zilongwang/ReadingBank huggingface dataset:
This screen summarizes your student’s Report Card grades for the current year. The current Marking Period is highlighted in green. Viewing your Child’s Actual Report Card If you are able to view your child’s actual report card, a “Please click here to view”message will appear between your child’s name and their list of grades: *Please note that prior to report cards being printed, this screen will become inaccessible for up to one week. Conferences – You will be able to schedule your parent –teacher conferences online as well. Gradebook A list of Courses with Assignments by Day of the Current Week This screen lists all courses your child is currently taking. Viewing all Assignments for One Course To see all of the Assignments for one course, click on the highlighted course name. That will take you to the “One Course/All Assignments” screen. Viewing all Assignments for a Selected Day To see all of the Assignments for one day (for example, Tuesday), click on the highlighted day name. That will take you to the “One Day/All Assignments” screen.
Basic Parameters Image sensor 3 Mega Pixels HD Sensor Video output 1080P Full HD (via HDMI) ;720P (via PC) Video format MOV Magnification Up to 560×(HDMI monitor 22 inch) Photo resolution 12M format JPEG Focus range 5cm to 22cm Frame rate Max 30f/s 600 Lus Brightness Video-output interface HDMI/AV Storage Micro-SD card, up to 32G (option) PC support Yes, for Windows XP/7/8/10, PC software with measurement (gift) source 5V/2A size 20cm*12cm*26.5cm Screen size 5 inch Accessories Stand*1, Power Adaptor*1, USB Cable*1, HDMI Cable*1, Manual*1, IR controller*1 Packing data 31*24.5*18cm/2.2kg
Select the “Submit reference number and click the “Next” button to go the Submit Completed Applications Page. You have now finished signing Reference Number XXXXX. You will need to either select “Submit” to finish the activity or return to the Activities Page and complete other items and then submit. If you do not submit the activity then the system will not generate a new number (RN, CN or TXT2). When you do submit, you will receive an email notifying you that the application has been signed. To do more – return to the Activities page. To submit, click “Submit” – this will take you to the “Submit Completed Applications” page. Click the “Submit” button to finalize your submittal. If Submission is successful you go to a new page that you: Copy of Record – the data submitted. Approval Letter – TCEQ letter with TXT2 number. Be sure to print or save the Notice of Approval (NOA) Letter. The NOA Letter contains your CN, RN and TXT2 Numbers. If you need to find finished applications and NOA Letters, go to STEERS Home (while logged in) and click on “Submissions.” Enter the Program Area: Tier II Core Data” and the “Report Type: Tier II Core Data.” Click on Search. All of your submissions will appear. You may view/save any of your completed Notice of Approval (NOA) letters in a new window.
Manual Review A member of the Data Inventory Quality Assurance team manually reviews the selected Data Inventory(s) with the business process owner(s) for accuracy. The business process owner is required to facilitate the audit by demonstrating the steps taken. To begin the audit, the member of the Data Inventory Quality Assurance team should thoroughly review the steps the business process owner took to populate the Data Inventory. Secondly, the team member should confirm the System classification assignment. If the business process owner(s) have successfully completed the Data Inventory, the audit can be concluded. If the business process owner(s) have not correctly completed the Data Inventory, the Data Inventory Quality Assurance team should assist the business process owner(s) in completing the Data Inventory correctly. Automated Review In this method, the Data Inventory Quality Assurance team will utilize a data discovery tool to determine the data sets within a system. The team member will take the following steps: Examine the results of the data discovery tool Identify the users who have handled sensitive data Tie those users to the respective business process Include the business process in the audit sample Determine if the corresponding Data Inventory includes the sensitive data discovered The Data Inventory Quality Assurance team member (and/or appointed delegate) is expected to fully understand the results of the data discovery tool before identifying the users of sensitive data. The team member then compares the data discovery tool results with the data sets within the corresponding Data Inventory to determine if the business process owner has accurately populated the Data Inventory. If the business process owner(s) have successfully completed the Data Inventory, the audit can be concluded. If the business process owner(s) have not correctly completed the Data Inventory, the Data Inventory Quality Assurance team should assist the business process owner(s) in completing the Data Inventory correctly. Monitoring Plan On an annual the Data Champion should monitor the progress made on the Data Inventory Analysis Report’s “Next Steps for Gap Remediation”. The Data Champion is responsible for updating the Data Inventory Analysis Report based on the changes to the Agency’s Data Inventories. Appendix Roles and Responsibilities The table below offers an overview of each role required to execute the Data Inventory Auditing and Monitoring Plan. Role Auditing and Monitoring Responsibility Agency Director Review submitted Data Inventory Analysis Reports and file them for records purposes
Step 4: Answer Yes or No to each of the 3 enrollment questions, sign and date with today’s date and press submit when you’ve completed it. Note: If you are enrolled at another program (i.e. select “yes” for OHS.2), your registration number in the blank and email your University clearance date to Kallie Medbery at . How to Create a New VA OHS Screening Form: Step 5: If not automatically redirected, select link “6. OHS Online Screening Form” Note: You must be logged on to a VA computer connected to the VA Network to continue. Step 6: Log on using the same username and password you used for . Step 7: Select “Create New OHS Form”, it is recommended that you have access to your immunization records before proceeding with this step. Step 8: Fill out all 7 sections and press the “Complete & Sign” button at the end. Step 9: Sign the Form by typing your name and the date and pressing the “Sign” button.
