zilongwang/ReadingBank huggingface dataset:
*Please use the address information all correspondence will be sent to regarding this RFP and Contract if applicable. Name of Appraiser: (first) (MI) (last) 2.0 Primary Residence: (city) (state) 3.0 Primary Address: (address) (city) (state) (zip code) 4.0 Qualifications and Experience Scoring Criteria This table applies to both Certified Residential and Certified General Real Estate Appraisers 1 Pt. Signature Appraiser for less than 5 residential or non-residential appraisals on real estate property that was subject to eminent domain. Eminent domain (ED) experience may consist of any combination of residential and non-residential appraisal assignments. For purposes of this specific RFP, the terms “Signature Appraiser” is interchangeable with the term “Appraiser Providing Significant Real Property Appraisal Assistance”. Experience may not have been gained as a trainee. Lack of experience performing ED appraisals will not necessarily preclude the applicant from qualifying for a PREAS Contract. 3 Pts. Signature Appraiser for 5 to 25 residential or non-residential appraisals on real estate property that was subject to eminent domain. ED experience may consist of any combination of residential and non-residential appraisal assignments. 5 Pts. Signature Appraiser for more than 26 residential or non-residential appraisals on real estate property that was subject to eminent domain. ED experience may consist of any combination of residential and non-residential appraisal assignments. and Professional Designation real estate are licensed under Texas statutes, verification of individual experience in a self- reporting log format is sufficient. Falsification of professional experience is a violation of the Uniform Standards of Professional Appraisal Practice and grounds for disqualification of the proposal in its entirety. 6.0 For purposes of this RFP, professional real estate appraisal work experience that demonstrates your understanding of the scope of services to be provided must have been completed within the 5-year period October 2011 to October 2016.
PHYSICAL ABILITIES: 1. How would you describe the child’s general physical abilities and/or challenges? 2. Are the child’s challenges developmental (since birth) or a result of a traumatic event? 3. Does the child receive: speech therapy (school-based and/or private) yes | no Describe: occupational therapy yes | no Describe: physical therapy yes | no Describe: vision supports yes | no Describe: hearing supports yes | no Describe: behavior supports yes | no Describe: after-school tutoring yes | no Describe: other supports yes | no Describe: 4. Does the child have: a wheelchair (manual/power) yes | no laptray on wheelchair yes | no braces (hands/feet/body) yes | no If yes, where: glasses yes | no hearing aid(s) yes | no If yes, please circle: Left ear Right ear Both ears walker yes | no stander yes | no
Standard 115.231 Employee training Exceeds Standard (substantially exceeds requirement of standard) Meets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action) Auditor discussion, including the evidence relied upon in making the compliance or non-compliance determination, the auditor’s analysis and reasoning, and the auditor’s conclusions. This discussion must also include corrective action recommendations where the facility does not meet standard. These recommendations must be included in the Final Report, accompanied by information on specific corrective actions taken by the facility.
Once the herbicide’s been incorporated into the soil by rainfall, cultivation or the planting operation, how the herbicide’s likely to behave will be dictated by the amount and timing of subsequent rainfall; the soil type; water solubility and strength that the herbicide binds to soil and organic matter. TEXT OVERLAY: High binding & low solubility stay near the surface. VOICE OVER: Herbicides with high binding and lower solubility will generally tend to stay near the soil surface and will usually require good soil moisture at application and throughout the period of required weed control. TEXT OVERLAY: Weak binding & high solubility move easily into the soil. VOICE OVER: Herbicides with weak binding and high solubility will easily move into the soil following rainfall, but may be leached down the profile with continuing rainfall events. Montage of seeder. VOICE OVER: How planter design affects soil and herbicide movement, incorporation, volatilisation losses and the potential for crop damage, is the subject of the second video in this series. VIDEO TITLE: Pre-Emergent Herbicides SUB-TITLE: Soil Behaviour of Pre-Emergent Herbicides in Australian Farming Systems – A Reference Manual for Agronomic Advisers URL: grdc.com.au/SoilBehaviourPreEmergentHerbicides AUTHORS: Mark Congreve & John Cameron VOICE OVER: If you would like to learn more about herbicides and their behaviour in the soil, GRDC’s publication ‘Soil behaviour of herbicides in Australian farming systems - A reference manual for agronomic advisers’ is an excellent read and available online at the GRDC. GRDC & ICAN logos GRDC Project ANV00017 CLOSING MUSIC PLAYS
speaking to camera. “Well here we are at Berricks on the Liverpool Plains we’ve just planted this using four Janke tynes just here, one, two, three, four. This has been sown at 10 kilometre and hour and we’re in our area where we’ve put our urea down earlier. We can see we’ve gotten rid of most of the urea over the crop row itself and there’s been some good soil throw into the inter-row area but its pretty cloddy. If we have a look at what’s been happening we’ve protected a fair bit of that herbicide in the inter-row area but we’re probably still going to loose a bit of it if it was Treflan cause its pretty cloddy. That’s often going to happen when you’re dealing with slightly wet soil, that usually happens around planting, and particularly in these heavier vertosol cracking clays.” Slow motion footage of NDF double disc seeder VOICE OVER: Using a different seeder, a double disc opener with no depth wheel, and at the same speed the result clearly indicated this was not an appropriate choice where herbicide incorporation is needed. Interviewee kneeling in paddock, moving soil, and speaking to camera. JOHN CAMERON: “We can see we’ve got very very little soil coverage over the inter-row area so for anything that’s going to gas off, have a high level of volatility like trifluralin that’s not protected, we’re expecting poor weed control there. A little concerned here that we’ve still got quite a bit of herbicide left in the seed furrow or on the sides of the seed furrow itself so we’re also worried about crop selectivity.” TITLE: Factors effecting pre-emergent herbicide efficacy. DOT POINTS: tillage or no till systems… level and evenness of stubble cover… amount of herbicide binding to organic matter… soil surface crusting or clods… rainfall timing and amount… degree of leaching in sandy soils or wet conditions… how well herbicides are VOICE OVER: These are the key factors that affect a pre emergent’s efficacy but now let’s look at what typically happens on farm.
