zilongwang/ReadingBank huggingface dataset:
For country policies and guidelines and demographic data, adapt from the national materials; For training, adapt from training guidelines and standards Prepare daily evaluation template (e.g., journals of takeaway messages), and workshop evaluation. SECTION 3 The Adaptation This section describes the facilitated workshop approach. The tasks are designed for the facilitators who will be responsible for the final products of the workshop. Participants should go through the process below. The objectives of the tasks included in this section are to: Assess performance and training needs. Decide which parts of curricula to adapt. Adapt curricula using the TRP. Develop lessons plans using the FP and AYSRH Training Modules. Pre-test the adapted curriculum. Monitor use of the adapted curricula. TASK 3.1 Ensure participants understand the importance of adapting TRP and FP training in PSE. It is important for participants involved in the adaptation process to understand the country, regional, and global FP and AYSRH contexts. Participants should appreciate the importance of FP and AYSRH as it relates to improving maternal, newborn, and child health. They should know why it is important for PSE to graduate competent health workers with adequate knowledge, skills, and attitudes to provide quality services upon deployment, and to instill a positive attitude toward FP and AYSRH among students. The sub-tasks described below comprise a facilitated process to ensure participants understanding of these subjects. Provide an update on the national, regional, and global contexts of FP/RH.
Includes condom negotiation skills 1 hour 15 minutes 2 hours 15 minutes Recap anatomy of the female and male reproductive organs. Topic 6: Implants Includes demonstration on insertion 5 hours 30 minutes Related content covered in earlier sessions: Infection prevention physical examination. Recap, modify time for: trainer demonstration Guided instruction using checklist while student is practicing procedures Topic 7: IUDs Includes demonstration on insertion Infection prevention 5 hours 45 minutes Related content covered in earlier sessions: Infection prevention physical and pelvic examination Topic 8: Natural Family Planning, Lactational Amenorrhea Method 3 hours 15 minutes Recap: Physiology and benefits of breast feeding Topic 9: Natural Family Planning, Standard Days Method Negotiating FP with partner 2 hours Topic 10: Permanent Methods Recap referral procedures. 3 hours
Step Ten. Continue building the back of the chair. Turn the chair back over, so that the front is facing you. Glue another craft stick horizontally 1-1/2" from the bottom. It should partially cover one of the grooves. As always, make sure your angles are ninety degrees. Step Eleven. More work on the two front chair legs. Align the front chair legs on the bold square on the grid. Glue the fourth craft stick horizontally 1-1/2" inch from the bottoms of the legs, exactly matching the position of the craft stick which is laying across the two back chair legs. Make sure your angles are ninety degrees. Step Twelve. Make the reinforcing slats. This is when our chair goes 3-D! Take the skinny ends of two clothespin-halves and position them at right angles to the chair back. They will be directly under that craft stick you glued across the back in Step Ten. The flat sides will be facing outward. I have rotated the photo 90 degrees clockwise so that you can view the chair as if it was standing. Check accuracy from all angles. Ninety degrees! This is how it looks laying down flat: Step Thirteen. Glue the front leg assembly to the back leg/back assembly.
How to make an ELL Schedule 1701 Chart Coordinate with the school secretary to compile a list of all 1701 ELL students Organize by grade and level Check incoming kindergartens and new students for any who might have missed being assessed at the Welcome Centre Welcome Centre Booking Guidelines K-12 Students: New to the Burnaby School District AND Have spent 4 years or less in a native English-speaking school system or received ELL support in previous school AND Speak a language other than English Incoming kindergarten students: Students for whom the language of the home is not English If you want, add the names of international students in a different font/colour to this chart and distribute to teachers. Schedule Decide how you want to group your ELLs (consider grades, levels, in-class or pull-out support) Calculate how often and for how long you can spend with each group or class Coordinate with classroom teachers to build your schedule Ensure your NIS time is blocked off Give schedule to an administrator and post schedule in a central area for staff Student Tracker (Year End Assessment/Next Year Planning) Enter student names and current ELL levels Throughout the year, track any relevant notes or comments After year-end assessments, input test scores and next year’s level
End 1/2/2011 Fibro Wall Cladding Non-friable Sound condition structurally, paint lifting in some places Exterior of main Building Accessible. Unlikely to be damaged. 1/2/2011 Pipe Insulation Friable Cracked at bends in pipe Plant Room: Behind boiler for water system Only accessed by maintenance staff 1/2/2011 Cement Flue Non-friable Good condition, coated Plant Room: On top of boiler Only accessed by maintenance staff 1/2/2011 Floor Tiles Non-friable Good condition, tiles under filing cabinet starting to lift Main office, Asbestos backed vinyl floor tiles Inaccessible
