zilongwang/ReadingBank huggingface dataset:
controls. This effect remained when controlling for CIS-R distress, F(1, 96) =4.24; p=.04; ηp2 =.04. Recognition Task: interpretative bias in CFS versus control group There was a significant Group x Target x Valence interaction, F(1, 100) = 20.94, p<.001, ηp2 =.17. To further explore this effect we conducted a mixed model ANCOVA with group as the between-subjects factor, valence (somatic or positive target) as the within-subjects factor and age as covariate for targets and foils separately. The ANCOVA for targets demonstrated a significant Group × Valence interaction, F(1, 100) = 25.83, p<.001, ηp2 =.21; which remained when controlling for comorbid distress, F(1, 99) = 4.38, p=0.39, ηp2 =.1042. Independent samples t-tests showed the CFS group endorsed positive interpretations significantly less than healthy controls, t(101)= -3.8, p<.001; and somatic (negative) interpretations significantly more than healthy controls, t(91)= 2.13, p=.04. The ANCOVA for foils demonstrated no significant main effects (F(1, 100)= .05, p=.82). Attention Network Test: attentional control in CFS versus control group The CFS group had slower overall mean RT on the ANT compared to healthy controls (649.33 vs. 556.63ms), t(101)=3.88, p<.001. Figure 2 illustrates the mean ANT attentional control scores of both groups. The CFS group had significantly poorer attentional control (i.e. higher ANT scores) than healthy participants, controlling for age; F(1, 100) =4.05; p=.05; ηp2 =.04. Relationship between attentional control and attentional bias
FUNCTIONAL IMPAIRMENTS: None Mild Mod Severe None Mild Mod Severe Family Relations Substance Use/Abuse School Performance/Employment Activities of Daily Living Self-Care Episodes of decompensation & increase of symptoms, each of extended duration Food/Shelter Social/Peer Relations Other (Describe): Physical Health Narrative continued in Addendum REQUIRED, describe Impairments checked above: Impairment Criteria (must have one of the following): AND: Intervention Criteria (proposed INTERVENTION will….): Significant impairment in an important area of life function. AND Significantly diminish impairment Probability of significant deterioration in an important area of functioning. AND Prevent significant deterioration in an important area of life functioning. (Under 21) Without treatment will not progress developmentally as individually appropriate. AND (Under 21) Probably allow the child to progress developmentally as individually appropriate. None of the above. AND None of the above DSM IV DIAGNOSIS—NOT BY HISTORY, MUST BE CURRENT DIAGNOSTIC FORMULATION Axis I-III: Code DSM & ICD-10 Description Check ONE Primary below Narrative continued in Addendum Axis IV Psychological and Environmental Problems which may affect diagnosis, treatment, or prognosis. Primary Problem#: . Check ALL that apply: Primary support group Social environment Education Occupational Housing Economics Access to health care Involve with legal sys. Other psychosocial/environmental Inadequate information Axis V Current GAF: Diagnosis est. by: On date: INITIAL PLAN (MEDICATION PRESCRIBED/LABS ORDERED/ETC.) My Signature below acknowledges having read and endorsed any prior MH Assessment referenced in this Psychiatric Assessment. Narrative continued in Addendum
POSTING INVIGILATOR (MIDTERMS) Hiring Unit: PSYCHOLOGY h Assignment: Invigilator for PSYC 305 Course Name Statistics for experimental design Midterm, Professor Amsel Room(s) of Midterm: L26, OM 112, McMed 522 Number of Invigilators required: 4 Hourly Wage: $12.70 Exam Period – Start Date: Oct 26 Time: 6:00 Exam Period – End Date: : Oct 26 Time: 8:30 Date of Posting: ___Sept 19, 2017____ (post for 5 working days minimum) Deadline to Apply: ___Sept 27, 2017____ (posting expires) PRIMARY DUTIES Go to instructor’s office 30 minutes before the exam takes place as preparation period (specific instructions about announcements, distribution and collection of exams and handling of problems). Take exams to the exam location. During the exam, invigilators ensure that students are not cheating by closely monitoring their behavior; invigilators must identify any students even suspected of cheating, and report the incident to the instructor in writing within 2 hours of the end of the exam including pertinent details including student name and ID. Invigilators also make announcements and handle student problems during the exam. After the exam, invigilators help to collect the exam booklets in an orderly fashion, and return them to the instructor's office. Note: Training may be required if no experience in invigilating. EDUCATION/EXPERIENCE REQUIRED Has taken or is currently taking PSYC 660. Prefer if they have taken a statistics course such as PSYC 305 or PSYC 650 OTHER QUALIFYING SKILLS & ABILITIES ____________________________________ HOW TO APPLY Please submit your application to: Submit your application to Graduate Program Coordinate (2001 McGill College – Room 757) An Employee working in a different position than the one covered by the present Collective Agreement must inform their supervisor in writing, on the application form, of any other assignments presently held at the University.
