting Professor of Surgical Research Symposium The Art of the Prac-cal: Transla-ng Scien-fic Discovery into the Real World Boston, MA February 23-25, 2015 2015 Stem cells and wound healing CMDB – Cell, Molecular, and Developmental Biology Seminar Series University of California Riverside Riverside, CA February 4th 2015 The Biology of Fat Grafting ASAPS 2015 Aesthetic Symposium Las Vegas, NV January 29-31st 2015 New Evidence Based Technologies for Aesthetic Surgery ASAPS 2015 Aesthetic Symposium Las Vegas, NV January 29-31st 2014 Translating Scientific Discovery into the Real World Department of Surgery Grand Rounds Surgical Innovations Series Stanford, CA December 17th 2014 Mechanical Forces in Wound Healing and Fibrosis Innovations in Wound Healing Duck Key, FL December 13th 2014 Fluorescence Angiography for Breast Reconstruction American College of Surgeons Clinical Congress San Francico, CA, October 26th-30th 2014 An Update On Stem Cells SAWC Meeting Las Vegas, NV October 16-18th 2014 Universities and New Models of Development Georgia BioInnovation Panel Summit Atlanta, GA October 16th 2014 Research and Technology PSF Shark Tank Plastic Surgery the Meeting Chicago, IL October 10-14th
following methods: 1. 2. 3. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
SEKHUKHUNE DISTRICT OF EDUCATION GEOGRAPHY: PROGRAMME OF ASSESSMENT 2018 TERM GRADE CONTENT TASK DATE Marks RESPONSIBILITY 1 10 The atmosphere Data Handling Task and Test 13 February 2018 13 March 2018 75 School School 11 The atmosphere 12 Climate and Weather and Geomorphology 75 10-12 Term 3 content Research Introduction Ongoing 75 School 2 10 Geomorphology ,The atmosphere Mapwork Task Mid Year Exam 15 May 2018 Provincial Date 75 School Province/ District 11 Geomorphology, The atmosphere 12 Climate and Weather, Geomorphology, and Rural and Urban Settlement 200/ 300 10-12 RE: Submission Research Ongoing 75 School 3 10 Population Research submission Test 19 July 2018 14 August 2018 School School 11 Development 12 Economic Geography 75 12 All content Preparatory Exam Provincial Date Province 4 10 Water resources (whole content) Examination Provincial Date 300 Province 11 Resources and sustainability (whole content) 12 All content NB: School should administer a minimum of one (1) informal test per month, based on the CAPS prescripts (format, cognitive levels, mark allocation) for the test. SMT must quality-assure ALL TASKS before they are written.
For immediate release Gentoo is on the lookout for top talent in Sunderland The Genfactor is back and Gentoo’s search is on for this year’s Genfactor winner. The annual talent competition organised by Gentoo is modelled on Britain’s Got Talent, and is set to be bigger and better than ever before. Now in its tenth year, Genfactor is looking for singers, bands, dance acts, magicians, musicians and comedians aged 11-18 who live or attend school or college in Sunderland. If you think you’ve got the Genfactor then this could be your chance to shine and win £500. The talent contest is designed to give young people the opportunity to showcase their talents. By taking part they learn new skills, meet new people and gain confidence by performing in front of a live audience. Michelle Meldrum, Executive Director (Operations), Gentoo said: “We’re delighted to celebrate Genfactor’s tenth year. Since its launch, we have seen so many incredibly talented performers. “It’s great to watch young people’s confidence grow and what many of them have gone on to achieve, and we are so proud of everyone who has entered Genfactor. Thanks to the talented young people in our city for making Genfactor the brilliant event that it is. I hope the competition continues to inspire future generations and opens up new opportunities for young people in Sunderland.”