the asbestos work area and equipment Use damp rags to clean the equipment, including the dust collection tray. If necessary, use damp rags or an asbestos vacuum cleaner to clean any remaining visibly contaminated sections of the asbestos work area. Place debris, used rags and other waste in the asbestos waste bags/container. Wet wipe the external surfaces of the asbestos waste bags/container to remove any adhering dust before removing them from the asbestos work area. Personal should be carried out in a designated area If disposable coveralls are worn, clean the coveralls and RPE while still wearing them using an asbestos vacuum cleaner, damp rag or fine-water spray. RPE can be cleaned with a wet rag/cloth. While still wearing RPE, remove coveralls, turning them inside-out to entrap any remaining contamination and then place them into a labelled asbestos waste bag. Remove RPE. If non-disposable, inspect it to ensure it is free from contamination, clean it with a wet rag and store in a clean container. If disposable, cleaning is not required but RPE should be placed in a labelled asbestos waste bag or waste container. Refer to the for more information. Clearance procedure Visually inspect the asbestos work area to make sure it has been properly cleaned. Clearance air monitoring is not normally required for this task. Dispose of all waste as asbestos waste. Refer to the for more information. LIST OF AMENDMENTS Date Page Number Amendments 3 February 2016 Front Cover Republication date of February 2016 added to the front cover. 3 February 2016 10 Duty holder table, last dot point – Formatting of table amended so the words ‘reduce the risk of the exposure to asbestos to below the exposure standard and notify the regulator about the emergency’ are now showing in the table. 3 February 2016 29 Section 5.4, 14th dot point – ‘Further information can be found in ’ has been added to the dot point. 3 February 2016 61 Safe Work Practice 5, 8th dot point – Text amended from ‘200 mm’ to ‘200 µm’.
The systems, processes and procedures of your own and other organisations in which individuals, families, groups or communities may participate The range of support that may be needed to promote participation Safe-guarding Local multi-disciplinary and organisational procedures for investigating harm or abuse Types of harm or abuse Indicators of potential harm or abuse Common features of perpetrator behaviour Indicators of hostility, resistance or disguised non-compliance Legal and statutory powers and responsibilities that may be exercised in order to safeguard individuals, families, carers, groups and communities Personalisation and resources The potential of individuals to use their personal strengths and resources to achieve change The value and role of family networks, communities and groups in achieving positive outcomes, and ways to develop them The nature of personalisation and personalised services, including self directed support; and the role of the social worker in relation to these in the context of national policy The range of resources available within informal networks, within the wider community, through formal service provision and through innovation Commissioning and funding The eligibility criteria for services or funding streams The opportunities afforded by different funding mechanisms including individual budgets and direct payments The commissioning cycle for provision including opportunities for the commissioning of services by those using them The brokerage role in securing services Handling information How to express written information with accuracy, clarity, relevance and an appropriate level of detail Legal and organisational requirements for recording information and producing reports Legal requirements, policies and procedures for the security and confidentiality of information Reflective practice Principles of reflective practice, critical thinking and learning Processes and requirements for formal supervision within your own organisation How and when to access informal support in the course of practice Sources of feedback that may inform reflection on practice and critical thinking The Compendium of Skills Planning skills Plan courses of action to achieve identified outcomes Manage demands on your own time to prioritise what is important as well as what is urgent
BBandO Area of NAFAS SETTING UP A TWITTER ACCOUNT FOR YOUR FLOWER CLUB INDEX Page No Content 1 Front Page 2 Index 3 – 4 Sign up to Twitter 4 - 5 Choosing a User Name 6 Profiles and Settings 6 – 7 Add a Profile Photo 7 Add a Header 7 – 9 To add a Bio, Location and Website 9 - 10 Compose a Tweet 11 – 12 Follow some People
In Dashboard mode: Click on the ADD button alongside PAGES The following screen will appear: Click where it says TITLE and type in the name of your page. For example CLUB PROGRAMME. Note: It is best to do the name of the page in upper and lower case letters. Note: At this stage don’t write anything in the text box as this can be done later. Click on PUBLISH at the top right hand corner of your screen. The following screen will appear to confirm your page has been saved/published. Now click on MY SITE at the top left of your screen. Click on PAGES and you will see your saved page called Club Programme. To add another page, click on Add alongside Pages and give your page a new name e.g. Who’s Who or Committee etc. Remember to click on PUBLISH once you have typed in the name of the page. Click on MY SITE to return to the Dashboard. Now click on SITE TITLE in the top left hand corner of your screen to see what your site looks like. You will see that your pages you have not appeared so you need to return to the Dashboard (click on the X on the top left of the website page. NOW WE NEED CREATE MENUS MENUS You need to be your Dashboard to create the Menus. On the left-hand side of your screen click on MENUS. The following screen will appear. Note: This is where you will now be able to add the pages you have created to your website front page. You will see Home, About, Contact and Blog. To add your page called Club Programme, decide where you want to put it e.g. after About but before Contact. Click on the + sign alongside ABOUT as shown above and the following screen will appear: Click on ADD MENU ITEM BELOW (not Add menu item to children). This will give you a list of the pages you can chose from to add. Click on CLUB PROGRAMME as shown below in the circle alongside it.