Waiting on feedback. Issues Each student has a practicum placement for the upcoming winter semester. Ideas to increase student hours that were include: 4 Year program, 2.5 days a week for practicums, bring back id lub. A time and date for a meeting is in the works to discuss these issues. Internship Issues hours are meeting to discuss this issue. Eastern Health All full-time vacancies have been filled. A few Mat Leaves left to fill. APNL Phia No updates. SWCC Renovations still on-going. IPE Scheduling conflicts – not enough facilitators. Standardized Patients to come into effect with hopes of providing a more “hands-on” interaction. A realistic approach while keeping with the process. IPE will be recruiting for more facilitators. Website No updates. #4 NEW BUSINESS Admin Meetings Possibility of moving admin meeting to 2pm (pending schedules) #5 ADJOURNMENT Adjournment Next Meeting Meeting adjourned at 3:00 PM Next meeting on November 29, 2017 at 1:30PM MINUTES Katera Dalton
To explore correlations among the different phyla and genera present in the samples, and their relationships to microbial community structure in PTSD participants and TE controls, compositional biplot analyses were performed. The full set of reads mapped to Greengenes, identifying a total of 7,556 OTUs, was used for this analysis. A multiplicative zero replacement technique was used to determine pseudo counts for zeros (124). A centre log ratio transformation (125) was conducted to transform the data and a singular value decomposition was performed to obtain a 2 rank approximation of the phyla and genera and the samples. Weighted gene co-expression network analysis (WGCNA) Network-based analysis was conducted using weighted gene co-expression network analysis (WGCNA). The full set of reads mapped to Greengenes, identifying a total of 7,556 OTUs, was used for this analysis. Modules were tested for association with variables of interest (age, Childhood Trauma Questionnaire (CTQ) score, time since index trauma (in months), plasma protein (CRP) concentration (mg/L)) using general linear models. All statistical analyses were performed in R via the R Studio platform and used the WGCNA statistical package (126, 127). Initial analyses to check for potential outliers and excessive missingness in our data set were performed using the WGCNA package. In addition, hierarchical average linkage cluster analysis was performed to identify outlying samples. Neither of these resulted in the removal of any participants. We used WGCNA to identify clusters, or modules, of OTUs that are highly co-expressed as well as a hub OTU that is the most highly connected. The nodes were the relative abundance values of OTUs, and we used this analysis to build modules of these nodes. To build the modules we used a “soft threshold” for assigning module membership, as suggested and thoroughly reviewed by Zhang and Horvath (128). A topological overlap matrix (TOM) was built and used to develop
Week 3. September 14 - 16. Laws regarding competence & credentials; informed consent. Special Topic 1: Prescription privileges. Prescription privileges special topics paper (#1) will be due 9/30. Guest lecture: Dane Scott, Director of the Mansfield Ethics and Public Affairs Program at The University of Montana and Associate Professor of Ethics in the College of Forestry and Conservation; history, philosophy of ethics (specific date TBA). 1) K & V, Chapter 4 & 5 2) , pp. 62-77 3) Look up relevant sections of the MCA and ARM. Prescription privileges: 4) Hayes & Heiby (1996) 5) DeLeon & Wiggins (1996) Week 4. September 21 – 23 The concept of risk management; more about informed consent; confidentiality, privilege, duty to protect. 1) K & V, Chapters 7 & 8 2) , pp. 31-61; pp. 112-135,166-190 3) Fisher, M.A. (2008). Protecting confidentiality rights: The need for an ethical practice model. American Psychologist, 63, 1-13. 4) Monahan, in Bersoff, pp. 180-186 5) Appelbaum on Tarasoff 6) Relevant sections of the MCA Week 5. September 28 – 30. Duty to warn; liability, insurance. Prescription privileges special topics paper (#1) due 9/30. 1) Review K & V, Chapter 8 2) Chenneville in Bersoff, pp. 203-206 3) Huprich et.al. in Bersoff, pp. 207-213 4) , pp. 233-241 Week 6. October 5 – 7. Multiple relationships, part 1. First guest consultation about here. (Consultation paper #1 will be due Monday, 10/19) 1) K & V, Chapter 6 2) , pp. 79-923) Gottlieb in Bersoff, pp. 249-251 (3rd ed) 4) Schank & Skovholt in Bersoff (3rd ed), pp. 347-352 Week 7. October 12 – 14. Multiple relationships, part 2 – sexuality and attraction. Rural issues. 1) Pope & Vasquez (2007), Chapter 17 Readings on rural issues to be made available.