1.Date – the date the event took place (not date of recording) 2.Name – of the individual involved in the event eg. Child or parent/caregiver. 3.Source – the agency or individual sharing the information (eg, health professional, Drug and Alcohol Service, Mental Health Services) 4.Event – the significant piece of information (eg, Police report of Domestic Abuse, house move, change of GP, criminal proceedings, other siblings missing/absconded, mother not attended ante-natal appointment ). 5.Comment – Any action taken by the agency in response to the event. The template can be accessed via SharePoint please see paragraph 7.1 for details to electronic link
Risk Estimation: a framework for practice (Calder 2008) Risk estimation: a framework for practice FACTOR ELEVATED RISK LOWERED RISK (INC. PROTECTIVE FACTORS) The abusing parent Negative childhood experiences, inc. abuse in childhood; denial of past abuse. Violence/abuse of others. Abuse and/or neglect of previous child. Parental separation from previous children. No clear explanation. No full understanding of abuse situation. No acceptance of responsibility for the abuse. Antenatal/post-natal neglect. Age: very young/immature. Mental disorders or illness. Learning difficulties. Non-compliance. Lack of interest or concern for the child. Non-compliance. Lack of interest or concern for the child. Positive childhood. Recognition and change in previous violent pattern. Acknowledges seriousness and responsibility without deflection of blame onto others. Full understanding and clear explanation of the circumstances in which the abuse occurred. Maturity. Willingness and demonstrated capacity and ability for change. Presence of another safe non-abusing parent. Compliance with professionals Abuse of previous child accepted and addressed in treatment (past/present). Expresses concern and interest about the effects of the abuse on the child. Abuse of previous child accepted and addressed in treatment (past/present). Expresses concern and interest about the effects of the abuse on the child.
DOCUMENTATION OF BIRTHS ATTENDED This form must be completed by any applicant with less than 3 years’ experience since licensure or certification. Midwife’s name:__________________________________ Date of Application _____________ CPM or CNM Yes No Date you began practice as primary midwife (mo/year) _____ Number of years in practice ____ List all births attended since licensure or certification. Do not include births as an apprentice or part of your training requirements. Please maintain client confidentiality by using a code instead of your clients’ names. You must document 50 births since licensure/certification. Note in the “Continuity of Care column any client who meets the requirements for a “Continuity of Care” client (min. of 4 prenatal exams, the birth, newborn exam, and at least 1 postpartum exam.) You must document at least 10 Continuity of Care clients in order to meet preceptor qualifications. client CODE date of birth Continuity of Care Y Totals client CODE date of birth Continuity of Care Y Totals I certify that the above record of my experience is accurate. I understand that ATM has the right to request documentation of any of the above listed records, and that falsifying information is grounds for removal as an ATM Preceptor. Midwife’s Signature: ________________________________________________________________________
Christine E. Lynn College of Nursing 777 Glades Road Boca Raton, FL tel: 561.297.3887 fax: 561.297.0293 www.fau.edu/nursing Boca Raton • Dania Beach • Davie • Fort Lauderdale • Jupiter • Treasure Coast An Equal Opportunity/Equal Access Institution
Management of Health and Illness The student had the opportunity to observe and or participate in: Student observed Student participated in obtaining Student did independently with preceptor observing Formulate and update the problem lists based on H&P. Identify health maintenance needs based on age, PMH, family history and health related behaviors and then develops plans to meet these needs. Perform well child exam. Perform well adult exam Provide pertinent patient education related to health maintenance In a few words describe one strength this student has. In a few words what area(s) does this student need to improve on? Role Identity and Professional development Is the student able to: Always Needs few cues Usually needs guidance Introduce them self to the patient and explain role of nurse practitioner Come to clinic at designated time ready to observe
APPENDIX B END OF SCPE (Supervised Clinical Practice Experience): PRECEPTOR EVALUATION OF STUDENT PERFORMANCE SECTION 1: CLINICAL COMPETENCY For each of the following tasks listed below, please indicate the level of performance based on your experience working with this student: Unable To perform (1) Attempts but unsuccessful in completing task even with preceptor support Requires close supervision (2) Requires guidance and/or the presence of preceptor to successfully complete Requires minimal supervision (3) Successfully completes with little feedback and/or clarification by preceptor CAN pErFORm WIThout DIRECT (4) Performs at advanced level, rarely requiring feedback or clarification Not Applicable OR Observable Specific task was neither observed nor assessed during the rotation Provide accurate and concise documentation (electronic or on paper) of an office visit clinical encounter or a hospital admission Provide case specific preventive care (Counselling patients (or families) on patient safety and/or effective health promotion and/or disease prevention strategies) Provide care for acutely ill or injured patients in situations. Provide care for acutely ill or injured patients in emergent situations (life-threatening, time sensitive). Provide care for patients with chronic conditions. Identify referral criteria for cases. Elicit a comprehensive/focused medical history from patients