How to significantly reduce the costs associated with commercial PV devices Project Name: Knowledge Category: Knowledge Type: Technology Type: State/Territory: New South Wales Key learning How to significantly reduce the costs associated with commercial PV devices The costs for making most commercial solar cells are dominated by the costs of the wafers and silver metallisation. Key findings from the present project have been that silver can be replaced by new copper-based technology and expensive silicon wafers can be replaced by much lower cost, but lower quality wafers that can achieve the same efficiencies through the use of the new hydrogen passivation technology. Implications for future projects The new technology and tools developed facilitating the use of the new copper-based technology and the ability to transform low cost silicon wafers into an equivalent quality as ones traditionally costing one or two orders of magnitude higher prices should be made available and considered for use in future projects. This has the potential to lead to much lower cost technology without sacrificing performance. Knowledge gap Reliability and durability studies need to be conducted to generate understanding and insight into how these new technologies respond in comparison to conventional technology. Background Objectives or project requirements A key objective of this project was to bring down the costs for photovoltaics. This led to the requirement to find alternatives to the use of silver and expensive silicon wafers. Process undertaken New ideas were generated for developing new technology for replacing the most expensive materials comprising solar cells. Following extensive experimentation, process development and
3. Mix it up. Although your homework assignments often only cover one concept at a time, exams usually cover multiple concepts, in no particular order; thus, you will need to know how to quickly identify types of problems and the methods to solve them. When studying for an exam, mix up the types of problems you’re practicing to practice identifying and solving different concepts quickly. Suggestion: Pretend to be a professor! Create your own practice test (or find a friend and make tests for each other) by choosing problems from a variety of sections. Reorder them, so when you are working through the test you won’t know what section it came from. Suggestion: Make flashcards with problems on the front and solutions on the back. Shuffle them up and quiz yourself! Work through the entire problem or just make sure you can recall the steps. 4. Combine concepts. In Mathematics courses, concepts and techniques you learn later in the course usually build upon things you learned earlier. Try to do problems that involve multiple concepts that are going to be on the exam Suggestion: Look through the problems sections at the end of chapters and try to identify what techniques are required to solve each problem. Work through problems that need more than one. Suggestion: Ask your professor about connections between concepts and suggestions for problems that involve multiple concepts. 5. Make sure you can do it on your own. It’s easy to feel like you know how to solve a problem when you are looking at solutions, following an example, or watching someone else do it. Before your test, you should be able to work problems without looking at solutions or using any resources you wouldn’t have on an exam (e.g. a calculator or formula sheet). It’s also important to practice under time pressure, to get yourself used to solving problems more quickly than you might be used to. Suggestion: Start by doing problems with resources and no time constraint, then move to no resources and no time constraint, and finally try no resources and a time constraint. Suggestion: Simulate exam conditions. Sit down in a place similar to the testing environment and take a practice test. Time yourself and only use resources that you will be given on the test. Do this long enough before the actual test to continue studying if you’ve determined you aren’t quite ready yet! Additional Resources: Ten Rules of Good/Bad Studying (excerpted from “A Mind for Numbers”) SLU’s handout on “Success in Mathematics”
5. You will want to run a pre-process preview to verify that all checks are calculated properly. To do this: Click on “” to view all reports before you submit your payroll. I. Review the “Payroll Summary” report to see TOTAL funding required for payroll. II. Review the “Payroll Register” report to view employee level totals. 6. When you are comfortable with the data and ready to process the payroll, simply Click on "" This completes the Submit Payroll Process.
How to Tag Items Welcome! Thank you for registering to consign with Mid-Coast Kids Consignment Sale. We are Mid-Coast Maine’s fastest growing consignment event. It’s no wonder, with 70% of the profits headed right back into your pocket. We also have a low registration fee and easy to use software to get you on your way, quickly. Whether you are a new or experienced consignor we have put together some quick tips, links and things to remember as you prepare for the sale. Materials You Will Need: White card stock paper – found at Walmart, Target, Staples Ziploc bags – gallon and 2 gallon sizes (for small toys and parts) Safety pins Hangers Blue painters tape Clear packing tape Computer with access to the internet (does not work with a smart phone or tablet) Zip ties Consignment Limits: 20 pieces of maternity clothes per consignor Declined Items: Items that are tagged or hung incorrectly Clothes that are the wrong season Items with strong smoke, mildew or other smells Clothes that are stained, faded, dirty, worn out, pants with knees worn out, holes Large equipment that is stained, dirty or recalled. All Game Pieces Must be included for: Games Toys
Next Process Step 5: (5/6/2014 6:09:50 PM) User left click on "Process Steps Recorder (push button)" Additional Details The following section contains the additional details that were recorded that can help find a solution for your Process. These details help accurately identify the programs and UI you used while recording the Process steps. This section may contain text that is internal to programs that only very advanced users or programmers may understand. Please review these details to ensure that they do not contain any information that you would not like others to see.