Age of Possibilities Socioemotional Development in Early Adulthood Intimacy vs. Isolation Marriage Gottman’s Four Principles Nurturing Fondness and Admiration Turning Toward each other as Friends Giving up Some Power Solving Conflicts Together Socioemotional Development in Middle Adulthood Generativity vs. Stagnation Socioemotional Development and Aging Integrity vs. Despair Socioemotional Selectivity Theory Gender Development Biology and Gender Development Cognitive Aspects of Gender Development Gender Schema Socioemotional Experience and Gender Development Gender Similarities Hypothesis Nature and Nurture Revisited: The John/Joan Case Moral Development Kohlberg’s Theory Preconventional Level Conventional Level Postconventional Level Critics of Kohlberg Moral Development in a Socioemotional Context Prosocial Behavior Death, Dying, and Grieving Terror Management Theory Kubler-Ross’s Stages of Dying Denial. Anger Bargaining Depression Acceptance Bonanno’s Theory of Grieving Resilience Recovery Chronic Dysfunction Delayed Grief or Trauma Chapter 10 – Personality Psychodynamic Perspectives Freud’s Psychoanalytic Theory Structures of Personality Id
The Target (audience) The Message The Elaboration Likelihood Model Central Route and Peripheral Route Persuasion Strategies Foot-in-the-Door Technique Door-in-the-Face Technique Resisting Persuasion Inoculation Social Behavior Altruism (vs. Egoism) Evolutionary Views of Altruism Psychological Factors in Altruism Reciprocity Empathy Sociocultural Factors in Altruism Market Economy Religions Altruism and Gender The Bystander Effect Media Influences Aggression Evolutionary Views Genetic Basis Neurobiological Factors Psychological Factors Frustrating and Aversive Circumstances Cognitive Determinants Observational Learning Sociocultural Factors Cultural Variations and the Culture of Honor Media Violence Aggression and Gender Overt Aggression Relational Aggression Social Influence Conformity and Obedience Conformity: Asch’s Experiment Informational Social Influence Normative Social Influence Obedience: Milgram’s Experiments Situational Factors The Stanford Prison Experiment Group Influence Deindividuation Social Contagion Group Performance Social Facilitation Social Loafing
____ 21. Which type of definition specifies how a construct is measured? a. conceptual b. theoretical c. operational d. research ____ 23. You develop a new measure of love and you decide it looks like it measures love. You have demonstrated a. concurrent validity. b. discriminant validity. c. face validity. d. reliability. ____ 24. You develop a new measure of love and you find that people who score high on your measure show more loving behavior than people who score low. You have demonstrated a. concurrent validity. b. divergent validity. c. predictive validity. d. reliability. ____ 25. The textbook describes a study by McClelland (1958) in which the need-for-achievement test was administered to a group of children and then the children were observed while they played a ring-toss game. The purpose of this study was to establish ____ validity for the test. a. face b. concurrent c. predictive d. convergent ____ 26. Which type of validity requires multiple research studies, usually conducted over a long period of time? a. face b. concurrent c. predictive d. Construct ____ 27. A measure is reliable if it a. produces data that are repeatable. b. measures what you intend it to measure. c. produces data that make sense. d. produces data that are obvious. ____ 28. The method of establishing the reliability of a measure involving administration of the measure more than once is known as a. split-half reliability. b. internal reliability. c. test-retest reliability. d. inter-rater reliability. ____ 29. Two observers agree on their measurements of a behavior. The researchers have established what kind reliability? a. split-half reliability b. internal reliability c. test-retest reliability d. inter-rater reliability
feel o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 75. I am good at setting boundaries with my clients o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 76. Clients display cowardice in session o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 77. I struggle setting effective boundaries with my clients o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 78. I can be competitive at times o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 79. I do not need to improve at setting boundaries with my clients o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 80. The client’s presenting issues always factor into the therapy relationship o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 81. Change is slow and gradual o Persistently true o Generally true o Occasionally true o Infrequently true o Rarely true 82. Therapy generally does not play an important role in a person’s life outside of counseling o Persistently true o Generally true o Occasionally true o Infrequently true
National University General Course Information for PSY 611B (15574): Counseling Paradigms II Instructor: Caroline Paltin, Ph.D., Licensed Clinical Psychologist 173-B North Glassell Orange, CA 92866 (657)-333-0824; email: cpaltin@nu.edu Instructors Website: www.carolinepaltinphd.com (Go to “Graduate Students Corner” page and look for our course) Course Schedule: Tuesday & Thursday , February 6, 8, 13,15,20,22,27, 1 and ONE Saturday Saturday February 3th at 1-5pm (may be changed to 9am pending student approval) Textbook: Art of Integrative Counseling (3rd Edition) Gerald Corey For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com Supplementary References: Corey, 1996. Theory and Practice of Counseling & Psychotherapy New York: Wadsworth Corsini, R. Current Psychotherapies Axline, Virginia (1947). Play Therapy. New York: Houghton Mifflin. Forward, S. Toxic Parents Frankl, V Man’s Search for Meaning Gil, E. 1996. Treating Abused Adolescents. Hedges, L. Interpreting the Countertransference Hedges, L. Listening Perspectives Hedges, L. Practicing Defensively Jung, C. J. Man & His Symbols Jung, C. J. Memories Dreams and Reflections Kopp, S. The Naked Therapist; also by Kopp; If You Meet the Buddha on the Road, Kill Him! Masterson, J. Treatment of the Borderline. Polster & Polster, Gestalt Therapy Integrated Polster, Erv. From the Radical Center Polster Erv. Every Person’s Life is Worth a Novel Rogers, C. On Becoming a Person Siegel, D. Healing Trauma: Attachment, Mind Body and Brain Siegel, D. The Mindful Therapist: A Clinician's Guide to Mindsight and Neural Integration Stolorow, Robert, Psychoanalytic Treatment:An intersubjective Approach Stolorow, Robert, World, Affectivity, Trauma, Heidegger and Post-Cartesian Psychoanalysis