Perform an appropriate comprehensive/focused physical examination on patients Develop a prioritized differential diagnosis and select a working diagnosis following a patient encounter Develop a diagnostic plan for a common clinical presentation (including ordering and interpreting diagnostic tests). Develop a treatment plan using pharmacotherapeutic principles and knowledge of medications for commonly encountered ailments. Provide an oral presentation of a patient encounter in the ambulatory or inpatient settings. SECTION 2: PATIENT CARE Relative to the level of a recent PA graduate, please rate the student’s level of performance when providing care as specified below: Unable To perform (1) Attempts but unsuccessful in completing task even with preceptor support Requires close supervision (2) Requires guidance and/or the presence of preceptor to successfully complete Requires minimal supervision (3) Successfully completes with little feedback and/or clarification by preceptor CAN pErFORm WIThout DIRECT SUPERVISION (4) Performs at advanced level, rarely requiring feedback or clarification Not Applicable OR Observable Specific task was neither observed nor assessed during the rotation Provide medical care to infants (birth-1 years). Provide medical care to children (>1 - 11 years). Provide medical care to adolescents (>11 - 21 years).
The NP student will integrate patient care technologies to maximize health. Needs improvement (0) Performs with considerable guidance (1) Performs with moderate guidance (2) Self –directed, minimal guidance needed (3) Communicates the client’s health status using appropriate terminology, format and technology applicable to the clinical setting Comments: The NP student will apply knowledge of organizational practices and complex systems to improve health care delivery. Needs improvement (0) Performs with considerable guidance (1) Performs with moderate guidance (2) Self –directed, minimal guidance needed (3) Makes appropriate referrals to other members of the health care team Interacts with all members of the health care team and staff in an appropriate manner Promotes interdisciplinary cooperation and communication Comments: The NP graduate will integrate ethical principles in decision making. Needs improvement (0) Performs with considerable guidance (1) Performs with moderate guidance (2) Self –directed, minimal guidance needed (3) Interprets own professional strengths, role and scope of ability to peers, clients and colleagues Assumes accountability for practice and professionalism Consults and seeks assistance from preceptor in a timely, professional manner Presents to clinical site in a timely manner and appropriately dressed for the site Comments: Total all the numerical values for all of the columns Total Score: __________ First semester students will need 48/69 (70%) to pass. Second semester students will need 52/69 (75%) to pass. Final semester students will need 55/69 (80%) to pass. Pediatric and Women’s Health clinicals, students will need 52/69 (75%) to pass.
Strategies Activities Month/ Responsible Person(s) Activity Completion Status Finish of APRN preceptor course. Finish development of preceptor introductory course powerpoint slides. Determine who will be taped presenting. April- June Workgroup Consultant 25% 50% 75% 100% Determine needed additional course materials and finish development of additional materials for preceptor course. Determine fees for out of state participants. April-June Workgroup Consultant 25% 50% 75% 100% Draft NDBON Contact hours application for introductory video and additional content. April-June Consultant 25% 50% 75% 100% Audiotape preceptor program introductory course. July-October Kyle, Workgroup 25% 50% 75% 100% Submit NDBON Contact Hour application. October Patricia 25% 50% 75% 100% Develop additional components and online interface for preceptor program. Investigate best practice strategies for recruitment and retention of preceptors including monetary and incentives, especially those that are applicable to statewide programs. April-June Consultant 25% 50% 75% 100% Determine additional components of preceptor program- online clearinghouse, matching of preceptors to programs, networking opportunities, registration, out-of state programs? Workgroup, Consultant 25% 50% 75% 100% Develop marketing materials for program. 25% 50% 75% 100%
Workgroup, Kyle Develop platform for overall program including additional components of program and include videos Workgroup, Kyle, Patricia, Consultant 25% 50% 75% 100% Launch APRN Preceptor Program Determine audience to pilot test program. Workgroup 25% 50% 75% 100% Pilot test program with small audience and soft launch. December Kyle/Patricia 25% 50% 75% 100% Full launch of program- market availability. January Kyle/Patricia 25% 50% 75% 100% Track program and conduct early evaluation of program. Determine perceived difficulty in finding preceptors. Workgroup, Consultant, Patricia 25% 50% 75% 100% 2015-2016 Develop and Pilot RN program. Maintain APRN program.