How to update your email signature STEP 1 Select file in the top left of your email client. STEP 2 Select options. STEP 3 Select Mail in the menu and then select ‘Signatures…’. STEP 4 Select ‘New’ and enter a name for your new signature. STEP 5 Select the signature to the right and copy paste into ‘edit signature’. _ Worldpay FirstName LastName Line of Business/Function Title Office Location (city name) T +44 212 345 6789 M +44 347 345 6789 worldpay.com STEP 6 Update the signature with your information. Please include all the information requested; so colleagues can identify your time zone and area. _ Worldpay John Doe Integrated payments Manager Cincinnati T +1 212 345 6789 M +1 347 345 6789 worldpay.com _ Worldpay Jane Doe Product Product manager London T +44 212 345 6789 M +44 347 345 6789 worldpay.com STEP 7 Ensure that you have the new signature selected using the right hand drop down.
How To Download Evolution Go to Click on Resources, then Software. Click on Download on the right side of the screen. If you get a security warning, click Run The login window should come up when the download is completed. If not, click on the Evolution icon on your desktop. Enter the Login ID and Password given to you by your payroll specialist. The server is evolution.usapayroll.com and the Compression will be either T1 or Cable/DSL. You may also need to click on Settings and change the port to 9901. Evolution will check for updates and have to log in one more time…this is normal. After this time, you will only need to type in your password. The first time you log in you will be asked to set up security questions and are encouraged to change your password.
How to use hydrogen passivation to fix defects in silicon Project Name: Knowledge Category: Knowledge Type: Technology Type: State/Territory: New South Wales Key learning How to use hydrogen passivation to fix defects in silicon The effectiveness of hydrogen atoms in fixing up virtually any crystallographic defects or losses in performance associated with the presence of unwanted contaminants in the silicon. Of particular importance has been the knowledge gained in relation to how to control the hydrogen in a way that makes it far more effective in carrying out its passivation capabilities. This work has been particularly novel, with important patents arising from the work. Implications for future projects This new hydrogenation technology should be relevant to any silicon-based solar cell technology as a way of reducing losses and improving cell efficiencies. In particular, it allows lower quality silicon wafers and still makes high efficiencies feasible. It should therefore be an integral part of any future projects or solar cell technologies that are using the low cost commercial grades of silicon such as the new ARENA RND068 project where it will be used for the new generation of Pluto solar cells. The technology is Australian owned and so can be available to any Australian projects or Australian solar cell technologies and manufacturing. Knowledge gap Techniques for implementing the hydrogen control that allows far more effective passivation have been developed, but this needs to be extended to develop and demonstrate manufacturability and commercial implementation. The hydrogen passivation needs to be developed and adapted and demonstrated for all solar cell technologies world-wide Additional work to improve our understanding of the fundamental physics behind the extraordinary results and processes achieved through hydrogen passivation would provide valuable insight that would assist in enabling this technology to reach its full potential.