TAQ 1: Part 1: "Psychological perspective [assessment criterion 1.1]" "Key characteristics of the perspective used to explain the cause of obsessive- compulsive disorder [assessment criteria 1.1, 2.1]" "Analysis of the Perspective to effectively explain the cause of obsessive- compulsive disorder [assessment criterion 1.2]" Word count: Part 2: "Psychological perspective" "Brief description of study(ies) offered to support the perspective’s explanation for disorder" "Evaluation of the methods of data gathering used by each perspective [assessment criterion 2.2]" 1. 2. Word count:
PART 2: Learning outcomes and assessment criteria for this unit The following table shows the assessment criteria that your tutor will use to mark your work. To Pass a unit you must achieve all of the assessment criteria below. When all assessment criteria have been met, your tutor will use the grading descriptors shown on your assessment’s TAQ sheet to assess whether it should receive a Pass, Merit or a Distinction. When you have completed your work insert the page number/s on which, in your opinion, you have met each of the assessment criteria. LEARNING OUTCOMES (LOs) ASSESSMENT CRITERIA (ACs) The student should be able to: The student has achieved the learning outcomes because s/he can: Page number/s where you have achieved this AC: Negotiate an appropriate title and theme for an independent research project proposal involving relevant aspects of the subject area 1.1 Identify and negotiate an appropriate title and theme for a research project 1.2 Select appropriate aims and develop them into a research question for the research project 1.3 Show an understanding of the background to the subject area To plan how to carry out a research project 2.1 Identify key stages in the research 2.2 Produce a completed outline proposal/plan for a project 2.3 Describe and justify the research methodology to be used in the project Identify and select a range of appropriate sources from the subject area to be used in the research project 3.1 Justify the choice of a range of sources to be used in the project Understand the concepts of integrity and quality and take them into account in the research project 4.1 Show understanding of the concepts of validity, reliability and ethical considerations 4.2 Outline how validity, reliability and ethical considerations as appropriate are taken into account in the research project Collect and analyse data/information appropriate to the aims of the research 5.1 Use appropriate sources to select and gather relevant data/information 5.2 Independently interpret data/information gathered accurately Produce an individual research project on a named topic involving 6.1 Write and submit a suitably structured report
TAQ 1: Part 1: "What do I need know?" "Sources: where I can obtain this information? [Give a list of websites, books etc.]" "Notes and further questions raised. [From your reading of the sources.]" "Justify the use of the source [Assessment criterion 3.1]. [i.e. how does it link to your investigation? Is it reliable and valid? How do you know this?]" "What aspect of NVC is being investigated? [i.e. gender and touch]" "Are there any relevant theories available to explain this behaviour? [i.e. differences between the two genders in touching behaviour]" "What previous research has been conducted into this topic? [i.e. the differences between the two genders in touching behaviour]" Part 2: Word Count: TAQ 2: a) Word Count: b) Word Count:
Put medication near tooth paste Ask partner to remind you, sometimes Have partner give you “gifts” for full adherence Stress and immunity Definitions of stress “A negative emotional experience,accompanied by predictable biochemical, physiological, cognitive and behavioural changes, that are directed either at altering the stressful event or at accommodating to its effects” Any event which is appraised as demanding more than a person’s resources The model of stress, appraisal, coping, resources & outcome (Taylor, 1995) Overall relations between psychological factors and immunity Psychological stress is correlated with most immune-factors, especially with activation of viruses Objective aspects of stress were more strongly correlated with immune factors than subjective aspects Indirect measurements by seeing how someone projected their own feelings and standards on these photos and situations. Psychological stress is related to viral activation. !! What kind of stress, how long,.., --> influences immune system in different ways!! Example 1: Does prenatal stress affect immunity? Mothers of piglets were exposed to restraint stress or control at end of pregnancy T-cell and B-cell proliferations,and morbidity and mortality were tested in neonate piglets Effect of stress during pregnancy on the baby: Pregnant pigs were stressed (tied them down for four hours every day, doesn't hurt but immobilizes). What is the effect on the baby's immune system once they are born? lower in the babies from the stressed mothers. Disappears afterwards: recovery. T & B-cell proliferation-indices were lower in prenatally-stressed piglets Graph: blue= size of thymus gland that produced lymphocytes: smaller in the babies from stressed mothers: anatomical changes!!
Job Title: Improvement Adviser Attributes Essential Desirable Experience Extensive experience of developing delivering and evaluating improvement projects/programmes. Experience of developing and delivering learning and development in improvement science and methodology to a variety of staff groups and care providers. Experience of other improvement bodies in Scotland Experience of successfully leading multi-disciplinary and multi-agency teams across health and social care. Research experience Education, Qualifications & Training Educated to degree level or equivalent. Foundation level or above training/education in improvement Commitment to own CPD. Recognised Qualification in Improvement methodology. Skills & Knowledge Excellent interpersonal skills with an emphasis on negotiation, influence and diplomacy. Ability to network with key health and social care professionals in areas including Scottish Government, Health Boards, Integration joint boards, health and social care partnerships and service providers in the statutory, independent and voluntary sector. Extensive Knowledge and experience in health and/ or social care quality improvement. Good understanding of the social and political environment in which care services are provided to achieve change. Self-motivation, confidence and ability to meet tight Evidence of involvement and impact in work at a Scotland wide level including membership of national working groups.