Derive and apply the formulas for the area of sector of a circle. exponential functions. Domain: Reasoning with Equations and Inequalities Cluster: Understand solving equations as a process of reasoning and explain the reasoning How are the circular functions related to the trigonometric functions? Objective(s): Students will convert degree measures of angles to radian and vice versa. Students will derive and apply the formula for the area of a sector of a circle. Task(s): Additional Resources: Domain: Trigonometric Functions Cluster: Extend the domain of trigonometric functions using the unit circle. Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number. Enduring Understanding(s): There is a direct relationship between right triangle trigonometry and trigonometric functions. Special triangles and the unit circle can be used to find values for trigonometric functions of specific angles. The trigonometric functions are extended to all real numbers to describe rotations around the unit circle. Essential Question(s): How can special right triangles help us find the coordinates of certain angles on the unit circle? Objective(s): Students will find the values of trigonometric functions for any Glencoe 4-3: Trigonometric Functions on the Unit Circle Sullivan 6.2: Trigonometric Functions: Unit Circle Approach Task(s): Additional Resources: Vocabulary: quadrantal angle, reference angle, unit circle, circular function, periodic function, period Writing in Math: Make a conjecture as to the periods of the secant, cosecant and cotangent functions. Explain your reasoning.
Tennessee’s Precalculus Standards Calculator Manipulatives/Other Resources NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores. Additional Sites Literacy Support Tasks/Lessons Tasks Edutoolbox (formerly TNCore)
32 Does the organization promote and encourage self-care for nurses on the job? 68.4% 75.0% 33 Are there education sessions that address how to facilitate communication or collaboration among employees? 52.6% 100.0% 34 Are there non-retaliatory protections established for reporting and addressing disrespectful conduct abuse or violent? Are established procedures utilized to constructively manage interdisciplinary conflict? 78.9% 100.0% 35 Is there evidence that employees know how to access the non-retaliatory system in place for reporting disrespectful conduct? 77.8% 100.0% 36 Is there a performance evaluation process in place for the nurse manager that is based on annual predetermined goals? 61.1% 100.0% 37 Is the nurse manager an effective advocate for direct care nurses and their patients? 100.0% 100.0% 38 Are nurse managers visible and accessible to the direct care nurses and other nursing staff? 100.0% 100.0% 39 Is there evidence the organization implements quality initiatives based on internal or external benchmarks? 94.7% 100.0% 40 Are direct care nurses provided multiple opportunities for participating in and learning about quality initiatives? 78.9% 100.0% 41 Is there evidence that nurse representation on an interdisciplinary quality team influenced a quality initiative? 57.9% 100.0% 42 Are research findings or evidence based practices systematically evaluated and implemented to improve patient care? 68.4% 100.0%
FROM STUDENT TO STAFF NURSE: SURVIVING THE FIRST SIX MONTHS Time Content Speaker Venue 13:30 – 14:00 Selected Workshop 1 See available options overleaf 14:05 – 14:35 Selected Workshop 2 See available options overleaf 14:35 – 14:45 Comfort Break 14:45 – 15:00 Personal Development Lai Chan, Associate Head Postgraduate CPD / PPE Edge Hill University H1 15:00 – 15:15 Building a Survivor’s Tool Kit Elaine Hughes, Senior Lecturer & SOLSTICE Fellow H1 15:15 – 15:30 Online Package Elaine Hughes, Senior Lecturer & SOLSTICE Fellow David Watson, Learning Technologist & SOLSTICE Fellow Edge Hill University H1 15:30 – 15:45 Closing Remarks Janette Fletcher, Senior Lecturer, Edge Hill University Karen Ellis, Clinical Skills and PEF Manager Aintree University Hospital Trust H1 WORKSHOP OPTIONS There are four available workshops as below, you will be able to attend two. All workshops will run at: 13:30 – 14:00 and 14:05 – 14:35. Time Content Speaker Venue 13:30 – 14:00 Compassionate Carol Coxhead H201
14:05 – 14:35 Conversations OD Lead, Southport and Ormskirk NHS Trust 13:30 – 14:00 14:05 – 14:35 Critical Incidents Karen Ellis, Clinical Skills and PEF Manager, Aintree University Hospital Cathy Griffiths, Associate Head Mental Health Nursing, EHU Sheila Ollerhead, Associate Head Adult Nursing, EHU H202 13:30 – 14:00 14:05 – 14:35 Speaking Out Ann Butler, SQA Lead, HENW H1 13:30 – 14:00 14:05 – 14:35 Managing Yourself and Others Sue Sadiq, Assistant Chief Nurse, Corporate Royal Liverpool and Broadgreen University Hospital Trust H241
SECOND SIX WEEKS 25 25.) Compare effects of parameter changes on graphs of transcendental functions. (Alabama) Example: Explain the relationship of the graph y = ex-2 to the graph y = ex. Students: Given a transcendental function, Analyze the transformation of transcendental functions based on parameter changes. Describe the transformation of transcendental functions based on parameter changes. 158-169, 172-180 24 24.) (+) Understand the inverse relationship between exponents and logarithms, and use this relationship to solve problems involving logarithms and exponents. [F-BF5] Students: Given an exponential equation with the variable in the exponent: Re-write an equivalent logarithmic equation with the variable as the output. Create representations (graphs or tables) of the exponential and logarithmic forms of the function and use these representations to justify the inverse relationship. Given a problem involving logarithms or exponents: Use the inverse relationship to isolate the variable to aid in solving the problem. 172-199