great feature because you don’t have to add fields to your object; you can just calculate them in your script then use this function to add them irData.getChildrenData("Child Name") Returns a list of children that are under the current data element list = irData.getChildrenData(“LEVEL2”) irData.setAsCurrent(List Member) Sets the current list member as the current data element which allows you to perform getCurrentData() and setCurrenData() functions on it irData.setAsCurrent(List Name, Index) Another variation of the above function that returns the data element from the list that is at the specified index (first element has index 0) list = irData.getChildrenData(“LEVEL2”) firstLEVEL2 = irData.setAsCurrent(list, 0) secondLEVEL2 = irData.setAsCurrent(list, 1)
How did I do? For video demonstrations on how to use your inhaler visit: Please make an appointment to reassess your inhaler technique in: 3 months 6 months 12 months How to use your Aerolizer inhaler Inhalers are commonly prescribed for patients with asthma and chronic obstructive pulmonary disease (COPD) as they are very effective at delivering the medication straight to the lungs where it is needed. Using your inhalers correctly is an important part of asthma or COPD treatment. You should be shown how to use inhalers properly by a healthcare professional when they are first prescribed. You may occasionally experience problems using your inhalers, especially if it has been a while since you were shown the correct technique. This is very common and your healthcare professional can help you improve your inhaler technique. Why is inhaler technique important? It allows the correct dose of medication to reach your lungs. It gives you better control of your condition. Examples of Aerolizer inhalers Foradil Aerolizer Checklist for Aerolizer use 1 Stand or sit upright when using your Aerolizer. 2 Remove the protective cap from the Aerolizer. 3 Hold the base of the Aerolizer firmly and turn the
1 Stand or sit upright when using your inhaler. 2 Slide the cover down until you hear a click. 3 Breathe out gently, as far as is comfortable, away from mouthpiece. 4 Place the mouthpiece between your lips, and close your lips firmly around it. 5 Take one long, steady, deep breath in. 6 Hold your breath for up to ten seconds or as long as is comfortable. 7 Remove the inhaler from your mouth. 8 Breathe out slowly and gently. 9 Close the inhaler and rinse your mouth if possible. Common problems Common mistakes that people make with Ellipta inhalers include: Not standing or sitting upright, or holding the inhaler upright. Breathing out into the inhaler - do not do this. Shaking the inhaler or blocking the air vent with your fingers. If you open and close the cover without inhaling the medicine, you will lose the dose (it is not possible to accidently take extra medication or a double dose in one inhalation). Useful tips The dose counter shows how many doses are left. When there are fewer than 10 doses left, half of the dose counter shows red. You should re-order a new inhaler at this point. The number 0 is shown when the inhaler is empty. Rinse your mouth out with water after your dose. Speak to your nurse or pharmacist if you experience problems using your Ellipta Inhaler. Always read the patient leaflet provided for specific instructions.
R = Review: When will you meet again to see what action has been taken? Has Michael’s situation changed? Are Michael’s rights still being denied? F.A.I.R. Analysis of Michael’s case: F is for Fact: Michael has emphysema and is breathless.
See Annex 2 for examples of good indicators Milestones Set milestones for each year of the project. Set a target for the end of the project. Use absolute numbers not %ages or proportions. Do not use multiple indicators. Milestones are cumulative; each year adds on from previous year. If you are meeting your milestones early then you will be expected to inform the FM as soon as you know and revise your logframe milestones up for the subsequent year milestones/ targets. Assumptions Define the important assumptions you are that will affect whether the project will be successful. Check all the logic. If we undertake these activities and the assumptions hold true, then we will create the outputs, if we have created the outputs and the assumptions about the outputs hold true, then we will create the outcome. Checklist for assessing your logframe Is the logframe consistent with the Theory of Change? Is the results chain clear and logical? Do the impact indicators measure long term goals to which the project contributes? Do the outcome indicators measure what will change and who will benefit? Do the output indicators measure the tangible services or facilities (results of your activities) that will be delivered by the project? Are all indicators relevant to the results chain? Are all indicators clearly defined and measurable? Have you considered using standard indicators / best practice indicators / learning from other projects? Are baselines included for all indicators? Are the targets and milestones realistic and achievable? Do the targets take into account time for project mobilization? Does the logframe represent good VfM? Could you include VfM metrics to help monitor VfM throughout the life of the project and provide assurance at Annual Review? Is the logframe gender sensitive? Is data disaggregated by sex and disability? Is source information clear and based on robust data sources, including data periodicity and availability, who will collect and report? Are qualitative indicators used where appropriate? Logframe template with further guidance Taken from DFID SMART guide to logframes 2015 & 2011
Swimming CPD took place in Spring 2016 but costed to 2016-17. £190 Swimming CPD upskilled NQTs in preparation for teaching swimming during the Summer term, developed confidence to deliver accurately and brought extra resources available to all staff at school. Monitoring and management PLT release when attending competitive events, for administration and planning time. £859 Audit of equipment, pupil surveys and audit of surveys, planning and management of events, action planning and monitoring of coverage. Collaboration between schools within the Newport cluster and attendance of the Telford and Wrekin PLT meetings has allowed sharing of good practice, resources and established a network of PLTs. Transport Sporting fixtures and swimming lessons. £1140 TOTAL £8805 The overall impact of the Sports Premium Funding 2016-17 was: Improved knowledge, skills and confidence within teaching and support staff following CPD and staff meetings around swimming, dance, gymnastics and inclusive PE. An increased number of pupils participating in inter-school competitive events. An increased attendance at extra-curricular sports clubs, particularly cross country across all of KS2. An increased level of pupil interest and enjoyment due to a wider range of activities and supported PE lessons. The achievement of the School Games Mark Silver award.