INSPECTION - Producer Statement / Memoranda / Certificates Checklist ASSESSMENT OF DOCUMENTATION RECEIVED BC Number: Key for statement types: As-laid drainage (ALD) Cladding (CL) Electrical Cert (EL) Electrical Plan (EP) Engineer / Designer (PS4) Gas Cert (GS) Glazing (GL) Insulation (IN) Pressure test (P) Smoke alarm (SM) Sprinklers (SP) Surveyors confirmation of height / siting (SV) Waterproofing (WP) Solar systems (S) Truss layout (TR) Under floor / tile heating (H) Other (O) [specify] ...................................................................................…………................ Record the Author’s Name (Not the company name). If author is providing more than one document, list and assess each document) Decision Regarding Document Contents Decision Regarding Author Registration (Check registers on line & attach printout) Reason for decision / Y / P = content adequate / author approved / other reason / N / F = content inadequate / author not approved / other [specify other reasons below #] Outcome of decision Accept document OR Reject document Statement type / Header See key above ( / Y / P = Pass / N / F = Fail I / - / NA = Not Applicable) Site Address / Legal description Insurance Date B. Code (parts) Work identified Name & signature (Engineers) (Reg. Architects) (Energy work) (Plumbers, Drainlayers) # Reason for decision (Use this area for “other” statement types, or for giving reasons for decisions where a statement is not complete or an author is not registered, but you are accepting their statement) (NOTE: Electrical Certificates: Is it signed and dated?)
Professional School Counselor Procedures: Student Involvement: as many of the following situations as time allows. For each situation, ask students to predict: What is your first impulse (what you want to do immediately)…You’ve found your self-control! What do you do? Student responses will include words such as “choosing”, “deciding”, consequences, “saying ‘No’ to self when tempted”. When students have made oral predictions, invite demonstrations of finding (instead of losing) self- control in the same situations. Sitting on the floor in a group while the teacher reads a story you’ve heard before. Wanting to swing and there are no vacant swings Waiting in line to get lunch and the person behind shoves you. Making the last out in a baseball game Seeing someone trip and fall Walking by other students’ desks on the way to the pencil sharpener Wanting to tell the teacher something when someone else is talking Wanting to go home to play when your at-home- adult ignores you and keeps shopping. Stress the importance of maintaining self-control in all situations—even though it is HARD! CLOSURE: Review major points of lesson and encourage students to monitor their self-control at school and at home. When is it easiest to use self- control and when is it the most difficult? to scenarios with honest predictions of what you WANT to do (first impulse) and what you do when you find your self-control. Volunteer to demonstrate finding your self-control in each scenario. CLOSURE: Volunteer to tell the class one new thing you learned about “self-control. Agree to monitor your use of self-control at school and at home. Classroom Teacher Follow-Up Activities (Suggestions for classroom teacher to use to reinforce student learning of Comprehensive Guidance Curriculum concepts)
TEAM Lesson Plan Template Teacher: Dr. Jeremy Entner Subject/Grade: Probability and Statistics / 8th Grade / High School Lesson Title: CUTIT/GRAPHIT/SORTIT STANDARDS Identify what you intend to teach. State, Common Core, ACT College Readiness Standards and/or State Competencies; Enduring Understandings and Essential Questions. SMP3. Construct viable arguments and critique the reasoning of others. SMP5. Use appropriate tools strategically. (A histogram is a tool for this lesson). SMP7. Look for and make use of structure. (Students look for similarity among histograms). 7.SP.D.8 Summarize numerical data sets in relation to their context. a. Give quantitative measures of center (median and/or mean) and variability (range and/or interquartile range), as well as describe any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. b. Know and relate the choice of measures of center (median and/or mean)and variability (range and/or interquartile range) to the shape of the data distribution and the context in which the data were gathered B.S.ID.B.2 Interpret and use data from tables, charts, and graphs. S.ID.A.2 Understand histograms, parallel box plots, and scatterplots, and use them to display and compare data. OBJECTIVE(s)/Sub-Objectives Connect prior learning to new learning. Clear, Specific, Observable, Demanding, High Quality, Measurable, Aligned to Standard(s), and Integrated with other subjects, build on prior student knowledge Student-Friendly (I Can Statement) I can compare and classify data sets. I can compute the frequency with which an item appears in a data set. I can construct a histogram and a frequency histogram. MATERIALS AND RESOURCES Content-related: Clearly supports lesson objective(s); rigorous & relevant; Incorporates multimedia & resources beyond the textbook. Activities & Materials Yogurt cups; Lids; Pens / Pencils; Number sheet handouts; Worksheet handouts; Scissors; projector, graphing/statistics calculator or computer. Desmos online calculator: Desmos histogram creator: Dr. Entner’s video, for teachers, not students:
What is the IMA of the following pulley systems: What is a compound machine? Math Questions How much work is done if Kim lifts a 20N board to the second story of a building that is 15 m tall? What power is generated by a plant that does 4530 J of work in 5 seconds? What is the potential energy of a 75 kg man standing at the edge of a 75 m cliff? (acceleration due to gravity=9.8 m/s2)
300 agribusiness workers (including 75% women) trained in harvesting and post-harvesting operations. No. of male and female workers acquiring new skills Only 3 workers (2 are female workers) received training on harvesting. 150 trained agribusiness workers (including 75% women) gainfully employed by PHCs. No. of trained workers employed by PHCs. Total 300 workers are currently employed by PHCs, the vast majority only receive basic on-the-job training. PHCs equipped and sustainability plans implemented. Equipment installed in PHCs – Cost recovery ratio for PHCs PHCs hardly operate, due to the inadequacy of some equipment, the difficulty to reach exporters and other clients, and the lack of technical assistance in quality and food safety to reach compliance with quality and food safety international standards (BRC, ISO 22000, HACCP, etc.). PHCs systems and capacity upgraded to meet international standards PHCs system and capacity upgraded There are no quality or food safety management systems in place in the three PHCs. FAs capacity enhanced to sustainably deliver services to their members. No. of Services provided to members They provide: Marketing Services, Technical Support, and Information on the Horticulture sector No. of recipients of each service Marketing Services: 145 farmer Technical Support: 177 farmer Information on the Horticulture sector: 131 farmer Client satisfaction Slightly less than half the sample of small farmers (167 farmers) reported that they were not satisfied with the services offered. At least 1000 farmers and agribusinesses improve their business practices Progress of cost recovery of services