Students with Disability: If special accommodations are needed please provide documentation and inform me of the situation early in the semester. Plagiarism: Copying and cheating is a serious offense. Any student caught cheating will be given an F for the assignment or for the course. This is stated by the university code of conduct. Further disciplinary action is also possible. Withdrawal Policy: Withdrawal from the course is set with accordance to the university and will be implemented as such. Note: I reserve the right to change or alter the syllabus. Course Outline: Week 1: Monday May 8th -Review sheet posted for quiz -Exercise 1 posted on HuskyCT -Review syllabus -Cover slides 1-38 in lecture one packet (defining the city-edge cities) Tuesday May 9th -Exercise 1 due via HuskyCT (11:59PM) -Cover slides 39-65 in lecture one packet (China’s urbanization-end of packet) -Cover slides 1-19 in lecture two packet (early cities-cities in Mesopotamia) -World City (extra credit) - Due 11:59PM
ASK QUESTIONS IF YOU DO NOT UNDERSTAND SOMETHING (There are no stupid questions, just non-pertinent ones) REVIEW THE ASSIGNED CHAPTERS BEFORE THE LECTURES (At least look at the maps and pictures; this helps to ensure that lecture materials are not completely alien to you) REVIEW YOUR NOTES AFTER EACH LECTURE (This ensures that everything you have written down makes sense to you and saves time and frustration while reviewing for tests) DO NOT ASSUME THAT A TOPIC IS NOT IMPORTANT BECAUSE I AM USING HUMOR TO DISCUSS IT (It is my personal style to inject humor whenever I can; if it is important, I’ll probably repeat it in a more serious tone) DO NOT THROW AWAY WHAT YOU HAVE LEARNED (While each section of this course is designed to teach you discreet information about various topics, the course is organized so that each new section compliments and builds upon the previous ones; do not be surprised if I expect you to apply the information you already have been exposed to when new subject matter arises. Also, if you’re planning on a teaching career, believe me when I say you’ll rely on your course notes and textbooks in that first critical year) © David S. Hardin
GEOGRAPHY 321 / LATIN AMERICAN GEOGRAPHY EXAM II STUDY GUIDE SECTION I: 60 points: Map Locations SECTION II: 60 points: Locations, definitions, and terms SECTION III: 80 points: Essay (2 questions: 40 points each) 200 TOTAL POINTS SECTION I: Map of Latin America Know locations that we have discussed in class, in the articles, and videos, as well as current events locations SECTION II: Multiple Choice – Concepts, Ideas, Themes, and Terms I’m not looking for you to memorize definitions, but to be able to apply the terms, concepts, themes, and ideas and recognize examples of these terms, concepts, themes, and ideas “PRE-HISTORICAL” GEOGRAPHY Three Historical Periods: Pre-Columbian Period Colonial Period Post-Colonial Period Theories of Indigenous Arrivals in the Americas Beringia Native Origin Cosmologies or “Mythologies” Pre-Siberian Theories: Thor Heyerdahl Indigenous Populations pre-1492: Estimate? Issues with choosing any particular estimate Mesoamerica: Connection between native civilizations and climate Civilizations (who, where, cultural centers, contributions) Olmec: San Lorenzo Maya: Chichen Itza, Tulum, Tikal, Copan Teotihuacán: Teotihuacán Zapotec: Monte Albán, Oaxaca Mogollon Aztec: Tenochtitlan (“Altepetl”) Arawak (Taíno) and Carib Inca: Cuzco, Machu Picchu Colonization Columbus’ 1st Voyage: Bahamas La Navidad “West Indies” Columbus’ 2nd Voyage: La Isabella Santo Domingo Colonial Cities: 1525 Law of the Indies Fort Plaza (open space) CBD European Town Native / Black Town Treaty of Tordesillas Division of Spanish and Portuguese Territories Why did the line need to be redrawn? Captaincies Major Centers of Conquest Caribbean Mexico Peru Coastal Brazil Spanish Missions Purpose Examples Mission Construction Why did so many disappear in the Caribbean and Florida? Mission Style Architecture Quadrangle Arcades Chapel El Camino Real (“The Royal Road” / “The King’s Highway”) Function and Examples: Mission Trail El Camino Real de Tierra Adentro El Camino Real (de las Tejas) Panama Camino Real Incan Road End of the Missions: Why? ETHNICITY Ethnicity and Land Tenure Chinampas Encomienda System: How did the “Trust” system work?