More information You can ask questions about how we keep customers safe or for a copy of our Human Rights Policy. Phone 03 9916 5876 TTY 03 9916 5899 Email yooralla@yooralla.com.au Words in this sheet Organisation A business or government department.
How to Upload Newsletters and Announcements Login to a County or District account. Click on the “Connect” tab. Click on the “Newsletters” icon. Select “Add Newsletter.” Enter the Newsletter Title. Enter the upload date. Select “Share with Members” to post on the Family Home page and/or “Share with Managers” to post on the Manager Home page. Click on “Browse” to select a file. NOTE: The file must be in a .pdf format. Click “Save.” Once the newsletter is uploaded, it will appear in the list of newsletters. Click “Edit” to delete any outdated newsletters or hide them from manager/family home pages. Newsletters and Announcements will appear on the Family home page for families in the County. Newsletters are available to merge in Broadcast Email. Double click on the Newsletter Link to insert it in the Email body.
HOW2Learn structure of Professional Learning for Trainers Phase Trainer Modules Phase 1 3 days learning face to face 30 hours registered at Highly Accomplished attained after trainer has: delivered the face to face components followed up on participant deliverables completed their own deliverables Must be delivered as a unit and trainers must be able to show evidence of learning to receive Highly Accomplished registered hours. 3 Trainer modules Elements of successful professional learning Culture the heart and soul of it Making it stick 6 Whole School PL modules Building a sense of urgency Exploring mindsets Acting on our moral imperative Developing growth minded learners Habits worth developing Practices that accelerate learning Phase 2 2 days learning face to face 10 hours registered at Proficient after each conference. An additional 3 hours registered at Highly Accomplished can be attained for each module after the trainer has: delivered the face to face components followed up on participant deliverables completed their own deliverables Trainers make choices about which modules they will deliver to suit their schools’ context and direction. 1 Trainer module Transforming our culture of learning 5 Whole School PL modules How the brain learns- Part 1 Stretching your learning habits We value what we measure Practices that are strategic Responding with learning in mind Phase 3 2 days learning face to face 2 Trainer modules Planning to succeed Showcase of trainers’ school direction 5 Whole School PL modules How the brain learns- Part 2 Habits revisited Practices the build social learning Practices that build stickability
values of certain parent nodes and calculating the change in probability distribution for the final node, average DES. The change for each bin in the probability distribution was derived by subtracting the final probabilities from the originals, displayed in Figure 23. Note that average DES had an initial distribution of 4.84% for its lowest bin, 27.67% for the next, 30.98% in the middle, 30.30% in the second highest, and 6.20% in the highest bin. Figure 23. Original Probability Distribution for Average Daily Energy Supply (DES) 1. International Refusal to Sell Cereals The first crisis for observation attempted to emulate the 2008 global food price spike. That year, the price of cereals nearly tripled from $180 per ton in 2007 to $386 per ton. International exporters reduced availability from 4,309,986 tons in 2007 to 3,204,774 tons in 2008. The effects of these changes propagated into Oman’s ability to import cereals, subsequently obtaining only 646,160 tons of cereals in 2008. Accordingly, the scenario involving the international refusal to sell cereals fixed the probability distributions of two nodes: international exports of cereals was fixed to its lower bin of less than 5,000,000 tons, and the price of cereals node was set to its higher bin of greater than $140 per metric ton. Figure 24a displays the subsequent changes in the Bayesian belief network, and Figure 24b calculated the changes in probability distribution for each bin in average DES. In this scenario, the likelihood of Oman having a lower average DES increased, as the lowest bin and second lowest bin respectively increased 0.36% and 1.13% in probability. All bins in excess of 3,000 kilocalories per person per day decreased in probability. The middle bin dropped 0.84%, the second highest by 0.19%, and the highest by 0.44%.