Can be separated by _________________ May _____________ _________ or be ________________ Examples: mud, pepper in water
4 Exemplary 3 Accomplished 2 Developing 1 Emerging Score and Feedback Ideas and Content The writing is clear and focused. It holds the reader’s attention. Main ideas are well developed and include responsibilities and powers of each position. The writing is mostly focused and can be easily understood by the reader. Main ideas are present, but are missing one of the government positions. The ideas are somewhat unclear of the attempted development is minimal, too simple, irrelevant or incomplete. Missing two of the government positions. The ideas are unclear, inconsistent, and/or lack a central theme and/or purpose. Missing three or more of the government positions. Organization Effectively organized in logical and creative manner. Creative and engaging greeting and salutation. Strong order and structure. Inviting greeting and satisfying salutation. Organization is appropriate but conventional. Missing or weak greeting or salutation. Lack of structure; disorganized and hard to follow. Missing or weak introduction and/or conclusion. Mechanics Demonstrates mastery of capitalization, punctuation, spelling, and conventions. Shows appropriate capitalization, punctuation, spelling and clear sentence construction. Shows inconsistent use of capitalization, punctuation, spelling and clear sentence construction. Shows minimal understanding of mechanics and conventions. Note to teacher - Multiply the students’ score by 2. This means the total performance task is worth 24 points in the assessment category. The students will also take the common assessment that is worth 53 points.
tilted slightly forward. Cadence: SLOW Count: 1. Squat and touch the ground, between the legs, with the fingertips of the left hand. Jump forcefully into the air, switching legs in mid-air to land with the right leg back and arms at the sides. 2. Squat and touch the ground between the legs with the fingertips of the right hand. Jump forcefully into the air, switching legs in mid-air to land with the left leg back and arms at the sides. 3. Repeat count 1. 4. Repeat count 2 and return to the starting position. Figure 9-21. Alternate-staggered squat jump EXERCISE 3: PULL-UP Purpose: This exercise develops the ability to pull the body upward while hanging (Figure 9-26). Starting Position: Extended hang using the overhand grip. Cadence: MODERATE Count: 1. Keeping the body straight and pull upward with the arms until the chin is above the bar. 2. Return to the starting position. Figure 9-26. Pull-up EXERCISE 5: ALTERNATING GRIP PULL-UP Purpose: This exercise develops the muscles used to pull the body upward while using an alternating grip (Figure 9-28). Starting Position: Extended hang using the alternating grip, left or right. Cadence: MODERATE Count: 1. Keep the body straight, pull upward, allowing the head to move to the left or right side of the bar, and touch the left or right shoulder to the bar. 2. Return to the starting position. Figure 9-28. Alternating grip pull-up EXERCISE 4: LEG TUCK Purpose: This exercise develops the abdominal, hip flexor, and grip strength essential to climbing a rope (Figure 9-27). Starting Position: Extended hang using the alternating grip, left or right. Cadence: SLOW Count: 1. Pull up with the arms and raise the knees toward the chest until the elbows touch the thighs just
refereed 5, 6, 8, 10, 13, 21, 59 software 5, 11, 12, 17 study guides 10, 11 textbooks 2, 10, 32 Scholarship 3, 4 Service 2, 4, 9, 11, 15, 17, 18, 23, 26, 35, 41 Statewide Technology 2 Teaching, excellence in 10, 11, 20, 43 Tenure 2, 3, 5, 7, 14, 19, 43 Tenure Clock Extension Policy 44 Workshops 5, 12, 16, 18, 21, 23, 33, 35, 37, 39, 41
Please rate the applicant relative to other students in the same field in recent years. Unable to Judge Lowest 50% Next 25% Next 15% Next 5% Top 5% Academic Performance Communication – Interpersonal & Verbal Communication - Written Team Player Motivation Signature: _____________________________________________________ Position/Title: ___________________________________ University / Company Name: ____________________________________________________________________________________
reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment b. Evaluation of Lecture Check here if not applicable reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment 1. Peer Review of Classroom/Laboratory Teaching - continued Rating Scale: 5 = Excellent, 4 = Above Average, 3 = Good, 2 = Fair, 1 = Poor, N = Not Applicable c. Evaluation of Small Group Interactions Check here if not applicable reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment reviewer rating comment d. Enthusiasm and Intellectual Stimulation
E. LETTER(S) FOR COURTESY APPOINTMENT(S) (IF APPLICABLE) (If Applicable) Paper preparer(s) must solicit letters from the Unit Executive Officer(s) of the Unit(s) in which the candidate holds a Courtesy Appointment. Letters should document the contributions of the candidate in the courtesy unit. **Insert letters on the following page(s). It is not necessary to add page numbers in this section. F. EVALUATION FROM UNIT P&T COMMITTEE (IF APPLICABLE – if there is a disagreement between the Unit P&T Committee and the Unit Executive Officer) **Insert evaluation from departmental committee on the following page(s). It is not necessary to add page numbers in this section. G. EVALUATION FROM COLLEGE P&T COMMITTEE (IF APPLICABLE – if there is a disagreement between the College P&T Committee and the Dean) **Insert evaluation from college committee on the following page(s). It is not necessary to add page numbers in this section. H. COPY OF MID-PROBATIONARY REVIEW EVALUATON(S) Include for probationary, tenure-track cases only. If a candidate is jointly appointed in two or more units, a evaluation must be included from each unit. If not available, please explain. Insert here the evaluation that was signed by the unit executive officer and candidate and forwarded to the dean. **Insert Mid-Probationary Review Evaluation on the following page(s). It is not necessary to add page numbers in this section.