You find several fabulous sources – a few scores, a book by Philip Gossett, a thesis by Airlie Jane Kirkham on bel arias, and several recordings. [SLIDE – SCORES] Their first task is to examine the 5 scores and identify any major differences between the versions of “Casta Diva.” The students were really excited to go through the scores and figure out what be wrong. They talked through variations they found in text, translation, dynamics, [SLIDE] before realizing that there are three different keys: D, F, and G. This is their first major challenge – which key is the correct one? [SLIDE] They were beyond suspicious of D, and they think that F might be correct simply because 3 of the 5 scores are in F. Do they have enough information to choose a score at this point? They decide they really don’t. And of course they don’t, because that would be far too simple, and this activity would be over in about 3 minutes. [SLIDE – CHAPTER 3] And so we begin our research! [SLIDE – QUESTIONS] Our next source is Gossett’s Divas and Scholars. At this point the students are faced with three options for finding the information they need, keeping in mind the various transpositions they just observed in their scores. They can: a) Read the entire book b) Check the index and find page #’s for relevant topics c) Use the tried and true osmosis learning method – ANSWER BOX] Off we go to the [SLIDE – PICTURE OF INDEX] For the sake of time, the prompt gives them some hints on quickly finding the information they need. They all gather around the book and read through the pages they’ve found in the index and find Gossett’s discussion of transposition issues in “Casta Diva”! [SLIDE.1 – WHAT DOES GOSSETT SAY] - The students discover that although the autograph manuscript has “Casta Diva” in the key of G major, most publications show it in F major.
6. Scroll down to ‘4. Submit’ and click on ‘Submit’ button. ‘ 7. Now you have completed the submission process and ‘Review Submission History’ is displayed. (a) Do NOT click ‘OK’ until you verify if all required files have been attached successfully. (b) Click ‘OK’ if all required files are attached ; otherwise, select ‘Start New’ and return 5(a).
5. Family Profile Preparation Program Bullet 3: If family has not attended affiliate sponsored or approved preparation training within the previous 12 months, affiliate reviews training curriculum to determine what updated or additional training the family needs: Include reviewing materials and planning and delivery of training, as well as the work done afterwards in terms of follow-up and transfer of learning. Bullet 4: Training curriculum includes: To calculate this time, divide the number of training hours your agency provides by the number of families attending that training. (Training hours includes preparing materials, planning the training and delivering the training.) If a family was trained by another agency or training consortium, enter 0 for the training hours and provide an explanation in the comments section. PLACEMENT 2. Families without an Identified Child Bullet 1: Affiliate develops a matching plan with the family that outlines activities for a minimum of one year during which affiliate…: Time here is only for developing the plan. 3. Potential Match is Identified Bullet 1: Affiliate contacts custodial county agency or Specific Recruitment (CSR) agency to discuss potential match. Affiliate checks with county agency or CSR worker for direction on proceeding with the match: This section pertains only to the child(ren) identified in the referral. Bullet 2: Affiliate assists family in reviewing all available information on the child, including the Child Profile, if available, and addressing questions from family. Affiliate informs family information is confidential: This section pertains only to the child(ren) identified in the referral. Bullet 7: Affiliate meets with all parties to discuss the IPSP (See Template), and sign that they are in agreement: This includes development, review and revisions of the Individual Permanency Service Plan. 4. Disclosure Process Bullet 1: Affiliate requests a joint meeting with the county and identified family to discuss information. While the affiliate is responsible to share all information they have obtained, the county is responsible for full disclosure of information: Include requesting and scheduling meeting, preparing and reviewing materials, preparing family, participating in the meeting and follow-up contact with the family and caseworker. FINALIZATION 2. Initial Contact
CES Setups – HMIS Instructions Crisis and Bridge Housing Programs Notes HMIS Naming Convention for Crisis/Bridge Housing: CES_Crisis_and_Bridge_Housing_(system population, “Individuals” or Additional Program Entry Questions Providers receiving funding through B7 HPI and/or will have additional program entry questions to be completed upon client enrollment: Have you entered and been released from any of the following facilities in the past five years? If so, which one have you most recently been released from? Where was it located? And approximately when did you leave that institution? Bed Assignment Required services to record: Bed – Crisis = assign to homeless clients or homeless clients waiting for confirmation for Bridge Housing beds funded through HPI and AB109. Bed – Bridge = assign to homeless clients who have not resolved housing crisis within (30) days; been matched through CES to permanent housing (PH); high-acuity individuals not yet matched to PH; or homeless clients exiting institutions. Bridge – HPI = assign to homeless clients eligible for Bridge Housing beds funded through HPI. Bridge - AB109 = assign to homeless clients eligible for Bridge Housing beds funded through AB109. How to re-assign “Bed” service from Crisis Housing bed to Bridge Housing bed: If client is moving from a Crisis Housing bed to a Bridge Housing bed, go to Program Entry page and click on Bed Assignment button.