Friday, October 16, 2015 3:00 – 4:00 PM Conference Registration Learning Center 2nd FL Concierge Desk 4:00 – 4:15 PM Opening Remarks (LC-200) Speakers: JP Sánchez MD, MPH Principal Investigator, BNGAP Assistant Dean, Rutgers New Jersey Medical School Marc Nivet, EdD, MBA Chief Diversity Officer Association of American Medical Colleges Gezzer Ortega, MD, MPH Senior Research Associate, General Surgery Resident Howard University College of Medicine 4:15 – 5:30 PM Plenary I: Diversity and Inclusion in the Academic Medicine Workforce (LC-200) Moderator: Norma Poll-Hunter, PhD Senior Director, Human Capital Portfolio Association of American Medical Colleges Speakers: Maria Soto-Greene, MD Vice Dean Rutgers New Jersey Medical School Wayne A.I. Frederick, MD, MBA President and Surgical Oncologist- Howard University Edward E. Cornwell, MD Surgeon-in-Chief, Department of Surgery Howard University College of Medicine 4:15 – 5:30 PM Plenary II: Academic Medicine Career Roles and Responsibilities (LC-200)
First Name: Last Name: TechID: Major: Advisor: Last time you had contact with your advisor: / / Factors Affecting Your Academic Success Check the items that have been a problem for you. Personal Factors: Anxiety Financial Problems Children Loneliness/Isolation Childcare Unresolved problems Transportation Change in relationships Spouse/Partner Too many commitments Extended family Clash between school & work Lack of confidence Clash between school & family Other: College Factors: Classes too long No opportunity for involvement with others Classes too small or too large Inadequate facilities for studying Campus values differ from yours Lack of access to advisor Problems with instructor(s) Inappropriate advising Instructors-inconvenient office hours Lack of knowledge of tutoring services Lack of computer access Lack of knowledge of university policies and procedures Other: Learning Factors: No interest in a particular course Courses do not fit career goals Courses unavailable when needed Lack of academic confidence ESL Difficulty taking tests Other: Approach to Academic Progress: Poor follow through Unsure about what is important Cramming before tests Concentration easily broken Little time to review Unsure how to study course materials Material quickly forgotten Trouble understanding textbooks Unexpected questions on test Other: Charting the Course for Academic Recovery List the top 3 factors that have most affected your academic success. Ex: Trouble getting to class on-time 1. 2. 3. Continue to next page
Parents can feel lonely and overwhelmed Work and home reversals Dealing with stress: Parent support group and classes Prepare for life with child, not just childbirth Learn what is normal Baby blues: A general feeling of malaise or sadness after one has a baby; usually lasts a week or two Postpartum depression: A serious clinical disorder arising after childbirth where parents feel sad, anxious, overwhelmed, and may even think of harming themselves or their babies Infertility and innovation Great source of anxiety and depression Health problems and unhealthy lifestyle related to fertility problems Assisted reproductive technologies: New scientific approaches that help people have babies Artificial insemination: The introduction of sperm into the vagina to aid in fertilization In vitro fertilization: The introduction of a zygote or blastocyst into the uterus to increase the chances of pregnancy. Microsort sperm sorting: An optional procedure occurring during in vitro fertilization where chromosomes are marked with dye so that gender selection of babies can take place before implantation Reproductive surrogacy: The use of a “donor” womb to carry one’s child Adoption Kinship care: Foster care provided to children by their biological relatives Private adoption: Adoptions conducted through private agencies, usually working with birth mothers in order to obtain a newborn or infant; babies are usually European American
Semester/ Year Courses Taught # Students Enrolled Spring 2016 RHET:3630:0001 Apology and the Art of Verbal Self-Defense 7 RHET:1060:0050 Speaking and Reading 18 RHET:1060:0055 Speaking and Reading 18 Fall 2015 RHET:5350:0A02 Colloquium: Teaching Rhetoric 9 RHET:1030:0024 Rhetoric (STEM: Honors) 20 RHET:1030:0051 Rhetoric (Honors) 17 RHET:1060:0007 Speaking and Reading 18 Spring 2015 RHET:1030:0050 Rhetoric (Honors) 20 RHET:1030:0078 Rhetoric (Psychology & Social Sciences: Honors) 11 RHET:1060:0020 Speaking and Reading 17 Fall 2014 RHET:1030:0023 Rhetoric (Psychology & Social Sciences: Honors) 20 RHET:1030:0051 Rhetoric (STEM: Honors) 19 RHET:1030:0445 Rhetoric (STEM: Honors) 20 Spring 2014 RHET:1030:0038 Rhetoric (STEM) 18 RHET:1030:0078 Rhetoric (STEM) 18 Fall 2013 RHET:1030:0025 Rhetoric 19 RHET:1030:0036 Rhetoric 16 RHET:1030:0442 Rhetoric (Honors) 20 Summer 2011 031:063 Abnormal Psychology (Health Professions) 21 Spring 2011 031:163 Abnormal Psychology 84 031:063 Abnormal Psychology (Health Professions) 100 Fall 2010 031:013 Intro to Clinical Psychology 291