Excellent Good Adequate Needs Improvement STAFF MEETING/DEVELOPMENT Attend one staff meeting (approximately two hours or less) or staff development activity per term. 4 3 2 1 CONFERENCES Provide additional hours for student conferences or tutoring for designated writing courses specified in Article 6.222. 4 3 2 1 STRENGTHS: WEAKNESSES:
Psychology A-Level Summer Homework 2017 Year 11 Transition Days During the Year 11 transition days you were introduced to four key approaches from Psychology. These included: The Cognitive Approach The Biological Approach The Learning Approach The Psychodynamic Approach Task 1: Produce a paragraph to summarise the key concepts of each approach, this should include a definition and a brief outline of what the approach is about i.e. how they explain human behaviour. You may wish to use the following resources to help you with your research: AQA course textbooks (available on shared-Human Sciences-Y11 Summer Reading Resources) Task 2: The following are topics that you will study and discuss throughout the duration of the course. Faulty or Inaccurate Eye-Witness Testimony Schizophrenia Obedience Attachment Phobias Your task is to research each topic and to provide a definition and brief explanation of each. You may wish to consider the following: What is it? Why is it an issue in Psychology? Are there any famous psychologists associated with the topic? Task 3: For one of the topics researched (a-e) you must now apply one of the approaches (1-4) as an explanation of the issues. For example: how would the biological approach explain schizophrenia? Or how would the learning approach explain phobias? You need to produce a few sentences to explain your choice of approach and to expand on how the approach would explain the issue. Note: You may wish to present your work using a table. See overleaf for an example. Deadline: Tuesday 6th September Note: You will be expected to bring in evidence of this work and you will require it to use and refer to during the first few lessons of the course. If you have any questions regarding the homework or the course generally please email either: Mrs Allen Miss Gilhespy Have a good summer and we will see you in September!
Surgical History Has your child had any type of surgery? Please circle: YES NO If YES, please list type of surgery and age of child when surgery took place ______________________________________________________________________________ Family History (please circle) Asthma Childhood Cancer Heart Disease before 50 years old High Blood Pressure before 30 years old Death in childhood or unexplained death Other:____________________________ Obesity __________________________________ Seizures _______________________________ Social History Who does your child live with? _______________________________________________________ Does anybody smoke? Please circle all that apply - inside the home outside the home in the car Who helps take care of your child? ____________________________________________________ Is your child in daycare? _____________________________________________________________ Please use the section below to share any other information you would like us to know about your child and/or your family:
1.12 Rotary Shaft Location Number of splines Speed, rpm Diameter of shaft, mm Height above ground, mm Direction of rotation (viewed from driving end) Rotary shaft speed at rated engine speed, rpm Type of Power transmission system Number/ type/Arrangement for fitting of tines on the shaft 1.13 Main Pulley Type and number of belts Diameter of pulley, mm Location Reduction ratio (from engine to clutch) Rotational speed at rated engine speed, rpm 1.14 Hitch Type Location Height above ground level, mm Maximum Minimum 1.15 Parking Brake Type: Method of operation: 1.16 Wheels Types Make Number Size/ Ply rating Recommended inflation pressure, kPa Track width, mm: Method of changing track width fieldwork transport Steel/cage wheel: Type Size Mass, (kg) Track width, (mm) Diameter (mm) Width (mm)
3 ROTARY SHAFT TEST Date and place of test: Type of dynamometer used: Tests Rotary Shaft Power kW Rotary Shaft Torque Nm Engine Speed rpm Fuel Consumption Specific Energy kWh/l Temperature oC Pressurre kPa Atmospheric Conditions Rotary Shaft Oil Temp oC Hourly kg/h Fuel Engine Oil Exhaust Intake Air Coolant Intake Air Exhaust Gas Lub Oil Temp oC Relative Humidity % Pressure kPa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Varying engine speed at full load i) ii) iii) etc Five hours test at rated power of rotary shaft a)At load to 90% of maximum power (4 hours): i) ii) iii) etc b) At load to maximum power i) ii) iii) etc
4 VIBRATION TEST F-1 Date of test F-2 Type of instrument F-3 Location of test TYPE of POWER TILLER (tilling or pull) S.No. Measuring points Vibration (Hz) Acceleration (m/s2) (1) (2) (3) HD VD 1 Steering handle Left arm grip Right arm grip 2 Operator’s seat (without operator) 3 At main frame where engine mounted * HD: horizontal direction VD: vertical direction 5 DRAWBAR PERFORMANCE TEST Type of track: Height of drawbar point above ground: Maximum Power test (power tiller un-blasted) Gear Travel Speed (km/h) Drawbar Pull (kN) Drawbar Power (kW) Wheel Slip (%) Engine Speed (rpm) Fuel Consumption Specific energy (kWh/l) Atmospheric Conditions (kg/h) (g/kWh) Temperature (0C) Pressure (kPa) RH (%)