Banner Code Department Name Banner Code Department Name School of Media & Communication 1700 SMC: School of Media & Comm 1714 SMC:Mass Com Grad 1701 SMC: School of & Comm 1716 SMC:Speech Communication 1703 SMC:Journalism 1724 SMC:Advertising 1704 Studies & Production 1726 SMC:Strategic Communication Banner Code Department Name Banner Code Department Name College of Liberal Arts 1800 CLA: College of Liberal Arts 1827 CLA:French, German, Ital, Slav 1801 CLA: College of Liberal Arts 1830 CLA:Spanish and Portuguese 1804 CLA:Political Science 1831 CLA:African American Studies 1805 CLA:English 1832 CLA:American Studies 1806 CLA:History 1835 CLA:Criminal Justice 1809 CLA:Philosophy 1838 CLA:Women's Studies 1811 CLA:Psychology 1840 CLA:Undergraduate Studies 1817 CLA:Sociology 1842 CLA:Critical Languages 1818 CLA:Geography & Urban Stdies 1845 American Studies 1819 CLA:Religion 1850 CLA:Economics 1820 CLA:Intellectual Heritage 1852 CLA:Organizational Studies 1821 CLA:Anthropology 1853 CLA: Vietnamese 1825 CLA:Asian Studies 1855 CLA:Neuroscience 1826 CLA:Classics 1860 CLA:Master of Liberal Arts Banner Code Department Name Banner Code Department Name School of Environmental Design 1875 CLA:Community Regionl Planning 1870 CLA:Horticulture & Landscape 1876 CLA:Ctr for Sustain Commnities Banner Code Department Name Banner Code Department Name College of Education 1900 Education: College of Ed 1902 Education:Teaching & Learning 1901 Education: College of Ed 1904 Education:Psych Org Lead St Banner Code Department Name Banner Code Department Name School of Tourism & Hospitality Management 2100 Tourism: Tourism & Hospitality 2102 Tourism:Sports & Leisure
Student Log Instructor: Course/Section #: Test #: Test Date Student’s Name (Print) Seat # Time In Time Out Break Time Out Time Time In Received By: Instructor/Secretary Proctor Initials & Date 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Created: March 12, 2018
Points Simple and Importance of assignment reflected in its total point value. Makes it clear where quality of work was present and where it fell short. Easily calculable. Easy to unintentionally inflate grades by having many small assignments for which students get full (or nearly full) credit. Little wiggle room: sometimes a student may earn a grade based on points that doesn't line up with your judgment about the quality of work. Students can obsess over points instead of focusing on the aspects of their work that need development. Students count points and challenge grades on decimal places rather than quality. or Grades No matter how many assignments are in a category, you can control how much they count toward the overall grade by determining the category's weight. Points on individual grades it clear where quality of work was present and where it fell short. Easily calculable (especially using ICON). Students may be confused when dozens of 10/10 on small assignments don't yield an A because the category is weighted less than major assignments. You have to predetermine a category for every assignment you will ever use. Because individual assignments are typically graded by points, you still have some of the above drawbacks.
QUICK REFERENCE: IMPORTANT CONTACTS Exigency Call or Email At Need to find a sub for a predicted absence from class (e.g. conference) The Rhetoric listserv Unexpectedly have to miss class and have not been able to arrange for a sub Kris Bevelacqua, Bree Neyland, and Barb Pooley * Email Kris and Bree, and CC Barb and your Teaching Mentor. No exceptions. 319-335-0178, 319-335-0203 Need administrative help Barbara Pooley 319-335-0459 Have students with concerns Carol Severino 319-335-0179 Suspect a case of plagiarism Consult Teaching Mentor and, if approved, submit report to CLAS Need something beyond the scope of this list Your Teaching Mentor, then Steve Duck 319-335-0186
Holistic or Portfolio- Based Grading is based on meeting objectives, not "getting points:" totally different conversations with students. Grading is based on individual student growth and improvement over time. A portfolio method can attend to diversity in background and ability in a way that benefits students. You have more control over grading and may feel that students are more accurately assessed for their abilities. Requires a strong rubric and firm conviction so that you can explain exactly why students earned the grade they did. Requires intensive feedback. You'll need a good system for recording your evaluations and assessments. ICON can be configured for holistic grading, but it can't calculate grades for you based on +/-, etc.
Points Simple and Importance of assignment reflected in its total point value. Makes it clear where quality of work was present and where it fell short. Easily calculable. Easy to unintentionally inflate grades by having many small assignments for which students get full (or nearly full) credit. Little wiggle room: sometimes a student may earn a grade based on points that doesn't line up with your judgment about the quality of work. Students can obsess over points instead of focusing on the aspects of their work that need development. Students count points and challenge grades on decimal places rather than quality. or Grades No matter how many assignments are in a category, you can control how much they count toward the overall grade by determining the category's weight. Points on individual grades makes it clear where quality of work was present and where it fell short. Easily calculable (especially using ICON). Students may be confused when dozens of 10/10 on assignments don't yield an A because the category is weighted less than major assignments. You have to predetermine a category for every assignment you will ever use. Because individual assignments are typically graded by points, you still have some of the above drawbacks.