031:163 Abnormal Psychology 99 031:063 Abnormal Psychology (Health Professions) 76 Summer 2009 031:013 Intro to Clinical Psychology 21 Spring 2009 036:074 Media & Society 24 036:090 Intro to Surveillance Studies 21 031:013 Intro to Clinical Psychology 239 Fall 2008 031:013 Intro to Clinical Psychology 236 036:074 Media & Society (TA)(two discussion sections) 23 & 21 036:090 Introduction to Surveillance Studies 24 Summer 2008 031:013 Introduction to Clinical Psychology 28 Spring 2008 010:006 Speaking & Reading 10 Fall 2007 010:001 Introductory Rhetoric (two sections) 21 & 19 Summer 2007 031:013 Introduction to Clinical Psychology 27 Spring 2007 010: 002 Introductory Rhetoric 22 031:063 Abnormal Psychology (Health Professions) 43 Fall 2006 010:003:093 Accelerated Rhetoric 23 010:003:084 Accelerated Rhetoric 23 Summer 2006 031:013:001 Introduction to Clinical Psychology 28 Spring 2006 031:063:SCA Abnormal Psychology: Health Professions 40 031:105:001 Personality 80 Fall 2005 031:120:001 Experimental Psychology I 80 Spring 2005 031:013 Introduction to Clinical Psychology 240 SCHOLARSHIP Publications
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in so doing has missed not only questions related to ‘value for money’ on an individual contract but also those linked to government-wide impact. In the next section we put forward the results of our survey and finally we offer some conclusions. Survey Results Expertise of Policy Managers: The initial set of questions in the survey was designed to articulate the background of the policy managers themselves. The bulk of the managers that answered our survey have been in their position between 0 and 5 years (65%) [Chart 1]. Chart 1 Length of Employment in Current Position Source Q.2 This in itself is an interesting finding as the policy consultants themselves often have more than 20 years of experience in their fields (Howlett and Migone 2013 forthcoming). Only a little more than ¼ of the respondents have either undergraduate or Master level courses in public policy, although 68.4% received some kind of internal government training, but much of it being rudimentary such as participating in workshops and conferences. The Nature of Consulting Activities Managed As Chart 2 shows, In terms of the activity managers undertake, it is also interesting to notice that those managing policy consultants engage in the various phases of the policy cycle almost equally [Q.6]. This may support the analysis by Page (2010) that pointed at a general refocusing of governmental personnel towards process expertise. Chart 2 Aspects of Policy Making Contracted to Consultants
Even in this case, when we disaggregate the answer by percentage of consulting budget that is supervised, we find that the managers with higher percentages tend to be more likely to try and share this type of information (see Table 11). Table 11 – Cross Deartmental Learning by Managerial Level Is knowledge on fee rates shared within and between departments? If so, what percentage of your Department's annual consulting budget do you supervise? Answer Options <10 percent 25-75% >75% Response Count Always 11.4% 16.7% 0.00% 20.0% Frequently 4.5% 0.00% 0.00% 40.0% Sometimes 54.5% 16.7% 0.00% 0.00% Rarely 22.7% 50.0% 100.0% 20.0% Never 6.8% 16.7% 0.00% 0.00% Rating average 2.91 (44) 2.50 (6) 2.00 (1) 3.40 (5) 2.89 (56) Response Count 44 6 1 5 56 Since a variety of contractors provide either repeat work in the same department or work for more than one department it would be very useful for administrators to share this type of information. What is less common within departments are routine assessments. In fact, these take place only about half the time (48.1%). Also of interest in this area (and in fact confirming the problems highlighted by other independent research in this field) is that the various departments seldom measure efficiency gains from use of consultants. In practical terms, there are as many respondents for the “Never” category as there are for the two top responses (Table 12 and Chart 11) engagement
Boys: 11. Using the sorted data, find the mean, median and range for the girls’ data and for the boys’ data: 12. Using the sorted data, find the values needed to construct box plots for the girls’ and boys’ data: 13. Construct box plots for the girls’ and boys’ data: 14. Compare the boys’ and girls’ distributions:
HOW NATURAL AREAS FILTER WATER Subject Area: Science, Natural Resources Grade Levels: 6th-8th grade Time: Activity 1 – one to two 45 minute periods. Activity 2 – two 45 minute periods. Essential Question: How do paved areas impact the filtration of rainwater? Purpose and Overview: In this lesson, students learn the value of clean freshwater and the natural processes that ensure an adequate supply of usable freshwater. In activity 1, students learn about the importance of water quality for human health and agriculture. Students brainstorm the different ways that people use water, from household use to industry and agriculture. Statistics related to the quantity of water on the planet help students understand that water is a finite resource. Students relate their own activities to the water supply to put their own consumption in activities. Students then brainstorm various threats to the water supply. In activity 2, students conduct a hands-on activity that focuses on the role of natural areas as filters that produce clean water. Such natural filters are contrasted with impervious (paved) areas to compare the impact of development on the ability of nature to provide clean freshwater. Nature Works Everywhere Theme: Introduction: Humans use an ever-greater proportion of available freshwater and activities like agriculture and industry can impact the water cycle. Pollutants like pesticides, fertilizers, and heavy metals can enter watersheds as a result of some agricultural practices and industrial activities. Contaminated water that enters a watershed can threaten all organisms that depend on water for survival.
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