in the fire; then he ground it to powder, scattered it on the water and made the Israelites drink it. 21He said to Aaron, “What did these people do to you, that you led them into such great sin?” Idols in the church: The idol of feelings - when feeling good is more important than God’s Word or principles. “God wants me to be happy.” The idol of low-commitment convenience - “What is the minimum I can do and still make it to Heaven?” The idol of entitlement - “I deserve”. The idol of the past - “That’s the way we’ve always done it.” The idol of innovation - “Everything has to be new and trendy.” The idol of personal preference - “My way is the right way.” When I make the expression of worship more important than the object of worship, my personal preference becomes more important than God. True worship transcends style. How we worship should never be as important as Who we worship! Ex. 20:5You shall not bow down to them or worship them; for I, the Lord your God, am a jealous God, punishing the children for the sin of the fathers to the third and fourth generation of those who hate me, 6but showing love to a thousand generations of those who love me and keep my commandments. Ps. 30:5For His anger lasts only a moment, but His favor lasts a lifetime… What am I passing on to the next generation?
5. Establish accountability. Rod’s definition: answering for and giving report of my actions, words, attitudes, or behavior; owning my decisions and actions. In a marriage, all passwords should be shared! Failure happens in isolation - there is safety in numbers! 6. Don't focus on the negatives. Instead, find and celebrate the positives. I find what I seek. 7. Celebrate our differences. Allow the reasons I fell in love to be the reasons I stay in love! 1 Cor. 12:4There are different kinds of gifts, but the same Spirit distributes them. 5There are different kinds of service, but the same Lord. 6There are different kinds of working, but in all of them and in everyone it is the same God at work. Different people, different gifts, God at work in all of them. 8. Instead of changing my spouse, change me! 9. Ask for help! If I wait until something breaks to give it my attention: It’s more difficult to fix. It takes more time to fix. It costs more money to fix. It can be so broke, I can’t fix it. 10. Do a marriage refresh.
Keywords: Water management and Productivity, Yield Productivity, Mobile for agricultural data collection, LLL and boosting food security. Living in rural of Afghanistan Life in rural Afghanistan evokes an image of a farmer levelling the land with an ox-drawn scraper. It’s one of the most basic preparations before sowing, as uneven land does not bode well for water absorption and farm productivity. But for many farmers, animal power is being replaced by machines. A laser land leveler - a machine equipped with a laser-operated drag bucket - is much more effective and quicker at ensuring a flat, even surface. A flat surface means irrigation water reaches every part of the field with minimal waste from run-off or water-logging. Mechanization is good news for farmers in Afghanistan, as climate change and variability pose unprecedented challenges to agriculture. The need of the hour is climate-smart agriculture practices and technologies that save on scarce resources like water and energy but increase yields and incomes. A portfolio of climate-smart practices can equip farmers to adapt to changing weather patterns amid depleting natural resources. For instance, in rural Afghanistan farmers don’t have access to LLL machines to laser their lands and the water which they have in the canals is not enough for their land they installed electric pumps and solar pumps for groundwater which Causing early dryness Recent studies predict that demand for irrigation water will increase at least 10 percent with a 1 degree Celsius rise in temperature in Asia’s arid and semi-arid regions. Irrigation is the biggest user of groundwater in rural Afghanistan, and unless steps are taken to reverse this trend, farmers face a water-scarce future. With Most Respect, Hamayoon Amini Kabul, Afghanistan
contractures caused by deep partial thickness burns that have limited the motion of two or more extremities or of at least one extremity and the trunk, OR contractures caused by full thickness or subdermal burns that have limited the motion of one or more extremities or the trunk, OR residuals of inhalation injury (including, but not limited to, pulmonary fibrosis, asthma, and chronic obstructive pulmonary disease). Continued on next page , Continued e. Requesting Evidence of Medical Feasibility Use the table below to request medical evidence of medical feasibility on behalf of Loan Guaranty. When … Then … the RLC is uncertain as to whether it would be medically feasible for the Veteran to reside in a specially adapted home it sends an encrypted e-mail to the SAH/SHA point of contact at the VSC, requesting a medical feasibility determination. the Veteran or serviceperson is hospitalized the VSC requests a current interim hospital summary including the complete medical findings, and completed VA Form 10-4555b. Note: You may also request a VA Form 21-2680, Examination for Housebound Status or Permanent Need for Regular Aid and Attendance, to ascertain the extent of disability, when warranted. Note: Once the medical evidence is obtained, immediately deliver it to the SAH agent in Loan Guaranty at either the RLC or an out-based location. Continued on next page , Continued