QUICK REFERENCE: IMPORTANT CONTACTS Exigency Call or Email At Need to find an acceptable* sub for a predicted absence from class (e.g. conference). *Members of the Rhetoric listserv or UI instructors who have previously completed PDP The Rhetoric listserv Unexpectedly have to miss class and have not been able to arrange for a sub Abby Rush, Kris Bevelacqua, Bree Neyland, and Barb Pooley * Email Kris and Bree, and CC Barb and your Teaching Mentor. No exceptions. 319-335-0178, 319-335-0203 Need administrative help Barbara Pooley 319-335-2684
Slide Information Notes 1 In the previous lesson, we have discussed releases that can occur and what can happen when releases are not controlled. During this lesson, we will discuss methods to control releases for specific EPA programs. To provide the an opportunity to review the material discussed, ask the class to list at three of the following EPA acts listed below: CWA SPCC SWPPP Underground Inj. Control Facility Response Plan CAA Air Pollution Prevention and Control Emission Standards for Moving Sources SDWA CERCLA EPCRA RCRA Waste Management USTs and ASTs Pesticide Management Chemical Management ESA TSCA OPA Mention the specific programs to be discussed in reference to the list which are listed below the Acts above. 2 Lesson Objectives During this lesson, specific EPA programs in the areas of Health/Chemical, Land, Water and Air will be presented and discussed. 3 Health/Chemical The Health /Chemical standards under the EPA that have been discussed so far are the Federal Insecticide, Fungicide and Rodenticide Act (FIFRA), Endangered Species Act (ESA) and Toxic Substances Control Act (TSCA). This section will focus on two programs under EPA: Pesticide Management and Toxic Chemical Management. Instructor Note: List ESA and TSCA on the whiteboard and refer to the acts as needed. 4 Program: Health/Chemical
Adult Education Training5 Have a Bachelor's degree, or is an RN. 1 year of education in topics directly related to adult education. Experience or training in assessment and competency testing. Successful completion of the adult education training. 2 years’ experience teaching long-term care workers OR 200 hours experience teaching adult education or closely related subjects. Successful completion of the DSHS instructor qualification/demonstration process. Experienced in adult education practices and capable of demonstrating competency in the entire course content. Adult Education course completion certificate.6 File the .
Team-specific information to be added here Semester Overview Feel free to add further detail (guest speakers, first subteam updates, etc.). Week Date For meetings, you can replace the “week of __” with the dates your team meets. Activity/Event Week 1 Week of Aug 20 Introductions Overview of team’s work Discussion of semester goals No new student orientation. These will now be video-based. Week 2 Week of Aug 27 Sub-team selections finalized Sub-team meeting finalized We are piloting a new notebook grading rubric (optional, not required). Instructors who use the rubric are encouraged to have students self-grade their VIP notebooks with the rubric early in the semester. This will help students understand grading criteria and give them the opportunity to improve. You don’t necessarily need to them. They could be added to notebooks with a spot-check during class. Timing: We suggest doing it fairly early to give students time to improve before the mid-term notebook collection. Remove the following two rows if you won’t have students self-grade with the rubric. Week 3 Week of Sep 3 Assignment: Self-grade VIP notebook with rubric Week 4 Week of Sep 10 Due: Self-graded rubric Week 6 Friday, Sep 28 Midterm grades for 2000-level courses due in OSCAR (S for satisfactory, U for unsatisfactory). Week 6 Week of Sep 24 peer-evaluations released for students to complete. Online form closes at 5PM Friday this week. Late submissions will not be accepted. Week 7 or 8 Week of Oct 1 or Oct 8 Turn in VIP notebooks at team meeting for mid-term grading You’ll want to have the notebooks in hand when you review peer evaluations at the end of week 7) and do midterm grading/feedback. The timing of notebook collection
Assessment and Evaluation 2. GOALS, STRATEGIES, TIME LINE Name: _________________________________ Date: ________ Based on the areas you identified on page 1: Self- Assessment- what you plan to learn. Goals: specific, you know when you have achieved them. Strategies: to achieve your goals, like gather materials, make calls, be observed, interview specific people. Resources needed like materials, websites, funding sources, planning time. Timeline specify a month and year of when you expect to complete your goal or check progress. Goals Strategies to accomplish this goal What do I need to accomplish my goal? (Resources) Timeline Example: I will include learner knowledge of resources into my training · add question in learner assessment about resources they know and use the results in my training · invite master instructor to observe me do this and discuss with him · identify Master instructor · add to instructional design planning December 2015 1. 2. 3.