53 53.) (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. Example: Find a current data distribution on the number of television sets per household in the United States, and calculate the expected number of sets per household. How many television sets would you expect to find in 100 randomly selected households? Students: Given a simulation or real-life situation in which probabilities are assigned empirically, Create a probability distribution and determine the expected value of the distribution. 685-695 44 44.) Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [S-IC1] Students: Given a statistical question about a population, Describe and justify a data collection process that would result in a random sample from which inferences about the population can be drawn, Explain and justify their reasoning concerning data collection processes that do not allow generalizations (e.g., non-random samples) from the sample to the population. 685-729 45 45.) Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. [S-IC2] Example: A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? Students: Given a data-generating process, Identify a model that fits the data generating process, Find the theoretical probability or expected values generated by the model, Simulate the process and compare the results to theoretical probability or 685-729
Lesson overview Students appreciate and discuss an artwork by Eddie Puruntatameri. Students learn why butterflies are important, the role they play in ecosystems and what attracts them to a habitat. Students make their own cardboard sculpture of a butterfly. Lesson outcomes , , , , , , , Cross curriculum links (Knowledge and understanding) You will need image of ; images of some different ; images of ; sheets of A3 coloured cardboard and black card; pencils, glue, tape and scissors; fabric offcuts in bright colours and various textures, bottle lids, plasticine, pipe cleaners, sheets of foam packaging, wooden sticks, buttons, skewers, corks, wool, felt, raffia and feathers and long strips of cane about 1 – 2 meters long. Activities Introduction Display an image of Bird and Butterfly on a smartboard or projector and discuss the artwork with the class. Talk about the ecological relationship being depicted in Puruntatameri’s artwork. Ask the class if they have ever seen a bird eating a butterfly, show the class a picture of a Rainbow . Talk about predator and prey relationships and the fact that while the bird eats the butterfly there will be another animal that relies on the bird as a source of food. This is known as food web. Talk about the colours of both the butterflies and the bird with students. Artmaking Each student will need a piece of coloured A3 cardboard and a pencil to start. Fold a landscape orientated piece of A3 coloured cardboard in half so it creates an A4 portrait card with a fold down the left side. Keeping the card folded, and starting from the left side, students draw the outline of one half of a butterfly or a bird. Encourage them to fill the page, with the widest point of the forewing, and tips of the lower wing, going all the way out to the edge of the page and the antennae or beak touching the top of the page.
5. Which solutions in question 1 would you expect to react with sodium chloride solution (Reagent 4)? Write the hypotheses based on the information on the previous page. 6. Which solutions in question 1 would you expect to react with sodium hydroxide solution (Reagent 5)? Write the hypotheses based on the information on the previous page. Hint–there is more than one! Be sure to get them all! Now show your answers to your lab instructor to check your understanding. When you are approved you can put on your goggles and do the experiment to determine the identity of the ions in the bottles labeled AY, BY, BZ, CX, CY, DX, DZ. Each letter stands for the same ion each time. Important sure to record COLORS! Example–a student finds that EW and ET both react with Reagent 4 to give a white ppt. The E in both cases must be silver...remember positive ions are always written first! The silver ions would have been in solution with two different negative ions, maybe nitrate and sulfate. Since the negative ions do NOT react with Reagent 4, they do not make a difference. Experimental Procedure 1. Each person from the group checks out (1) spot plate from the stockroom. a. Make sure that the wells are CLEAN before commencing the experiment. Dirty spot plates could give erroneous results. b. Use DI H2O and the cotton swabs to clean the wells if necessary. 2. As a group test all seven solutions: AY, BY, BZ, CX, CY, DX, and DY with Reagent 1. a. First, place 2 drops of each solution in each of seven wells on the spot plate. b. Then, add 2 drops of Reagent 1 to all seven wells. c. Record the results in the data table. No reaction is indicated as NR. PPT indicates formation of a solid or cloudiness. Solution AY BY BZ CX CY DX DZ
DIRECTIONS FOR DUE DATE: Put an MLA heading on your paper. Be sure to place your last names in the corner. Put the title—Précis Writing and Paraphrasing: The Title of Your Article—in the center. Place each rhetorical précis statement in alphabetical order under the centered subheading of Rhetorical Précis: Your Last Name. After you have placed each individual rhetorical précis, you must then piece together your paraphrase of the article in the same order of the article. The last page must be a Works Cited with the article citation. It must also be paginated in the same fashion as your document. Your entire document must be done in MLA. Individual Rhetorical Précis Rubric Content The Good (8-10) The Bad (7-5) The Ugly (4-0) Your Verdict Rhetorical Précis Sentence 1 A clear, thorough, professional, and thesis that contains all required elements. A terse thesis that only partially asserts the premise of the article. There may be missing elements. A sophomoric thesis that either misidentifies the argument or is lacking required elements. Rhetorical Précis Sentence 2 A clear and detailed sentence that fully supports the thesis. The author has clearly read and understood the article. A decent attempt at identifying the evidence the author uses to support his or her thesis. A cursory explanation that can be found in the abstract. There is little evidence of having read the article. Rhetorical Précis Sentence 3 A clear understanding of the purpose of the article and how its evidence supports the thesis. An adequate understanding of the purpose of the article and how its evidence supports the thesis. You know nothing, John Snow. Rhetorical Précis Sentence 4 A cohesive sentence that demonstrates an understanding of purpose and audience that is well-supported by evidence. A general understanding of the audience and purpose. It is just passable. The sentence misidentifies the intended audience or lacks evidence to illustrate its purpose. Total Points