GEOGRAPHY 321: GEOGRAPHY OF LATIN AMERICAN EXAM I STUDY GUIDE SECTION I: 60 points: Map Questions SECTION II: 60 points: Locations, definitions, and terms SECTION III: 80 points: Essay (2 questions: 40 points each) 200 TOTAL POINTS SECTION I: Map of Latin America Know locations that we have discussed in class, in the articles, and videos, as well as current events locations SECTION II: Multiple Choice – Concepts, Ideas, Themes, and Terms I’m not looking for you to memorize definitions, but to be able to apply the terms, concepts, themes, and ideas and recognize examples of these terms, concepts, themes, and ideas INTRODUCTION: Physical vs. Cultural (Human) Geography MYTHS OF LATIN AMERICA Columbus: Questions of birth, death, who he was Where in the future U.S. did he visit? First Voyage: Origin of name of “West Indies” Landed in Bahamas Latin America: Meanings of “Latin” and “America” Why called “Latin America?” Problems with defining Latin America Regions: Mexico Middle America vs. Central America South America United States? Puerto Rico: Possibilities (+’s and –‘s) Commonwealth Statehood U.S. Point of View Why do most Puerto Ricans prefer to maintain a Commonwealth status over the others? Physical Geography The “Tropics:” Uruguay? Regions: Mexico Frontera Arid Northwest Baja Central Mesa Yucatan D.F. Middle America Mainland Rimland Coastland Isthmus Island: Caribbean Greater Antilles Lesser Antilles Windward Islands Leeward Islands South America Caribbean Guianas Andean Regions Amazonia Southern Cone Physical Features: Rio Grande / Rio Bravo Plate Tectonics Volcanoes Trans-Mexican Volcanic Belt Formation of many Caribbean Islands: Montserrat Tectonic Plates: Caribbean Plate Cocos Plate Nazca Plate South American Plate Pacific Plate Impact on Land: Andes Mountains Sea of Cortez Lake Nicaragua “Ring of Fire” Hurricanes Major Wind / Ocean Currents Easterlies: Along Equator Westerlies: Mid-Latitudes Gyres North Atlantic Gyre (clockwise) Canary Current North Equatorial Current Gulf Stream South Pacific Gyre (counter-clockwise) What determines wind / water currents?
Humid Subtropical • Taiga Mediterranean • Tundra Marine • Alpine Humid Continental • Polar / Arctic Google your country + blank map and insert a blank map of your country below. Draw in and identify on the map eight (8) significant physical features such as rivers, bodies of water, mountain ranges, etc. and list each of these 8 features with a brief description of what they are and why they are significant. Cite your source(s)! Is your area prone to any natural disasters / hazards? If so, list the type of disasters, when the last 3 (three) major disasters occurred, and the damage incurred. Cite your source(s)! DISASTER DATE DAMAGE INCURRED B. BASIC CULTURAL HISTORY Etymology (“Meaning”) of the name of your country. Search etymology xxxxx {your country} or try : Original indigenous group that at one time occupied your country: Cite your source!
and Geography of Language Video on Language Due 06/12 by 10pm Discussion Board Posting on video Due 06/12 by 10pm Review for EXAM ONE JUNE 22-23 [Face to Face] EXAM ONE Lecture/Discussion: Geographies of Race and Ethnicity; Political Geography Chapters 5 & 6 EXAM ONE 06/22 Geography in the Media #2 due 06/23 JULY 6-7 [Face to Face] Lecture/Discussion: Geography of Religion and Agriculture Chapters 7 & 8 Map Quiz 07/06 Geography in the Media #3 due 07/07 Review for Exam Two JULY 13-14 [ONLINE] EXAM TWO Power Point Lecture/ Discussion: Geography of Economies and Urbanization Video: Economies of the World Chapter 9 & 10 EXAM TWO DUE 07/13 by 10pm Geography in the Media #4 Due 07/14 by 10pm Discussion Board Posting on video Due 07/14 by 10pm JULY 27-28 [Face to Face] Lecture/Discussion: Urbanization and Inside the City Chapter 11 Map Quiz 07/27 Geography in the Media #5 due 07/28 AUG 3-4 [ONLINE] Power Point Lecture/ Discussion: Cultural Geography of the Future Video: Globalization Chapter 12 Map Quiz Due 08/03 by 10pm Discussion Board Posting on video Due 08/04 by 10pm Review for Final Exam AUG 11 FINAL EXAM FINAL EXAM FINAL EXAM