On the ad selected circle any words, abbreviations or phrases that you do not know. Find out what they mean in class discussion and write the answers here: Stats From: Texas Workforce Commission, 2012 Occ WAGE / ANNUAL CODE OCCUPATION RATE ENTRY EXPERIENCE 110000 Management Occupations Hourly $26.98 $73.15 Annual $56,119 $152,155 130000 Business and Financial Operations Occupations Hourly $20.51 $45.79 Annual $42,666 $95,252 150000 Computer and Mathematical Occupations Hourly $22.39 $48.44 Annual $46,561 $100,746 170000 Architecture and Engineering Occupations Hourly $24.55 $61.05 Annual $51,064 $126,984 190000 Life, Physical, and Social Science Occupations Hourly $17.80 $56.96 Annual $37,032 $118,484 230000 Legal Occupations Hourly $21.87 $74.42 Annual $45,480 $154,795 250000 Education, Training, and Library Occupations Hourly $12.88 $30.52 Annual $26,788 $63,490 270000 Hourly $10.05 $27.23
Arts, Design, Entertainment, Sports, and Occ Annual $20,900 $56,646 290000 Healthcare Practitioners and Technical Occupations Hourly $18.20 $45.89 Annual $37,847 $95,452 From the Occupational Employment Statistics (OES) Wage Survey produced by the Bureau of Labor Statistics and the Texas Workforce Commission-Labor Market and Career Information department (this wage table was produced on August 19, 2013 by the TWC). … YOU ABSOLUTELY MUST HAVE: A SMILE A PEN AND PENCIL A SOCIAL SECURITY CARD AN INTEREST IN THE JOB GOOD GROOMING POCKET RESUME LISTING JOB EXPERIENCES … AND, FOR AN ESPECIALLY GOOD IMPRESSION, TAKE THESE:
EMPLOYEES COST MORE THAN THEIR PAY How much employers to keep someone on the job…, CONSTRUCTION WORKER EMPLOYEE RECEIVES… Gross Wages: 40 x $12.00 = $480.00 Less Taxes: Social Security - 30.00 Medicare - 10.00 Income - 65.00 $105.00 NET Wages = $375.00 Where does the $105.00 go? EMPLOYER PAYS… Gross Wages: 40 x $12.00 = $480.00 Plus Taxes & Fees: Social Security 30.00 Medicare 10.00 Workers Comp 10.00 Unemployment 5.00 Medical Ins 50.00 Cost $585.00
Summarize the elements that should be included in screening: history taking and physical examination for adolescent sexual and reproductive health service provision. Demonstrate counseling techniques for all adolescents. Identify safer sex messages and techniques in the prevention of STIs and unintended pregnancy, including contraceptive options available to adolescents. Explain the importance of establishing a positive service environment that is welcoming to the adolescent client. Describe how to create reproductive health services that are adolescent friendly. Session Plans The session plan summarizes how the resources and documents in the TRP for Pre-Service Education in FP and AYSRH should be used to achieve the learning objectives. Each session has been divided into topics, such as Concepts of FP or a method of FP. Each topic includes learning objectives and the teaching process to achieve the objectives. The topics can be delivered individually, or multiple topics can be combined and delivered together one after the other and by different educators, depending on their technical content and expertise and clinical and teaching competencies. The slides to be shown with each section and appropriate handouts are identified. Presentation (PowerPoint slides) The PowerPoint presentations include technical information on the session topics. There are two types of presentations: Handouts The modules include job aids related to each FP method, case studies, role plays, counseling cards, screening checklists for specific contraceptive methods, competency-based skills checklists, and a pre- and post-tests. Evaluation
Slide 32 A crisis communications plan will provide the ability to maintain continuous communication during an epidemic with: Employees and Volunteers: Be prepared to provide them with information on if, when and how to report during an epidemic. Set up a telephone call or texting tree, password-protected page on the organization website, an email alert or a call-in voice recording to communicate. Be clear on how their jobs or tasks may be affected. Slide 33 Organization Leaders: organization leaders with information needed for the protection of employees, members, volunteers and vendors. This might include the location of temporary services, alternative contact information for staff or alternate ways of conducting business, such as a payroll or bookkeeping service. Slide 34 Organization Members: Update your members on how regular services have been changed to accommodate the epidemic situation. Set up a list of media contacts that could help you facilitate the delivery of important messages. If possible, set up a designated web page or social media account that would announce available or changed services and list ways members could help. Slide 35 Public: It may be important for your organization to update the public, with calm assurance, that all resources are being used to protect staff, organizational members and the community. If applicable to your organization, clearly communicate the plans that are in place for assistance during an epidemic. Slide 36 Government: Tell local officials what your organization is prepared to do to help in responding to an epidemic. Also, communicate with local, state and federal authorities about what emergency assistance is needed for you to continue essential daily activities and services.