CH A Output Protector for Overload Specification Model TS-200PI TS-350PI TS-500PI TS-700PI Output Power Stereo/In Parallel 8 ohm 200Wx2 350Wx2 500Wx2 700Wx2 Stereo/In Parallel 4 ohm 300Wx2 530Wx2 730Wx2 1050Wx2 Bridging 8 ohm 600W 1060W 1460W 2100W S/N Ratio < -90dB < -90dB < -95dB < -95dB Frequency Response 20Hz --- 20KHz (+0 dB/ -3 dB) Input Impedance ＞ 20K ohm Input Sensitivity 0.775V/1V/1.44V Separation ＞ 70dB Distortion ＜ 0.05% Damping ＞ 200 Dimension 484*395*88mm 484*465*88mm Weight 11.2 Kg 12.6 Kg 15.8 Kg 17.9 Kg Connection Product Above is … … 加链接 TS-200PI Professional Amplifier T-529UA Series UHF Wireless Microphone TS-16P-4 Mixing Console TS-815 Upscale Pro Speaker
Adjustable Mirror Fitted Case Lens 18 mm Viewing Screen Beam Splitter Diffuser (2) Component Holder Movable Mirror Plate OS-9255A Precision Interferometer Lens 18 mm Component Holder Base Lens 48 mm OS-9256A Interferometer Accessories (2) Polarizer Glass Plate
Experiment 1: Introduction to Interferometry EQUIPMENT NEEDED: – Basic Interferometer (OS-9255A) – Laser (OS-9171) – Laser Alignment Bench (OS-9172) – InterferometerAccessories(OS-9256A) Component Holder , (2) Calibrated Polarizers Introduction In general, an interferometer can be used in two ways. If the characteristics of the light source are accurately known (wavelength, Lens 18mm FL OS-9255A holder screen polarization, intensity), changes in the beam path can be introduced and the effects on the interference pattern can be analyzed. Experi- ments 2 and 3 are examples of this procedure. On the other hand, by introducing specific changes in the beam path, information can be obtained about the light source that is being used. In this experiment, you'll use the interferometer to Beam splitter Adjustment mirror 1 div = 1 MICRON measure the wavelength of your light source. If you have a pair of polarizers, you can also investigate the polarization of your source. Thumbscrews Micrometer knob mirror Procedure Part I: Wavelength Figure 1.1. Michelson Mode Setup
procedures for hand tapping a hole with a drill press to assure perpendicularity; hand tapping a hole in a work piece to required tolerance 41. Setting up and operating drill presses; Powe tapping a hole in work piece: Safety precautions/procedures for power tapping; distinguishing between power and hand taps; r.p.m. for machine tapping in a drill press for 1/4-20nc-2b, 1/2-13nc-2b, procedures for machine tapping holes; correct cutting fluids for power tapping; power taping a hole in a work piece to required tolerance 42. Setting up and operating lathes; Parts of a lathe: Major parts of the lathe; function of the bed; function of the carriage and the parts therein; function of the head stock and the parts therein; function of the tail stock and the parts therein 43. Setting up and operating lathes; General safe and efficient work practices: Need for safety glasses; hazards of chip handling; set up hazards; chuck removal and installation hazards; hazards of work piece burrs; proper housekeeping and tool hazards; safety by written safety test 44. Setting up and operating lathes; Measuring stock: Correct drafting standards for dimensioning blueprints; proper care, use, and calibrations of precision measuring instruments; accepted drafting abbreviations and/or symbols (outside diameter, inside diameter, threads per inch, inch, millimeter, counterbore, depth); measuring a cylindrical work piece
Please double check the material’s alignment to standards. Alignment to Idaho Content Standards: _____% correlation **If the material aligns to the Idaho Content Standards with at least an 80%, move on to: Material Analysis. If the material has less than an 80% alignment, please notify your team leader. Materials Analysis: Directions: Complete one form for each textbook /program you evaluate. In your evaluation, you are asked to consider the materials according to the criteria below. First, take each individual criterion and rate the material using the following standard: 0 (Inadequate), .5 (Partially Meets), and 1.0 (Meets or Exceeds). Use the comment and notes sections to give the reasons for your ratings, citing unit/lesson whenever possible. Objectives Comments/Examples (Publisher and Reviewer) Inadequate 0 Partially Meets 0.5 Meets or Exceeds 1.0 Objectives are generally aligned with Idaho Professional-Technical Education Performance Standards. The scope and sequence of the content is well organized and comprehensive. The objectives covered require the students to use higher level cognitive skills (analysis, synthesis, evaluations, etc.). Instructional plans and teaching suggestions provide for efficient adaptation of materials for a variety of performance skill levels and learning styles. Objectives integrate relevant performance, creative, and assessment. Quality supplemental teacher materials are available for this text. Content Inadequate 0 Partially Meets 0.5 Meets or Exceeds 1.0 The content incorporates and supports current performance practices. The teacher’s guide provides opportunities for differentiation. Concepts and skills are presented in tandem. The text effectively integrates technology.