Analysis of the Global Climate Change Controversy A Problem-Based Learning Activity Sample Assessment Rubrics Inadequate (1 point) Competent (2 points) Exemplary (3 points) Score Disclosure Students do not correctly identify the stakeholders, nor their interests in GCC Students identify stakeholders, but do not explain their interests in GCC Students correctly identify stakeholders and their interests in GCC Position Students do not identify (or misrepresent) stakeholder positions Students correctly identify at one stakeholder position Students correctly identify several positions held by the stakeholder Evidence and Rationale Evidence to support stakeholder position is incomplete; students unable to articulate link between evidence and position Evidence to support stakeholder position is presented The evidence that is used to support the stakeholder position is clearly presented; students able to critically assess evidence and its use to support the stakeholder position Response Limited discussion of response to GCC; response not Students able to identify appropriate stakeholder Students able to identify and critique stakeholder response
clearly linked to position response in light of stakeholder position informed by evidence and stakeholder position Collaboration Team work has been dominated by one or two members; little evidence that all members contributed to research process Each member has contributed to the research process Team has worked together to generate a complete stakeholder analysis; each team member has a clear understanding of the analysis Presentation Team has difficulty explaining and/or defending their findings Team adequately explains and defends their findings Team clearly explains their findings; the presentation is organized and complete Rubric1: Team Stakeholder Presentation Rubric2: Personal Reflection
Inadequate (1 point) Competent (2 points) Exemplary (3 points) Score Response to Proposed Question Student does not clearly state their own opinion Student states position regarding most, but not all, of topics identified in the question Student clearly states position on all topics identified in the question Rationale to Support Opinion Student provides limited rationale for opinion; does not refer to evidence Student provides rational for opinion, but may not always reference evidence (or may reference evidence that has limited relevance to the stated opinion Student clearly articulates opinion and provides rational that informed opinion formation Assessment of Stakeholder Positions Limited assessment provided; no evidence of comparing and contrasting of stakeholder positions Student assesses several stakeholder positions; some evidence of compare/contrast analysis Student assesses nearly all stakeholder positions; demonstrates ability to draw comparisons and identify contrasts between stakeholder positions
Sufficient Evidence (3pts) Only a single piece of genuine evidence is used to support the conclusion. Includes multiple pieces of genuine evidence but not enough to support conclusion overall or each aspect of the conclusion. Includes enough genuine evidence to support the overall conclusion or each aspect of the conclusion. Adequate Rationale (3pts) Makes a simple assertion that the support provided “proves it” or it simply refers to the evidence without explaining it. Explains why the evidence was included or how the evidence supports the claim but not both. Explains why the evidence was included and how the evidence supports the claim. Geoscience content knowledge Content (3pts) The response demonstrates weak, inappropriate, or inaccurate disciplinary content understanding. The response demonstrates a basic or uneven disciplinary content understanding. The response demonstrates an adequate disciplinary content understanding. The writing Organization (3pts) The writing lacks coherence; organization seems haphazard and disjointed. The organization is confusing to the reader. An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The organization enhances the central idea and its development. The order and structure are good and moves the reader through the text. Sentence Fluency (3pts) The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure. Conventions (3pts) The author made several grammatical, spelling, punctuation, paragraphing, or capitalization errors. The author made only one or two grammatical, spelling, punctuation, paragraphing, or capitalization errors. The author used appropriate grammar, spelling, punctuation, paragraphing, and capitalization. (out of 21) Comments or suggestions for improvement: Author: Primary Author: Maggie Benoit, formerly at The College of New Jersey. For questions or comments about this activity, please email A National Science Foundation Award (#0942518) funded the development of this resource. References:
Relating Late-Quaternary Plant and Animal Distributions to Past and Future Climate Samantha W. Kaplan, University of Wisconsin-Stevens Point Margaret M. Yacobucci, Bowling Green State University John W. Williams, University of Wisconsin-Madison Prior Content Covered Quaternary climate change patterns Climate proxies – what they are and how they are used Idea of a climate space = multivariate representation of climate variables, in which species occupy a portion of the whole Target Taxa Trees: Picea glauca (white spruce) Picea mariana (black spruce) Pinus strobus (white pine) Pinus resinosa (red pine) Quercus alba (white oak) Tsuga canadensis or all spp. (Eastern hemlock) or all Tsuga spp. Other Plants: Poaceae (all grasses) Artemisia (sagebrush, mugwort, wormwood; associated with shortgrass prairie) Ambrosia (ragweed; associated with tallgrass prairie) Chenopodiaceae & Amaranthaceae (open or disturbed areas) Animals: Cynomys spp. (prairie dog) – linked to shortgrass prairie Mustela nigripes (black-footed ferret) – linked to prairie dog, but not much data Martes americana (pine marten) – linked to pine Martes pennanti (fisher) – good comparison to pine marten, stayed south when pine marten moved north, until extirpated in historical times due to forest clearing by European settlers (see paper by Graham and Graham 1994) Antilocapra americana (pronghorn) – linked to shortgrass prairie Bison bison (or Bos bison) (bison) – linked to tallgrass prairie Ovibos moschatus (muskox) – linked to tundra – good for today but not much past data = good illustration of how database is limited Mammut americanum (mastodon) – linked to forest / no-analog plant communities Phloeotribus piceae (bark beetle) – linked to spruce Running the Activity in Class
Macrosystems EDDIE: Cross-Scale Interactions Instructor’s Manual Module Description Environmental phenomena are driven by multiple factors that interact across space and over time. In freshwater lakes and reservoirs worldwide, phytoplankton blooms are increasing in frequency and severity due to interactions between local, regional, and continental drivers, including land use (local) and climate change (regional) drivers. In this module, students will learn how to set up a lake model and "force" the model with climate and land use scenarios to test hypotheses about how local and regional drivers interact to promote or suppress phytoplankton blooms in different lakes. The overarching goal of this module is for students to explore new modeling and computing tools while learning fundamental concepts about how non-linear macrosystem-level phenomena (e.g., lake phytoplankton blooms) can occur through cross-scale interactions. Pedagogical Connections Phase Functions Examples from this module Engagement Introduce topic, gauge students’ preconceptions, call up students’ schemata Short introductory lecture Exploration Engage students in inquiry, scientific discourse, evidence-based reasoning Development of hypotheses of how climate change and land use affect testing of these hypotheses by forcing lake
14 April 26 – May 12.6, Review 12.6 – Properties of Logarithms 15 May 03 – May 09 Unit V Exam, Final Exam Review 16 May 10 – May 16 Final Exams The date of the Final Exam for this course is: _______________________________
5. “Start a Test” now appears as an option on the “Course Tasks” dropdown menu. Note: The “Start a Tests” option only appears when you click on the course in which test proctoring has been enabled. When viewing your My Tegrity homepage, the “Tests” option will not be visible.
OMB Number 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018) Year Department / Program Applicant (List by Number) Previous Institution(s) Degree(s) & Year(s) Undergrad GPA GRE Scores V, Q, A, S (Percentiles) and/or MCAT Scores Interviewed (Y/N) Accepted (Y/N) Enrolled (Y/N) Support from this (Y/N) 2010 Medical Scientist Training Program 1* U. of WI BSN '09 3.63 12, 11, 10, Q Y Y Y Y 2010 Medical Scientist Training Program 2* Stanford BS '09 3.72 11, 13, 11, N Y Y N JHU N 2010 Medical Scientist Training Program 3 Yale U. Wash. U. BA '07 MS '09 3.78 660 680 740 10, 9, 11, O Y N N N 2010 Molecular Biophysics Program 1* U. of IL BS '09 4.0 700 730 720 690 Y Y Y Y 2010 Molecular Biophysics Program 2* Rutgers BS '07 3.36 710 690 680 Y Y Y Y 2010 Molecular Biophysics Program 3 Berkeley BS '08 3.68 680 710 720 Y Y N UCSF N 2010 Molecular Biophysics Program 4* U. of TX BS '09 3.73 720 690 750 (97%, 79%, 85%) Y Y N JHU N 2010 Molecular Biophysics Program 5* U. BS '07 3.32 650 670 630 N N N N 2010 Molecular Biophysics Program 6 U. of Kyoto BS '05 N/A 480 710 720 N N N N
J. G., 1997 BS, Iowa U. (Gordon-MCB) TG TG RG Structural Studies of Membrane- Bound Proteins M.S. (2001) Parke-Davis (Lab. Technician) Johnson, J., 2004 BPharm, Duquesne (Jacobs-Virology) TG2 TG TG RG RG Regulation of EBV Gene Expression PhD (2007) Postdoctoral Trainee w/C. Chen, Univ. of CA, Davis Smolock, Y., 2007 BS, UCLA (Rifkind-Genetics) UF UF TG Purine Synthesis Mutants in Mammalian Cells In Training Thomas, G., 2009 DVM, U. Penn (unassigned) TG In Training
Sample Table 2I. Participating Faculty Members Name Degree(s) Rank Primary Department or Program Research Interest Training Role International Trainees in Training International Trainees Graduated or Completed Training International Trainees Continued in Research or Related Careers Edith MBBS, MSc Asst. Prof Epidemiology Infectious 4 10 9 Brown, James M MPH, PhD Prof Epidemiology USA University Infectious 3 8 7 Ngura, Elizabeth MBBS, PhD Prof Epidemiology HIV Mentor 5 18 16 Jones, Shirley MS, PhD Prof Biostatistics USA University Modeling Mentor 1 4 4 Phiri, Moses MBBS, PhD Prof Microbiology TB and HIV/TB PI/PD 10 20 18 Richard MD, PhD Asst. Prof Epidemiology USA University HIV Mentor 2 4 4
Sample Table 4I. Research Support of Participating Faculty Members Faculty Member Funding Source Grant Number Role on Project Grant Title Project Period Current Year Direct Costs (US$) Banda, Edith Gov of Kenya 1234 PI Lab errors in diagnosis of TB in HIV infected patients 07/2014-06/2017 $100,000 Brown, James NIH P30 AI999997 Center PI USA University Center for AIDS Research 08/2015-07/2019 $500,000 Jones, Shirley Gates Foundation 6789 PI Modeling Approaches for Infectious Diseases 10/2013-9/2016 $300,000 Ngura, Elizabeth NIH R01 AI999998 Investigator The role of factor X in HIV/TB 03/2014-02/2018 $200,000 Phiri, Moses NIH R01 AI999998 Project PI The role of factor X in HIV/TB 03/2014-02/2018 $200,000 White Richard NIH P30 AI999997 Core Dir USA University Center for AIDS Research 08/2015-07/2019 $75,000 Average Grant Support per Participating Faculty Member $216,000
Heavy duty, sturdy box lock With or without a spring locking mechanism Currettes – look like an ice cream scoop, but with a sharp cutting edge Available in many USES: to scrape hard tissue (bone, cartilage, or fibrous tissue) Osteotome/Chisel – difference is osteotome has a double beveled sharp edge; chisel has a single beveled edge USES: to cut through or shape bone; must be used in conjunction with a mallet Mallet- drives cutting tip of instrument into the bone; provides the Bone – used to cut/file bone smooth rough edges Gigli wire – comes in various gauges USES: to cut bone; must be used in conjunction with T-shaped handles Wraps around bone and used in a saw like fashion Ex: at the zoo we used wire to trim elephant tusks and goat horns Hohmann retractor – single blade and handle; sometimes has holes on bottom of handle Flat blade with a small, sharp beak at the tip USE: mostly used in joint surgeries; can be used to retract tissue away from bone Orthopedic Implants and