Verify settings and click "Install." Figure 6 8. Click "Finish" to exit Setup. USB_Floppy _Manager II_V1.31T is now installed. Figure 7 Formatting USB Drive Click on the Windows “Start” button, and then right click on the “USB_Floppy_ManagerII_V1.31T” file and choose “Run as administrator.” If option doesn’t appear, click on “Properties,” then go to the “Compatibility” tab and click on the “Run this program as an administrator” option.
Formatting USB Drive Click on the Windows “Start” button, and then right click on the “USB_Floppy_ManagerII_V1.31T” file and choose “Run as administrator.” If option doesn’t appear, click on “Properties,” then go to the “Compatibility” tab and click on the “Run this program as an administrator” option. Figure 1 Click on the Windows "Start" button again and open “USB_Floppy_Manager II_V1.31T” to format USB drive. The following window will open up. Figure 2 Click “USB Flash Drive” at the top left corner of the window and select “Format.” Figure 3 On the new dialogue box, select floppy format “1.44M.” Set “The number of floppy disks" to create to “100.” Make sure “Quick Format” is not selected. Click “Begin to Format.” Figure 4
PreCalculus Chapter 2 part II Rational Functions Topic I can… Assignment Simplify, multiply and divide rational expressions Simiplify complex expressions Add and subtract rational expressions WS Solve rational equations WS 2.6 / 2.7 Determine vertical asymptotes for rational functions Determine holes in the graphs for rational functions Determine horizontal asymptotes for rational functions Graph rational functions using vertical, horizontal asymptotes and x and y intercepts Pg. 152 (7-12, determine vertical & horizontal asymptotes & holes for #14, 16, 18) Pg. 161 (9, 15, 17, 23, 25) 2.7 Determine slant asymptotes for rational functions Graph rational functions using holes, vertical, horizontal and slant asymptotes and x and y Pg. 162 (55, 56, 59, 61) Around the Room Review Rationals Practice Quiz Test on Rationals
Bill C-23 (Preclearance Act) House of Commons Standing Committee on Public Safety and National Security May 29, 2017 For the Canadian Airports Council: Daniel-Robert Gooch, President of the Canadian Airports Council Janik Reigate, Director, Customer and Agency Development, GTAA Daniel: Thank you for the opportunity to be here today to present on this important piece of legislation: Bill C-23 – the Preclearance Act. My name is Daniel-Robert Gooch, the president of the Canadian Airports Council. I will be sharing my time with Janik Reigate, Director, Customer and Agency Development at the Greater Toronto Airports Authority which operates Toronto Pearson International Airport. Le conseil des aéroports du Canada (CAC) compte quelque cinquante et un membres représentant plus de cent aéroports d’un bout à l’autre du Canada. Ces derniers incluent d’importantes plaques tournantes internationales telles que les aéroports Pearson à Toronto et Trudeau à Montréal; des aéroports de taille moyenne comme ceux de Fredericton et Fort McMurray; et de plus petits aéroports comme celui de North Bay ou le Trail Regional Airport en Colombie-Britannique. Nos membres exploitent plus de quatre-vingt-dix pour cent du trafic aérien commercial au Canada, et une proportion encore plus importante du trafic international.
Next Semester Students to submit papers on Live Text or word doc. Next semester who would like or cannot be a supervisor M. Jeffery has only heard from one who cannot supervise next semester. If opt out – please contact M. Jeffery In process of contacting schools now for placements. Semester starts Jan 19th, week after MLK with a February 1st start for preclinicals. Need 10 weeks, 20 visits Semester Feedback Asked if we could use same cooperating teachers. New rules with districts though. Early Warning Notice Principals cannot commit. How long do they need to wait to submit? Preclinical Surveys Emailed from M. Jeffery- School curriculum cannot be changed . May not work according to our performance activities and need to be flexible and adjust. All cooperating teachers need to be involved that worked with the student. Call ins, Skype – need to be flexible Questions & Concerns
Assoc Prof Susan Forde Prof Brian McNair Prof Libby Lester Philip Cass: The ghost of Felix Culpa Nicole Gooch: Environmental Risks and the Media—A Case Study of Brazil’s Samarco and New Caledonia’s Goro Mining Disasters Dr Lee Duffield: Reporting on New Caledonia and case study demonstrating the use of journalism as research Eliki Drugunalevu & Irene Manarae: Reflections on Radio Pasifik: A USP campus-based community radio station Sue Green: Industry to the academy—A case study Amanda Gearing: Investigative journalism and the rise of the global Fourth estate Fran Tyler: New Zealand media is fascinated by some murders, and not others Rosanne Peach: Moving the reader: The emotionality of feature writing and its potential impact on framing social issues Afternoon tea (WG128) Transparency International seminar: Corruption and Governance in the Pacific (WG126) Facilitator: Fuimaono Tuiasau Respondent: Assoc Prof Camille Nakhid Issues in Contemporary Journalism Education (WG701) Joint Chairs and Respondents: Dr Kathryn Bowd and Dr Colleen Murrell Reporting Beyond the Usual Suspects of Big City Journalism (WG701) Chair: Dr Lee Duffield Kalafi Moala, Tongan publisher and broadcaster Dr Shailendra Singh, Fiji media educator Alex Rheeney, PNG newspaper editor This session will be livestreamed at Ellen Neilsen: Educating the next generation of news makers: an updated content analysis of Australian undergraduate journalism degrees Dr Alex Wake & Sam Cucchiara: Help, we just got sued! A work-integrated learning case study for Australian journalism educators Victoria Quade: Exploring some theoretical assumptions, or lack of, in convergence journalism education Assoc Prof Andrew Dodd, Dr Kayt Davies, Hugh Martin & Kerrie Davies: UniPollWatch—Australia’s Assoc Prof Trevor Cullen: Sharing HIV and health stories in the media: lessons learnt from a media education and training program Prof Mark Pearson & Assoc Prof Jacqui Ewart: A approach to developing a best practice checklist for journalists reporting upon Islam and Muslims Dr Cathy Strong: From Class to Cowshed—Experiential teaching of Agriculture Journalism driven
CHEMISTRY Complete the following table. The first few have been done for you element symbol atomic number mass number number of protons number of neutrons number of electrons electron arrangement hydrogen H 1 1 1 0 1 1 lithium Li 3 7 3 4 3 2,1 boron 11 magnesium 24 (2 marks total) Draw an electron diagram to show the electron arrangement of an atom for the following elements. nitrogen phosphorus (2 marks total) Ionic bonding and properties of ionic compounds Draw the dot and cross diagram for aluminium oxide (draw outer shells and the resulting bond only). (2 marks total) Fill in the table to show the electron arrangements for the following ions: ion electron arrangement ion electron arrangement K+ F- S2- Mg2+ Al3+ N3- (3 marks total)
9/30/2009 1.5 Removed content for installation of WebLogic and KAAJEE. Updated Appendix A to contain log4j configuration PECS Team 08/26/2009 1.4 Added Appendix B: Custom Update File Installation PECS Team 08/12/2009 1.3 Removed jdbc.properties reference, as this file will be accessed on the server. Removed Post-Installation section, as no longer needed. Added section “4.5 Add CT_VERSION table to FDB schema”. PECS Team 01/06/2009 1.2 Updated database datasource driver in WebLogic setup section. PECS Team 12/02/2008 1.1 Added log4j.properties reference. Added KAAJEE jdbc.properties reference. Added kaajeeConfig.xml reference. Added user_staged_config WebLogic KAAJEE library directory reference. PECS Team 11/24/2008 1.0 Initial version PECS Team ProPath Template used v1.6, June 2012
07/05/2012 3.2 Changed component deployment order Gary Duff 06/21/2012 3.1 Minor updates (table captions, step numbering, etc.) Brian Holihan 6/14/2012 3.0 Updated various Sections for database changes for v2.2. Alicia Ray 1/20/2012 2.6 Updated pagination, edits, TOC, and release date (back to November 2011) Marella Colyvas 1/12/2012 2.5 Updated database configuration section to reflect lessons learned during the initial load by testing services Alicia Ray 12/08/2011 2.4 Updated TOC and formatting Marella Colyvas 12/07/2011 2.3 Updated database configuration section to include procedure for importing production data and database rollback procedures Alicia Ray 11/29/2011 2.2 Updated document version number Marella Colyvas 11/28/2011 2.1 Updated database configuration procedures to clarify installation and migration steps. Alicia Ray 11/10/2011 2.0 Updated various Sections for configuration changes for v2.1. Updated formatting, acronym table, footers, and TOC. Sachin Sharma, Gina Scorca 9/27/2011 1.18 Updated database configuration steps to reflect current Oracle environment and PECS installation requirements Alicia Ray 07/19/2011 1.17 Updated formatting, edits. Marella Colyvas 07/11/2011 1.16 Updated various Sections. (removed section 5.2- JMS configuration and C4 as no longer needed) Sachin Sharma 05/29/2011 1.15 Updated JMS Section Sachin Sharma 04/22/2011 1.14 Edit formatting, apply template Susan Heiress 04/17/2011 1.13 Updated for PECS 2.0, added Logical Deployment section Sachin Sharma 04/17/2011 1.12 Added WebLogic JTA section Sachin Sharma 10/13/2010 1.11 Adjustments to JMS configurations due to a database user change. PECS Team 08/04/2010 1.10 Added section on configuring JMS related to CCR 2902. PECS Team 03/31/2010 1.9 Added the creation of the exportfile.properties to support the sending of custom update files to an FTP server. PECS Team