And The signature of any other member. articles of government contents Interpretation of the terms used Conduct of the institution Responsibilities of the Corporation, the Principal and the The establishment of committees and delegation of functions generally The search committee The audit committee Composition of committees Access to committees by non-members and publication of minutes Delegable and non-delegable functions Delegable and non-delegable functions Delegable and non-delegable functions Appointment and promotion of staff Appointment and promotion of staff Rules relating to the conduct of staff Academic freedom Grievance, suspension and disciplinary procedures Suspension and dismissal of the Clerk Students Financial matters Co-operation with the CE of Skills Funding’s auditor Internal audit Accounts and audit of accounts Rules and bye-laws Copies of Articles of Government and rules and bye-laws Modification or replacement of the Instrument and Articles of Government Dissolution of the Corporation Interpretation of the terms used In these Articles of Government:
The legendary bent note at the start of American jazz-popular-classical composer George Gershwin’s Rhapsody in Blue started out as a joke during rehearsals – Gershwin loved it so much that he left it in the piece! Bassoon Much like the oboe, the bassoon is a double-reed woodwind instrument that produces its sound through vibrations between the two reeds. Unlike the oboe, however, the bassoon is significantly larger and follows a much longer path through the instrument’s body. Its sound is reedy, yet deep and warm, and can be frequently used for comic effect. The bassoon that we know today was derived from the baroque fagotto, and was perfected by instrument maker Johann Adam Heckel in the mid-1800s. One common variant of the bassoon is the contrabassoon, which if you think the bassoon is large and deep, wait until you hear one of those! Examples In – In classical: Russian modernist composer Igor Stravinsky’s The Rite of Spring opens with a bassoon being played in its upper register, an unusual scoring the instrument. This scoring was so unusual, as was the loud and cacophonous nature of the work, that a riot broke out in the concert hall when it was first performed, 100 years ago! Outside of classical: Classic Detroit R&B group, and mainstays of the famed Motown record label, Smokey Robinson & The Miracles utilized the bassoon in their hit single “The Tears of A Clown”. It’s one of the few pop hits to feature the instrument – be sure to listen for it playing a different melody at the same time the flute plays its melody at the start of the song. Solo performance: Modern composer Luciano Berio composed solo works for a variety of instruments, including voice, in his series of pieces, entitled Sequenza, designed to demonstrate the full range of the instrument. Here is Sequenza XII for bassoon Fun Fact! Here’s that contrabassoon, performing Nikolai Rimsky-Korsakov’s Flight of the Bumblebee – this sure sounds like one large bee! Saxophone
Section 14(2)(a) Disclose information for the development of a care plan MACNI Coordinator Manager, Complex Clients Director, Client Outcomes and Service Improvement Deputy Secretary, Operational Division Deputy Secretary, Children, Families, Disability and Operations Assistant Director, Individual and Family Support Area Director Manager, Individual and Family Support Manager, Residential Client Services Manager, Local Connections Section 15 Give a copy of the care plan and notice to eligible person. Give a copy of the whole or part of a care plan to a service provider identified in the care plan. MACNI Coordinator Manager, Complex Clients Director, Client Outcomes and Service Improvement Area Director Deputy Secretary, Operational Division Deputy Secretary, Children, Families, Disability and Operations
Raman Spectroscopy - Theory of Raman spectroscopy, Instrumentation, Comparison between IR and Raman spectroscopy, Applications, … Nuclear Magnetic Resonance Spectroscopy - Theory of Nuclear magnetic resonance, FT-NMR, Origin of chemical shifts, Splitting in NMR spectroscopy, NMR Applications,… Molecular Mass Spectrometry - Ion sources , Isotope peaks, Mass spectrometers, Application of Mass spectrometer,… An Introduction to Chromatographic Separations Gas Chromatography High-Performance Liquid Chromatography
1 The learner will know about different styles of music The learner must know: Assessment Requirements Evidence Location 1.a Different styles of Learners should identify different styles of music The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The characteristics of three styles of music Learners should describe the main characteristics of three styles of music 2 The learner will be able to use skills to identify techniques